牛津小学英语3b全英文说课稿

牛津小学英语3b全英文说课稿

篇一：牛津小学英语3B 说课稿

牛津小学英语3B 说课稿

在课改的背景下，本套教材避免了传统课程的缺点，强调了学生的兴趣、经验等，能结合实际，贴近生活，插图生动活泼。本册教材除具有以上特点外，作为启蒙教材，还更加重视了学生的情感，使学生的英语学习有一个良好的开端。

这些特点在本单元中也得到了充分的体现。这一单元的日常交际用语主要用于“询问爱好？。Do you like??Do you play?？What do you play?都是一般现在时的疑问句，在现阶段教师并不需要把有关一般现在时的语法知识传授给学生，只要求学生能听懂意思，会表达就

可以了。本单元的词汇主要是球类和乐器类单词。教材体现了重复出现、循环往复的特点，复习了以前学过的Great!\Let’s go.\now等语言，新语言点又将在本册第十一单元巩固复习。因此，本单元在整册教材中承上启下，具有其特殊意义。为此，我将本单元划分为四课时，并根据实际情况，将课文3、4两幅图和四个球类单词作为第一课时的教学内容来学习。

根据《课程标准》的要求，基于对课文内容的理解，以及对学生身心发展规律和认知规律的分析，我制定了如下教学目标：

1、情感目标：让学生乐意参与课堂活动，在课堂活动中积极说英语，培养学生学习英语的兴趣和良好的学习习惯。

2、知识目标：

（1）能听懂、会说日常交际用语：Do you like football? Let’s go and play football now. 以及相应的回答Yes, I do./No, I don’t.

（2）能听懂、会说球类单词：football, volleyball, baseball, basketball.

（3）能运用Do you like ?？句型了解某人的喜好。

（4）能够朗读书上3、4两幅图的课文。

3、能力目标：

通过丰富的课堂活动和调查任务，把所学的语言与学生的生活实际结合起来，培养学生自主学习英语的能力和运用英语分析、解决问题的能力以及交流和合作的能力

教学重点：二会掌握单词（听、说），能在情景中运

用句型:Do you like ?？

教学难点：volleyball的发音，baseball和basketball音与形的区别。

课前准备：磁带、录音机，图片、实物等.

为落实以上目标，我设计了以下教学过程：

Step1 Revision:

1、Greetings:Good to meet you.

2、Free talk:Look,I have a new T— colour?

3、Sing a song: I’m you happy?生答Yes.师接：Let’s sing a song,OK?《If you are happy clap your hands》（Warm up是一个快乐热身活动，也是必不可少的活动。它的具体形式可以是：唱英语歌曲，猜谜语，说绕口令，做TPR活动，chant 等等。总之是和上节英语课有关的或和本节英语课内容有关的。它有助于把学生的注意力吸引到课堂上来，使学生对课堂学习产生兴趣，建立轻松、和谐、民主的课堂气氛，营造一种英语学习的氛围,使学生很自然地进入英语学习状态。这堂课上我采用的形式就是唱英语歌曲《If you are happy clap your hands》）

Step2 Presentation and practice

1、学习Yes,I ,I don’t.

(1) 教师以问句Do you like this song? Do you like this basket? 引出肯定

回答Yes,I do.

T：Do you like this song?引导学生回答Yes,I do.

T：师拿出漂亮果篮Wow,How nice!!A fruit basket! Do you like this basket? 此时学生回答多是Yes.师不必着急，耐心引导其说 Yes,I do.多问几个学生.

师相机出示句条Yes,I do。带读一遍，贴。师咧嘴指自己脸：with a smiling face.出示笑脸哭脸图Which one is the smiling face?The green one or the yellow one?Do you like the smiling face?Yes,I do.贴。

（2）出示一个烂苹果，以Do you like this apple?引出否定回答No,I don’t.

What’s in it?Look,an apple!师从果篮里拿出一个烂苹果，把好的一面对着一个学生， Do you like this apple?生答：Yes,I do.师迅速把烂的那面对着他并露出恶心状：Do you like this apple?生答No.师引导学生说No,I don’t.师：I like I don’t like this ’s a very bad apple.再多问几个学生:Do you like this apple?

师相机出示句条No,I don’t.带读一遍,贴。师作哭相，指自己脸a crying face.出示哭脸图，Do you like the crying face? 贴图。这里不必强求学生说No,I don’t.让学生自由表达自己的观点。

（3）操练Yes,I ,I don’t.

教师从果篮里拿出两个好苹果，询问学生Do you like apples?引导学生回答Yes,I do.\No,I don’t.

教师从果篮里拿出一串香蕉，询问学生Do you like bananas?引导学生回答Yes,I do.\No,I don’t.

（歌曲热身之后，以实物（果篮）引出新知，并在篮中放入水果，操练巩固新知。同时以布包住的小篮球自然过渡到下一环节。）

2、初步呈现，学习四个球类单词,并把单词揉入句型

⑴以猜物的形式引出basketball,师生在共同活动中自然学习句型“Do you like basketball?” Let’s play basketball.”及其应答：Great!Let’s go!

师事先用布包住一个玩具篮球放在果篮里： Do you like?? What’s this?学生可能会猜各种水果。’s ,it’s a small is a basketball,’s very at the monkey is playing basketball.贴上图。。 Let’s play basketball,OK?

师出示小型篮球架,试投篮一次“Great!”学生很激动， Who want to play basketball?You please. Are you ready?Catch!师指导学生投篮，“Great!Throw it to me.”“Do you like basketball?”若生答“ Yes,I do.”就奖励The basketball is for you are.生答Thank you.师引导其把小球帖在黑板上本组的下面。若生答No,I don’t.师说I’m back to your seat plese.“Anyone else?Let’s play basketball.”师引导其回答：Great!Let’s go!师与另一生再玩一遍篮球“Do you like basketball?”

⑵仍以猜物形式引出football,并在活动中操练句型。

事先用布把一个足球盖起来，Is it a basketball?学生猜。师：Let’t ope

it and ,it isn’t a is a football, Football,foot,T 指脚，football,T作踢球动作。出示足球图片The monkey is playing football.贴上图。。Who want to play?You,please. Let’t play football. 师引导生回答：Great!Let’s go!

Stand you ready?师与一生踢个来回。Do you like football?步骤同上。出示句条Do you like football?贴上黑板。师带读黑板上两句话。

(3) 学习volleyball baseball.

This is a ball,too. It’s a at my teeth?指导学生观察老师口型，发准音，突破难点。接下来与学生对话、表演，步骤同上。

T:Now ,look! This ball isn’t ’s small. It’s a baseball.同法学习baseball

（教师根据教学内容的特点，以实物引出新授单词，采用了全身动作法、情景交际法、游戏活动法等丰富多彩的教学方法，让学生根据自己的生活经验自主表演、大胆模仿踢足球、投篮、打棒球、打排球的运动动作；让学生积极参与到丰富多彩的课堂活动中，并在兴趣盎然的积极情感中习得语言。）

Step 3 Consolidation

⒈呈现单词卡片，通过Listen and number等活动使学生把单词的音、形、义紧密联系起来。

⑴词图配对。（出示“volleyball”时，我再次指导学生观察我的口型，发准音标 v ；把单词卡片baseball和basketball放在一起，让学生迅速认读两张词卡，强调词形的区别；指导学生观察我的口型，分清 ei 和 a ,以此突破难点）。

⑵Listen and number.（此活动虽然老套，但学生很

喜欢，又能有效地巩固单词，所以平时课上我也经常用）。

⒉活动巩固单词、句型，使学生把单词的音与其动作联系起来。

⑴Ss起立T做动作，边做边说，如Go go ,go go go!Go and play basketball.同时做投篮状。四个都示范完，T带做一会，放手让学生自己做。

（我认为小学生学习英语最基本的操练是非常有必要的，否则学生很难顺利接受语言，掌握语言。没有掌握语言，何谈语言运用？但机械操练一般都被认为是枯燥无味的。在这堂课上，当我教完新句型后，我便运用了全班活动来来巩固句型“Go and play?”由于书上“Let’s go and play football now.”这个句型太长，学生说起来可能会有困难，我先把它拆分成“Go and play?”我自己示范时表情、动作就非常夸张，把孩子们带入一个真实的“去玩什么球”的场景中去。三年级的孩子最喜欢像这样边做动作边学习语言，这时的学习效率是最高的）！

⑵每组喊一生，四人上台站成一排，用粉笔画一条线，四人站在线后。师发口令：Let’s go and play?(口型提示学生)全体学生说出教师所做动作表示的球类单词，台上四人迅速选择Ss所说的球并举起此球，看谁抢得快。选错了被淘汰“I’m sorry.”最后留下来的最少奖励一个球，最

棒的奖两个。玩两组后老师让位给学生,I’m can help me?

（全班学生投入地活动之后，我便运用了上面这个具有竞争机制的竞赛方法来巩

句型。有了前面的铺垫，这里我才把全句说出来；学生有了这个过渡，也才能熟悉这个长句。“画线”是为了创设一个较为真实的情境，让学生有一个“Go”的过程。由于是分组活动，符合小学生争强好胜的心理特征，同时又培养了学生的集体荣誉感。奖励时我注意保护学生的自信心，只要没有抢错都有奖励。最后我让位给学生，让他们自己活动。因为课堂本来就是属于学生的！这样，学生全体参与、主动积极，大大提高了复习效果，学生听说英语的整体素质也得到了较快的提高）。

Step 4 Listen to the after the tape.

Do you like this game?I like ’s read,OK?Now,open your English book and turn to page 59 Who are they?He’s ’s ’s ’s Helen. What are they talking about?,let’s listen !.Read after the your fingers point. 在听读、跟读的过程中培养学生良好的学习习惯

Step5 以歌曲巩固句型。

I like singing.师唱《两只老虎》Do you like

singing?Let’s sing together.配上《两只老虎》的旋律，指导学生加上英语歌词唱歌。

（巧用歌曲——画龙点睛在语言功能学习或巩固中，我利用一切可以利用的条件，将枯燥抽象的内容，赋予一个十分有意义的歌曲游戏情景之中，学生伴着《两只老虎》音乐，欢快地唱出今天的主要内容，用歌声来替代单一、枯燥地朗读板书。学生始终处于一种积极学习的状态，兴致勃勃地接受和巩固语言知识。在学生们眼中，英语课形象化了、趣味化了、交际化了，是他们学习的乐园。另一方面“I like yo(转载于: 小龙文档网:牛津小学英语3b全英文说课稿)u like singing?”这个过渡也提前渗透了第十一单元的句型。）

Step6以对话巩固句型

每组喊一学生上台，师与他们四个对话：T：Do you like football\??

S1-4:Yes,I do.\No,I don’t.

T:Who can ask me?四人问老师，师对其耳朵轻轻回答。

（教学活动的设计应从语言运用的角度出发，与其让学生机械操练句型，不如把学生逼到具体语言情境中让他们

主动去说。在这个环节师生示范表演为学生提供一个可操作的模式，我对着学生耳朵轻轻回答的好处是：符合儿童心理，在班里形成信息差异，从而把学生逼到具体具体语言情境中让他们主动去说。）

Step 6 Homework

1、Read after the tape three times.

2、事先准备好每人发一张调查表，内容如下：

Do you like …?

name

football

basketball

volleyball

baseball

篇二：牛津小学英语3B Food说课稿

牛津小学英语3B Food说课稿

我说课的内容是牛津小学英语教材3B Unit 8的第二课时。这是一节情景对话课，围绕“征询意见”这一日常用语展开。在第一课时中，学生已经能用“What would you like?”

进行询问。能听懂会说a hot dog，a pie，a bar of choolate，

a sandwich。本课时的教学内容为用“What about…？”进行征询意见。根据这一安排和学生的整体认识水平，从知识教学、能力培养等方面考虑，我确立本课时的教学目标为：

1、能听懂会说I’m thirsty. What about…?No, I’

d like….

2、听懂会说soft drinks、a carton of milk、some bread、some rice。

3、能运用所学句型进行对话表演和口语交际，激发学生学习英语的兴趣，培养学生的英语学习能力。

本课时的教学重点是：能听懂会说I’m thirsty. What about…?No, I’d like…. 听懂会说soft drinks、a carton of milk、some bread、some rice。教学难点是能用“What about…？”征询别人意见以及soft drinks的正确发音。

为实现以上目标，我是这样设计教学过程的：

一、Warming up

1、Sing some songs.

2、Play a game.快速呈现食物图片，做问答。

(通过唱唱、问答的形式，不仅吸引学生的注意力，调

动积极性，而且营造了学习英语的氛围。同时也为本课的教学作了知识的铺垫，构建了知识表象。)

二、Revision

（紧接着教师摸着肚子，作饥饿状）引导学生一起说出I’m hungry，围绕呈现的图片快速对话。

（以对话的形式，唤起学生的记忆，使学生熟练运用旧知，同时对I’m hungry进行了渗透。）

三、Presentation

1、依次呈现some bread、some rice的图片。

T: What would you like? Some bread?

S: Sounds good.

T: Here you are.

Drill

2、T: I’m thirsty.（教师作干渴状，引导学生边做边说I’m thirsty.） T: What would you like? Some juice?

S: Sounds good.

T: Here you are.

通过已掌握的句型新授a soft drink、a carton of milk。

(利用旧知，在已熟练了的交际语境中学习新单词，同时配以相应的图片，加深了对单词的理解，也降低了难度。并即使由师生操练转向生生操练，由模仿提高到运用，这符合学生的认知规律。)

3、（呈现以上四幅新授图片）Make out some dialogues.

(将单词融进有实际意义的对话中，充分体现在交际中教，在运用中学的理念，通过这种方式便于学生的理解和运用。)

4、（请一名较突出的学生引导作干渴状）：I’m thirsty.

T: What about some juice?

S: Great!

Drill

(教师作干渴状)：I’m thirsty.

S: What about some juice?

T: (作摇手状)No,I’d like a soft drink.(呈现图片)

Teach“a carton of milk”in the same way.

(在说的过程中予以图片加以配合，帮助理解；由模仿到练习，反复刺激学生的感官，增强学生对新知的理解和运用。)

四、Practise

1、Listen to the tape and read after the tape.

2、Act out the dialogue.

(在听读的过程中培养学生良好的学习习惯，通过演演的形式让学生在情景中练习达到掌握的目的。)

五、consolidation

1、Make a survey.

2、Who’s the best?

(师生示范表演为学生提供一个可操作的模式，以任务型的活动方式，通过合作学习，并予以评价知道，给学生提供平等的说英语的机会，鼓励学生在竞赛中学，这样既创造了轻松愉快、自然和谐的课堂气氛，又促进了交际活动的展开。通过“Apple Tree”的评价总结，让学生认识到集体目标的实现离不开个人的努力，激发其进一步追求成功的欲望。)

六、Homework

1、Read after the tape recording.

2、Make up a dialogue in pairs.

（将可内的学习延伸到课外，维持学生的学习兴趣。）篇三：小学英语说课稿---全英文说课稿

Unit 6Let’s go by taxi

Good morning , everyone .Today I’ll talk about Unit

6PEP. English Boook 4:Let’s go by taxi. I’ll finish this Unit in four lessons , today I’ll talk about the first period of the Unit . This Unit is very important of this book . The Unit is the continuation of Unit 8 PEP Primary English Book3. It provides the new words of places :station , supermarket , library , theatre , hospital and airport .The new phrases : by train ,by plane , by minibus and on foot .When learn the new words and new phrases, the Ss will come into contact with the new pattern: Shall we go to …by …? As we know there isn't a long histroy that the Ss have learntEnglish in the primary school, so the main

instructional aims of teaching English is to cultivate the Ss’abilities of listening, speaking and the synthetic abilities of communication, co-operation and investigation. And to cultivate their good sense ofEnglish.

(本课是本册教材中较为重要的依棵，它是牛津小学英语3A第八单元知识的一个延伸。在本单元中提供了六个地点类的单词及四个交通工具类的单词和学生在学习单词的过程中将会遇到的一个新句型Shall we go to … by…?

我们知道小学生学习英语的时间不是很长，所以这一堂课的主要教学目标将一培养学生的听说读写能力及与人交

流合作和初步调查研究的能力和较好的英语语感。) ⅠTeaching contents:

1. The new words of the places: station, supermarket, library and so on.

2. The new words of vehicles: train, plane, minibus and foot.

3. The new pattern: Shall we go to … by …?

Ⅱ Teaching aims:

1. The aims to the knowledge

a. To enable the Ss to read and spell the new wordsand understand the meaning of the new words.

b. To help the Ss learn the new pattern: Shall we go to … by …?

c. To enable the Ss to communicate with the others using the new pattern.

2. The aims to the abilities

a. To improve the Ss ability of listening and speaking .

b. To encourage the Ss to communicate with the others actively.

3. The aims to the emotion

a. To educate the Ss to be polite and helpful to the others. Ⅲ The key pionts:

enable the Ss master the new words.

enable the Ss study in groups and co-operate with the others.

arouse the Ss’ interest in English.

Ⅳ Teaching methods:

To cultivate the Ss’abilities of listening,speaking,reading and

writing,to increase the Ss’ability of learning English by themselves and

to arouse their interest ,in this peroid,I’ll use the teaching methods below:

（为培养学生的听说读写和学习英语的自主能力，为激发他们学习英语的兴趣，在这堂课中，我将会采用以下的教学方法：）

1. Communication method（交际法）

I’ll set up a real situation,in this way ,the Ss can say in pairs or in groups,they can say freely and needn’t worring about making mistakes.

2. Task-based method （任务法）

That is to say I’ll let the Ss finish a task by making a short dialogue

and acting it help the Ss get a better undersangding

of the key structure.

Ⅴ Teaching aids:

In this lesson, the CAI,some pictures will be used. Ⅵ Teaching procedure:

Step 1Warm up

1. Sing a song >.

2. Make a free talk between the T-S ,S-S.

Are you happy today?

Let’s go to the park,OK?...

This step is to form a better situation for rhe students by singing and will come into thereal surrounding of English

learning,And it can also review the learnt knowledge for the next step.(这一环节通过唱歌和自由对话为学生营造了较好的语言环境，他们会很快地进入英语学习的情境中来，在此同时也复习了旧知，为下一步的学习做好了充分的准备。）Step 2Presentation

I’ll mainly talk about this period.

人教版高中英语 全英文说课稿 music

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