第一篇：PEP小學英語三年級下冊Unit 4 Part A全英文說課稿

Part A ,Unit4, PEP Primary English, Book 2

I.Contents:

Today I’m going to talk about Part A of Unit4, PEP Primary English, Book 2.This lesson includes two parts: Let’s talk and let’s practice.In section 1, it mainly deals with the dialogue about Do you like……？Yes, I do./ No, I don’t.I like……very much.What about……？And in section 2, it provides a real situation for the Ss to practice the pattern: Do you like +n.(pl.)fruits? And the answer: Yeah, very much.Here you are.Thanks.II.Teaching aims

1.Aims on the knowledge:

(1)To enable the Ss to master the new words: pear, peach, orange, apple, banana, grape and some.(2)To enable the Ss to understand and speak : Do you like……？Yes, I do./ No, I don’t.I like……very much.What about……？

Make sure that Ss can use these sentences in real situations.2.Aims on the ability:

(1).To develop Ss’ abilities of listening and speaking.(2).To train the Ss’ ability of working in groups.3.Aims on the emotion:

To foster Ss’ consciousness of good cooperation and proper competition.III.Key points and difficult points:

The key-points of this lesson is:

(1)To help Ss ask and answer the question: Do you like…?and the answer: Yes, I do./ No, I don’t.(2)To enable Ss to study in groups and co-operate skillfully.(3)To develop Ss’ interest in English.Difficult points here:

To help the Ss ask and answer the question “Do you like…?” and make sure they can use these sentences in real situations..IV Teaching methods:

As we all know, the main instructional aims of learning English inprimary school is to cultivate pupil’s basic abilities of listening and speakingand their good sense of the English language.So in this lesson I’ll mainly use “Task-based” teaching method.That is to say, I’ll let the Ss learn in realsituations, finish a task by making a survey to help the Ss to get a betterunderstanding of the key structure of the dialogue.I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition.And in this lesson a recorder, CAI, school things and a printed form will be needed.V.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 food and fruits.2.Do some TPR activities, for example: Show me the hamburger.Drink some tea.3.Review the numbers by asking: “How many crayons do you have?”Step 2.Presentation

Now I’ll mainly talk about this step.1.I show the pictures about different fruits.Encourage students to say the names of the fruits.List the fruits on the blackboard and write the plurals of the words.Focus on the pronunciation of the words.Make sure everyone can read the words fluently.Invite some students to come to the front to read.Then in order to guide students to state their likes, I express the fruit Ilike.The teacher can use the key structure “What about……？”“ I like ……very much.” Explain the sentences in detail.Ask students to use them to ask and answer.Let students recall the sentence “Do you like hamburgers?” Then askstudents to make replacement practice.Encourage the students who have done a good job.Say, are you tired? Let’s watch a cartoon, OK? Let us have a look what kinds of fruits Amy likes? Play the cartoon.After finishing the cartoon, let them answer.Encourage the students who gave the correct answer first.Show the dialogue, let students read it in different forms.Give a few minutes to prepare the conversation, then act out the conversation.Help the students to correct their pronunciation if it’s necessary.Step3 Let’s Practice

Show the dialogue, explain the sentences.Invite some students toread the conversation, make sure everyone can read and understand.Invite some students to come to the blackboard and make their own dialogues using the pictures according to the target language.Step4 Consolidation and extension

1.Do a survey.In this part, I’ll divide Ss into groups of four children.Each one wouldfinish the survey form by asking and answering: Do you like…? What about…? Find out which fruit does your group like best.Purpose: Task-based teaching method is used here to develop Ss’ abilitiesof communication and co-operation.Revision in this part plays a importantrole in consolidation.2.Homework

Listen and read the dialogue to ours parents.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.It’s my great honor to share my teaching idea with you.Thank you foryour attention!

第二篇：PEP小學英語三年級下冊UNIT3說課稿

PEP小學英語三年級下冊UNIT3說課稿

一、說教材

1．教學內容與分析

我說課的內容是人教版三年級下冊Unit 3“How many”B部分第二課時。

包括Part B“Let’s talk”和“Let'practise”。本單元的主要內容是學習數字ll～20的英語表達法和與數字相關的一些句型的運用及游 戲。這一課時是在A部分學習“How many?Can yousee?I can see?”的基礎上，學習詢問別人有多少物品的表達法：“How many?do you

have?”以及答句“I have?”。另外，學生們還需要學習如何贊美別人的物品，如How nice!以及學說Guess c，2．教學目標

(1)認知目標

a．學生能聽懂會說How

many?do you have?I have?并能在實際情景中運用。

b．學生能聽懂會說贊美別人物品的句子，如How nice!

(2)情感目標

a．讓學生在實際情景中學會運用語言，感到學習英語是有用的，產生成就感，從而能更好地提高學習英語的興趣。

b．通過本課的學習，讓學生學會合作交往，并學會贊美他人物品，融洽同學之間的關系。以利于學生的身心健康。

(3)能力目標：通過創設情境、完成任務和游戲等，讓學生能綜合運用所學語言進行交流，培養學生的語言交際能力。

3．教學重難點

(1)教學重點：能聽懂會說句型 “How many?do youhave?”“I have?”。

(2)教學難點：在交際中靈活綜合運用句型“How many?do you have?”。

4．課前準備

(1)多媒體課件、人物頭飾、磁帶、錄音機、一盒16支的蠟筆。

(2)學生準備一些畫有個數相同的文具(1~encil，ruler，crayon，eraser)的圖片。

二、說教法和學法

三、說教學過程

(一)warming up

小學生貪玩，剛上課，即使身體“規矩”了，心一時還是靜不下來。為了讓學生盡快進人學習狀態，教學前的熱身活動是非常必要的。本課我設計的熱身活動既能起到熱身作用，又能起到復習作用。復習舊知，能讓學生感到新知識并不陌生，學起來會更有信心，同時也自然降低了新知的難度。

與學生打招呼問好后，我說：Now，let’s listen and singthe song"One，Two，Three，Four‘，Five’’and show me your：fingers．這樣，既營造了輕松和諧的課堂氣氛，又復習了l～10的數字。接著，師生共玩一個游戲：拍手數數。我心里想一個數，然后拍手表示出來，讓學生邊聽邊用英語數數。在拍手時，我有時快，有時慢，以增加趣味性。

通過這兩個熱身活動，學生充滿激情地進入到語言學習狀態中，同時以舊帶新，為后面新知識的學習做了鋪墊。

(二)Prensentation

1．Let’s talk．這一部分是以談話的形式出現新的句型和知識點。要求學生們通過學習。

運用新知進行交談。我首先拿出一個裝了16支新蠟筆的盒子，打開給學生看，說：L00k!New crayons!并做高興、贊美狀：Oh!How nice!引導學生們贊美我的新蠟筆。我先走到某個同學面前，大聲說：Hi!?Look at my new crayons!他(她)說：0h!How nice!再與幾個學生交談示范，讓全班學生在不知不覺中學會用英語表達自己的想法、情感。接下來，我說：Let’s count．一根根拿出蠟筆，慢慢數：One，two，?數到某個數時，故意不數，對生說：How manycrayons d0 I have?Guess!學生們七嘴八舌地猜起來。再走近某個學生，拿起他(她)的文具盒，問：How many crayons doyou have?引導學生說Guess!再將文具盒拿給另外一生，說：Open it and see．Count，please，和學生一起數：One，tw0，three，?sixteen．數完后，師說：’rhat’s right!對著物品的主人說：’You have sixteen crayons 2．聽Let’s talk錄音，認真模仿錄音內容。

3．我戴上Chen Jie的頭飾，給學習程度較好的學生戴上John頭飾，示范演示kt’stalk對話。示范時注意語速稍慢，要讓學生們都能聽懂、理解，然后讓兩組學生演示。

4．經過多種方式的語言呈現、輸入，使學生們在一系列活動中感知語言，掌握重點句型How many?do you have?接下來讓學生們進行talk，然后讓他們戴上頭飾表演一番。

(三)Practise

1．讓學生拿出事先準備好的圖片，我帶學生們玩一個游戲。我先說：Pencils，學生們就把畫有數個pencil的圖片拿出，然后我報一個數，如eleven，圖片上物品數字與之不同的學生舉起自己的圖片，旁邊學生問(或其他人一起問)：How many pencils do you have?那個學生按圖片上物品的數量答：I have?pencils．接著讓學生代替老師利用剩下的圖片玩此游戲。

2．學生自由組合，四人一小組，進行“How many?d0 youhave?”“I have?”的接力回答。

(四)Consolidation & Extension

在課堂鞏固階段，我開展的是任務型教學。我設計了一份調查表，發給每個學生一份(每人調查6個同學，詢問有多少玩具或文具等)，讓學生自由走動去調查。我在活動前特別強調，必須用英語問答。

我隨意走動，觀察學生們用英語交流的情況，有困難的適時指導一下。學生們在完成任務的過程中，積極運用語言，激發了學習興趣，同時還實現了與數學學科的滲透和聯系。在這節課的最后，我布置了一個有層次的作業，讓學生自主選擇：①聽錄音，仿讀會話；②分角色表演會話；③改編會話，分角色表演并錄成磁帶。分層次的作業，讓不同程度的學生都能有事可做，都有表現自己的機會，體驗到成功的喜悅，同時使學生的語言交際向課外延伸，使他們能帶著動力，保持興趣繼續學習。

總之，在這節課的教學設計中，我重視對新知識的鋪墊和自然導入，通過多種方式的呈現，讓學生們自然而然地學習新知識。充分利用游戲、合作交流等教學手段，讓學生們饒有興趣地操練語言、運用語言，在完成任務過程中鞏固知識，運用知識，體驗成功的喜悅，培育積極的學習情感，形成良好的學習策略，并將這些積極的因素帶人下一步的學習當中。

PEP小學五年級英語說課稿（Unit 6 A Let’s talk）

一、說教材。

今天我所說的這節課是五年級下Unit 6 A Let’s talk & Let’s try。在這之前，我已經教完了A、B兩部分的詞匯。本課圍繞John and his classmates 去郊游的話題，把有關交游中所做事情的日常用語、詞匯和語言機構有機的結合起來。重點為句型“Are they?? Yes, they are./ No, they aren’t.的聽說認讀教學，并要求學生能在實際情景中運用。

二、說教法、學法。

1． 注重學生口語表達能力的訓練。

課前的daily work是我培養學生口語表達能力的一個方式。這個我們已經做了近一個學期了。就是在課前給學生2、3分鐘的時間來提一些問，組織同學一起來說某一類的單詞，最后是讓同學一起唱歌或說chant，平時上課，學生的這個daily work就代替了我的課前熱身。效果很不錯，特別是在我自己的班上，我除了在每節英語課上做，還堅持在每天的晨會課做，現在班中大部分的學生都有了很大的進步，這對提高整個班的英語水平也起到了很好的促進作用。

2． 注重聽力練習。

在重視對學生口語表達能力訓練的同時，我還十分注重聽力練習。在整堂課的設計上，我充分考慮到了這一點。如：在讓學生猜John在干什么之后，不是直接地告訴學生，而是讓學生通過聽錄音來得知答案。在后面教學教學They are in the woods.時采用了同樣的方式。在對話的整體教學時，首先出示了一段填空形式的對話，讓學生先聽課文錄音，再填空也是為了更好培養學生的聽力能力。

3． 變課堂為生活。

在課堂中為學生創設真實的語言環境，變課堂為生活。主要以John and his classmates 去交游為主線，以Let’s talk的對話模式來構建本課的語言結構展開教學。通過合作學習的方式，讓學生在活動中逐步學會使用語言。

三、說教學過程。

下面簡單地說說這節課教學活動的安排。

一、熱身。

包括一個chant和一個拷貝不走樣的游戲。主要的目的是為了復習A、B兩部分的詞匯。為下一步的對話教學做好鋪墊工作。

二、對話的分散教學。

首先創設情景Surpose you are taking a field trip.What are you doing? What are your classmates doing? 在這樣的情景中學生進行造句。然后導入John and his classmates也在郊游，進行句型的逐句教學，先是What are doing? I’m watching my classmates.然后是Where are they? They are in the woods.其中還包含了單詞woods的教學，在語音教學時我采用以舊帶新的方法進行教學，在操練時，始終遵循詞不離句的原則。最后是重點句型“Are they?? Yes, they are./ No, they aren’t.的教學，這里我還設計了一個游戲，記憶大考驗。

三、對話的整體教學。主要有聽對話填空，跟讀對話，個各種方式的朗讀，小組活動和對話表演。

四、拓展練習。

英語教學中一個重要的原則就是“學以至用”。為了體現課堂的真實性，最后我創設了這樣一個情景，天氣突然下起雨來了，如果你是John 的同學，你會去哪里呢？又會干些什么呢？完成新對話。為了提高學生學習的積極性，在這里還特地設計了Bingo的游戲，我和學生一起編對話，看看誰的對話和Miss Guo的一個樣。

PEP四年級說課稿（Unit Three A Let’s Learn）

一、說教材

Unit Three “Is This Your Skirt ？”A Let’s Learn.主要是教學幾個服裝類單詞：shirt、T-shirt、skirt、sweater、jacket and dress并用I like…和 I like…with…句型結合顏色來表達自己對服飾穿著的愛好。

二、說目標

1）、Knowledge Aims：能夠聽、說、認讀本課時的六個單詞及詞組。2)、Abilities Aims：能夠描述服飾的顏色以及穿著搭配。

3)、Emotion Aims: 激發學生學習英語的興趣，使學生積極參與語言交際活動；與現實生活相結合，培養學生對衣服的審美能力及搭配能力，使學生樹立文明穿著的意識。

三、教學重點、難點

1）Key points：掌握有關服裝名稱的六個詞組。

2）Difficult points：表示服裝的名詞與表示顏色的形容詞連用及其讀法。

“I like the white sweater with the green skirt”中“with”的發音

及其在本課中的含義。

四、說教法

1、教法分析

《英語課程標準》中把激發學生的學習興趣放在重要位置，強調讓學生在輕松愉快的氣氛中學習外語。針對小學生好唱、好玩、好動的年齡特征，我設計了歌曲、游戲、突出趣味性和現實性的情景教學。采用了，直觀演示法、交際法、任務型教學法等愉快教學相結合的方法。以灰姑娘參加舞會的故事情節慣穿整節課堂，創設“幫助灰姑娘搭配服裝” 和“小組調查”等活動來實行任務型教學法。鼓勵學生多開口，多用英語表達自己的想法，達到掌握知識、培養語言技能的目的。

2、教學手段

根據本節課的內容特點，在教學過程中充分利用形象的彩色圖片，結合多媒體輔助手段，創造出趣味性、真實性的語言環境，使課堂學習氣氛濃厚。通過多媒體及形象圖片的介入，設計出真實自然的情景活動，有助于突出重點、突破難點，使學生輕松掌握語言要點。

五、說學法

1、學情分析

本節課的教學對象是天真活潑、好奇心強的四年級學生，有較強的模仿能力和求知欲，具備了簡單的英語口語交際能力。

2、學法指導

教務于學，教學的主要任務不僅是積累知識，而且還要發展思維，教師在傳授知識的同時，更主要的是要教會學生學習方法，如：總結法，歸納法等。通過讓學生自己動口、動手、動腦進行活動交流，將有關知識重新總結，讓學生在一定的情景中運用語言進行有意義的表達，使不同水平層次的學生都有學習的積極性、都有所收獲。

六、說過程 Step 1: 趣味歌曲 復習舊知

1、Sing “Colour Song ”

2、Review colours課件呈現五顏六色閃動的花，師生之間進行對話：

T: What can you see? S：I can see flowers.T: What colour is it ? S: It’s red.。Step2.Presentation

設計理念：閃動的花朵不僅能吸引學生的注意力，而且創設了“信息差”，進行有意義的活動，避免明知顧問的機械回答，復習顏色也為下 一步學習做好鋪墊。Step2.Presentation

1、故事增趣，呈現新知

設計理念：良好的開端是成功的一半，根據小學生愛聽故事這一年齡特征，創造了灰姑娘想為舞會挑件漂亮衣服的情景，引入新單詞的學習。

2、齊學新知，循序漸進

shirt、shirt、bule shirt，blue shirt、blue shirt，I like blue shirt..先學音形都相似shirt、T-shirt , 便于對比教學。以相同的方法教授其余的單詞，邊學邊板 書，邊學邊評價。

設計理念：從單詞、詞組過渡到句子,循序漸進、符合學生的認知規律。Step3: Practice 趣味游戲

操練新知

1、Guessing game.課件呈現出仙女送給灰姑娘的衣服，其中有一件具有魔法，猜中的學生得到一份神秘禮物。

設計理念：創設有獎竟猜活動，使學生在玩中學，學中玩，激發學習興趣。

2、Listen and chant.Hello，Hello，boys, What do you wear? Jacket，jacket，shirt , I want to wear.Hello, Hello，girls, What do you wear? Dress，dress，skirt.I want to wear.設計理念：在歡快的節奏中，加強和鞏固了所學的知識，同時也得到了美的享受，收到了事辦功倍的效果。

Step 4:Consolidation 情景激趣

綜合運用

1、Match and choose.幫助灰姑娘搭配服裝

教師先示范，學生用句型I like?with?.進行描述。

設計理念： 此活動不但操練了I like…..with而且也培養學生對衣服的搭配能力，利用形象生動的動畫，突破了教學難點。

2、Do a survey.灰姑娘拿不準要穿哪套衣服去參加舞會，請學生做參謀，她 穿上全班最多人喜歡的衣服出席舞會。利用調查表分小組調查。---What do you like?---I like ….with….設計理念：通過課堂調查，進行小組合作學習，有利于增強學生的學習的主動性和積極性，有利于將所學的知識運用到現實生活中，師生共同參與調查，體現師生互動，生生互動。

Step5: Extension 趣味情景 拓展延伸 灰姑娘邀請老師、學生一起參加舞會，于是創設師生互動共同買新衣服的情景。學生將老師之前獎勵的衣服圖片貼在商店里，進行小組活動。一學生飾演售貨員，其余的演顧客。

---Welcome to my shop.Can I help you?---Yes.---What do you like ?---I like ….with …..設計理念：語言源于生活，用于生活,在真實的情景中培養學生綜合使用語言的能力。

Step6、Homework 以趣為本 布置作業

Design your favourite clothes and label it.Tell your parents about your design in English.設計理念：設計主題，培養學生創新思維能力。家校聯合，培養學生養成語言交際的好習慣。

教師鼓勵學生將設計好的衣服于下節課帶回學校用英語向同學作介紹，最后收集學生作品，釘成一本服裝雜志，在班上展覽。設計理念：創設了良好的英語學習環境。Step

7、板書：整理衣柜

歸類總結 上層是： shirt T-shirt skirt 下層是： jacket dress sweater

設計理念：板書直觀明了、運用歸類法總結新知。培養學生從小自己整理衣物的好習慣。

七、說評價 本節課充分利用多媒體輔助教學，以灰姑娘參加舞會的故事情節貫穿于整節課堂，圍繞“ 挑衣服-試衣服-買衣服-設計衣服開展課堂活動。使學生在輕松愉快的環境中，進行交際活動，從而達到教學目標，突出重點、突破難點。

在教學過程中，我不斷運用激勵性話語和贊美之詞Good、very good、You are better than before.來評價學生的課堂表現，也鼓勵學生之間進行互相評價，使學生體驗到成功的喜悅。從而建立自信，促進綜合語言運用的全面發展。

第三篇：PEP小學英語三年級下冊UNIT3說課稿

PEP小學英語三年級下冊UNIT3說課稿

一、說教材

1．教學內容與分析

我說課的內容是人教版三年級下冊Unit 3?How many?B部分第二課時。

包括Part B“Let’s talk?和?Let'practise”。本單元的主要內容是學習數字ll～20的英語表達法和與數字相關的一些句型的運用及游 戲。這一課時是在A部分學習?How many…Can yousee?I can see…?的基礎上，學習詢問別人有多少物品的表達法：?How many…do you

have??以及答句?I have…?。另外，學生們還需要學習如何贊美別人的物品，如How nice!以及學說Guess c，2．教學目標

(1)認知目標

a．學生能聽懂會說How

many…do you have?I have…并能在實際情景中運用。

b．學生能聽懂會說贊美別人物品的句子，如How nice!

(2)情感目標

a．讓學生在實際情景中學會運用語言，感到學習英語是有用的，產生成就感，從而能更好地提高學習英語的興趣。

b．通過本課的學習，讓學生學會合作交往，并學會贊美他人物品，融洽同學之間的關系。以利于學生的身心健康。

singthe song"One，Two，Three，Four‘，Five’’and show me your：fingers．這樣，既營造了輕松和諧的課堂氣氛，又復習了l～10的數字。接著，師生共玩一個游戲：拍手數數。我心里想一個數，然后拍手表示出來，讓學生邊聽邊用英語數數。在拍手時，我有時快，有時慢，以增加趣味性。

通過這兩個熱身活動，學生充滿激情地進入到語言學習狀態中，同時以舊帶新，為后面新知識的學習做了鋪墊。

(二)Prensentation

1．Let’s talk．這一部分是以談話的形式出現新的句型和知識點。要求學生們通過學習。

運用新知進行交談。我首先拿出一個裝了16支新蠟筆的盒子，打開給學生看，說：L00k!New crayons!并做高興、贊美狀：Oh!How nice!引導學生們贊美我的新蠟筆。我先走到某個同學面前，大聲說：Hi!…Look at my new crayons!他(她)說：0h!How nice!再與幾個學生交談示范，讓全班學生在不知不覺中學會用英語表達自己的想法、情感。接下來，我說：Let’s count．一根根拿出蠟筆，慢慢數：One，two，…數到某個數時，故意不數，對生說：How manycrayons d0 I have?Guess!學生們七嘴八舌地猜起來。再走近某個學生，拿起他(她)的文具盒，問：How many crayons doyou have?引導學生說Guess!再將文具盒拿給另外一生，說：Open it and see．Count，please，和學生一起數：One，tw0，three，…

多少玩具或文具等)，讓學生自由走動去調查。我在活動前特別強調，必須用英語問答。

我隨意走動，觀察學生們用英語交流的情況，有困難的適時指導一下。學生們在完成任務的過程中，積極運用語言，激發了學習興趣，同時還實現了與數學學科的滲透和聯系。在這節課的最后，我布置了一個有層次的作業，讓學生自主選擇：①聽錄音，仿讀會話；②分角色表演會話；③改編會話，分角色表演并錄成磁帶。分層次的作業，讓不同程度的學生都能有事可做，都有表現自己的機會，體驗到成功的喜悅，同時使學生的語言交際向課外延伸，使他們能帶著動力，保持興趣繼續學習。

總之，在這節課的教學設計中，我重視對新知識的鋪墊和自然導入，通過多種方式的呈現，讓學生們自然而然地學習新知識。充分利用游戲、合作交流等教學手段，讓學生們饒有興趣地操練語言、運用語言，在完成任務過程中鞏固知識，運用知識，體驗成功的喜悅，培育積極的學習情感，形成良好的學習策略，并將這些積極的因素帶人下一步的學習當中。

第四篇：pep小學英語四年級上冊Unit3全英文說課稿

The teaching plan for Unit 3 Part A Let?s learn

Good morning, everyone!I?m very glad to see you.It's my great pleasure to be here sharing my teaching plan with you.Today I'm going to talk about Part A of Unit 3 My Friends PEP Primary School English Book 4.First, let me talk about the teaching material.The topic of this lesson should be “the words ”.By study of this unit, the Ss should know how to ask the way with simple words and sentences.The sentence structures are “My friend is strong.He has short hair.” The study will help Ss use simple English in communication.Second, teaching aims.1.Aims to the knowledge a.Enable the Ss to understand and speak.“My friend is strong.He has short hair.” Make sure that Ss can use these sentences in real situations.b.Help them to learn the words.”friends,long hair,short hair,thin,strong,quiet.” 2.Aims to the ability a.Develop Ss? abilities of listening and speaking b.Train Ss? ability of working in groups.3.Aims to the emotion Develop their ability to communicate with others.Third, key points.1.Help Ss ask the question: “My friend is strong.He has short hair.” 2.Enable Ss to study in groups and cooperate skillfully.3.Develop Ss? interest in English and learn the words”friends, long hair, short hair, thin, strong, quiet.”

Fourth, difficult points.1.Make sure that Ss can use the sentence structure correctly and fluently.2.Read and spell the word correctly.Fifth, teaching method.As we all know, the main instructional aims of learning English in primary school is to cultivate pupil?s basic abilities of listening and speaking.So in this lesson, I?ll let the Ss learn in real situations and arrange many kinds of activities, like singing, guessing and so on..Sixth, studying method.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, imagining, thinking, etc.Seventh, teaching aids.In this lesson, the multimedia player and many colourful pictures will be used.And I?ll also make a lively PPT which can attract Ss? eyes very well.Eighth, teaching procedures and purposes of my designing.I?ll teach this lesson in 5 parts.Part I Warm-up 1.Free talk 2.Let?s chant

This step can make the class lively and interesting.Part II Presentation 1.When the chant is being over, put a finger on the mouth and say “Be quiet “,do the activities at the same time.Most students can understand and do it.Let a student go to the platform and ask the others do like this” Tom/Betty/Lily…,be quiet, please.”

2.Show the PPT and say “I have a long pencil and a short pencil.?Then point to myself “I have long hair.“Next, I point to a boy and say” he has short hair”.Let the Ss read following me and pay attention to the word “hair”, this is an uncountable noun.Use the same method to teach other words.Part III Guessing games Use the sentence “My friend is strong.He/She has…”to describe their own friends.Other students guess” Who is he/she? Then open the PPT to show their familiar person.For example: She has long hair.She has big eyes.She is tall.Who is she? The multimedia player can provide a real situation for the Ss to understand the words.Part IV Practice 1.Read the words after the tape.2.Read it together.3.Read and spell the words in groups.4.Practice the sentence “He/She has long/short hair.I have long/short hair.Let students say which opposite words they have learned.Such as black－white, tall－short, big－small etc.Part V Homework 1.Read the words five times 2.choose one of your friends to describe him.

第五篇：小學英語全英文說課稿

小學英語全英文說課稿

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 practise the pattern: How many +n.(pl.)+ do you have? And the answer: I have … +n.(pl.)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 so much.” Make sure that Ss can use these sentences in real situations.(2)To help Ss finish the survey.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 communication and their innovation.3.Aims on the emotion(1)To foster Ss’ consciousness of good co-operation and proper competition.(2)To lead Ss to show their loveliness to the poor.Key points

(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’ interests in English.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.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 competition.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 competition 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 coming.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 comes 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 so 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 communication and also their ability of co-operation will be well trained.Step 4.Consolidation Help Ss finish “Let’s check” of this unit and workbook.Purpose: To check the knowledge Ss have learned in this period.Step 5.Extension 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.