[《三只蝴蝶》说课稿《粉刷匠》说课稿]《三只蝴蝶》说课稿稻田幼儿园李云香各位领导、各位老师，你们好！今天我说课的题目是中班语言《三只蝴蝶》，下面我将从说教材、说教法和学法、说教学过程三个方面来对本课进...+阅读
Pep 5 Unit 4 What can you do？第一课时说课稿
今天我说课的内容是PEP5 Unit 4第一课时的单词学习。这一课中主要是五个词组，对于五年级的学生来说，虽然已经学了2年多的英语，但这是第一次独立学习短语。这是从单词到短语的跨越。本身这五个短语相对单词来说，要难许多，个别几个都是没有接触过的。
一、 说教学目标
1. 能听、说、认读五个短语：sweep the floor, cook the meals, water the flowers, clean the bedroom and empty the trash.
2. 初步了解句型：what can you do? I can…
3. 重点是：有关家务的五个短语。
二、 说教学过程
1.导入
热身时我是以谈话方式导入，从第二单元所学过的句子what day is it today? It's…引入，过渡到上周末what day was it the day before yesterday？然后从周末的活动中引入本课内容：家务活动。
2.新授
a. 在教学单词时，我是一个个进行教学的，因为这五个单词比较难，所以在教学时时间花得较多，尤其是empty the trash，难读也难记。另外在读短语时，我尽可能多地让学生读，以不同的方式读，以避免学生出现疲劳与枯燥的心理。而且我把读的学生的范围扩大，让更多的学生有机会读。
b. 在引出water the flowers时，我用各个短语组成花的形状，从flower到water the flowers，显得不突兀。
c. 在学完所有单词后，再出现所有单词与图片，让学生将图片与短语相结合，也就是让学生在会读单词的时候也了解了单词的意思。
3.巩固
巩固时我主要用了2个小游戏。
1.看图片说单词
让学生根据图片读出单词，并且读到下一张图片为止。当看到下一张图片时，马上说出相对应的单词。一是训练学生的反应能力，另一方面就是让学生更熟悉所学内容，将单词与图片有机结合。
2.听声音，猜单词
根据听到的声音来猜单词。目的就是巩固单词，并且具有一定的娱乐性，活跃课堂气氛。英语学习我也看到很多游戏都是采用各种猜的方式作为巩固的手段，常见但是却较为实用。
至于课件你可以在.frjy.cn找一找。
希望能给你一点帮助。Good luck!!
PEP小学英语五年级下册的说课稿
PEP小学英语五年级下册第一单元教案 吉水县实验小学 袁润苟This is my day Lesson 1
一、教学重点： 动词短语：eat breakfast,do morning exercises,have English class,play sports,eat dinner。 句型：When do you do ...? I usually...at...。
二、教学难点：单词exercises和usually的发音较难掌握：exercises可以让学生分音节由慢到快的模仿发音；usually先让学生着重练习/V/的音，再完成整个单词的发音。课前准备： 动词短语eat breakfast,do morning exercises,have English class,play sports,eat dinner的图片（下面标有相应的英文）。录音材料：Let'e799bee5baa6e58685e5aeb931333262366466s start,Let's learn,Let's chant，五年级上册第二单元B部分歌谣。
三、教学过程： Warm up （热身） 活动一 猜时间 教学参考时间：2-3分钟 教师在黑板上画一个大钟表的图，不要画上时针和分针，自己站在前面，张开手臂演示一个时间，注意演示时将一直手臂缩短一些表示时针，然后提问：What time is it？引导学生用It's...回答。 请几名同学进行演示，其他同学说出相应的时间。 Review（复习） 活动二 复习短语 教学参考时间：5分钟 教师播放五年级上册第二单元B部分歌谣课件，学生一起说唱。 教师提问：What do you do on Saturdays？引导学生说出学过的动词短语。 出示Let's start部分插图，请学生分别说出图中示意的短语（可以不按顺序），当一名同学说到一个短语时，其他同学要指向相应的图。 教师播放Let's start部分录音，引导学生根据听到的内容在相应的图下写出自己做这件事的时间。 引导学生理解When do you...？的意思。 Presentation （新课呈现） 活动三 学习单词 教学参考时间：5分钟 显示Let's learn中三个大闹钟的插图以及五个动词短语，说：What do they do every day？播放动词短语的录音，引导学生根据听到的内容，显示的画面和短语的拼写找出相应的图和短语，同时一边重复英文的发音，一边模仿画面中人物的动作表演出短语的意思。 点击do morning exercises，学生跟读，exercises一词教师可以带领学生分音节读由慢到快的教。 教师用简笔画画出太阳，领读：eat breakfast；再在旁边画一个月亮，领读：eat dinner；然后教师说：I eat breakfast at 7:00 in the morning. I eat dinner at 8:00 in the evening. 从而让学生正确理解eat breakfast和eat dinner的意思。如果学生学得快，可以引入短语eat lunch—I eat lunch at 12:00. 进行看谁反应快的游戏。教师说：I eat breakfast，学生马上说：at 7:00 in the morning.教师说：I eat dinner，学生要说：at 8:00 in the evening. 教师如果说：I eat lunch，学生应接：at 12:00. 词组学习：have English class,play sports ，请学生跟读。 活动四 学习句子 教学参考时间：5分钟 教师播放Let's learn部分对话录音，学生跟读，并说出句子的意思。 教师示范单词usually读音，学生模仿，注意强调/V/的发音；解释意思：通常。 两人一组朗读句子。 教师板书： play sports 3:30 have English class 9:00 in the morning eat breakfast 7:00 in the morning eat dinner 8:00 in the evening When do you ... ...? I(usually)......at ... ：... 提问：When do you eat breakfast? When do you have English class? When do you eat dinner？ 学生在提示下回答：（尽可能让更多的同学参与） I usually eat breakfast at 7:00 in the morning . I usually eat dinner at8:00 in the evening. I usually have English class at 9:00 in the morning. 组织学生两人一组用所学动词词组，根据实际情况说说自己的作息时间： I(usually)......at ... :... Let's play （趣味操练） 活动五 表演活动 教学参考时间：3分钟 学生两个人一组配合表演动词短语，一人表演，一人在其身后说出这个动作的名称。 学生三人一组进行表演，第一个人表演动作，第二个人表演时间，第三个人说出句子。 活动六 拼词比赛 教学参考时间：3分钟 教师逐一说出以下单词的字母（速度慢一些）：exercises morning English sports breakfast dinner eat class have when 学生随时举手继续将单词拼完，并大声说出单词的发音和意思，比比看哪组完成的单词多。 活动七 小组调查 教学参考时间：3-4分钟 教师为每组提供调查表 do morning exercises eat breakfast have English class play sports eat dinnerTime 屏幕显示问答结构：A:When do you do ...? B:I usually ......at ... : ... (2) 学生两人一组完成调查表，教师巡视指导，尤其帮助学生进行问句的表达。 Consolidation and extension 巩固与扩展 活动八 练一练 教学参考时间：5分钟
（1）活动手册P1—1 Listen and match. a、学生两人一组，说说五幅图表示的短语：eat breakfast; do morning exercises; have English class;have sports;eat dinner b、读出图中的5个点钟。 c、教师播放录音两遍，第一遍学生连线，第二遍检查。 活动手册P1—2 Listen again and finish May's timetable. 请学生根据上一题的连线内容试着完成May's timetable。 教师播放录音，学生检查自己的完成情况，注意检查单词的拼写。 活动九 说唱歌谣 教学参考时间：5分钟 出示P2 Let's chant部分内容，学生...
求：牛津小学英语全英文说课稿
Good morning, everyone! Today, I'll say something about Unit 9 Part A in Book 4 of Oxford English. 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. 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. This Unit has 7 parts, we'll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where's…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book. The content of this period is to use “Where's\are…” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period: The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table. The second one: students can listen, read, say and write the following daily expressions: What's for breakfast? Have some juice then. The third one: students can listen, read, say and write the following sentence patterns: Where's\Where are the\my… It's \They're… There's no …in \on \near… 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. And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims. The task-based method, communicated method, group cooperate method will be used in this period. To accomplish the aims, I design the following steps: Step 1 Songs and the game arousers the emotion. 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 say. 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. Step 3 Listen to the tape and Ss imitate to read and say. 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. 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. Step 4 Ss be the main body, T makes a guider. 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 5 Change class to life, learn by themselves. 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. That's all. Thanks a lot for your attention.先说Class begins,good morning/afternoon boys and girls. 再说Do you know xxx?It's xxx(adj).Open your book and turn to page xxx,today ...
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