小学英语全英说课稿（优质4篇）

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小学英语全英说课稿【第一篇】

Good moning, ladies and gentlemen. It’s my geat hono and pleasue to be hee shaing my lesson with you.

I have been eady to begin this epesentation with five pats. Analysis of the teaching mateial, the teaching aims, the impotant and difficult points, the studying methods, and the teaching pocedue.

Pat 1 Teaching Mateial

The content of my lesson is New Senio English fo China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the inteest in___________________. At the same time, let the students lean how to____________________ (functional items). Fom this lesson, it stats___________________________(stuctues). (As we all know, eading belongs to the input duing the pocess of the language leaning. The input has geat effect on output, such as speaking and witing.) Theefoe, this lesson is in the impotant position of this unit. If the Ss can maste it well, it will be helpful fo them to lean the est of this unit.

Pat 2 Teaching Aims

Accoding to the new standad cuiculum and the syllabus (新课程标准和教学大纲), and afte studying the teaching mateial, the teaching aims ae the followings:

objects (语言目标：语音，词汇，语法，功能，话题)

(1)The Ss can maste the usage of the impotant wods and expessions.

(2)The Ss can use the __________________ (gamma) in the pope situation.

(3)The Ss can undestand the content of the lesson, talk about _______________________ (infomation) and get thei own idea about _______________________________.

objects (技能目标：听，说，读，写)

(1) To develop the Ss’ abilities of listening, speaking, eading and witing

(2) To guide Ss to set up effective studying stategies.

(3) To impove the student’s eading ability, especially thei skimming and scanning ability.

(4) To tain the Ss’ abilities of studying by themselves and coopeating .

o moal objects (情感目标：兴趣，自信，合作，爱国，国际视野)

(1)By pleting the task, the Ss incease thei inteest in ____________________and set up self-confidence in _____________________.

(2)Teach the Ss_________________________, put the moal education in the language study.

Pat 3 the Impotant and Difficult Points

Based on the equiement of the syllabus.

The impotant points ae__________________________ such as ______________.

The difficult points ae_________________________ fo example_____________.

Pat 4 Teaching Methods

As is known to us all, a good teaching method equies that the teache should help Ss develop good sense of the English language. Fo achieving these teaching aims, (afte the analysis of the teaching mateial and teaching aims,) I will use the following methods accoding to the moden social munication teaching theoies(现代社会交际教学理论) .

1. Communicative Appoach(交际教学法)

2. Whole Language Teaching(整体语言教学法)

3. Task-based Language Teaching (任务教学法)

4. Total Situational Action (情景教学) a "scene - activity" teaching method , it establishes a eal scene and the inteaction between the teache and the Ss. At the same time, CAI (电脑辅助教学) can povide a eal situation with its sound and pictue, it can develop the Ss ceativity in leaning English.

Pat 5 Teaching Pocedue

Step 1. Lead-in. (_____min)

___________________________________________________________________

Pupose of my design: (1) to catch Ss’ attention about the classtopicpassage.

(2) To set up suspensedevelop inteest in _______________.

Step 2. Pe-eading

Task 1. (Individual wok, pai wok, goup wok, class wok; _____min)

Let Ss _____________________________________________________________

Task 2. (Individual wok, pai wok, goup wok, class wok; _____min)

___________________________________________________________________

Now, let’s see what happened to the_______________ let’s check whethe it is ight o not.

Pupose of my design: (1) to get to know something about the _________________.

(2) To have a bette undestanding about the impotance of ___________________.

Step 3. While-eading

Task 1. (Individual wok, pai wok, goup wok, class wok; _____min)

Skimming: Ss should ead the mateial fast to find out the main ideatopic sentence fo each paagaph.

Paa 1 ___________________

Paa 2 ___________________

Paa 3 ___________________

Task 2. (Individual wok, pai wok, goup wok, class wok; _____min)

Scanning: Listen to the tape pat by pat to finish ___________________________.

Task 3. (Individual wok, pai wok, goup wok, class wok; _____min)

Scanning: Guide Ss to ead the mateial caefully and take some impotant notes, then answe the following questions.

Task 4. (Individual wok, pai wok, goup wok, class wok; _____min)

Scanning: Ask Ss to ead the mateial caefully and find out the coect answes to finish the following chat.

Pupose of my design: Enable students to undestand the given mateial bette by using diffeent eading skills. And pope petition can aouse the Ss’ inteest in English leaning. "Task-based" teaching method is used hee to develop the Ss’ ability of munication and also thei ability of co-opeation will be well tained.

Step 5. Post-eading

Task 1. (Individual wok, pai wok, goup wok, class wok; _____min)

(接task3)Ask Ss to close books and finish the summay accoding thei notes.

(接task4)etell the stoy Sum up the passage in Ss’ own wods accoding to the chat.

Task 2. (Individual wok, pai wok, goup wok, class wok; _____min)

Discuss _______________________________________________with othe goup membes and then choose a epote to shae thei opinions about ____________________________________ with the whole class.

Pupose of my design: I think If the Ss can finish this task well, they will benefit a lot in thei spoken English. Most Ss can take thei pats in the activities, especially fo the Ss who have touble in English study.

Step 5. Homewok

1. __________________________________________________

2. __________________________________________________

Pupose of my design: Homewok is so impotant and necessay fo to maste the knowledge they leaned afte class. It will check whethe the Ss achieve the teaching aims.

PART 2 Teaching Methods【第二篇】

1>Five Steps Approach.

2>Communicative Approach.

小学英语全英说课稿【第三篇】

Hello, everyone. It is my honor to present my lesson plan here. Today, I’m 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 I’d 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 lesson’s 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 ) find out specific information about Wang Pengwei’s and Yong Hui’s restaurants by scanning. 3) write an introduction of a restaurant in proper sentence patterns, using some advanced expressions and connective words.

Secondly, lingu\\istic knowledge Students can 1) use some learned sentence patterns in their composition such as nothing could be better than, ) 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 Pengwei’s and Yong Hui’s restaurants without referring to the textbooks. The second one requires ss to discuss the weakness and strength of WangPengwei’s and Yonghui’s 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 Peng’s and Yong Hui’s 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. What’s 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 , a general introduction of a restaurant will be composed. In , 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. What’s 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 they’ve 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 other’s 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.

Step 2 Lead-in【第四篇】

    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 students 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!

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’s\are…” 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’s\Where are the\my…

It’s \They’re…

There’s no …in \on \near…

I think the most difficult point of this period is to make sure the students can use the patterns “Where’s\Where are…and There is no …in\on\near…” 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: