小学英语全英说课稿Book4Unit5

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小学英语全英说课稿Book4Unit5 B1

　　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 discusses 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， eraser”。 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， eraser” and the structure “I like…”。

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

　　Third， emotion aims: Develop Ss’ consciousness of cooperation and petition。

　　Fourth， learning strategy aims: Enable Ss to pay attention to the observation and munication。

　　Fifth， culture aims: Make Ss understand the differences between Chinese 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 use 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 petitive。 Also， they are good at imitating。 But， their attention can’t be kept long。 So it requires us to use attractive teaching manners to hold Ss’ attention。 Based on the psychoanalysis and Ss’ interests， I mainly use the task-based 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， praise 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 e to the most important part—the teaching procedures。 It can be divided into 5 steps: warm-up， presentation， 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 purpose 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 sentences they have learned before and get them prepared for the new lesson。

　　Step 2 “Presentation”。

　　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 see。 A pen， a pencil， for you and me。 And it’s necessary to present 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 petition。 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 praise Ss’ behavior in this class。

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

　　Step 5 “Homework”。

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

（2） Finish the exercise book。

　　Ss will forget the new lessen 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 petition that can keep their attention。（Write the new words and the structure on the board。）

小学英语全英说课稿Book4Unit5 B2

　　Good afternoon， everyone。 I’m… from Tian yi School。 It’s my great pleasure to stand here。

　　First I’d like to say something about 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 sense of the English language。 And it is very important to develop their keen interest in English。

　　I。 Contents:

　　Today I’m going to talk about

　　This Unit is mainly about

　　It’s close to the 5s daily life。 In this lesson 5s will learn

　　II。 Teaching aims

　　According to the contents and the fact of 5s ， I made the following teaching aims。

　　1。 Aims of knowledge

(1) To enable 5s to understand and speak the words and phrases。

(2) To enable 5s to grasp the sentences patterns。

　　2。 Aims on the abilities

(1) To develop 5s’ abilities of listening ， speaking。， reading and writing。

(2)To improve 5s’ abilities of munication and co-operation。

　　3。 Aims of emotion

(1)To arouse the 5s’ interest in English。

(2) To train the 5s spirit of cooperation and consciousness of pletion。

　　III。 Key-points of this lesson

　　I think the key –points of this lesson is

(1)To enable 5s to read and stand the words and phrases。

(2) To enable 5s to use the sentences patterns

　　IV。 Difficult points

(1) To talk about

　　V。 Teaching methods and aids

　　Communicative Approach and Task-based Approach will be used in this period。

　　A tape recorder， CAI will be used ， too。

　　VI。 Teaching procedures and purposes of my designing。

　　To achieve the aims ， I designed the following steps。

　　Step 1。 Warm-up and preview

　　1。 Free talk between T and 5s 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?”

　　Purpose: It is important to form a better English learning surrounding for the 5s by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step。

　　Step 2。 Presentation

　　Now I’ll mainly talk about this step。

　　1。 Present the patterns:

　　Help the 5s understand the meaning with the help of my body language。 Then lead the 5s to read the sentence。 Make sure they can say it correctly。

　　And then practice in pairs， in groups

　　2。Next continue to present the sentences patterns。

　　Purpose: To present the key structures one by one is much easier for the 5s to learn and grasp the meanings。

　　3。 With the help of the CAI to present the dialogue。 Set a situation to help 5s understand

　　A。 Watch and answer

　　Let 5s watch a cartoon with questions for the general idea。

　　B。 Read and answer

　　Let 5s read the dialogue carefully for details， and do T or F questions。

　　C。 Listen and repeat : Let the 5s listen and imitate the dialogue。 Pay attention to their pronunciation and intonation。

　　D。 Read and act。 Let S read in groups， in pairs， in class， between boys and girls and then act out。

　　E。 Read and plete

　　Purpose: CAI can provide a real situation for the 5s to understand the dialogue and the relationships between people better。

　　Step 3。 Practice

　　Play a game: Fun with English

　　I’ll give 4 tasks。

　　5s can choose one to finish。 If they do well， they can get some stars as a prize。 And have a paction。

　　Task-based teaching method is used here to develop 5s’ ability of munication and also their ability of co-operation will be well trained。 Proper petition can arouse the 5s’ interest in English learning。

　　Step 4。Homework

　　Purpose: Revision is so important that 5s should speak English as much as they as in class or after class。 It is necessary for the 5s to do some extensive exercises after class to consolidate the knowledge they learned

　　That’s all。 Thanks for your listening。

小学英语全英说课稿Book4Unit5 B3

　　小学英语全英说课稿参考

　　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’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…

　　It’s They’re…

　　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.

　　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 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.

小学英语全英说课稿Book4Unit5 B4

　　The Lecture Notes of 《 PEP Primary English 》

　　Book4 Unit5 B Let’s talk

　　Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.

　　The content of my lesson is《 PEP Primary English 》Book4 Unit5 B Let’s talk, asking the price and inquiring the clothes size.First, let me talk about the teaching material.

　　Part 1 Teaching Material:

　　This lesson is about a shopping topic. By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson “ What size?” “How much are they?” and“We’ll take them .”are the key and difficult points of this unit.The study of this lesson will help the Ss with daily communication.

　　Moreover, this lesson completes the transition of the phrase “a pair of… ”to the sentence pattern “A pair of… for …” ,and helps the Ss further consolidate the knowledge of words of clothing appearing in plural form.

　　Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind,I put forward the teaching objectives according to English syllabus and new lesson standard.

　　1.Perception objective:

　　A）The Ss can hear, read, and use the main sentence patterns “A pair of … for …” “What size?” “How much are they?” “We' ll take them.”

　　B）The Ss can understand and read the conversation of the lesson.

　　2.Ability objective:

　　A）The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”;

　　B）The Ss can use the patterns to express their thoughts in the proper scene.

　　3.Emotion objective:

　　A）By completing the task,the Ss increase their interest and set up self-confidence in language study;

　　B）Teach the Ss what is “love” and “ managing money matters”, put the moral education in the language study.

　　Next,the key points of this lesson:

　　First of all, to study and use the sentence patterns “What size?”“How much are they ?”“A pair of … for … .” “We' ll take them.”To improve the Ss’ abilities in “shopping”;

　　Secondly, teach the Ss how to study independently as well as by cooperation.

　　Difficult points:

　　The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping.

　　Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods below.

　　Part 2 Teaching Methods:

　　According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.

　　The former is a “scene ― activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss.

　　The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.

　　At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.

　　Part 3 Studying Methods:

　　Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task.

　　After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, develop the Ss’ abilities of studying and working with the learning language independently.

　　Part 4 Teaching Process:

　　In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into five steps.

　　Step1 Warm-up.

　　Sing a song: The coat in window.

　　So as to the psychological characteristics of children,singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step , teacher and the Ss sing in unison and perform the song “The coat in window.” Thus,review the sentence pattern “How much is … ?” And arouse the Ss' performance desire, participation desire,and lead the Ss into a thick English studying atmosphere.

　　Step2 Presentation and practice.

　　1.Design: Look for Cinderella.

　　Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size everywhere. Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?” “Size … .”to make the question and answer.This design is a novelty of my lesson,it leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely.

　　2.Lead to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern “How much are they?”

　　With a good student to be the assistant, I perform to go shopping, and guide the Ss to make the answer: “They are … .”

　　In this course, Ss can understand the main contents of this dialogue and get the key points by scene demonstration.

　　3.Game:Guess the price.

　　From buying a pair of shoes for myself to buying a pair for my mom, introduce the sentence pattern “A pair of … for … .”

　　The CAI presents a big cabinet with various shoes, ask the Ss to guess their price, and then display them.

　　It considers that children can keep their attentions in limited time. The game can avoid the lifelessness and boredom from the pure machine drills .It creates the conditions of a relaxed and natural atmosphere for children’s drills. Then achieve the aim of consolidating and deepening the sentence pattern.

　　4.Present the text.

　　A）At this time, John and his mom come to the shoe store.

　　It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to be curious and pursuing interest and freshness.

　　B）After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc.

　　C）After be familiar with the text, let the Ss try to act out the dialogue.

　　By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.

　　Step3 Task time.

　　Task:Mother’s Day.

　　To master the language capability needs certain amount of practice.So,I still adopt the “Task-based”teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this lesson.

　　In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. I shall divide the class into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s Day.

　　For this step, I shall instruct the Ss to use the words and patterns learnt in the process of completing certain tasks. Meanwhile, they may have mutual improvement in exchanging information during the communicating activities.

　　Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English with ease. With no doubt, this will encourage them to speak English.In fact, it incarnates a kind of demand of human being.Suhuomulinsiji says:

“In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer. In Ss’ spirits, such demand is specially strong.”

　　This step also leads to the emotion objective of this lesson, that is to have moral education in this step.

　　Step4 Consolidation and extension.

　　Summarize the whole lesson,and arrange the homework.

　　1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this lesson.

　　2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information.

　　This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.

　　Step5 Blackboard Design.

　　Show on the CAI.（It’s a …）

　　Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.

　　As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.

小学英语全英说课稿Book4Unit5 B5

　　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 procedures

Ⅳ blackboard design

　　V assessment

　　Now 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 objectives

　　To 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 prehend the traffic rules

(2) To foster Ss’ consciousness of good co-operation and proper petition。

　　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。

　　Difficult points

　　To help the Ss ask and answer the question “How do you go to…?

　　Part Ⅱways of teaching and learning

　　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 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 petition。 And in this lesson a recorder， CAI， will be needed。

　　PartⅢ teaching procedures>I’ll finish this lesson in five steps。

　　Step1 lead--in activities

　　I 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 prestentation

　　Now 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 ing， 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 subway

　　Purpose:Make Ss use these new phrases with sentence structures， to help Ss use the language in a real situation。

　　Step3 practise

　　3 I order to make every student read these new phrases correctly， I design a ”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 skillfully

　　Step 4 consolidation

　　Let students do a survey about ”how do you go to school?“and the table like this :write down names and tools another Ss choose

　　Task-based teaching method is used here to develop Ss’ ability of ; munication and also their ability of co-operation will be well trained。

　　Step 5 homework

　　Ask students to collect other kinds of transport tools through the library ，puter。

　　The purpose of this is to stimulate the interest of learning english and to wide the students'knowledge

　　Step6 blackboard design

　　My 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 assessment

　　Due 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 statues

　　That's all，thank you for your listening !

小学英语全英说课稿Book4Unit5 B6

　　PART 1 Analysis of the Teaching Material

(I)STATUS AND FUNCTION

　　1。This unit is a revision unit， so it covers all municative language knowledge learned from Unit 7 to Unit 11。

　　2。This lesson is the first one of Unit 12。 So if the students can learn this lesson well， it will be helpful to make the students learn the rest of this unit。

　　3。This lesson is a dialogue about keeping fish。 Such topic is related to daily life， so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English。

(II)TEACHING AIMS AND DEMANDS

　　Knowledge? objects

　　1。 To make the Ss know how to keep fish， birds or any other animal by learning the dialogue of this lesson。

　　2。 To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions。

　　Ability? objects

　　3。 To improve students’ listening and speaking ability by reading and practising the dialogue。

　　4。 To develop students’ municative ability by learning the useful expressions for making suggestions and replying。

　　Moral objects

　　5。 To enable the students to love life and animals， protect the nature and environment。

(III)TEACHING KEY POINTS:

　　1。To make the Ss grasp and understand the way of making suggestions and reply in daily life。

　　2。To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life。

(IV)TEACHING DIFFICULTIES:

　　1。 The usage of the Modal Verbs ，especially usage for making suggestions。

　　2。 Using the learned phrases and sentence patterns to make suggestions and replying。

(V)TEACHING AIDS:

　　Multi-media puter; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware

　　PART 2 Teaching Methods

　　1>Five Steps Approach。

　　2>Communicative Approach。

　　PART 3 Studying Ways

　　1。 Teach the students how to be successful language learners。

　　2。 Teach the students how to master dialogues and how to municate with others。

　　PART 4 Teaching Procedure

　　Step 1 Revision

　　Get the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals。 At the same time draw the students’ attention to the topic about animals。

　　Step 2 Lead-in

　　Sign to the students to be quiet and close their books。 Then start a free talk with the students。 Use puter to show some pictures of different pets， such as dogs， cats etc。 Ask the students several questions about raising pets。 These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with。

　　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’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…

　　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’sWhere are…and There is no …inonnear…” 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 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 munication and the environment of munication 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 …inonnear…

　　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 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 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 are challenging。 When the Ss are carting out the tasks， they can acquire information， knowledge， and have their ability and skills trained。

　　Thank you！

小学英语全英说课稿Book4Unit5 B7

　　Good morning， everyone!

　　Today， I’ll say something about Unit 9 Part A in Book 4 of Oxford English。

　　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…

　　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’sWhere are…and There is no …inonnear…” 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。

　　Step 2 Change class to life， happy to say。

　　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 …inonnear…

　　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。

　　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。

　　Step 5 Change class to life， learn by themselves。

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

小学英语全英说课稿Book4Unit5 B8

　　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 sense of the English language。 Our boys and girls are exposed 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 section 1， it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers。 And in section 2， it provides a real situation for the Ss to prastise 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 use these sentences in real situations。

(2) To help Ss to finish the survey。

(3) Let Ss finish the assessment 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 munication and their innovation。

　　3。 Aims on the emotion

(1)To foster Ss’ consciousness of good co-operation and proper petition。

(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 use the plural nouns correctly。

(2) To finish the survey by themselves。

　　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 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 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 petition。 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 purposes 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?”

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

　　Step 2。 Presentation

　　Now I’ll mainly talk about this step。

　　1。 Present 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 sentence。 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 Chinese book。 Then do the action again。 Let the Ss read the sentence。

　　2。 Play a guessing game。 Divide the whole class into four groups to have a petition。

　　Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings。 Proper petition can arouse the Ss’ interest in English learning。

　　3。 With the help of the CAI to present the dialogue。 Set a situation to help Ss understand: Two Ss are ing。 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 es 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 cassette。 Let the Ss listen and imitate the dialogue。

　　Pay attention to their pronunciation and intonation。 Purpose: 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 erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of munication and also their ability of co-operation will be well trained。

　　Step 4。 Assessment

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

　　Purpose: 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。

　　Purpose: 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 exercises after class to consolidate the knowledge they learned。

小学英语全英说课稿Book4Unit5 B9

● Good morning, my dear judges. I am number_______. I’m glad to interpret my teaching design here.

● My teaching content today is Part of Unit of PEP Primary English, Book This unit is mainly about Now, I will explain the lesson from the following aspects.

　　1. 教学内容 (Contents)

　　Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit .

　　It includes , ____ and . In section 1, it mainly deals with these key words,

　　2. 教学对象(talk about the students)

　　Secondly, it is about the students. Our students are in Grade

　　They are active and curious, interested in new things.

　　After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language.

　　They have learnt English for years, and have already known

　　It is not difficult for them to understand and use the language

　　3. 教学目标 (Teaching aims)

　　So, I set the following aims.

　　By the end of the lesson, students will be able to read, recognize, and use these words:

　　And, these sentences:

　　By the end of the lesson,

①Ss can understand the and get useful information from the through attentive listening / reading.

②Ss are able to talk about

③Ss can use to give suggestions on

④Ss’ abilities of listening and speaking will be developed.

(Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is

①to help students cultivate and foster their abilities of working in groups.

②to foster Ss’ consciousness of good-cooperation and proper competition.

③to help Ss cultivate their abilities to analyze and solve problems independently.

④to foster Ss’ initiative and creativeness.

⑤to help Ss to recognize and identify the differences between Chinese and English cultures on

⑥to help Ss know some and comprehend the

①to make sure that Ss can useCorrectly and skillfully. to develop Ss’ interest in English. ②The difficult point is:

　　The pronunciation of

　　4.教法学法(Teaching methods)

　　Fourthly, it talks about teaching methods.

　　In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on.

　　5. 教学过程

① 具体steps 根据具体内容定;

　　一般分为:warming up lead inpresentationconsolidationhomework

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 for the Ss, and, at the same time, it provides situations to review the learnt

　　Knowledge for 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 the situation, which relates to the Ss’ real life experiences, to help the Ss understand the language easily and naturally.

　　After presenting each new word (by the guessing game), I will impart the knowledge 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 to remember 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

　　Due to the Ss’ age, I make

　　The purpose of this is to draw the whole Ss’ attention to the spelling of the words.

　　It is to help Ss to learn through a true situation.

　　In this step, I will give Ss a free space to show their abilities.

　　I will Then,

　　Task-based teaching method and Communicative language teaching are used here.

　　The activity is to develop Ss’ ability of communication, and also, their ability of cooperation will be well developed.

　　Making a new dialogue is to check if Ss can use correctly and skillfully.

(总结上课内容; 德育渗透; 作业布置;)

　　In this step, I will guide the Ss to conclude the key words And sentences

　　And also, I will

　　The purpose of this is to stimulate Ss’ interest of learning English and wide their knowledge about communication across cultures.

　　6.板书再次介绍(Talking about the blackboard design again)

　　And, this is my layout design.

　　That’s all for my teaching design. Thank you a lot for listening.

小学英语全英说课稿Book4Unit5 B10

　　小学英语全英说课稿

　　嗨!推荐一篇小学英语全英说课稿给大家，喜欢英语的朋友们，记得来看看哦!当然，对英语不感兴趣的也可以来学习学习哦!

　　小学英语全英说课稿

　　Good morning, everyone!

　　Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.

　　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…

　　It’s They’re…

　　There’s no …in on near…

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