说课ppt幼儿英语

幼儿园英语说课稿范文

要说好课，就必须写好说课稿。认真拟定说课稿， 是说课取得成功的前提，是教师提高业务素质的有效途径。下面我给大家带来幼儿园英语说课稿范文，欢迎大家阅读。

说活动目标：

1、通过游戏活动，引导幼儿的学习字母rst的正确读音，初步了解单词raitstartea的含义，发音基本准确.

2、鼓励幼儿大胆表演歌曲what would you like?

3、培养幼儿对英语活动的兴趣。

说活动准备：

rst字母卡，raitstartea的图片cd

说活动过程：

一、问候

t：good morning,everybody

二、新授

1、出示字母图片让幼儿猜

t：look,whatisit?guess

2、幼儿猜出或猜不出后，就完整出示卡片，并教会幼儿正确读音。

t：ok,it’sr

游戏：将字母卡rst依序贴在白板上，老师带读数次，再调换字母卡的顺序观察幼儿是否能认识正确的字母。

3、教会正确读音后可以配合动作加深幼儿记忆

ok,let’s do together

(如此类推，教授rst)

4、情景表演(老师带兔子、星星的图片出现)

t：o,whoiscoming?raitstar教会幼儿正确读音

t：o,look at冯老师，what’sinhishands? tea教会幼儿正确读音(引导小朋友做拿起杯子假装喝一口。

5、游戏i am home(听音乐随便叫某个幼儿的名字，由吴老师做暗号，听到暗号后停下来做动作rr(发音)rait)如此类推

t：ok,now let’s play together

(时间长就直接到goodbyesony)

三、复习歌曲whatwould you like?

ok,nowlisten to the radio

四、good bye sony

说活动目标：

1.学习单词：“bunny”和句型“pass the bunny”。并理解其含义。

2.能基本听懂并按规则游戏。

3.愿意在集体面前表演。

说 活动准备：

1.教师身穿一个大口袋的上衣(内装各种水果模型：苹果，橘子，葡萄，梨子，香蕉，桃子菠萝，西瓜和各类汽车模型：小汽车，卡车。公共汽车，出租车)

2.鼓一个，击棒一根。

3.小兔毛绒玩具一个

4.兔子舞音乐

说 活动过程：

一.师生问好，以舞蹈的形式引起幼儿的兴趣

1. T：Good morning boys and girls .

C：Good morning teacher .

T：Do you want to dance ?

C：Yes .

T：Ok, let’s dance, please listen .

(兔子舞音乐起，师生共同随音乐做动作)

2.T：(教师做很累的动作)Oh, I’m tired. Are you tied ?

C:Yes.

T：Ok. Please find a chair and sit down .

二.学习单词“bunny”

1. T：Today, here comes a new friend.(出示绒毛玩具小兔)Look,what is this ?

C:小兔

T：Yes bunny.

T c：:Bunny，bunny(幼儿学说单词)

T：(教师模仿小兔与幼儿打招呼)Hello/Hi/children

C:Hello/Hi/ bunny

2.听指令做动作

T：Now, Let’s play the game “I say you do “, Ok?

C:Yes.

T:Kiss bunny(教师边说边示范动作，引导幼儿按照指令动作)

Who can try ?Touch /shake hands /embrace /Kiss the bunny (Very good /You are smart /How cleve)

T： Now please say and fllow me .Pass the bunny (教师做出传递的动作，边示范边讲解)

T： Pass the bunny and say it one by one. Do you understand?

C:Yes.

T:Ok.Let’s have a try.

三、以击鼓传花的形式玩击鼓传小兔的游戏。

1、介绍游戏玩法及规则。

T：(教师拍拍大口袋)I have something inside . (出示玩具小兔)I also have a bunny .(拿出鼓) Here’s a drum .Now ,Let’s play the game “Pass the bunny” .

T： I’ll beat the drum (击鼓) ，and you’ll pass the bunny one to one .(示范给幼儿看) When I stop you should stop .The child who has the bunny should take one of them from the pocket. Are you clear?(可以先试着玩一次，老师在解释一下)

2、引导幼儿玩游戏。

T：Now , Let’s begin .(教师击鼓声起，幼儿传小兔到鼓声停)

Stop.Let’s see who has the bunny.

C; XX.

T： Well ,XX,come here and take one out.(XX从口袋里摸出一样)

T：what is this ? /what colour is it ?Do you want to eat? Oh ,you are very good/give a little clap .Now Let’go on .

(鼓声起，由刚才摸的幼儿继续向下传小兔，到鼓声停)Stop .Let’s see who has the bunny……

(玩法同上，直到老师口袋中所有的东西摸完)

四、结束

T：I’m so happy ! Are you happy ?

C：Yes .

T:：It’s later now , Let’s play next time . Let’s go .(音乐起，师生跳着兔子舞出去)

说 设计意图：

认识水果apple、pear、orange、banana。由于该内容是幼儿日常生活中比较熟悉的，而且是最常接触的。因此，学习的难度不是很大。在这个活动之前，教师可先复习 “eyes ears mouth and nose”这首歌，边唱边做动作，从而让幼儿对五官有进一步的认识和巩固。然后通过教师的引导，认识这些水果的英文名称,并且初步理解Yes/No/I like …的含义，学会用Yes/No/I like …的句式表达。以发展幼儿英语语言为主线，其中穿插摘果及品尝水果的游戏活动，让幼儿在快乐愉悦的氛围中学习。

说 活动目标：

1、培养幼儿对于英语的兴趣，让幼儿乐意参与英语活动。

2、在教师的带领下，让幼儿了解几种水果的英文名称。

3、鼓励幼儿能模仿教师说英语。

说 活动内容：

说活动准备：

盒子和不透明小袋子一个，苹果、梨、橘子、香蕉的实物及图片各若干，一幅画有一棵大树的画，刀、碟子、餐纸，多媒体课件。

说活动过程：

1、热身运动。

First let us review the song 《eyes ears mouth and nose》

Eyes ears mouth and nose,

Mouth and nose, mouth and nose,

Eyes ears mouth and nose,

It’s my body.

教师与幼儿边唱边做动作，以达到课前的热身准备。

2、学习水果单词。

(1)、apple。

教师把已装有苹果的.盒子神秘的拿到幼儿面前，激发幼儿探索的欲望.

T: Look! What’s this?

C：盒子

T: Yes. A box

T: What’s in the box? Do you know?

T: Ok, do you want to know? (引导幼儿说出Yes或No)

Ding ding dong (敲盒子)

T: Who want to try?(作举手状，并引导幼儿说出Let me try)

当幼儿拿出苹果之后，教师：Oh(惊喜的)，What’s this?

C:苹果

T: Yes, apple!(教师要抑扬顿挫的反复读).read after me, apple. (幼儿跟读)

(2)、pear

教师用已切好的雪梨给幼儿尝，并让他们猜出是什么东西。

教师：Hum!(作吃的动作)It’s wonderful!

然后分给幼儿吃：Eat it!

接着问幼儿：What’s this?(梨)

教师：Yes，pear ! read after me, pear. (幼儿跟读)

(3)、orange

教师用餐巾纸把橘子包起来，然后示范闻一闻，再拿到幼儿面前给他们也闻一闻，并让他们猜猜是什么东西。

T: Hmm!(作闻的动作)The smell is good.

然后拿到幼儿面前：Smell it!

接着问幼儿：What’s this?

C:橘子

T: Yes. Orange(教师也要用抑扬顿挫的声调反复读，让幼儿跟读)。

(3)banana

教师把香蕉装在一个不透明口袋里，然后示范摸一摸，再请一名幼儿上来摸一摸，并请他猜猜是什么东西。

T: What’s in it? Do you know?

C: 香蕉。

T: Really?

请幼儿拿出水果。

T：(惊喜)Yes, banana. (教师也要用抑扬顿挫的声调反复读，让幼儿跟读)

3、复习巩固

(电脑出示一个会变魔术的小丑)今天我们这里来了一位客人，大家看是谁呀?

瞧他的手里有一根会变出东西的魔术棒，这根魔术棒可厉害啦，今天它要用这根魔术棒变出许多好吃的东西，现在请小朋友跟魔术师一起来变。一起喊one, two, three变变变。

(1) 变出苹果并提问：

T： What’s this ?

S：It’s an apple 。

T;Very good!apple, apple. It’s an apple 。

(小朋友可真棒，现在魔术师就把这个苹果送给你们)

(2) 变出橘子并提出问题。

T：Wha’s this ?

S：It’s an orange。

T：Read after me ，orange, orange。

(3) 现在请小朋友再看看魔术师还能变出什么?(梨子)

T：What’s this?

S：It’s a pear。

T：pear，pear，pear。

(4) 变出香蕉并提问。

T：What’s this ?

S：It’s a banana

T：banana，banana

4、 摘果游戏。

第一步：先把水果图片贴到大树上，让幼儿去摘自己想要的水果(可先请配班老师做示范。教师说I like orange, 配班教师摘橘子;教师说I like apple，配班教师摘苹果，然后请个别幼儿上来摘，摘到的就送给他作为奖励。并说：Oh, yes, this is an apple/ orange. Very good, thank you !

第二步：教师再贴一些图片，让全体幼儿参与活动去摘水果，然后坐到位子上。接着教师引导幼儿辨认。

T: Apple, stand up. Jump! (拿apple 的小朋友站起来跳一下)

Pear, stand up! Jump! (拿 pear的小朋友站起来跳一下)

Orange, stand up! Jump! (拿 orange的小朋友站起来跳一下)

Banana, stand up! Jump! (拿 banana的小朋友站起来跳一下)

5、品尝水果：

魔术师今天真开心和这么多的小朋友一起玩了这么多的游戏，现在请小朋友和它一起品尝水果。

教师可先做示范：拿一片橘子放入口中：Hmm!Sweet!

T: Do you want to eat?(继续引导二说出 Yes)

C: Yes.

T: OK, follow me! I like apples/pears/oranges/bananas.

接着教师发水果让幼儿品尝。 (拿到幼儿面前时一定要鼓励幼儿大声说出“I like apples/pears/oranges/bananas”,方可给他。人数太多可请配班老师帮忙。)

6、 结束。

T: OK! We are so tired. Let’s have a rest.

Let’s say goodbye to the apple.

C: Bye-bye, apple!

T: Say goodbye to the pear.

C: Bye-bye, pear.

T: Say goodbye to the orange.

C: Bye-bye, orange.

T: Say goodbye to the banana.

C: Bye-bye, banana.

多媒体课件播放歌曲《goodbye to you》，幼儿边表演边唱。结束活动。

活动反思：

(1)由于大部分幼儿在小班时没有英语基础，所以进入中班后在英语活动中，实行全英文教育有一定的难度，在某种程度上还需中英相结合。

(2)在教学活动中，教师的表情、动作一定要夸张，语音语调要抑扬顿挫，从而才能吸引幼儿。

(3)在活动中，千万不要忽略胆怯、内向的幼儿，多给他们一点关爱和鼓励。

【说设计意图】

活动设计采取小组合作的学习方式，使幼儿在相互合作中共同学习。巧妙地贯穿幼儿熟悉的“买气球”“变色”等游戏情境，激发幼儿在游戏中主动学习的兴趣。

【说活动目标】

1.通过游戏激发幼儿学习英语的兴趣，培养其学习英语的积极态度。

2.幼儿能够灵活运用基本句型，能够较熟练地认读单词：blue，red，yellow;认读句子：What colour do you like? Do you like red? Yes，I do.No，I don’t.

3.培养幼儿合作学习的意识和习惯。

【说活动准备】

所需的卡片、气球、水粉颜料、矿泉水瓶、矿泉水瓶盖(盖内侧顶端涂有蓝、红、黄三

砷颜色的水粉颜料)等。

【说活动过程】

一、热身运动

1.以一首英文歌曲Good Morning引入学习氛围中。

2.师生打招呼问好并自由对话，营造英语氛围。

HOW are you? I’m fine.Thank you!

How old are you? I’m four years old.

What’S the weather’like today? Its a sunny day.

Do you like sunny day?Yes.

3.出示图片，复习white、black、pink、purple、green，并提问幼儿：Do you like black?

Peter：I don’t like black.

Teacher：I like purple.

二、认识颜色

1.通过卖气球的情境引出新的教学内容。

Teacher：Balloon，balloon，Who want to buy my balloon?(教师扮演一个卖气球药人，手里拿红、黄、蓝三种不同颜色的气球，一边走一边卖。)

Children：1 want to buy a balloon.

Teacher：What colour do you like?(教师以这个句式引出所要传授的新知识。

Children：blue!(请幼儿跟读，以此类推。)

2.读单词卡：blue, red、yellow，使幼儿尝试颜色与字卡的对应，并了解他们之间的密切关系。

3.通过游戏来检查幼儿对字卡的掌握。

(1)师生一起玩“变色”游戏。

Teacher：I am very thirsty.

Linda：Miss Yang.Water，Water.

Teacher：Thank you.(教师准备喝水时，瓶内的水经过晃动将瓶盖内的黄色颜料溶解，变成了黄色。)

Teacher：Is it water7

Children：No，0range juice.

～Teacher：What cotour is it?。

Children：Yellow.

Teacher：Are you thirsty?

Children：Yes.

Teacher：Please，drink water.

经过晃动矿泉水瓶，瓶盖内的水粉颜料溶解于水中，使瓶中的水分别变成了红、黄、蓝三种不同的颜色。在兴趣正浓时，教师请幼儿找到相应颜色的字卡贴在矿泉水瓶上。

(2)利用气球分组的游戏来巩固新句型。

What colour do you like? I like red balloon.

【说设计评析】

此活动设计主要是以提高幼儿学习英语的兴趣为突破口，全面提升幼儿的听、读、认等语言能力。活动以游戏为主要的教学手段，促进教学活动生动地进行，使幼儿在愉悦的情境中快乐地学习英语。

全英文版本的说课稿，对于英语老师来说不过是举手之劳。下面是我给大家整理的英语说课稿范文全英文，供大家参阅!

Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.

Part One Analysis of the Teaching Material

(一) STATUS AND FUNCTION

1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.

2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

(二)ANALYSIS OF THE STUDENTS

The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

(三)TEACHING AIMS AND DEMANDS

The teaching aim\'s basis is established according to Junior School English syllabus\' provision.

1.Knowledge objects

(1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I\'m sorry”“That\'s all right”.

(2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson.

(3) To finish some exercises.

2.Ability objects

(1) To develop the Ss’ abilities of listening, speaking, reading and writing.

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

(3) To develop the Ss’ abilities of communication by learning the useful structures.

3.Moral objects

(1) To enable the Ss to be polite and love life.

(2) To enable the Ss to look after their things well.

(四)TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material\'s position and function.

1.Key points:

(1).To help the Ss to communicate with each other.

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

(3).To develop the Ss’ interest in English.

2.Difficult points:

(1) How to make dialogues and act them out.

(2) How to write the right whole sentences.

(五) TEACHING AIDS

Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based” teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

Teaching special features

To use these methods are helpful to develop the Ss’ thought.

Part Three STUDYING WAYS

1.Teach the Ss how to be successful language learners.

2.Let the Ss pass \"Observation—Imitation—Practice \" to study language.

3.Teach the Ss how to master dialogues and how to communicate with others.

Teaching special features:

Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.

Part Four Teaching Procedure

I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.

Step1 Warm-up

1. Free talk between T and Ss .

Such as: Hi, I’m . . . . What’s your name?

This is …. How do you do?

Who is he/she? How are you?

Who can count from 1to 5?

What’s this in English? etc.

2.A game: Ask the Ss to give T some school things. For example:

T: Give me your book.(ruler, box, pen, table, knife, etc.)

T: This is your book. This is not my book. It’s your book. etc.

In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.

Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.

Step2. Presentation

This course is very important. I’ll mainly talk about this step.

I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.

First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.

A: Hi, B. How are you today?

B: I’m fine, thank you. And you?

A: I’m fine, too. Oh, this is my bag.

B: No, this is not your bag. It’s my bag.

A: (Look closely) Oh, I’m sorry.

B: That’s all right.

(At the same time, C is running up and hitting A.)

C: Oh, I’m sorry.

A: That’s OK.

I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.

Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.

Step3.Practice

First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.

Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.

Step4.Production

In this step I’ll give the Ss a free space to show their abilities.

Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.

After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.

Purpose of my designing: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.

2.Skill 1 Model 1.

I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.

Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.

3.Finish the Ss’ workbook.

Purpose of my designing: To check the knowledge Ss have learned in this lesson.

Step5.Homework:

(1)Recite the words as many as possible after class.

(2)Make a dialogue according to Sample A and write it in the exercise book.

Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.

Blackboard Design

Lesson Six Sample ASix This is my….hey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.