小学英语说课稿(英文版)范例优推4篇

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   (IV)TEACHING DIFFICULTIES:1

   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.

Moral objects2

5. To enable the students to love life and animals, protect the nature and environment.

Step 5 Change class to life, learn by

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.

Thank you！

Step 4 Ss be the main body, T makes a

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 1 Songs and the game arousers the

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

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 …in\on\near…

Have …then.

And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.

PART 2 Teaching Methods7

1>Five Steps Approach.

2>Communicative Approach.