六年級英語上冊lesson19說課稿

Ⅰ 求人教版小學英語六年級上冊全英說課稿！！！

http://www.pep.com.cn/xe/jszx/tbjxzy/dzkb/PEPdzkb/PSPdzkb3s/
這個抄是人民教育出版社的網站，裡面三年級到六年級都有的

Ⅱ 英語說課稿模板

初中英語「Unit 6 Holidays」說來課稿

各位評委源老師，大家好！
今天我說課的題目是初中英語第二冊「Unit 6 Holidays」，整個說課我將分四部分進行講述，即教材分析、教法、學法、教學程序。
一、說教材
本單元主要圍繞「談論節日里所做的事情」這一話題展開教學。這一單元的內容體現了濃郁的東西方文化特點，是一個學生十分感興趣的話題。這里涉及了十個東西方節日，和三個四會句型及一個三會句型。我根據學生的實際情況，選取了New Year

Ⅲ 英語書人教版六年級上冊19課怎麼翻譯

英語書人教版六年級上冊19課的翻譯：
Jane:你好，鮑勃。你想加入什麼回俱樂答部啊？

Bob:我想加入運動俱樂部。
Jane:太棒了！你能參加什麼運動？
Bob:足球

Jane:那你可以加入足球俱樂部。
Bob:你呢？你很擅長講故事，你可以加入講故事俱樂部哦。

Jane:聽起來很不錯耶~但是我也喜歡畫畫啊。
Bob:那你可以加入兩個俱樂部啊，講故事俱樂部和美術俱樂部。

Jane:OK!讓我們一起加入

Ⅳ 新部編人教版六年級上冊語文(第2課 丁香結)說課稿

丁向傑，這篇課文，主要說圖書館北面的第三三角散發著淡淡的香甜，傍晚山谷里寫的格外清香，眼前灕江像黑色的斷待發出冤案，廟里令人一座大花園，奇花異木，優雅優質

Ⅳ 小學英語說課稿

你可以到網路搜索框里輸入「cw3271871 博客 小學英語說課稿」，網路一下，點第一個版進入博客後，點導航欄里的博權客，然後一頁頁地翻，每一課的全英文小學英語說課稿都有，還有模板，適用於各個版本的教材。祝你考試成功！

Ⅵ 小學英語說課稿！！極度緊急

就這里了！！！

小學英語優秀說課稿

Lesson 45

PART 1 Analysis of the Teaching Material

(I)STATUS AND FUNCTION

1.This unit is a revision unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11.

2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit.

3.This lesson is a dialogue about keeping fish. Such 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.

(II)TEACHING AIMS AND DEMANDS

Knowledge objects

1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson.

2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.

Ability objects

3. To improve students』

listening and speaking ability by reading and practising the dialogue.

4. To develop students』 communicative ability by learning the useful expressions for making suggestions and replying.

Moral objects

5. To enable the students to love life and animals, protect the nature and environment.

(III)TEACHING KEY POINTS:

1.To make the Ss grasp and understand the way of making suggestions and reply in daily life.

2.To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life.

(IV)TEACHING DIFFICULTIES:

1. The usage of the Modal Verbs ,especially usage for making suggestions.

2. Using the learned phrases and sentence patterns to make suggestions and replying.

(V)TEACHING AIDS:

Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware

PART 2 Teaching Methods

1>Five Steps Approach.

2>Communicative Approach.

PART 3 Studying Ways

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

2. Teach the students how to master dialogues and how to communicate with others.

PART 4 Teaching Procere

Step 1 Revision

Get the students to give some animals』 names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students』 attention to the topic about animals.

Step 2 Lead-in

Sign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.

Ⅶ 小學英語全英文說課稿

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…」 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 ring 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.