linximeng520
这个只是简单举个例子啊。2015教师资格证考试小学英语说课教案稿：六年级《WhereIsMyRuler》一、教材分析1、教材总析《PEP Primary English》是一套全新的中小学衔接的英语教材。本教材编写的思路是以话题为纲，以交际功能为主线，兼顾语言结构，逐步引导学生运用英语完成有实际目的语言任务。即：话题—功能—结构—任务。教材的主要特点体现为强调语言运用，注重学生能力培养，突出兴趣激发，重视双向交流和学科的融合。2.单元简析PEP教材以每单元一个话题构建全书，每单元按A、B、C三大课型设计。教材因考虑到地区、师生等差异，教学内容具有灵活性和弹性。C部分为选修部分，教师可以根据实际情况灵活地增加或删减。二、教材处理1、教学内容的选择和重难点确定《 Where Is My Ruler?》来自于PEP第二册五单元Part B的对话，主要教学内容为主动向他人借用物品，并做到有礼貌。因为，我始终认为：教材只是教师开展教学的一种良好的资源，但决非教学的唯一和全部。教师是在“使用教材”，决非“教教材”。因此，我们在使用教材时应该根据教学实际有的放矢地对教学内容、教学顺序进行调整，应该有着自己的思想和见解，而不能完全地拘泥于教材的内容，迷信于教材的安排。基于以上原因，我把Recyle1.中的选学内容“小制作Make a widow card ”和教学活动中常会出现的礼貌用语整合在这节课中作为了教学内容之一。本节课的教学重点是句型Can I use your…和礼貌用语词，如：Excuse me. Please. No problem……教学难点是让学生在生活实际中灵活、恰当地运用该句型。2、教学目标英语课程目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面综合行为的表现进行描述的，基于此，我确定了本课的教学目标如下：1)知识目标学会用英语礼貌地向他人借用物品并做出恰当的应答;2)技能目标能用英语积极主动地与人交流，能够轻松完成借用物品的任务;3)情感目标培养学生合作的团队精神，使他们懂得帮助和分享，激发他们学习英语的兴趣;4)文化目标了解卡片的制作以及卡片在西方社会生活中的重要地位和影响。三、教法设计以课标的理念为指针，根据小学生身心特点，认知规律和发展要求，我主要采用了情景教学法、任务型教学法、多媒体辅助教学法等开展教学。1、 情景教学法皮亚杰说过“孩子是天生的想象家，他们常常分不清虚拟世界和现实世界，他们有着无比丰富的想象。” 语言只有在一定的情景中才能使其表达富有真实的意义，因此，成功的情景创设能极大地提高学生的参与热情，它对于学生感知、领会语言起着重要的作用。在本节课的新知引入的环节中，我就创设了因教师忘记带书而去借学生的课本这样一个情景。2、 任务型教学法任务型学习就是让学生体验学习过程，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功，学生在运用中学，为了运用而学，它符合“学以致用”的原则。在教学中，我设计了几个教学任务：布置学生借用yo-yo, 制作卡片等，让学生在玩中学，做中学，画中学。四、说学生、学法经过近两年的英语学习，三年级的孩子们已经养成了初步的学习策略，他们语言有了一定的积累，具备了一定的交际能力.更可贵的是，他们能在老师的引导下积极主动的开展英语活动，参与意识强，能够在活动中自主地学习英语。因此，我以合作学习的方法贯穿于整个英语学习的过程之中。在本课中，我组建了学习小组，确定了小组长，一个学习任务布置后，成员在小组长的带领下或组内成员帮助下完成活动。这样不同层次学生学习到了不同层次的英语，每个人均有不同层次的收获。这既体现了教学面向全体学生的理念，也把分层教学落到了实处，避免了大班教学中部分学生得不到参与的现状。五、教学手段本节课我主要采用了实物和多媒体的手段来辅助教学。由于小学生的年龄和知识有限，决定了他们对直观、新颖、有趣的材料容易理解和接受。教学中的这些教学手段符合小学生学习英语的特点，激发了学生学习的兴趣，提高了教学效果。六、教学过程 (40分钟)1. 复习旧知，铺设新知一上课，课堂便响起了轻松活泼的歌曲《Where is My Monkey?》。孩子们合着旋律欢快的唱歌。紧接着，老师通过利用乒乓球在手上不同位置摆放的教学设计让学生快速说出其方位。该环节的设计主要是复习与新知识有密切联系的旧知识“Where is…”及“It’s…”，为新知识的引入做好铺垫。同时，优美的歌曲，有趣的方位变化能吸引学生，为本课创设了一个愉悦的学习氛围，让孩子们自然地为新内容的学习作好认知准备。2. 设计情景，呈现新知复习完后，教师准备上新课了。但是同学们却发现老师满脸焦急，四处在寻找东西。原来，老师忘记了带来教材。怎么办呢?课得继续上呀!此时，学生们关注着事情的处理，完全投入到老师巧妙设计的情景中。而老师把握住这最佳时机，走进学生中，问道：“Excuse me, can I use your book, please?”(我可以用你的书吗?)本课新知的引出顺理成章。学生通过情景悟出其义，在老师的引导下做出回答“Yes ,please .”或者“No problem”。
愛戀寶寶
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初中英语教师资格面试—《This is my sister》教案
人教版七年级上 Unit 2 This is my sister
Section B 2a-2c My family
Teaching topic: My family
Period: one period
Teaching objectives:
Knowledge and skill objectives:
Students will be able to grasp seven words: family, grandfather, grandmother, parents, brother, sister, cousin.
Grasping the sentence pattern "These are" and using it to introduce their family.
Students can find out the specific information in passage
Process and method objectives:
Through individual work, pair work and group work, improving Ss' ability of independent thinking and cooperation.
Through individual work, students can get the reading skill of finding out specific information.
Emotion, attitude and values objectives:
Be aware of the importance of family and learn to love their family members.
Teaching contents
Words: family, photo, grandfather, grandmother, parents, brother, sister, cousin.
Sentence pattern: These are···
Key and difficult points：
Key points: grasp the words and sentence pattern and learn to introduce their own family. And find out the specific information from the text.
Difficult points: how to improve their interest in joining the class.
Major steps and time allocation：
Ⅰ.Lead in (2')
Ⅱ.Pre-reading (10')
Ⅲ.While-reading (20')
Ⅳ.Post-reading (10')
V. Summary (2’)
VI. Homework (1')
Activities and justification
Ⅰ.Lead in
Activity: listen and sing a song Family Fingers
Reason: the music will arouse Ss' interest and the teaching content would be naturally led in.
Ⅱ.Pre-reading
Play the tape of this passage, and let students guess the main idea of this passage.
Reason: through listening, ss can practice their listening skill as well as get the main idea of this passage.
III while-reading
Fast-reading
Activity: Ss read the passage quickly and then try to figure the roles in the pictures.
Careful reading:
Activity 1: read the passage again and fill in the blanks
1. My name is ________.
2. Alan and Mary are my _________.
3. Bob and Eric are my ___________.
4. Cindy is my __________.
5. Helen is my ___________.
Activity 2: read the passage again and answer the questions below.
1. Where are my grandfather and grandmother?
2. Where is Bob and Eric?
3. Who is Cindy?
Activity 3: teach all the new words and the sentence pattern.
Reason: activity1 and activity2 lay a foundation for activity3, and Ss can easily grasp the content through these activities.
Ⅲ.Post-reading
Activity 1: Ss introduce their own family to his or her partner by using the structure of the passage.
Activity 2: invite several groups to come to the front to introduce his family and give the best group reward.
Reason: activity 1 can help Ss practice what they have just learned and activity 2 can cultivate Ss' awareness of cooperation and competition.
Ⅳ.Summary
Activity: ss summarize what they have learnt, and teacher give supplement if necessary, and remind them that they should love their families.
Reason: review what they have learnt in time, and this kind of summary also reflects the new teaching concept.
Ⅴ.Homework
Activity: introduce the picture in the text book to your parents.
Reason: the open homework would review what they have learned in class but promote communication between parents and children as well.
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