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1、名师精编精品说课小学英语优秀说课稿小学英语说课稿Lesson 45 PART 1 Analysis of the Teaching Material (I)STATUS AND FUNCTION 1.This unit is a revision unit, so it covers all communicative 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
2、, 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 DEMA
3、NDS Knowledge objects 1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 1 页，共 6 页名师精编精品说课2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making sugg
4、estions. Ability objects 3. To improve students listening and speaking ability by reading and practising the dialogue. 4. To develop students communicative ability by learning the useful expressions for making suggestions and replying. Moral objects 5. To enable the students to love life and animals
5、, 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. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 2 页，共 6 页名师精编精品说课2.To enable the students to use useful expressions for making suggestion and re
6、plying 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 computer; OHP(overhead proj
7、ector); tape recorder; software: Powerpoint or Authorware PART 2 Teaching Methods 1Five Steps Approach. 2Communicative Approach. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 3 页，共 6 页名师精编精品说课PART 3 Studying Ways 1. Teach the students how to be successful language learners. 2. Teach the students ho
8、w to master dialogues and how to communicate 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
9、 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 computer to show some pictures of different pets, such as dogs, cats etc. Ask the studen
10、ts 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! Toda y, Ill say something about Unit 9 Part A in Book 4 of Oxford English
11、. 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
12、. This Unit has 7 parts, well learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Wheres” 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. 精选学习资料 - - - - - - -
13、 - - 名师归纳总结 - - - - - - -第 4 页，共 6 页名师精编精品说课The content of this period is to use “Wheresare ” 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 follow
14、ing 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: Whats for breakfast? Have some juice then. The third one: students can listen, read, say and write the following sentence patterns: Wheresmy It s Theyre
15、Theres no in near I think the most difficult point of this period is to make sure the students can use the patterns “WheresWhere are and There is no innear ” 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
16、 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 attr act the Ss attention and construct an atmosphere of learning Engli
17、sh, 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 enviro
18、nment of communication is life. So when I present the sentence pattern “Whats 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 t
19、he new knowledge. Most of the Ss have learnt the sentence pattern: Wheres? 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 pr
20、esent the next language points: Theres no innear Have then. And I will stick these sentence patterns on the Bb. Finally Ill 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 a
21、ttach importance to the mechanical teaching, neglect the experience and participation, for example, the 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 5 页，共 6 页名师精编精品说课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 i
22、n 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
23、 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 bla nks. In this way can develop Ss good habits and achieve the aim of mastering the
24、learned knowledge in situation. Step 5 Change class to life, learn by themselves. Is this the end of the class? I dont 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
25、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.先说 Class begins ，good morning/afternoon boys and girls. 再 说 Do you know xxx?Its xxx(adj).Open your book and turn to page xxx,today well learn something about it/them. Thank you！精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 6 页，共 6 页