人教版小学英语五年级说课稿 Unit4 第三课时A Read

一、说课程标准。

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。而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。

《新课标》倡导任务型教学模式，即让学生在教学活动中参与和完成真实的教学任务，从中体验学习的快乐。因此我采用“任务——探究——创造型教学方法，让学生在有趣，开放式的语言环境中，学会观察，思考，讨论和总结，在“用中发展思维能力、创新意识和各种语言应用能力。

二、说教材。

本课将复习和巩固前两节所学的五个动词短语和句型What are you doing?以及如何用简单的语言打电话。通过这节课，学生将提高用英语进行交流的能力。

因此，根据学生已有的认知基础及本课在单元之中的地位及作用，依据小学英语教学的总体目标，确立本课的教学目标为：

1．教学目标：能听、说、读、写句型：This is ……What are you doing?I’m……

能听、说、认、读read and write中的对话，帮助学生理解句子Do you want to go to the Children’s Center? 理解字母组合oo,ou,tr,tw的发音规则，试着朗读pronunciation部分的例词。

2. 情感目标：使学生体验学习，参与，合作，竞争的乐趣。

3. 创新目标：在认知和技能掌握的基础上，发挥学生的想象力，通过动作表现正在做的事情。

本课重点：掌握四会句型What are you doing?I’m……

本课难点：“This is …. 作为电话用语的意义理解；“Do you want to go to the Children’s Center? 的理解和朗读。

“oo, ou, tr, tw 组合的发音规律。正确拼写四会句型。

三、说教法和学法：

英语是一门语言学科，语言的本质是言语。外语教学应当遵循听、说、读、写的原则。在小学英语教学中，听说有着重要的意义，但同时要兼顾理解和记忆。处在这一年龄段的学生，形象思维占优势，抽象思维处于初级发展阶段；记忆又存在这样的特点：记得快，忘得也快。基于这些，我主要用以下的几种方法：

1、听说法：通过听和说，感知句子的发音、正确的语音语调。

2、讲解法：通过讲解，理解句字的意思。

3、练习法：通过各种练习，使学生较为流利自如地掌握对话。

4、讨论法：让学生在讨论中把易混的知识加以分析、比较、梳理、归类，便于学生记忆。

语言是一种交际工具，小学阶段的英语教学又侧重于口语。为了帮助学生掌握和运用这些句子，我注重引导学生采用听说、朗读、讨论、操练等方法，培养学生敢于开口，积极实践的良好学习习惯。

在这一课中，我做的课前准备有：

1.准备教材配套磁带。

2.准备语音部分的课件。

3.准备一面红旗。

4. 少年宫图片

四、说教学过程。

（一）组织教学，创设氛围。

小学英语教学的编排特点是活泼有趣。根据教材及学生的年龄特点，我在进入新课前首先让学生说说唱唱，播放本单元Main scene Let’s chant部分的录音和C Let’s sing部分的歌曲录音，师生共同演唱,为新授做铺垫。

教学参考时间：1—2分钟

（二）复习旧知，做好铺垫。

我们知道，新知识是旧知识的延伸和扩展。所以组织几分钟的free talk,用所学内容编成对话，进行表演，接着做一个单词接力的活动，这样既巩固了一，二节课的内容，又为下面的学习打好基础。时间为4—5分钟。

（三）创设情景，导入新课。

a. 师生问答，自由对话。

根据学生朗读Let’s talk 部分的内容提问：What is Chen Jie doing? 学生回答：Drawing pictures. 引导学生说：She is drawing pictures. 接着询问：What is Amy doing? 学生回答： She is reading a book. 用此问答，引导学生表述他人在做什么的语句。

b. 利用图片，激发兴趣。

出示准备好的一幅画，并询问：What is she/he doing? 学生看图回答：He/She ’s singing/ dancing/ playing ping-pong/drawing pictures/ playing the piano.

画的内容为：图片的背景为活动中心的大门和房屋轮廓图，并写有Children’s Center的字样。中心内容为孩子们在儿童活动中心活动的情景，其中有的孩子在唱歌，有的孩子在跳舞，有的在打电子游戏，有的在打乒乓球，有的在画画，有的在弹钢琴。

4—5人一组，让学生分小组，用 “What is she/hedoing? He/She ’s…. 表述图上的内容。鼓励学生向老师、向伙伴提问。提问内容可以是“询问某人在干什么，更可以提问其它学过的句型，如：“ Who is the girl/boy? How many people arethere in the picture? What is this/that? What are these/those?

Where are they? …为read and write 中的问题打好铺垫。

然后指着图片的背景部分问：Do you know where it is? Where are the children? 自然引出“Children’s Center，带读“Children’s Center。接着询问学生：Do you want to go to the Children’s Center? 本句较长，我尝试分段带读，突破难点：

the Children’s Center

go to the Children’s Center

want to go to the Children’s Center

Do you want to go to the Children’s Center?

这样一个长长的句子便变得简单易记。时间控制在7—8 分钟

c. 分散难点，及时巩固。

有了前面的铺垫，便可引入下面环节。Now, Zhang Peng calls John.（我此时做打电话的动作） What are they talking about? Listen. 接着播放Read and write 的录音，要求学生带着问题认真听。听过之后，问：What is John doing? What is Zhang Peng doing? 学生找出答案：John’s doing the dishes. Zhang Peng is talking.

再次播放录音，学生跟读。

然后向学生出示本部分的挂图，对This is Zhang Peng 的用法作必要解释。告诉学生打电话时若想告诉对方自己是谁，不能说：I am….

PEP教材全英说课稿

PEP教材第三册第二单元B课中对话部分

Background of English teaching in primary school: It is not a long history that English is as a subject in primary

school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’

basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls

are exposed to English for the first time, so it is very important to develop their keen interest in English.

I. Contents:

Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts:

Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag? and the answers. And in section 2, it provides a real situation for the Ss to prastise the

pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)

II. Teaching aims

1. Aims on the knowledge

(1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much. Make sure that Ss can use these sentences in real situations.

(2) To help Ss to finish the survey.

(3) Let Ss finish the assessment of “Let’s check in this unit.

2. Aims on the abilities

(1) To develop Ss’ abilities of listening and speaking.

(2) To train the Ss’ ability of working in groups.

(3) To foster Ss’ abilities of communication and their innovation.

3. Aims on the emotion

(1)To foster Ss’ consciousness of good co-operation and proper competition.

(2) To lead Ss to show their loveliness to the poor.

III. Key-points of this lesson

(1) To help Ss ask and answer the question: What’s in it?

(2) To enable Ss to study in groups and co-operate skillfully.

(3) To develop Ss’ interest in English.

IV. Difficult points

(1) To help the Ss ask and answer the question “What’s in it? and make sure they can use the plural nouns correctly.

(2) To finish the survey by themselves.

V. Teaching methods

As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’

basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a

survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four

kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson

a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.

VI. Teaching procedures and purposes of my designing.

I’ll finish this lesson in five steps.

Step 1. Warm-up and preview

1. Free talk between T and Ss about things in the classroom.

2. Sing the song together: Books and pencils.

3. Do some TPR, for example: Show me your English book. Show me your crayon.

4. Review the numbers by asking: “How many crayons do you have?

Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some

total physical response and at the same time it provides situations to review learned knowledge for the next step.

Step 2. Presentation

Now I’ll mainly talk about this step.

1. Present the pattern: “My schoolbag is heavy. “What’s in it?.

(1) Show a bag and say: “Look! I have a bag. Carry it and say: “Oh, it is heavy. My schoolbag is heavy.

Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the

sentence. Make sure they can say it correctly.

(2) T: My schoolbag is heavy.

Open the bag and say: “What’s in it? What’s in my schoolbag?

Take out a Chinese book. Then do the action again. Let the Ss read the sentence.

2. Play a guessing game. Divide the whole class into four groups to have a competition.

Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to

learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.

3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming.

One girl is carrying a heavy bag on her back. They are talking.

Girl: My schoolbag is heavy.

Boy: What’s in it?

Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.

Boy: What will you do?

Girl: They are for the poor.

Boy: Great! I’ll bring some school things too.

The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives

them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says:

Thank you soooooooo much.

4. Mention that we should take care of the poor.

5. Play the cassette. Let the Ss listen and imitate the dialogue.

Pay attention to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to

understand the dialogue and the relationships between people better. Tell the Ss we should show our

loveliness to the Ss.

Step 3. Practice

Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How

many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.

Step 4. Assessment

Help Ss finish “Let’s check of this unit and workbook.

Purpose: To check the knowledge Ss have learned in this period.

Step 5. Add-activity

1. Let Ss tell each other how many school things they have after class. Tell their parents how many school

things they have at home.

2. Take care of everything they have.

Purpose: Revision is so important that Ss should speak English as much as they as in class or after class.

It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.