小學英語全英說課稿

　　作為一無名無私奉獻的教育工作者，總不可避免地需要編寫說課稿，借助說課稿我們可以快速提升自己的教學能力。那么大家知道正規的說課稿是怎么寫的嗎？以下是小編幫大家整理的小學英語全英說課稿，希望能夠幫助到大家。

小學英語全英說課稿1

　　Today I’m going to talk about lesson 62 of Unit 11, NEW START Primary English, Book

　　7. This lesson includes three parts: “listen and number”“ask and answer” and “lets write” .

　　First. Aims on the knowledge

　　(1) To make students understand and speak: :“Eiffel tower、Disneyland、Big ben、Opera house.and what is his city famous for”

　　(2) To help Ss to finish the blank. In page 23.

　　2. Aims on the abilities

　　(1) To develop Ss’ abilities of listening and speaking.

　　(2) To develop the Ss’ ability of working in groups..

　　3. Aims on the emotion

　　(1) To lead Ss to show the famous building in their hometown,develop their country emotion.

　　Second. Key-points of this lesson

　　(1) To help Ss ask and answer the question: What is his city famous for?

　　(2) To make Ss to study in groups and develop Ss’ interest in English.

　　3.rd. Difficult points

　　To help the Ss ask and answer the question “What is his city famous for?” and make sure they can use it..

　　V. Teaching methods

　　As we all know: the main instructional aims of learning English in primary school is to improve the 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(安排、準備) four kinds of activities: singing, guessing game, finishing a survey and having a competition(競賽). Students should prepare(準備) some school things(學具). VI. Teaching procedures(程序).

　　I’ll finish this lesson in six steps.

　　Step 1Step 2. Step 3. Step 4.Step 5. Step 6.

　　1. chant 聽錄音，一邊拍手一邊唱

　　2. 出示人物圖，進行提問：Where is he live / she?

　　Where does he / she come from? Where does he / she live?

　　回答出單詞即可，復習上一課詞匯。

　　老師：Binbin comes from China. He lives in Beijing.

　　Do you know what is Beijing famous for?

　　Beijing is famous for Tian’an man square.

　　What else do you know about Beijing.

　　請學生說出北京的一些著名景點

　　a) 出示各景點卡片，帶讀正音。

　　b) 完成Part A Write the number 后訂正答案 c) 兩人一組利用圖片做國家和城市的游戲

　　…is famous for ……或……is in ……

　　Tokyo is famous for cherry blossom.

　　Cherry blossom is in Tokyo.

　　4．提問：Where does …come from?

　　Where does he /she live?

　　What is his /her famous for?

　　請學生回答，老師出板書，帶讀。

　　做問答練習

　　5．These are Pen’s Pal . Which pen pal do you want to have? 讓學生用一張卡片進行練習

小學英語全英說課稿2

　　Good morning everyone. Standing here, I’m very happy and excited. It’s my great

　　honor 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 from my contents consist of 8 parts

　　Analysis of the teaching material

　　Analysis of the students

　　Teaching methods

　　Teaching aims and demands

　　Teaching aids

　　Teaching procedure

　　Blackboard design

　　And conclusion

　　Well, 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 that interest is best teacher for the students.

　　2. It lays stress on the communication. According to the problem of Chinese students learning English , the book design a lot of material to improve the students’ ability 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 students’

　　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 teaching 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 be

　　interested in it and pay their attention to our class easily and improve their ability of speaking.

　　（Step2 is lead-in 導入根據所授內容設計，可通過展示與本課有關的話題或者圖片等等引出本課話題）

　　Step 3 is contents(本部分為主要授課內容及組織的課堂活動。可從聽說讀寫四塊分寫)

　　Step 4 is key points and difficult points(本部分列出本課重難點可為單詞句型或語法知識)

　　Step 5 is homework.(作業形式最好新穎，例如課讓學生根據本課內容做個小調查等)

　　（conclusion）

　　To be a good English teacher is my dream, I think a teacher is not only a guide for the students, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study, but also on their lives. So far , I have been an English teacher for three years,I will try my best to achieve further success!

小學英語全英說課稿3

　　一、說教材（教材分析） Analyzing teaching material

　　1. 說課型 lesson type (Dialogue/ reading/ listening/ revision)

　　2. 本課在教材中的地位 status and function

　　Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.

　　3. 說教學指導思想 teaching guideline

　　(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)

　　4. 說教學目標和要求 Teaching aims and demands (…be intended for Ss in key schools)

　　1）認知目標 knowledge objects

　　a. Enable the Ss to remember the following new words & phrases:

　　Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

　　b. Get the Ss to be familiar with this sentence pattern:

　　If the population keeps growing so quickly, there will only be standing room left…

　　Give the Ss a reinforced practice on the functional item Supposition.

　　c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.

　　2）智能目標 ability objects

　　a. Ask the Ss to make up a similar dialogue.

　　b. Help them to understand the dialogue better and improve the four skills.

　　c. Develop their ability of thinking independently.

　　d. Cultivate their ability to discover, analyze and solve problems.

　　e. Train them to collect information from the Internet.

　　f. Train them with some effective learning methods to optimize Ss’ learning results.

　　3）德育目標 moral objects

　　a. Arouse their interest in learning English;

　　b. Help them to understand the background of pollution.

　　c. Enable the students to love our earth and the nature.

　　d. Be aware of the importance of stopping pollution & protecting our environment.

　　e. Encourage the Ss to do something to save the earth.

　　5. 說教學重點 teaching important points (生詞、句型；培養閱讀技能)

　　a. New words and phrases

　　b. Sentence pattern: If- clause

　　c. improve their reading skills.

　　d. Talking about problems of the Earth.

　　6. 說教學難點 teaching difficult points (語法；發展交際能力)

　　a. functional item: Supposition.

　　b. Develop their communicative ability. Act out their own dialogue.

　　7. 說教具 teaching aids (multi-media computer, software, OHP)

　　The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.

　　二、說教法 Teaching methods

　　Five step method; audio-video; communicative approach;

　　Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

　　三、說學法 Study methods

　　1. Teach Ss how to be successful language learners.

　　2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

　　3. Get the Ss to form good learning habits.

　　四、說教學過程Teaching procedures

　　I. 復習(Revision) 5min (Daily report; 詞匯diagram; brainstorming; activate schemata)

　　Activity 1: Imagination

　　1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)

　　2). Suppose you catch a bad cold, what’s to be done?

　　3). Suppose your bike is broken, what’s to be done?

　　4). And suppose the earth, on which we all live, is damaged, what’s to be done?

　　* What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)

　　II. 呈現 (Presentation) 5min

　　Activity 2: Presentation

　　Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)

　　A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

　　Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

　　* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.

　　III. 對話 / 閱讀 (Dialogue)18m

　　1. Pre- reading

　　Activity 3: Prediction

　　1st listening/ fast reading, one guided Q to help Ss to get the main idea:

　　What do you think is discussed at the conference?

　　2. While- reading

　　Activity 4: Read and answer

　　2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.

　　* 閱讀： Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 識別關鍵詞key words；確定主題句；創設信息差information gap；T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。達到對課文的整體理解和掌握。So that they can have a good understanding of the whole text.)

　　3. Post- reading

　　Activity 5: Language focus

　　While Ss are answering the Qs, the teacher deals with some key language points.

　　a. is being caused b. and so on c. go on doing

　　d. be fit for e. standing room f. if- clause

　　IV. 操練 (Practice) 10m

　　Activity 6: Retell

　　Use your own words to retell the dialogue in the 3rd person.

　　Activity 7: Acting out

　　Activity 8: Drill – Supposition

　　Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)

　　(Retell; act out; role play)

　　V. 鞏固 (Consolidation) 6m

　　(Discussion; interview; press conference; debate; quiz)

　　Activity 9: role play

　　Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

　　* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

　　Activity 10: Discussion

　　Think of the question: Are we causing damage to the world?

　　What should we do to save the earth and protect our environment especially in our daily life?

　　Collect their answers and form a report.

　　VI. 作業 (Homework) 1m (Writing; continue the story; recite; retell)

　　Write a letter to the mayor, telling him sth. about the pollution around your school.

　　A Brief Instruction to the topic of “What should I do?”

　　Shangyuan Middle School Li Yi Cai

　　Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in I’m going to talk about the topic” What should I do?”I will divide the instruction into seven parts： they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.

　　Part 1 Teaching material analysis

　　This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.

　　Part 2 Teaching aims

　　1.Aims of the knowledge:

　　（1）To know the spelling of some words and usage of some phrases.

　　（2）To learn something about Millie’s and Simon’s problems.

　　（3）To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.

　　2.Aims of the ablilities:

　　（1）To improve the ability of getting information by reading.

　　（2）To improve the ability of retelling the story.

　　3.Aims of the emotion:

　　（1）To understand how to write about problems and to express feelings.

　　（2）To ask for advice to solve the problems.

　　Part 3 Teaching emphasis

　　1.To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.

　　2.To get the ability of general reading and getting information.

　　Part 4 Teaching difficulties

　　1.To recognize and understand vocabulary about problems.

　　2.To ask for advice

　　Part 5 Teaching methods

　　In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is “Learning by doing,learning by using”。Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.

　　Part 6 Teaching aids

　　Projector，slide show，tape recorder and blackboard

　　Part 7 Teaching procedure

　　Step Ⅰ.Lead-in

　　The purpose is to arouse the students’interest of study.

　　Let’s have a free talk.

　　T：Have you got problems?

　　S：Yes.

　　T：What is it?

　　S：Eating too much makes me unhealthy.

　　T：What about you?

　　S：……

　　Step Ⅱ.Presentation

　　The purpose is to develop the skills of skimming and how to gain the main idea of the articles.

　　1.Ask students to read two letters and answer the following questions:

　　①What is Millie’s favorite hobby?(Painting)

　　②What is Millie’s problem?(She doesn’t have enough time for hobbies and homework.)

　　③When does Simon play football?(After school until late)

　　④How do his parents feel about it?

　　(They don’t like this and ask him to go home before 6 p.m.)

　　2.Ask students if there are words that they do not know.

　　Explain some new words briefly.

　　deal；choice；complete；refuse；accept；spare；doubt；whether；

　　Step Ⅲ.Practice

　　The purpose is to develop the skills of scanning and how to gain the details from the articles.

　　1.Listen to the tape and answer some question about “True”or“False”。

　　2.Ask students to read the articles again and explain some important phrases.

　　How to solve the problems；hand in；on time；at the moment；

　　can’t find any time for my hobbies；feel bad；give up；

　　achieve a balance between the two；hear form；make unhappy

　　Step Ⅳ.Retelling

　　The purpose is to develop the skills of retelling with the key words

　　1.Ask students to make sentences with phrases that we have learned.

　　2.Try to retell the outline of the articles.

　　3.Encourage students to say something about themselves.

　　Step Ⅴ.Summary and homework

　　The purpose is to give the students a clear idea of how to express their problems and revise the articles.

　　1.Ask students to revise the words and phrases

　　2.Ask students to write a letter about himself after class.

　　During my teaching，I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.

　　Thank you!

小學英語全英說課稿4

　　Lesson Plan Presentation

　　Hello, everyone. It is my honor to present my lesson plan here. Today, Im going to present the third period of the Unit two from this book, NSEFC book3. The type of this lesson is reading for writing. The reading material for today follows the intensive reading and is the second part of the whole story, Come and Eat Here. It mainly talks about that Wang Pengwei and Yong Hui cooperated with each other while running restaurants. As a result, their food becomes healthier. The writing task in the text book is to write an advertisement for a restaurant. This period is important for Ss to consolidate words and expressions newly learnt and compose a passage as a production.

　　As for Ss, I think they have talked so much about the topic in the former periods such as warming-up, pre-reading and comprehending that their general knowledge for the topic has been fully activated. Also, they have learned the relative words, expression and the first part of the story. These can facilitate the students to comprehend the reading passage. Besides, as the Ss are in grade one for the second semester, they are skillful enough to get the information from reading. They are cooperative to gather information through discussions. However, as Ss learn English as a foreign language, they may compose their writing without proper cohesion and coherence.

　　Ok, now Id like to talk something about the theoretical basis of my teaching. Writing actually is a complicated process. Different people have different understandings of writing and have varieties of methods to teach writing. McKenzie and Tompkins promote the process-focused approach. Based on interactive theory, they pay special attention to the steps of writing and believe that writing is an interactive activity between Ss and Ss, between Ss and teachers. The ideas can also be found in New English Curriculum. It stresses that teachers should focus on process of Ss learning, let Ss cooperate and feel the sense of success and develop Ss comprehensive language competence. The center of the class should be Ss, not the teacher. Task-based-learning and cooperative learning will be highly favored. Therefore, in the lesson, I will adopt a teaching mode-three-stage and seven –step--reading for writing put forward by Professor Luo Xiaojie. The three stages are reading, speaking and writing, and the seven steps are lead-in, pre-reading, while-reading, post-reading, writing preparation, writing draft and writing assessment and revision. So, accordingly, I will have the following rearrangement of teaching material. In order to make the lesson go through naturally, I design some speaking activities after the reading stage. There is a discussion of a balanced menu as the lessons transition from reading to writing. It needs particular tone and structure. It is difficult for Ss to complete the task. Therefore the writing task is changed into the introduction of a restaurant. The topic of the reading material is through the whole lesson.

　　According to the analysis of the teaching material, the learning condition, and the theory of teaching reading, I set the following learning objectives:

　　Firstly, language skills By the end of the class, students can

　　1) predict the content according to the title and the picture.

　　2) find out specific information about Wang Pengweis and Yong Huis restaurants by scanning.

　　3) write an introduction of a restaurant in proper sentence patterns, using some advanced expressions and connective words.

　　Secondly, linguistic knowledge Students can

　　1) use some learned sentence patterns in their composition such as nothing could be better than, etc.

　　2) use the proper adjectives to describe food such as, energy-giving, delicious, etc.

　　Thirdly, affects Students can

　　1) be aware that eating healthy food benefits our health a lot.

　　2) know the importance of a good eating habit.

　　Fourthly, cultural awareness students can know the differences between Chinese and American eating-habits.

　　Lastly, Learning strategy students can communicate actively with their partners in working out a balanced menu and in the process of assessment and revision.

　　In order to achieve the learning objectives, several activities are designed for the seven steps. The teaching procedures are as followed:

　　In the first step, lead-in, I designed two activities which will cost about 3mins. Activity one is a memory test. I will ask ss to review the first part of the story and come up with the foods served in Wang Pengweis and Yong Huis restaurants without referring to the textbooks. The second one requires ss to discuss the weakness and strength of WangPengweis and Yonghuis menus. These two activities aim to introduce the topic as well as arouse Ss interest. Ss will feel eager to know more about the story. This curiosity also helps ss predict.

　　The second step is predicting. It needs 2mins. I will ask the ss to read the title and have a quick look at the picture. They will try to guess what will happen to Wang Pengwei and Yong Hui and what will be the result of their competition. Ss will come up with various answers while predicting and their interest to read the passage will be aroused in order to check whether their predictions are right.

　　The third step is while reading. Ss read quickly to get some specific information about Wang Pengs and Yong Huis restaurants and their menus and have a deeper understanding of the importance of cooperation. It takes altogether 5mins for Ss to scan the passage and answer four questions. And this activity also helps Ss know something about the writing topic, that is, a balanced menu.

　　Next one, we will talk about step four-post reading. I will need 4mins here. I will ask ss to discuss in groups of four. The situation is: after Wang Pengwei and Yong Hui got married, they opened a new restaurant. Ss need work out a balanced menu for them. They will focus on what food they suggest and the features of the food. I will present two examples for Ss, like raw vegetables contain little fat. Ss can express their ideas about food clearly and finish the task of making a balanced menu through cooperation. Whats more, this activity helps Ss be mentally prepared for the writing task.

　　With the results of the discussion, we will ask the groups representatives to report their menus. I will show Ss a model. It can provide ss an opportunity to practice making sentences with the newly learnt words and expressions in a logical way based on the topic, healthy food. It needs 4mins. This is an activity of the fifth step-preparation for writing. There is another 7min activity in this step, blank filling. I will tell ss that there is a new restaurant near my home. Do you want to know something about it? Then I will provide Ss with a passage. The passage is an introduction of a restaurant. I will ask them to pay attention to the connective words and phrases they are going to fill in. these words and expressions are very important for writing. The activity can let Ss know how to write the introduction of a restaurant. Besides, some connecting devices to make writing coherent and cohesive are introduced such as a result, for example, in my opinion etc..

　　Finally, Ss have warmed up for the topic, gotten enough information, recalled or learnt many relative words and expressions and now they feel confident and eager to write. The sixth step is writing. 12mins will be given to Ss to write an introduction of a restaurant. They should try to persuade their classmates to have diner there. I will provide a framework to ease the writing. Ss need to write three paragraphs. In Para.1, a general introduction of a restaurant will be composed. In Para.2, Ss need to introduce the food served in the restaurant and the features of these foods. In the last paragraph some sentences will be uttered to attract their classmates to come to the restaurant. Before they start to write, Ss will have some useful words and expressions as reference, making it easier to write. Whats more, I will show three tips to guide ss writing, reminding them of paying attention to some aspects such as structure, content, language etc. For example, they should try their best to use the adjectives theyve learnt in this lesson to describe the food they want to serve to their customers.

　　As process-oriented writing suggests, the process does not end at the first draft. Ss need assessments and second or more drafts. The final step for today is assessment and revision. I will provide ss the assessment rubrics. They will evaluate each others word cording to content language, spelling and handwriting. I will provide some help while they do the job.

　　After all these steps, I will set the homework. I will ask ss to revise the composition in their exercise-books neatly and correctly. Ss will consider more about composing this writing after they have known what is good and what is bad.

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