小学英语说课全英

我觉得中英文最好，这要小孩子能听懂你讲什么内容，教学手段再丰富一点，这样学生对学习英语的兴趣就越大。

小学英语全英文说课稿模板

全英文的说课稿大家会写了吗，怎么写的呢，下面一起去看看我为你整理的小学英语全英文说课稿模板吧！

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.

中文和英文，我配有讲解。大家早上好！ Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.今天，我要讲牛津英语第4册的第9单元。 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.背景介绍课程改革，这本书可以连接生活和行为模式，强调兴趣和经验的悬浮物，这些照片都是活跃而生动。 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.四级是初级阶段的英语学习，所以它强调对情感的悬浮物，创造了一个良好开局，为五。 This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize.这个单位有7个部分，我们将学习A部分主要是，它体现了重复的特点。 Review the learned language points “Where’s…”and the new language points will be represented in the following units.审查学到的语言点" ，那里的… … "和新的语言点，将有代表在以下单位。 So this unit forms connecting links with a special meaning in this book.因此，这股形式连接联系了一份特殊的意义，在这本书里。 The content of this period is to use “Where’s\are…” to determine the place.内容这一时期，是使用"的\是… … " ，以确定发生了。 And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:并根据内容和事实的悬浮物，我确立以下三个教学目标的这一时期： The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.一是：学生能够听，读，说那只以下文字：一个玻璃，一个冰箱，一个鸡蛋，面包和一张桌子。 The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?第二项：一，学生可以听，读，说和写以下每日表情：什么早餐？ Have some juice then.有一些果汁，然后。 The third one: students can listen, read, say and write the following sentence patterns: Where’s\Where are the\my…第三个问题：学生能够听，读，说和写以下句型：那里的\那里有\我的… It’s \They’re…它的\他们… There’s no …in \on \near…有没有… …在\对\近… 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.我觉得最困难的一点，这时期，是要确保学生们能利用模式"的\哪里…不存在… …在\对\近… … "在他们的日常生活中，正确的。 And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.我会用一些图像，文字和句子卡，录音机及多媒体电脑，以帮助我实现这个目标。 The task-based method, communicated method, group cooperate method will be used in this period.任务型方法，沟通的方法，小组合作的方法将被用于在此期间。 To accomplish the aims, I design the following steps:为了完成目标，我设计了以下步骤： Step 1 Songs and the game arousers the emotion.第1步歌曲和游戏arousers情感。 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”.为了吸引党卫军注意，并建构一个氛围学习英语的，我让学生唱一些英文歌曲和玩游戏" Simon说" 。 At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.在同一时间，游戏可以检讨的准备，服务知识和铝箔构成的外观知识。 Step 2 Change class to life, happy to say.第2步改变工人阶级的生活，高兴地说。 The substance of language is communication and the environment of communication is life.物质的语言是沟通和环境的沟通就是生活。 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.因此，当我目前的句型"什么的早餐？ ： "我首先表明一个时钟，以激发市民的时间吃早餐，教句子。 Then show my own photo of having breakfast, Ss ask and guess.然后查看我自己的照片，吃早餐，晚上请你猜。 In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.这样，我可以吸引的SS注意，鼓励五问QS型与新的知识。 Most of the Ss have learnt the sentence pattern: Where’s…?大部分党卫军得悉该句型：那里的… … ？ 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…?因此，我设计了一个工作，为社会保障，以帮助海伦寻找食物和饮品，早餐，并传授新的语言点：在哪里… … ？ They’re … Meanwhile stick the sentences on the Bb.他们…同时坚持判刑对BB心跳。 After some practice by asking and answering, I present the next language points:经过一番实践要求，并回答，我目前在下语言点： There’s no …in\on\near…有没有… …在\对\近… Have …then.有…那么。 And I will stick these sentence patterns on the Bb.我将坚持这些句型对BB心跳。 Finally I’ll let the Ss do pair works to consolidate them.最后，我可以允许党卫军做一双工程，以巩固他们。 Step 3 Listen to the tape and Ss imitate to read and say.第三步听录音带和SS模仿阅读和说。 As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method.由于新课程改革，强调了传统的工人阶级，重视力学教学，而忽略了经验和参与，例如，五步教学法。 So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.因此，在这次的教训后，陈述意见，我想问的SS听录音带与三个QS型，阅读，在不同的角色，两人一组，然后再背诵全文。 Step 4 Ss be the main body, T makes a guider.第4步的SS被主体的条件下，吨作出了引导。 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.在课堂上， SS和发挥作为东道主，与T使得受此影响，引导，帮助社会保障，以法据悉，对话，它可以强调的立场，悬浮物，并引起他们的兴趣。 Then I show a carton with no voice, ask Ss to make a dialogue in pairs.然后我查看一个纸箱无声音，问的SS使对话无独有偶。 There are lots of ways to consolidate the new knowledge.有很多办法，以巩固新的知识。 Playing game is a good way.玩游戏是一个好方法。 So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks.所以根据生理的SS ，我认为一组比赛，在游戏，请问晚上完成选择题。 In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.这样才能使发展的SS '良好的生活习惯和达到目的的掌握所学的知识的情况。 Step 5 Change class to life, learn by themselves.第五步改变工人阶级的生活，学习本身。 Is this the end of the class?这是去年底的阶级吗？ I don’t think so.我不这么认为。 If there is an end, I think it should be in the life.如果有一个目的，我认为应该是在学校的生活。 So I extend this class, encourage Ss to use the learned to communicate with each other in their life.所以我这门课，鼓励的SS使用学会互相沟通，在他们的生活。 In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging.总的来说，在整个期间，是基于任务的，其目的是从简单的步骤，以步骤是具有挑战性。 When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.当党卫军人员正出任务，他们可以获取信息，知识，并把他们的能力和技巧的训练。 That’s all.这样就可以了。 Thanks a lot for your attention.太感激了你的注意。

你好：我是一位英语老师，不知道您是要考教师资格证，还是参加说课比赛，或者是面试，其实无论是上面哪种情况，说课应该用英语，因为说课不是讲课，讲课可以用中文，比如说讲到语法，得给孩子用中文解释一下，要不孩子是不知所云的，嘻嘻，希望能够帮到你！

说课是中文，把你这节课的思路讲清楚，你应该教些什么，学生通过你的教学到了什么，这些是重点。英文口语说的再流利，不会传道授业，我想如果我是评委的话是不会给高分的。