提问

小学英语培训结课稿

  • 回答数

    2

  • 浏览数

    221

回答 关注
小小小雨桐
首页 > 英语培训 > 小学英语培训结课稿

2个回答 默认排序
  • 默认排序
  • 按时间排序

qian520xing

已采纳
小学英语全英说课稿模板 　　导语：激发和培养学生学习英语的'兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，下面是我给大家整理的小学英语全英说课稿模板，希望能给你带来帮助! 　　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. ;

小学英语培训结课稿
268 评论（10）

夹心大便

pep小学英语说课稿参考 　　“说课”是教学改革中涌现出来的新生事物，是进行教学研究、教学交流和教学探讨的一种新的教学研究形式，也是集体备课的进一步发展。下面，我为大家分享pep小学英语说课稿，希望对大家有所帮助! 　　一、教材分析 　　本课内容出自PEP教材三年级下册第六单元《At the Zoo》，第一课时包括Let’s learn和Let’s do.主要教学四个形容词small, big, long, short,并能根据指令做出相应的动作。 　　教学实践中我们发现：基于学生学习心理和各阶段身心发展特点，很多相关的知识点采取了分散教学的方法，让学生循序渐进地掌握。例如有关animals内容的知识点就分散于PEP各册教材、教材的各个单元，甚至教材的各个"角落".本单元是学生学习PEP教材过程中，第二次遇到关于animals的话题，是上册运用英语谈论动物的巩固和延续，也是四册学习"At a farm"的铺垫，起着承上启下的作用。本课时是单词教学，是第二课时用形容词描述动物特征的基础。 　　二、说教学目标 　　新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。根据一级目标要求，对教学内容的分析、本教材的特点及学生现有的基础，我将教学目标确定为： 　　1、能听、说、认读small, big, long, short,并理解词义。 　　2、听懂含有形容词的几个指令，并按指令做动作。 　　3、在活动中习得语言，激发学生学习英语的兴趣。教育学生爱护动物，懂得动物是世界不可缺少的一部分。 　　三、说教学重、难点 　　本课时教学重点是能听、说、认读几个形容词 small, big, long, short . 听懂含有形容词的几个指令，并按指令做动作。教学难点是单词small的发音。 　　四、说学生 　　三年级的学生刚接触英语，对英语充满了好奇，课堂上他们好说、好动、好表现，喜欢小动物，在三年级上册他们已经学过动物名称的单词。但是学生没有课前预习、课后复习的习惯，知识的遗忘率高。在英语学习中，他们的听说能力较认读强。 　　五、说教法 　　1、教法设计 　　结合教材和学生的身心特点，在本课时的教学设计中，我从学生的兴趣和认知水平出发，利用漂亮的图片吸引学生的注意力。通过唱歌曲、猜谜语、玩游戏以及TPR活动，让学生在愉快中学习，激发学生学习英语的兴趣，帮助他们建立学习的成就感和自信心。 　　2、学法指导 　　通过用旧知识引入本课新知识的方法，让学生主动参与到学习中去。在猜一猜、比一比、试一试的过程中，尝试做课堂的主人。引导学生观察、思考，使他们不仅掌握本节课的内容，而且在学习过程中，不断产生新经验、新认识，并由此发展学生各方面的能力，形成积极的人生态度，促进个性成长。 　　3、教学手段 　　根据学生的年龄特点和本课内容，我主要采用实物、图片、单词卡片以及教师丰富的体态语言等教学手段进行教学，它们能活化教材，辅助教师对教学内容进行有序讲解，在讲解的过程中，能充分利用有效的教学时间，改善信息的传递方式，增强信息的传递能力，使外语学习变得生动活泼，加深学生对教学内容的.理解。 　　六、 教学过程 　　为落实本课目标，我设计了以下教学环节：组织教学，创设氛围——创设情境，导入新课——巩固提高，扩展运用 　　1 组织教学，创设氛围 　　《英语课程标准》指出：激发和培养学生学习英语的兴趣，使学生树立自信心，是小学英语教学的基本任务。因此，在热身的时候，我主要设计了： 　　(1)学生日常口语会话展示。 　　(2)教师播放 "Hide and Seek" 的歌曲录音，师生边唱边做动作。 　　(3)Listen and do :教师发指令，学生做动作：Touch your nose;Close your eyes …… 　　通过学生喜闻乐见的歌曲和听听做做活动，创设英语课堂氛围，为学生架起一座由中文思维向英语思维过渡的桥梁，同时达成"课未始，而趣已成"的境界。 　　2、创设情境，导入新课。 　　《课标》同时指出：养成良好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神是小学英语教学的基本任务之一。这堂课的第二个环节设计为"创设情境，导入新课". 　　A、以旧带新，自然引入。我国伟大的教育家孔子早在两千多年前就提出"学而时习之"、"温故而知新".19世纪德国哲学家狄慈根也提出"重复是学习之母".他们都强调复习在学习和巩固新知识过程中的重要作用。因此，在"以旧带新，自然引入"阶段，我设计了：
109 评论（10）

相关问答

向你推荐

热门问题

热门百科