人教版小学五年级英语全英说课模板

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人教版《小学英语》五年级下册全册说课稿

Unit 1 This my day partB (1)Unit 2 My Favourite Season (3)Unit2《My favourite season》说课稿 (8)Unit 2 My Favourite Season (14)Unit3 B Let’s talk(说课稿) (19)Unit3 My birthday 说课稿 (25)Unit4 第三课时 (26)pep Unit4 第三课时说课稿 (29)PEP五年级第四单元说课稿全英文 (36)PEP Unit 4 what are you doing (38)PEP Unit 5 look at the monkeys (40)Unit 1 This my day partB的Let't learnWhat do you do一, 说教学理念:有了前面两年学习英语的经历,五年级学生了一定的英语水平,更何况这一课时的设计是来源于学生日常生活的实际,因此,这一课时主要是训练学生的口语交际能力,让学生能说,让学生会说,让学生想说,本课时主要通过已学知识点,从日常的生活中入手,激发学生想说的欲望,在由浅到深,循序渐进,运用"脑筋激荡法"引导学生回忆旧有的英语词组,如家务类clean the bedroom 运动类play pingpong 休闲类play chess等二,说教学内容今天我说课的内容是人民教育出版社出版的PEP Primary English Book 6 Unit 1 This my day part B 的Let't learn的学习和创编,主要学习句型what do you do on the weekend 以及词组climb mountain go shopping play the piano visit grandparents go hiking 引导学生说出play pingpong fly kite play basketball go swimming play chess 等,家务类和休闲类的词组三, 说教材本节课是词组教学.它是在学生巩固已学句型"when do you do…(getup go to bed go to school等)引导下学习句型"What do you do onSaturdays "从而引出词组"climb mountain go shopping play the piano visit grandparents go hiking 以通过学生对句型和词组的掌握,引导学生尽可能多的新的词组,如"play pingpong fly kite play basketball go swimming play chess 等"家务,休闲以及体育类的词组本课时虽然容量大,但难度不大,主要是在文本益友的基础上,强化学生对句型的巩固,并且让学生在轻松愉悦的环境中,集思广义,让学生在小组讨论中,挖掘与文本有关的知识点,让学生插上记忆的翅膀,回忆出三,四年级时,学过的英语知识点,形成总的知识点,碰撞出思维的火花,这样的学习氛围深受学生的喜欢.四, 说教学目标《英语课程标准》指出:激发和培养学生学习英语的兴趣,使学生树立自信心,养成良好的学习习惯和形成有效的学习策略,发展学生自主学习的能力和合作精神是小学英语教学的基本任务.在认真分析教材的基础上,我针对学生实际,将本课时的教学目标及重,难点确定如下:1,知识目标(1) 使学生能听,说,读,写climb mountain go shopping play the piano visit grandparents go hiking等词组.以及在小组讨论下,挖掘出原有的知识play pingpong fly kite play basketball go swimming play chess 以及家务类与休闲类词组(2) 理解掌握句型:"What do you do on…… 以及回答"I often……"等句子,并且能运用到日常的生活当中.go shopping2,能力目标:(1) 能听懂Let'chant中的指令并做出相应动作.,如climb mountains(2) 能根据本新词组,回忆旧知识点,或者是部分学生说出更多的新词组3,情感目标:(1) 激发学生学习英语的兴趣,使学生树立学习英语的自信心.(2) 培养学生的合作交流能力.五, 说教学重点1,学习新词组climb mountain go shopping play the piano visit grandparents go hiking 以及句型"What do you do on…… 以及回答"I often……2,以文本知识为基础,挖掘体育,家务,休闲类词组六, 说教学难点1. 培养学生合作学习的能力.,同时注意培养学生学习英语的兴趣, 树立自信心.2,单词mountain引导学生分音节模仿读音,掌握拼写,强调字母组合ou 发( ),ai发( ).将单词grandparents分为grant和parents让学生掌握3,在小组讨论的前提下,在学生挖掘已有的知识点和新的词组七, 说教学准备Let'learn ,let'sing 和Let'chant的录音磁带.以及卡片go to bed get up have dinner eat breakfast play sports do morning exercises .以及短语卡片climb mountains go shopping play the piano visit grandparents go hiking 以及卡纸八,说教法,学法为了突破这堂课的重,难点,根据小学五年级学生好奇,好胜,内敛,爱面子,表现欲旺盛等生理和心理特点,我主要采取了以任务型教学模式为主,以活动,合作为主线,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"讲授"的教学模式,促进语言实际运用能力的提高.九, 说教学过程Review 复习活动一,复习句子when do you do……以及已教的单词get up 等教师说:on Saturdays and Sundays, we don't go to school ,It is fun Ok Let's chantWarm up (热身)活动二仔细听Let's chant ,让学生说出在chant中听到的单词或短语教师问:What do we do on the weekend学生答:I often ………复习巩固词组climb mountain go shopping play the piano visit grandparents go hiking Presentation(新课呈现)活动三:教师呈现课件很多形象生动的图片有climb mountain go shopping play the piano 也有课外创编的play pingpong fly kite等教师让学生同桌合作一问一答教师问学生,学生来回答:I often play pingpong,fly kite and go shopping 等等活动四:脑筋激荡法小组讨论,除了原由的词组,还有那些也是我们已学的,或者其他同学课外学的.如休闲类, 体育类家务类等,各小组集思广义把讨论的结果记录在小组的卡纸上.活动五:我的地盘我做主各小组汇报讨论的结果,让代表者用句型I often…… on the weekend而讨论的词组则以动作的形式来表现,让全体同学参与竟猜,猜对,把词组书写在黑板和幻灯片上,这样有利于活跃课堂气氛Consolidation and extension活动六:小记者用句型What do you do on the weekend 收集班级的其他同学和老师的时间安排,从而进行汇报活动七:人口大普查有学生选择自己喜欢的同学进行采访,记录下来,可以是关于他的外貌,年龄以及双休日的安排,让其他同学精猜教师在课件上出示引导性的句子供学生参考1, He /she is……2, He /she has……3, He /she likes………4, He /she often ……………on the weekend5, He /she…………十,教学总结这节课不论是新旧知识的创编,还是游戏的设计,都尽可能紧地抓住学生,吸引学生,让学生积极参与到课堂中来.学生在玩中学,学中用,提高了课堂实效,培养了学生学习的兴趣.充分让学生主体参与,体验感悟,游戏巩固,尽量帮助学生树立学习英语的兴趣Unit 2 My Favourite SeasonB Read and Write一、说教材。

人教版小学五年级英语全英说课模板

人教版小学五年级英语全英说课模板Good morning。

respected judges。

It is an honor to have the opportunity to speak with you today about Unit Six - "Work Quietly" - in the PEP Primary English Students' Book Grade Five.Firstly。

the main topic of this unit is "Work Quietly." Through the scene of Tom and John talking in the library。

students can understand the X language of Part A。

new XXX' language skills.Moving on to the teaching aims。

students should aim to listen。

read。

and write "Work Quietly" and "Keep Your Desk Clean." They should also understand the main idea of the dialogue。

XXX。

and perform the roles。

Furthermore。

students should be able to use the words and XXX they have learned to express what they should do in a given XXX.To start off the lesson。

the teacher and students greet each other and then the teacher proceeds with a warming-up XXX。

小学英语全英说课稿模板

小学英语全英说课稿模板篇一：小学英语说课稿模板万能小学英语说课稿（英文万能版）● Good morning, my dear judges. I am_______, from____________.I’m glad to interpret my teaching design here.● The teaching content is Part, of Unit of PEP Primary English, BookThis unit is mainly about Now, I will explain the lesson from the following aspects.1. 教学内容（体现教材的整合）Firstly, let’s focus on the analysis of teaching content.The lesson is a new one of Unit .It includes and . Insection 1, it mainly deals with these key words, 2. 教学对象（根据不同年级的学生，描述其特点）Secondly, it is about the students.Our students are in GradeThey are active and curious, interested in new things.After learning English for years, they have some basic Englishbackground knowledge, so the teacher should attach importance to themunication with them, providing them the chances of using language.They have learnt English for years, and have already knownIt is not difficult for them to understand and use the language 3. 教学目标（根据具体内容定目标和要求）So, I set the following aims.By the end of the lesson, students will be able to read, recognize, and usethese words:And, these sentences:By the end of the lesson,Ss can understand the and get useful information from the throughattentive listening / reading.Ss are able to talk about Ss can use to give suggestions onSs’ abilities of listening and speaking will be developed.(Affect;Learning strategies;cultural awareness.)In this lesson, the emotional aim isto help students cultivate and foster their abilities of working ingroups.to foster Ss’ consciousness of good-cooperation and properpetition.to help Ss cultivate their abilities to analyze and solve problemsindependently.to foster Ss’ initiative and creativeness.to help Ss to recognize and identify the differences between Chinese and English cultures on to help Ss know some and prehend theto make sure that Ss can use Correctlyskillfully.to develop Ss’ interest in English.The difficult point is:The pronunciation of 教法学法Fourthly, it talks about teaching methods.andIn this lesson, I will mainly use “Task-based teaching method”,“Communicative language teaching method” and “TPR teaching method”,and so on.4. 教学过程① 具体steps 根据具体内容定；② 板书steps ＋ purpose 说明；③ 如有可能，同时完成layout设计;Next, let’s focus on the teaching procedures.I will finish the lesson in steps.It will cost about mins.After greeting with the Ss, I will begin the lesson by singing the song together with the Ss.Purpose:The purpose of this is to form a better English learning surrounding forthe Ss, and, at the same time, it provides situations to review the learntknowledgefor the next step.It will cost about mins.With the help of the PPT, I set a situation of by to stimulate the Ss’ interest of the lesson.By playing the PPT, IAnd then, (板书layout)The purpose of this is to present the new words and sentences in thesituation, which relates to the Ss’ real life experiences, to help the Ssunderstand the language easily and naturally.After presenting each new word (by the guessing game), I will impart theknowledge of pronunciation rules in teaching the new words.It is called Phonics.It can facilitate the Ss’ abilities to pronounce the words, and help them toremember the spelling of the words.（机械上口；有意义操练；let’s do;课文对话表演;）It will cost mins, including篇二：小学英语说课稿(全英版)小学英语说课稿①Good afternoon , Ladies and Gentlemen !My name is Wu Dan . I e from Tanggangzi School .I am very glad to be standing here and talking about Lesson 10 ,which is from Fun with English Book 3 Unit 2 .My teaching report includes four parts . Part 1 To analyze the book1.There are 3 units in Book 3 . This is Lesson 10 . The central item is how to master another sentence to express “ What’s the time ? ” and how to buy something. Using “ What’s the time ? ” hungry , cakes, bread and so on . We’ll study and drill the sentences and the word ’s pronunciation .2. According to the teaching outline and bining the students ’ situation , I make the teaching aims of this lesson as follows .a .The first is the aim of knowledge .It’s to learn and master two sentences. What time is it? I am hungry and then using them to express thetime and go shopping fluently and freelyb. The second is the aim of abilitiesThe creative spirit is quite important to the students. So I will pay much attention to train it in my class. Otherwise. I will try to train the students listening, speaking, reading and writing abilities, Mainlyimprove their municative abilities and encourage them to speak more English.C. The third is the aim of emotionMake the students have successful feeling and achievement. And make them be in English study.3.Important pointsThe first is to master and use the two sentences. What time is it? I’m hungry. The second is to master the usage of the words hungry, cakes and bread.4.Difficult points.I t’s the pronunciation of the two words. hungry, cakes, and how to use them fluently and freely . Part 2 . Teaching and learning methodsMake the students take part in class . Ask and answer in pairs and groups . I’ll use municative method , discussing method and seeing and hearing method to teach this lesson .Part 3 . Teaching aids .In order to interest the students . I’ll use a clock , recorder , cards and some food as my teaching aids . Part 4 . Teaching procedure .Step 1 RevisionBefore my class , I’l l get the students to sing an English song to keep themselves relax . Then I’ll use a clock to act it . What’s the time ? What’s thetime ? It’s eight o’clock . I’ll show threenumbers . When the students answer It’s ten o’clock . I’ll say : It’s ten . Today we’ll learn Lesson Ten . Then I'll put the clock on the blackboard .Step 2 Presentation and drillFirst I’ll point to the clock and ask , what time isit ? Students answer It’s ten . Then I go on moving thehands and ask .What time is it ?Students answerquickly .Second I’ll drill the sentences What time is it ?It’s ----- .pairs in pairs or row by row .Third When the students answer It’s 12:00 o’clock . I’ll point to my stomach and say .Oh I’m hungry .and I’ll eat a cake . Then I’ll go on saying I’mhungry .and I’ll eat another cake . I’ll act it four or five times . Then I ask a student to act it . I’m hungry , too . I’ll say two cakes , please .and the sentences .I’m hungry . Two cakes ,please.Forth :Listen to the dialogue and answer my questions.1.What time is it?2.How many cakes?Step 3 ConsolidationI’ll train the creative spirit of the students.I’ll give them three please. To act the dialogue freely .First at the 219 Park,second fruit shop Third department store.Step4.HomeworkEncourage my student to the market to buy something with his friends or parents.②Good 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 stresses 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 represented in the following units. So this unit forms connecting links with a special meaning in this book.The content of this period is to use“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 andspell the following words: a glass, a fridge, an egg, bread and a table.The second one: students can listen, read, say andwrite the following daily expressions: What’s for breakfast?Have some juice then.The third one: students can listen, read, say andwrite the following sentence p atterns: 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 use the patterns“Where’s\Where are…and There is no …in\on\near…” in their daily life correctly.And I will use some pictures, words and sentence cards, a tape recorder and the multi-media puter to help me achieve the aims.The task-based method, municated method, group cooperate method will be used in this period. To acplish the aims, I design the following steps:Step 1 Songs and the game arousers the emotion.In order to attract the Ss’ attention and constructan atmosphere of learning English, I let the studentssing 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 munication and the environment of munication is life. So when I present the sentence pattern “What’s for breakfast?” Ifirst 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 …in\on\near…Have …then.And I will stick these sentence 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 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 petition 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 themselves.Is this the end of the class? I do n’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 municate 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 arechallenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and havetheir ability and skills trained.That’s all. Thanks a lot for your attention.全英说课稿Good morning everyone. Standing here, I’m very happy and excited. It’s my greathonor to be here to present my lesson, and the chance is very precious for me. And I’ll try my best. Today I’ll talk about unit frommy contents consist of 8 parts Analysis of the teaching materialAnalysis of the studentsTeaching methodsTeaching aims and demandsTeaching aidsTeaching procedureBlackboard designAnd conclusionWell, firstly, I’ll talk about part 1 analysis of the teaching material. I have concluded the features of…….1 . there are a lot pictures. For this, the kids will be interested in the book. As we all know thatinterest is best teacher for the students.2. It lays stress on the munication. According to the problem of Chinese students learning English , the book design a lot of material to improve the students’ a bility of listening speaking, reading, and writing. So I think the book is very good.Then I’ll talk about next part analysis of the students. It is known to us that the kids are very active and like playing games very much, so during my class, I’ll design some interesting games to activate them to participate and learn something. They will also be interested in the class.Next I’ll talk about teaching methods. My teaching methods are task-based approach and situational approach. Using different methods can make the class active.Let’s move on to another part, teaching aims and demands. There are knowledge aims and ability aims.Knowledge aims are to enable the students to master the words and phrases:………. And the sentences:…Ability aims are To improve stud ents’listening and speaking ability by reading and practicing the dialogue.Next is the teaching aids. In this class, I’ll use pictures, PPT and tape recorder. These can arouse the students’ interest in English.Now I’ll talk about most important part tea ching procedure. It consists of 5 steps. Warning up, lead-in, contents key points and difficult points and homework. Step1 is warming up. Here I’ll use PPT to play a English song Bingo for the students and I’ll ask them try to follow it to sing together. By this, the students can beinterested in it and pay their attention to our class easily and improve their ability of speaking.Step2 is lead-in （导入根据所授内容设计，可通过展示与本课有关的话题或者图片等等引出本课话题）Step 3 is contents(本部分为主要授课内容及组织的课堂活动。

五年级英语全英说课稿件

Hello everyone ! Today I am going to talk about PEP Grade 5 Book 1 Unit 6 In a nature park ,section A, Let’s try, Let’s talk. I will divide this topic into four parts :analysis of teaching material and students、teaching and learning methods、teaching procedures and black board design.First let me talk about analysis of teaching material and students.This part is the first lesson of this unit. It’s a new class. Our students have already learnt unit 5 whose topic is “there is a big bed.” So they have a knowledge of “there be” pattern. Today we will learn more about it and its different forms. As is known to us, “there be” pattern is very important in the whole primary English.And according to teaching material and students’ characteristics I set the following teaching aims and teaching key and difficult points：First knowledge aims：(1)Enable the students to grasp the words: sky, mountain, forest, river, lake bridge etc.Second ability aims：(1) To develop the Ss’ abilities of working in pairs and groups.(2) To develop the Ss’ abilities of communication by learning the useful structures.(3)Enable the students to use the drills “there be…”in daily life.Third emotion aims ：(1) Train the students’ sense of loving nature and protecting the environment.(2)Inspire the students’ interest in English study,and make students to build up the confidence of learning English.Then it comes to teaching key and difficult points.Teaching key point is let Ss grasp key structures such as “I s there...? Yes, there is. / No, there isn’t.Teaching difficult point is how to understand and use the general question of “there be” pattern and its affirmative answer and negative answer.OK next one is about teaching methods and learning methods.To make sure that students can study English in very funny way and help them build up confidence, I mainly apply communicative method, task-based method game method.As for learning methods,I will let students use the task-based method to work in pairs or groups to make a dialogue by using the words and sentences we learnt todayFinally it’s time for procedures.Step one warming upBefore the class let Ss sing a song named at a nature parkthe purpose is to arose their interest in learning and gain the ABC of this lesson.Step two guess gameI will use ppt to show some pictures about nature parkThen let students talk about what is in the nature park using “there be ”patterns learnt before.Then let them guessWhat else is in the nature park ?Use “Is there...?” to ask. For example, “Is there a mountain in a nature park?Ss: Is there a forest/river/lake/hill/...in a nature park?Finally help Ss answer completely like this:Is there a lake in the nature park?Yes ,there is./No,there isn’t.The purpose is to train Ss’s skills of speaking English.and at the same time ,drive them to use new structure.Step three listeningI will play the tape three times .for the first time ,Ss just listen ,for the second time ,they finish the task ,for the third time ,we will check together.The purpose is to make Ss have a sense of new knowledge while listening.And it is designed for the following study.Step four presentationFirst let Ss look at the picture in let’s talk.and say something about it .like what are they talking about?Then make them listen to the tape with several questions such as, Is there a river in the nature park ? and find the answer.Then check and say something about the dialogueFinally role play the dialogue in pairs .The purpose is to let Ss understand the new knowledge .Step five who is your friend?make a group of four and give them minutes to do the group work ,every one in the group need draw a picture about the nature ,then let the partner guess , like this A:is there a lake in the forest?B:yes ,there is .you are my friend./no, there isn’t. you are not my friend. Then ask some group to act it out in front of the class.The purpose is to consolidate the new knowledge in a funny way,which will make a good effect.Step six homeworkWrite some sentences about the nature with what we have learnt today .。

英语五年级下人教版说课稿

英语五年级下人教版说课稿尊敬的各位评委、老师们，大家好！今天我说课的题目是人教版五年级下册英语教材。

我将从教材分析、教学目标、教学重难点、教学方法、教学过程及板书设计等方面进行详细的阐述。

一、教材分析本册教材是人教版小学英语五年级下册，共分为12个单元，每个单元包含两个课时。

教材内容丰富，涵盖了日常生活中的许多实用话题，如家庭、学校、购物、节日等。

每个单元都通过对话、短文、歌曲和游戏等形式，让学生在轻松愉快的氛围中学习英语。

此外，教材还注重培养学生的听、说、读、写四项基本技能，以及初步的英语交际能力。

二、教学目标1. 知识与技能目标：学生能够掌握本册教材中的基本词汇、句型和语法点，能够运用所学知识进行简单的日常交流。

2. 过程与方法目标：通过听、说、读、写的训练，提高学生的英语语言运用能力，培养学生的合作学习和自主学习能力。

3. 情感态度与价值观目标：激发学生学习英语的兴趣，培养学生的跨文化交际意识，增强学生的自信心和合作精神。

三、教学重难点1. 重点：掌握本册教材中的核心词汇、句型和语法点，提高学生的听说能力。

2. 难点：正确运用所学语法知识进行句子的构造，提高学生的写作能力。

四、教学方法1. 任务型教学法：通过设计贴近学生生活的任务，让学生在完成任务的过程中学习和使用英语。

2. 合作学习法：鼓励学生进行小组合作，通过交流和讨论，共同完成学习任务。

3. 情景教学法：创设真实或模拟的情景，让学生在情景中学习和运用英语。

五、教学过程1. 导入（Warm-up）：通过歌曲、游戏或图片等方式，激发学生的学习兴趣，为新课的学习做好铺垫。

2. 新课呈现（Presentation）：通过情景对话、图片、实物等直观教具，呈现新词汇和句型，让学生初步感知和理解。

3. 操练（Practice）：通过听录音、跟读、角色扮演等活动，让学生模仿和练习新知识，巩固记忆。

4. 产出（Production）：设计任务型活动，让学生运用所学知识进行实际交流，提高语言运用能力。

人教版小学五年级英语全英说课模板

人教版小学五年级英语全英说课模板(总5页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--PEP 小学英语五年级下册中英文说课稿Good morning! My respected judges! It is a great honor to have a chance to stand here and talk to you today. What I am going to talk about is Unit Six------Work quietly---- in the PEP Primary English Students’ Book Grade Five.一、Analysis of textbookThe ma in topic in this unit is ‘Work quietly’. By presenting the scene of Tom and John talking in the library, the textbook enables students to perceive the semantic and pragmatic situations of the above sentence patterns. On the basis of reviewing the core language of Part A, dialogues should be expanded to learn new dialogues.（教材通过呈现Tom和John在图书馆交谈的情景，让学生感知上述句型的语义和语用情景。

对话在复习A部分核心语言的基础上，扩展学习新的语言对话）二、Teaching aimson the knowledge: Be able to listen, read and write talk quietly, keep your desk clean . Understand the main idea of the dialogue, read aloud skillfully and perform the roles.（理解对话大意，熟练朗读并进行角色表演）2. Aims on the ability: Be able to use the words and sentence patterns learned to express what you should do on a given occasion.（能够用所学词汇和句型，表达在某个场合应该做的事情）3. Aims on the emotion: Develop the students' interests in studying English. Cultivate students' common sense of civilized etiquette and its expression in English. 培养学生的文明礼仪常识，以及在英语中的表达.三、Important Points and Difficulties in this lessonable to master the phrases and sentences. such as quietly, anything, keep your desk clean.2. Be able to use the words and sentence patterns learned to express what you should do on a given occasion.四，Preparations in this lessonSome pictures of public signs PPT五、Teaching Methods and studying methodsTeaching MethodDuring the teaching procedure, I make several situational conversations for the students. For example, I choose some students to do the role-playing game, and let them play the roles in the textbook, and make their own conversation by themselves according to their reality. By doing this game, the students can have chances to practice their oral English and join into the teaching procedure. (二) Interactive Teaching MethodGuessing game is one of activities in my teaching procedure. For example, the teacher makes body gestures, and the students guess what the gestures mean. By the interaction between teacher and students can avoid just the teacher’s talking, also can activate atmosphere of the class, and let them learn English by games.(三) Task-based Teaching MethodIn the first lesson, I design a task for the students, for example. I ask the students to draw four pictures in spring, summer, fall and winter and put the words on the pictures. By doing this activity, the students can memorize the new words better.(四) Group Study MethodI divide the class into four groups and each group has its own name. Group study plays a very important role my lesson. By doing this, the students can study English in competitive cooperation.(五) Practice MethodPractice is very important. The students can not improve their English without practice, because practice makes perfect. By doing practice, the students can make full use of what they have learned in the class.三、 Teaching procedures(一)Warm-up(1) Guessing gameIn warming-up step, after the teacher and students greet each other, the teacher begins to make body gestures on weather, such as cold, hot, warm, cool, rainy, windy, cloudy and so on., and asks the students what is the weather like now. And the students guess what kind of weather it is. Such as making a hot weather gesture, the teacher keeps fanning with his hand; making a cold weather gesture, and the teacher keep shaking. Any student guesses the right answer will be awarded a red star for his group. This step helps students go over some words on weather, and makes preparation for the new lesson.(二) Lead-in(1) Learning the new wordsThe teacher takes out four typical pictures in spring, summer, fall and winter, and sticks them on the blackboard. Then the teacher asks the students what season is it, and puts the word ‘season’ on the blackboard, and teaches the students how to read it. Then the teacher points at spring picture, and asks students what season it is. The students may not know the word ‘spring’, but they can answer it “Chuntian” in Chinese, then the teacher writes down the word ‘spring’ below the picture, and teaches them how to read it. Using the same way, the teacherteaches other new words. After that the teacher invites some students to stand up and read the new words several times.(2) Guessing GameIn this step, the students put the new words into practice. The teacher chooses a volunteer, and shows him a picture of tree, and he draws the picture, and other students guess what season it is based on the picture the volunteer draw. Anyone who guesses right will be awarded a red star for his group. Every group has one chance to answer the question.(3) Task: Drawing picturesIn this step, the teacher requires every student drawing four pictures in spring, summer, fall and winter, and putting the new words on them.(4) Showing the mapIn this step, the teacher takes out a big map, and sticks it on the blackboard, and shows the students some cities on the map, such as Lhasa, Beijing, Shenzhen, Kunming, Harbin, and Jianshui, and begins another Guessing game: the teacher asks “what is the weather like in Lhasa/Shenzhen/Kunming/Harbin/Jianshui in spr ing/summer/fall/winter”. The students use “it iswindy/sunny/warm/cold/hot/warm/cool” answering the questions. Anyone who guesses right will be awarded a red star for his group.(5) Role-playingIn this step, I choose some students to do the role-playing game, and let them play the roles in the textbook, and make their own conversation by themselves according to their reality. Each group at least makes a conversation. Such as: Converstion1A: which season do you like best?B: winterA: why do you like winter?B: Because I like snows.Conversation 2A: what is your favorite season?B: I like summer.A: why do you like summer?B: Because I like swimming.Anyone who does well will be awarded a red star for his group.(6) Let’s chantThe teacher plays the tape o f Let’s chant, and the students follow the tape to chant together for two time. Then the teacher explains what the chant means. And chant it again.(7) Counting the red stars of each groupCongratulations to the winner group, and give them applauses.(8) HomeworkEach student is required writing the new words and four sentences patterns two times.(9) Blackboard writing planUnit 2 What is your favorite season1. Season, spring, summer, fall, winter.2. What is your favorite season/which season do you like best. I like.....3．Why do you like …. Because…….4. What is the weather like in ….. It is …….5. What season is it It is ……四、My teaching plan conceptsLet students study English in situational conversation; let students study English competitive cooperation; let students study English in happiness; Let students have no fear in studying English.。

五英说课.ppt

23rd. 给我发电子邮件
在…之前
5. 判断。（1）提示：on March 23rd 在3月23日
You’ll 你（们）将要（2）自主完成读后判断，然后对照结果。
6.运用核心句型。 T: What will you do if you have a birthday party? （1）学生说句子。（2）读短语。 make a wish 许愿（3）写句子。老师巡视指导。
Let’s spell 语音部分
▲P26 Let’s spell 是一节语音练习课。学生通过例词发音，掌
握ch, sh的发音规则，完成听后读，听后写的任务。本课分为
三个板块：
1.Read ,listen and chant.
（1）学生看图，听歌谣（播放两遍）。
（2）问学生：你听到了什么？
老师点明主题：ch, sh的发音是本节课
重点。
（3）熟读单词（听读，自己读，指名读
齐读。）
（4）有节奏朗读歌谣。（让学生在快乐
中感知和体验ch, sh的发音。）
( 5 )巩固练习:
老师出示含有更多ch和sh的单词，学生
根据读音规则进行拼读。如：cheap，
watch, check, wash, bush,
push ,ship等等。
2. Listen ,number and say. （1）老师读短语，学生想想它们的汉语意思。（2）让学生把这些短语内容串起来讲一个小故事。（3）听录音，给短语排序。（4）读短语，注意ch, sh的发音。
2.学习6个月份单词。（1）先易后难。第一组：May March 第二组：April June 第三组：January February （2）结合语音学习。第一组：May March 第二组：April June （3）比较学习。第三组：January February 3.熟读单词。 4.认读节假日及活动名称的短语。（1）学生看图，对照单词表，和同桌讨论知道短语的意思。（2）跟着老师读短语。

人教版新课标小学五年级英语说课稿(全英文)

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 stresses 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 represented in the following units. So this unit forms connecting links with a special meaning in this book.The content of this period is to use “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 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’s\Where are the\my…It’s \They’re…There’s no …i n \on \near…I think the most difficult point of this period is to make sure the students can use the patterns “Where’s\Where are…and There is no …in\on\near…” 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: W here’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 …in\on\near…Have …then.And I will stick these sentence 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 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.Step 5 Change class to life, learn by themselves.Is this the end of the class? I don’t think so. If there is a n 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.。

5年级英语说课稿全英文

5年级英语说课稿全英文Introduction:Good morning, class! Today, we're going to embark on an exciting journey through the English language. We'll be exploring new vocabulary, practicing our grammar skills, and engaging in interactive activities that will help us understand and appreciate the beauty of English.Objectives:By the end of this lesson, students will be able to:1. Recognize and use new vocabulary words related to our theme.2. Understand and apply basic grammar rules.3. Engage in a group discussion to practice speaking skills.Materials:- Vocabulary flashcards- Grammar worksheets- Picture prompts for speaking activities- Whiteboard and markersProcedure:1. Warm-Up (5 minutes)Let's start with a quick game to wake up our brains. We'll play "Vocabulary Charades." I'll show you a flashcard with a new word, and you have to act it out without speaking. The first student to guess the word correctly gets a point fortheir team.2. Vocabulary Introduction (10 minutes)Today's theme is "Around the World." We'll learn words related to different countries and cultures. I'll introduce the new words using flashcards and give you examples of how to use them in sentences.3. Grammar Focus (15 minutes)Our grammar focus for today is the simple past tense. We'll review the structure and then complete a worksheet whereyou'll rewrite sentences from the present to the past tense.4. Interactive Activity (15 minutes)Now, let's put our new grammar skills to the test with a "Past Tense Storytelling" activity. In pairs, you'll take turns creating a story using as many past tense verbs as possible. After a few minutes, we'll share our stories with the class.5. Group Discussion (15 minutes)We'll end the lesson with a group discussion about "A Day in the Life of a Student in Another Country." I'll provide picture prompts to help guide your conversation. Remember to use the new vocabulary and grammar structures we've learned today.6. Wrap-Up (5 minutes)Before we finish, let's review what we've learned today. I'll ask a few questions to check your understanding, and you can ask any questions you might have.Homework:For homework, please write a short paragraph about your favorite place in the world, using at least five of the new vocabulary words and at least three sentences in the simple past tense.Conclusion:That's all for today's English lesson. I hope you enjoyed learning about different cultures and practicing your English skills. Remember to practice at home and get ready for our next adventure in English class!。

人教版五上英语说课稿

五年级上册英语说课稿以下是一份五上英语说课稿的示例：尊敬的各位领导、同事们：大家好！今天我将为大家说课，课程名称是五年级英语课程。

我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程、板书设计、教学反思等方面进行说课。

一、教材分析本节课是五年级英语课程中的一节重要内容，主要涉及一些日常用语和基本句型的运用。

通过本节课的学习，学生能够掌握一些基本的英语表达方式，提高英语口语能力。

二、学情分析五年级的学生已经有一定的英语基础，但对于一些复杂的句型和表达方式仍存在困难。

因此，本节课的教学需要注重基础知识的巩固和扩展，帮助学生更好地理解和运用英语。

三、教学目标1.知识目标：掌握本节课的基本句型和表达方式。

2.能力目标：能够运用所学知识进行简单的英语对话和交流。

3.情感态度与价值观目标：培养学生对英语学习的兴趣和热情，增强学生的自信心和表达能力。

四、教学重难点1.教学重点：掌握本节课的基本句型和表达方式。

2.教学难点：能够运用所学知识进行简单的英语对话和交流。

五、教学方法1.讲授法：通过教师的讲解，让学生了解本节课的基本知识和句型结构。

2.讨论法：通过小组讨论，让学生互相交流和学习，加深对所学知识的理解和记忆。

3.练习法：通过课堂练习和课后作业，让学生巩固所学知识，提高英语口语能力。

六、教学过程1.导入：通过一个简单的英语歌曲或故事，引导学生进入本节课的学习。

2.新课学习：通过讲解和示范，让学生了解本节课的基本句型和表达方式。

3.练习与巩固：通过小组讨论和课堂练习，让学生巩固所学知识，提高英语口语能力。

4.总结与回顾：对本节课所学知识进行总结和回顾，加深学生的理解和记忆。

5.作业布置：布置课后作业，让学生进一步巩固所学知识，提高英语口语能力。

七、板书设计本节课的板书设计简洁明了，重点突出，方便学生理解和记忆。

八、教学反思课后对本次教学进行反思，总结优点和不足之处，为今后的教学提供参考和改进方向。

英语人教版五上说课稿

英语人教版五上说课稿尊敬的各位评委、老师，大家好！今天，我将为大家说课英语人教版五年级上册的教材内容。

本册教材是小学英语教学的重要组成部分，旨在帮助学生巩固和提升英语基础知识和技能，同时激发学生学习英语的兴趣。

接下来，我将从教材分析、教学目标、教学内容、教学方法、教学过程和评价方式六个方面进行详细阐述。

一、教材分析本册教材共有12个单元，每单元包含两个课时，涵盖了日常生活中的常见话题，如家庭、学校、购物、节日等。

每个单元都通过对话、短文、歌曲和游戏等形式，让学生在轻松愉快的氛围中学习英语。

此外，教材还特别注重培养学生的听说读写能力，以及初步的英语思维和表达能力。

二、教学目标1. 知识目标：学生能够掌握本册教材中的基本词汇、句型和语法结构，能够理解和运用这些知识进行简单的日常交流。

2. 技能目标：通过听、说、读、写的训练，提高学生的英语语言运用能力，特别是听说能力。

3. 情感态度目标：激发和培养学生学习英语的兴趣和积极性，培养学生合作学习和跨文化交流的意识。

三、教学内容1. 词汇：重点教授与日常生活密切相关的词汇，如家庭成员、学校科目、食物、动物等。

2. 句型：教授常用的日常交际用语，如问候、自我介绍、购物询问等。

3. 语法：介绍简单的语法结构，如一般现在时、一般过去时、可数名词和不可数名词等。

4. 功能用语：教授一些基本的交际用语，如请求帮助、表达感谢、道歉等。

四、教学方法1. 任务型教学法：设计贴近学生生活的任务，让学生在完成任务的过程中学习和使用英语。

2. 合作学习：鼓励学生进行小组合作，通过讨论、交流和合作完成任务，培养团队协作能力。

3. 情景教学法：创设真实或模拟的情景，让学生在情景中练习英语，提高语言实际运用能力。

4. 游戏教学法：利用游戏活动激发学生的学习兴趣，使学生在轻松愉快的氛围中学习英语。

五、教学过程1. 导入新课：通过图片、视频或实物等引入新课内容，激发学生的兴趣。

2. 呈现新知：清晰地呈现新词汇、句型和语法点，确保学生理解和掌握。

人教版新课标小学五年级英语说课稿（全英文）

人教版新课标小学五年级英语说课稿（全英文）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 stresses 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 represented in the following units. So this unit forms connecting links with a special meaning in this book.The content of this period is to use “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 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’s\Where are the\my…It’s \They’re…There’s no …i n \on \near…I think the most difficult point of this period is to make sure the students can use the patterns “Where’s\Where are…and There is no …in\on\near…” in the ir 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.。

人教版(PEP)英语五年级上册《Unit 1 What's he like？》说课稿

人教版（PEP）英语五年级上册《Unit 1 What’s he like？》说课稿一. 教材分析《PEP英语》五年级上册的Unit 1 “What’s he like?” 主要围绕描述人的性格特点和外貌特征展开。

通过本节课的学习，学生能够听懂、会说、会读本节课的主要单词和句型，并能运用所学知识进行简单的日常交流。

二. 学情分析五年级的学生已经具备了一定的英语基础，对于描述人的外貌和性格特点的句子已经有了一定的了解。

但部分学生在听力方面还有待提高，对于一些细节信息可能捕捉不到。

在口语表达方面，部分学生还存在一定的困难，需要加强练习。

三. 说教学目标1.知识目标：学生能够听懂、会说、会读本节课的主要单词和句型，了解描述人的性格特点和外貌特征的表达方式。

2.能力目标：学生能够运用所学知识进行简单的日常交流，提高听力和口语表达能力。

3.情感目标：通过本节课的学习，学生能够培养对英语学习的兴趣，增强自信心。

四. 说教学重难点1.重点：学生能够听懂、会说、会读本节课的主要单词和句型。

2.难点：学生能够运用所学知识进行简单的日常交流，特别是在口语表达方面。

五. 说教学方法与手段1.任务型教学法：通过设定各种任务，让学生在完成任务的过程中运用所学知识，提高听力和口语表达能力。

2.情境教学法：通过创设各种生活情境，让学生在真实的环境中感受和运用所学知识。

3.游戏教学法：通过设计各种游戏活动，激发学生的学习兴趣，增强学习的趣味性。

4.信息技术手段：利用多媒体课件、网络资源等，丰富教学内容，提高教学效果。

六. 说教学过程1.热身（5分钟）：通过播放一首英文歌曲，让学生放松心情，同时复习已学的相关单词和句型。

2.导入（10分钟）：教师展示一张照片，引导学生描述照片中的人物，从而引出本节课的主题。

3.Presentation（15分钟）：教师通过展示PPT，引入本节课的主要单词和句型，并进行讲解和示范。

4.Practice（15分钟）：学生进行小组活动，运用所学知识进行角色扮演和交流。

人教版(PEP)英语五年级上册《Unit1Whatishelike》说课稿

人教版（PEP）英语五年级上册《Unit 1 What is he like》说课稿一. 教材分析《PEP英语》五年级上册Unit 1《What is he like》主要介绍了人物的外貌、性格和爱好等特征。

通过本节课的学习，学生能够掌握询问和描述人物特征的一般疑问句和回答，以及使用形容词来描述人物。

教材内容贴近学生生活，具有很高的实用性和趣味性。

二. 学情分析五年级的学生已经具备了一定的英语基础，对日常生活中的基本词汇和句型有所了解。

但部分学生对英语学习的兴趣不高，课堂参与度有待提高。

此外，学生的学习习惯和英语水平参差不齐，需要在教学过程中充分考虑这一因素。

三. 说教学目标1.知识目标：学生能够听懂、会说、会读本节课的主要词汇和句型，如“What is he/she like? He/She is…”等。

2.能力目标：学生能够运用所学词汇和句型询问和描述人物的特征，提高口语表达能力。

3.情感目标：培养学生热爱生活、关注他人的情感态度，提高学生的团队合作意识。

四. 说教学重难点1.重点：学生能够熟练掌握并运用本节课的主要词汇和句型进行询问和描述。

2.难点：学生能够正确使用形容词来描述人物特征，如“kind, tall, funny”等。

五. 说教学方法与手段1.情境教学法：通过设定各种生活情境，让学生在实际语境中感知、理解和运用所学知识。

2.游戏教学法：运用趣味性游戏，激发学生的学习兴趣，提高课堂参与度。

3.小组合作学习：鼓励学生分组讨论，培养学生的团队合作意识和沟通能力。

4.多媒体教学手段：运用课件、动画等多媒体资源，丰富教学手段，提高课堂效果。

六. 说教学过程1.热身（5分钟）：通过播放英语歌曲，引导学生跟着音乐节奏进行身体运动，调动课堂氛围。

2.导入（10分钟）：教师展示一组人物图片，引导学生用中文描述人物的特征，为新课学习做好铺垫。

3.呈现（15分钟）：教师通过课件展示本节课的主要词汇和句型，引导学生进行听力练习，理解并掌握句型。

五年级英语全英文说课稿

五年级英语全英文说课稿Talking about my lesson “My mini-house”Background of this lesson:Under the circumstances of the national curriculum reform, the teacher and the students both change their roles in studying. The teacher is a leader, and the students become the main body of the studying. The main instructional aim of teaching English in primary school is to cultivate pupils’basic abilities and their good sense of the English Language, and then develop their keen interest in English. It is also necessary for the students in Grade Five to improve their communicative abilities since they have learned English for two years.Contents:My lesson is about Unit 5, PEP Primary English, Book 5. The subject of this unit is about room. In the first four periods, the students will learn some words and expressions about the subject. This lesson is the fifth period. It is a colligated lesson. In this lesson, the students will improve their communicative abilities through a series of activities. I think it is good for them to improve their language competence.Teaching aims:1. Aims on the knowledge1). To enable the students master the new words of this unit, and using the sentences pattern of this unit freely: What’s it like? There is abed in the room. The trash bin is under the table. Etc.2). To read and understand the email I introduced in the lesson.3). To finish the task of designing mini-houses in groups.2. Aims on the abilitiesa. Improve the students’listening, speaking, reading and writing skills.b. Improve the students’abilities of communication and their innovation.3. Aims on the emotion1). To foster students’consciousness of good co-operation and proper competition.2). To improve the students’imaginative skill and space designing skill.3). Raise the students’interest in English.Key point and difficulty:The key point of this lesson is to use the words and sentences of both this unit and the learned to communicate with each other freely.The difficulty of this lesson is to introduce their mini-house fluently and correctly.Designing thought and teaching approaches:In order to raise the students’interest, I design a task in this lesson, that is, to design a mini-house in the QQ homestead. The students canexperience pleasure and success in the process of finishing this task. I use many games and activities to stimulate the students’studying passion. I use the communicative approach in this lesson to improve their communicative ability. At last, I try to enlarge the students’language input by introducing an email and some other materials. I use the evaluation to ensure the students’studying effect. In this lesson, a recorder, some pictures, some word cards and CAI will be needed.Teaching procedures and purposes of my designing:Step1. Warm-upLead the students sing a song together. Talk with the students freely and present the task. Introduce the assessment method.Purpose: It is important to form a better English learning surrounding and atmosphere for the students by doing some activities. The song is about the bedroom so it can provide situations to review learned knowledge for the next step. The assessment method is introduced here to ensure the students’studying effect.Step2. About the wordsIn this step I will use three games to revise the words of this unit.Game1: Look at part of the pictures and guess the words.Game2: Big mouth and pat the flies.Game3: Listen and touch.Purpose: Revise the words they learned. Stimulate their learninginterest.Step3. About the sentencesThere are three activities in this step.Firstly, lead the students play a game: Uh-huh and uh-uh.Secondly, present an email. Ss read the email and find the proper picture.Thirdly, present two pictures of two rooms. Lead the students observe the pictures carefully and find the differences of these two pictures.Purpose: Revise the sentences of this unit. Enlarge the language input for the students. Improve their listening, reading and speaking skills. Improve their language competence.Step 4 ExpanseThere are three tasks in this step for the students to finish.First, I’ll introduce on room that have many mistakes. Lead the students look at it carefully and talk about it.Then, I’ll lead the students discuss about how to make a beautiful and comfortable room. The students can exchange the opinions with each other and talk freely.At last, the students will finish the main task of this lesson: to design mini-houses in groups. Work in groups, and then introduce their designing group by group.Choose out the best designing, give prizes.Purpose: Task-based approach and communicative approach are used in this lesson to develop the students’ability of communication, and to raise their interest in English. Finishing the task in groups the students’ability of co-operation will be well trained. The students’imaginative skill and observing skill are also trained in this step. Give them proper evaluation in time so that the students can experience the pleasure and success of learning.Step5. The end of the classSing a song.Introduce the homework.Purpose: It is necessary for the students to do some extensive exercises after class. For some excellent students, I think it is suitable for them to write short passages.Thinking about my lesson:I think there are three bright points in my lesson.Firstly, I create an interesting situation: playing in the QQ homestead. The task is to design mini-houses in the QQ homestead. The students are interested in playing computer very much; surely they will be interested in this situation. I think they will finish the task happily. They can also experience pleasure and success in the process of finishing the task.Then, I use many games and activities to stimulate the students learning passion. The games and activities are connecting with the language materials tightly so that the students can improve their language competence while playing. I also introduce a lot of materials to enlarge the students’language input. It is good for them to form a good sense of English language. CAI is used to improve the efficiency of the lesson.Thirdly, I apply an assessment method to ensure the students’learning effect. I divide the students into four groups and hold a competition between them. It is good to foster the students’consciousness of good co-operation and proper competition. The prizes are kinds of things connecting to the teaching materials so that the students can also practice the language while choosing their prizes.An American educationist, Jerome S. Bruner said, “The best stimulation of study is the interest about the materials the students learned.”I think, in this lesson, I do a lot to make the materials interesting, and I’m sure the students’interest will be well improved. And they will feel happy while learning.。

人教版(PEP)英语五年级上册《Recycle1》说课稿(全英))

人教版（PEP）英语五年级上册《Recycle 1》说课稿(全英)）一. 教材分析《PEP英语》五年级上册《Recycle 1》是一篇以复习和巩固本册所学内容为主的教学材料。

本节课主要通过不同的任务和活动，帮助学生复习和巩固本册所学的基本知识和技能，包括词汇、语法、功能句型等。

二. 学情分析五年级的学生已经具备了一定的英语基础，对英语学习有了一定的认识和理解。

大部分学生能够听懂并运用简单的英语进行日常交流，但对一些复杂的语法和词汇掌握还不够熟练。

因此，在教学过程中，需要关注学生的个体差异，因材施教，使每个学生都能在课堂上得到充分的练习和提高。

三. 说教学目标1.知识目标：学生能够通过听、说、读、写等多种方式，复习和巩固本册所学的基本知识和技能。

2.能力目标：学生能够在实际情境中运用所学知识进行交流，提高英语运用能力。

3.情感目标：激发学生学习英语的兴趣，培养积极的学习态度，提高团队合作意识。

四. 说教学重难点1.重点：复习和巩固本册所学的基本知识和技能。

2.难点：对一些复杂的语法和词汇的掌握和运用。

五. 说教学方法与手段1.任务型教学法：通过不同的任务和活动，引导学生参与课堂，提高学生的英语运用能力。

2.情境教学法：创设真实的语言环境，让学生在实际情境中运用所学知识进行交流。

3.信息技术辅助教学：利用多媒体课件、网络资源等手段，丰富教学内容，提高学生的学习兴趣。

六. 说教学过程1.Lead-in：通过歌曲、游戏等方式，激发学生的学习兴趣，营造轻松愉快的课堂氛围。

2.Presentation：教师通过展示图片、实物等，引出本节课的主要内容，为学生提供语言输入。

3.Practice：学生通过小组合作、角色扮演等形式，进行听、说、读、写等多种方式的练习，巩固所学知识。

4.Production：学生运用所学知识，完成不同的任务和活动，提高英语运用能力。

5.Summary：教师对本节课的主要内容进行总结，强调重点和难点。

小学英语说课稿模板五上

小学英语说课稿模板五上尊敬的各位评委老师，大家好。

今天，我将为大家展示一节小学五年级上学期的英语课。

本节课的主题是“我的周末”，旨在通过本节课的学习，让学生能够用英语描述自己的周末活动，并能够与同伴进行简单的交流。

课程导入首先，我会通过播放一段关于周末活动的短视频来吸引学生的注意力，然后提问学生：“你们通常在周末做什么？”通过这个问题，激发学生对本节课主题的兴趣。

课程目标本节课的学习目标如下：1. 学生能够听懂并使用一些描述周末活动的词汇，如：playfootball, read books, go swimming等。

2. 学生能够运用句型“I usually...”来描述自己的周末活动。

3. 学生能够在小组活动中与同伴交流自己的周末计划。

教学内容本节课的教学内容主要包括以下几个部分：1. 词汇学习：教授与周末活动相关的词汇。

2. 句型练习：通过句型“I usually...”来描述自己的周末活动。

3. 情景对话：模拟周末活动的情景，让学生进行对话练习。

教学方法1. 多媒体教学：利用图片、音频和视频等多媒体材料，帮助学生更好地理解和记忆新词汇。

2. 互动教学：通过小组讨论、角色扮演等形式，提高学生的口语表达能力。

3. 游戏化学习：设计一些与主题相关的小游戏，让学生在轻松愉快的氛围中学习英语。

教学过程1. 导入阶段：通过观看视频和提问，激发学生的学习兴趣。

2. 新课呈现：展示新词汇和句型，让学生跟读并记忆。

3. 练习阶段：通过小组练习和情景对话，让学生运用所学知识。

4. 巩固阶段：通过游戏和互动问答，巩固学生对词汇和句型的掌握。

5. 总结阶段：回顾本节课的重点内容，布置相关的课后作业。

作业布置1. 让学生用英语写一篇关于自己周末活动的短文。

2. 鼓励学生与家人或朋友用英语交流自己的周末计划。

结束语通过本节课的学习，我相信学生们能够更加自信地用英语描述自己的周末活动，并能够与他人进行简单的交流。

希望学生们能够在日常生活中多运用英语，不断提高自己的英语水平。

5年级英语人教版说课稿

5年级英语人教版说课稿尊敬的各位评委、老师们，大家好！今天我要为大家说课的是人教版五年级英语教材中的一个单元。

在开始之前，我想先简要介绍一下这个单元的教学目标和内容。

这个单元的主题是“My favourite season”，通过本单元的学习，学生将能够描述四个季节的特点，并表达自己最喜欢的季节以及原因。

同时，学生还将学习如何询问和谈论天气情况，以及如何使用一般现在时态来描述经常发生的事情和状态。

接下来，我将从教材分析、教学目标、教学重点与难点、教学方法、教学过程和板书设计六个方面进行说课。

一、教材分析本单元由两部分组成：A部分和B部分。

A部分主要是对话练习，学生通过模仿录音，学习如何用英语谈论季节和天气。

B部分是阅读理解，通过阅读一篇关于季节的小短文，学生能够进一步巩固和扩展他们的词汇量和语言表达能力。

二、教学目标1. 知识目标：学生能够掌握描述四季特点的词汇，如“warm”，“cool”，“hot”，“cold”等，以及询问和谈论天气的句型，如“What’s the weather like?”和“It’s…”。

2. 能力目标：培养学生运用英语进行实际交流的能力，提高他们的听说读写技能。

3. 情感态度与价值观目标：激发学生对英语学习的兴趣，培养他们热爱自然、关注环境的情感态度。

三、教学重点与难点1. 重点：掌握描述四季特点的词汇和询问天气的句型。

2. 难点：正确运用一般现在时态描述季节特点和天气情况。

四、教学方法我将采用情景教学法、任务型教学法和合作学习法。

通过创设真实的语言环境，让学生在模拟的情景中学习和使用英语。

同时，通过小组合作完成任务，提高学生的合作能力和交流技巧。

五、教学过程1. 导入（5分钟）通过展示四季的图片，引导学生谈论他们对四季的感受和印象，为接下来的学习做好铺垫。

2. 新课呈现（10分钟）播放课文录音，学生跟读并模仿语音语调。

教师解释关键词汇和句型，确保学生能够理解并正确使用。

英语小学人教版说课稿模板

英语小学人教版说课稿模板尊敬的各位评委老师，大家好。

今天，我将为大家展示一堂英语课的教学设计，课程选自人教版小学英语教材。

以下是我的说课稿。

课程名称：Unit 1 Greetings教学目标：1. 知识与技能：学生能够掌握基本的问候语，如“Hello”、“How are you?”等，并能在实际情境中正确使用。

2. 过程与方法：通过角色扮演和小组合作，培养学生的英语口语交际能力。

3. 情感态度与价值观：激发学生学习英语的兴趣，培养他们尊重不同文化背景的意识。

教学重点：1. 掌握基本问候语的发音和意义。

2. 能够在实际对话中灵活运用问候语。

教学难点：1. 学生能够正确区分并使用不同的问候语。

2. 学生能够在不同情境下自然地使用英语进行问候。

教学方法：1. 情景教学法：通过模拟真实场景，让学生在实际语境中学习英语。

2. 合作学习法：通过小组合作，提高学生的参与度和学习效率。

教学准备：1. 教学PPT，包含问候语的图片和例句。

2. 角色扮演所需的道具，如帽子、眼镜等。

教学过程：1. 导入（Lead-in）：- 通过播放一段问候的动画视频，引起学生的兴趣。

- 简单介绍问候语在日常生活中的重要性。

2. 呈现（Presentation）：- 展示问候语的图片和例句，教授正确的发音。

- 通过提问，检查学生对问候语的理解。

3. 练习（Practice）：- 分组进行角色扮演，每组学生模拟不同的问候场景。

- 教师巡回指导，及时纠正学生的发音和使用。

4. 应用（Application）：- 组织一个“问候接力”游戏，学生需要用英语问候并回答。

- 鼓励学生在课后与家人和朋友用英语进行问候。

5. 总结（Summary）：- 回顾本节课所学的问候语，强调其在交流中的作用。

- 鼓励学生在日常生活中积极使用所学知识。

6. 作业布置（Homework Assignment）：- 要求学生记录一周内使用英语问候的情况，并写下感受。