五年級下冊Unit4 第三課時A Read-英語說課稿一、說課程標準。新英語課程標準指出，根底教育階段英語課程的總體目的是培養(yǎng)學生的綜合語言運用才能。而綜合語言運用才能又以學生語言技能、語言知識、情感態(tài)度、學習策略和文化意識五個方面的綜合素養(yǎng)為根底。?新課標?倡導任務(wù)型教學形式，即讓學生在教學活動中參與和完成真實的教學任務(wù)，從中體驗學習的快樂。因此我采用“任務(wù)探究創(chuàng)造型教學方法，讓學生在有趣，開放式的語言環(huán)境中，學會觀察，考慮，討論和總結(jié)，在“用中開展思維才能、創(chuàng)新意識和各種語言應(yīng)用才能。二、說教材。本課將復(fù)習和穩(wěn)固前兩節(jié)所學的五個動詞短語和句型Whatareyoudoing?以及如何用簡單的語言打 。通過這節(jié)課，學生將進步用英語進展交流的才能。因此，根據(jù)學生已有的認知根底及本課在單元之中的地位及作用，根據(jù)小學英語教學的總體目的，確立本課的教學目的為：1教學目的：能聽、說、讀、寫句型：ThisisWhatareyoudoing?Im能聽、說、認、讀readandwrite中的對話，幫助學生理解句子DoyouwanttogototheChildrensCenter?理解字母組合oo,ou,tr,tw的發(fā)音規(guī)那么，試著朗讀pronunciation部分的例詞。2.情感目的：使學生體驗學習，參與，合作，競爭的樂趣。3.創(chuàng)新目的：在認知和技能掌握的根底上，發(fā)揮學生的想象力，通過動作表現(xiàn)正在做的事情。本課重點：掌握四會句型Whatareyoudoing?Im本課難點：“Thisis.作為 用語的意義理解；“DoyouwanttogototheChildrensCenter?的理解和朗讀?！皁o,ou,tr,tw組合的發(fā)音規(guī)律。正確拼寫四會句型。三、說教法和學法：英語是一門語言學科，語言的本質(zhì)是言語。外語教學應(yīng)當遵循聽、說、讀、寫的原那么。在小學英語教學中，聽說有著重要的意義，但同時要兼顧理解和記憶。處在這一年齡段的學生，形象思維占優(yōu)勢，抽象思維處于初級開展階段；記憶又存在這樣的特點：記得快，忘得也快。基于這些，我主要用以下的幾種方法：1、聽說法：通過聽和說，感知句子的發(fā)音、正確的語音語調(diào)。2、講解法：通過講解，理解句字的意思。3、練習法：通過各種練習，使學生較為流利自如地掌握對話。4、討論法：讓學生在討論中把易混的知識加以分析、比較、梳理、歸類，便于學生記憶。語言是一種交際工具，小學階段的英語教學又側(cè)重于口語。為了幫助學生掌握和運用這些句子，我注重引導學生采用聽說、朗讀、討論、操練等方法，培養(yǎng)學生敢于開口，積極理論的良好學習習慣。在這一課中，我做的課前準備有：1.準備教材配套磁帶。2.準備語音部分的課件。3.準備一面紅旗。4.少年宮圖片四、說教學過程。一組織教學，創(chuàng)設(shè)氣氛。小學英語教學的編排特點是活潑有趣。根據(jù)教材及學生的年齡特點，我在進入新課前首先讓學生說說唱唱，播放本單元MainsceneLetschant部分的錄音和CLetssing部分的歌曲錄音，師生共同演唱,為新授做鋪墊。教學參考時間：12分鐘二復(fù)習舊知，做好鋪墊。我們知道，新知識是舊知識的延伸和擴展。所以組織幾分鐘的freetalk,用所學內(nèi)容編成對話，進展表演，接著做一個單詞接力的活動，這樣既穩(wěn)固了一，二節(jié)課的內(nèi)容，又為下面的學習打好根底。時間為45分鐘。三創(chuàng)設(shè)情景，導入新課。a.師生問答，自由對話。根據(jù)學生朗讀Letstalk部分的內(nèi)容提問：WhatisChenJiedoing?學生答復(fù)：Drawingpictures.引導學生說：Sheisdrawingpictures.接著詢問：WhatisAmydoing?學生答復(fù)：Sheisreadingabook.用此問答，引導學生表述別人在做什么的語句。b.利用圖片，激發(fā)興趣。出示準備好的一幅畫，并詢問：Whatisshe/hedoing?學生看圖答復(fù)：He/Shessinging/dancing/playingping-pong/drawingpictures/playingthepiano.畫的內(nèi)容為：圖片的背景為活動中心的大門和房屋輪廓圖，并寫有ChildrensCenter的字樣。中心內(nèi)容為孩子們在兒童活動中心活動的情景，其中有的孩子在唱歌，有的孩子在跳舞，有的在打電子游戲，有的在打乒乓球，有的在畫畫，有的在彈鋼琴。45人一組，讓學生分小組，用“Whatisshe/hedoing?He/Shes.表述圖上的內(nèi)容。鼓勵學生向老師、向伙伴提問。提問內(nèi)容可以是“詢問某人在干什么，更可以提問其它學過的句型，如：“Whoisthegirl/boy?Howmanypeoplearethereinthepicture?Whatisthis/that?Whatarethese/those?Wherearethey?為readandwrite中的問題打好鋪墊。然后指著圖片的背景部分問：Doyouknohereitis?Wherearethechildren?自然引出“ChildrensCenter，帶讀“ChildrensCenter。接著詢問學生：DoyouwanttogototheChildrensCenter?本句較長，我嘗試分段帶讀，打破難點：theChildrensCentergototheChildrensCenterwanttogototheChildrensCenterDoyouwanttogototheChildrensCenter?這樣一個長長的句子便變得簡單易記。時間控制在78分鐘c.分散難點，及時穩(wěn)固。有了前面的鋪墊，便可引入下面環(huán)節(jié)。Now,ZhangPengcallsJohn.我此時做打 的動作Whataretheytalkingabout?Listen.接著播放Readandwrite的錄音，要求學生帶著問題認真聽。聽過之后，問：WhatisJohndoing?WhatisZhangPengdoing?學生找出答案：Johnsdoingthedishes.ZhangPengistalking.再次播放錄音，學生跟讀。然后向?qū)W生出示本部分的掛圖，對ThisisZhangPeng的用法作必要解釋。告訴學生打 時假設(shè)想告訴對方自己是誰，不能說：Iam.PEP教材全英說課稿PEP教材第三冊第二單元B課中對話部分BackgroundofEnglishteachinginprimaryschool:ItisnotalonghistorythatEnglishisasasubjectinprimaryschoolinourcountryandthemaininstructionalaimsofteachingEnglishinprimaryschoolistocultivatepupilsbasicabilitiesoftheirlisteningandspeakingandtheirgoodsenseoftheEnglishlanguage.OurboysandgirlsareexposedtoEnglishforthefirsttime,soitisveryimportanttodeveloptheirkeeninterestinEnglish.I.Contents:TodayImgoingtotalkaboutPartBofUnit2,PEPPrimaryEnglish,Book3.Thislessonincludestwoparts:Letstalkandletspractice.Insection1,itmainlydealswiththedialogueabout“Whatsintheschoolbag?andtheanswers.Andinsection2,itprovidesarealsituationfortheSstoprastisethepattern:Howmany+n.(pl.)+doyouhave?Andtheanswer:Ihave23+n.(pl.)II.Teachingaims1.Aimsontheknowledge(1)ToenabletheSstounderstandandspeak:“Myschoolbagisheavy.Whatsinit?Thankyousooooooomuch.MakesurethatSscanusethesesentencesinrealsituations.(2)TohelpSstofinishthesurvey.(3)LetSsfinishtheassessmentof“Letscheckinthisunit.2.Aimsontheabilities(1)TodevelopSsabilitiesoflisteningandspeaking.(2)TotraintheSsabilityofworkingingroups.(3)TofosterSsabilitiesofmunicationandtheirinnovation.3.Aimsontheemotion(1)TofosterSsconsciousnessofgoodco-operationandproperpetition.(2)ToleadSstoshowtheirlovelinesstothepoor.III.Key-pointsofthislesson(1)TohelpSsaskandanswerthequestion:Whatsinit?(2)ToenableSstostudyingroupsandco-operateskillfully.(3)TodevelopSsinterestinEnglish.IV.Difficultpoints(1)TohelptheSsaskandanswerthequestion“Whatsinit?andmakesuretheycanusethepluralnounscorrectly.(2)Tofinishthesurveybythemselves.V.TeachingmethodsAsweallknow:themaininstructionalaimsoflearningEnglishinprimaryschoolistocultivatepupilsbasicabilitiesoflisteningandspeakingandtheirgoodsenseoftheEnglishlanguage.SointhislessonIllmainlyuse“Task-basedteachingmethod.Thatistosay,IwilllettheSslearninrealsituations,finishataskbymakingasurveytohelptheSstogetabetterunderstandingofthekeystructureofthedialogue.Iwillarrangefourkindsofactivities:singing,guessinggame,finishingasurveyandhavingapetition.Andinthislessonarecorder,CAI,schoolthingsandaprintedformwillbeneeded.Studentsshouldpreparesomeschoolthings.VI.Teachingproceduresandpurposesofmydesigning.Illfinishthislessoninfivesteps.Step1.Warm-upandpreview1.FreetalkbetweenTandSsaboutthingsintheclassroom.2.Singthesongtogether:Booksandpencils.3.DosomeTPR,forexample:ShowmeyourEnglishbook.Showmeyourcrayon.4.Reviewthenumbersbyasking:“Howmanycrayonsdoyouhave?Purpose:ItisimportanttoformabetterEnglishlearningsurroundingfortheSsbysinginganddoingsometotalphysicalresponseandatthesametimeitprovidessituationstoreviewlearnedknowledgeforthenextstep.Step2.PresentationNowIllmainlytalkaboutthisstep.1.Presentthepattern:“Myschoolbagisheavy.“Whatsinit?.(1)Showabagandsay:“Look!Ihaveabag.Carryitandsay:“Oh,itisheavy.Myschoolbagisheavy.HelptheSsunderstandthemeaningwiththehelpofmybodylanguage.ThenleadtheSstoreadthesentence.Makesuretheycansayitcorrectly.(2)T:Myschoolbagisheavy.Openthebagandsay:“Whatsinit?Whatsinmyschoolbag?TakeoutaChinesebook.Thendotheactionagain.LettheSsreadthesentence.2.Playaguessinggame.Dividethewholeclassintofourgroupstohaveapetition.Letthemguess:Whatsinthebag?Howmany?Purpose:TopresentthekeystructuresonebyoneismucheasierfortheSstolearnandgraspthemeanings.ProperpetitioncanarousetheSsinterestinEnglishlearning.3.WiththehelpoftheCAItopresentthedialogue.SetasituationtohelpSsunderstand:TwoSsareing.Onegirliscarryingaheavybagonherback.Theyaretalking.Girl:Myschoolbagisheavy.Boy:Whatsinit?Girl:20story-books,32pencil,9rulers,12crayonsand30picture-books.Etc.Boy:Whatwillyoudo?Girl:Theyareforthepoor.Boy:Great!Illbringsomeschoolthingstoo.Theboyesbackhomeandputsalotofthingsintothebag.Thenhegoestoschoolagainandgivesthemtoateacher.Whileheistakingthemout,heiscountingthenumbersofallthings.Theteachersays:Thankyousoooooooomuch.4.Mentionthatweshouldtakecareofthepoor.5.Playthecassette.LettheSslistenandimitatethedialogue.Payattentiontotheirpronunciationandintonation.Purpose:CAIcanprovidearealsituationfortheSstounderstandthedialogueandtherelationshipsbetweenpeoplebetter.TelltheSsweshouldshowourlovelinesstotheSs.Step3.PracticeDivideSsintogroupsofsixchildren.Eachonewouldfinishtheprintedformbyaskingandanswering:Howmanystorybooksdoyouhave?Findoutwhichgroupfinishesfaster.Storybookspicture-bookssharpenerscrayonspencilseraserspencil-casesrulersChenJie82433226413Purpose:Task-basedteachingmethodisusedheretodevelopSsabilityofmunicationandalsotheirabilityofco-operationwillbewelltrained.Step4.AssessmentHelpSsfinish“Letscheckofthisunitandworkbook.Purpose:TochecktheknowledgeSshavelearnedinthisperiod.Step5.Add-activity1.LetSstelleachotherhowmanyschoolthingstheyhaveafterclass.Telltheirparentshowmanyschoolthingstheyhaveathome.2.Takecareofeverythingtheyhave.Purpose:RevisionissoimportantthatSsshouldspeakEnglishasmuchastheyasinclassorafterclass.ItisnecessaryfortheSstodosomeextensiveexercisesafterclasstoconsolidatetheknowledgetheylearned.