六年级英语上册lesson19说课稿

Ⅰ 求人教版小学英语六年级上册全英说课稿！！！

http://www.pep.com.cn/xe/jszx/tbjxzy/dzkb/PEPdzkb/PSPdzkb3s/
这个抄是人民教育出版社的网站，里面三年级到六年级都有的

Ⅱ 英语说课稿模板

初中英语“Unit 6 Holidays”说来课稿

各位评委源老师，大家好！
今天我说课的题目是初中英语第二册“Unit 6 Holidays”，整个说课我将分四部分进行讲述，即教材分析、教法、学法、教学程序。
一、说教材
本单元主要围绕“谈论节日里所做的事情”这一话题展开教学。这一单元的内容体现了浓郁的东西方文化特点，是一个学生十分感兴趣的话题。这里涉及了十个东西方节日，和三个四会句型及一个三会句型。我根据学生的实际情况，选取了New Year

Ⅲ 英语书人教版六年级上册19课怎么翻译

英语书人教版六年级上册19课的翻译：
Jane:你好，鲍勃。你想加入什么回俱乐答部啊？

Bob:我想加入运动俱乐部。
Jane:太棒了！你能参加什么运动？
Bob:足球

Jane:那你可以加入足球俱乐部。
Bob:你呢？你很擅长讲故事，你可以加入讲故事俱乐部哦。

Jane:听起来很不错耶~但是我也喜欢画画啊。
Bob:那你可以加入两个俱乐部啊，讲故事俱乐部和美术俱乐部。

Jane:OK!让我们一起加入

Ⅳ 新部编人教版六年级上册语文(第2课 丁香结)说课稿

丁向杰，这篇课文，主要说图书馆北面的第三三角散发着淡淡的香甜，傍晚山谷里写的格外清香，眼前漓江像黑色的断待发出冤案，庙里令人一座大花园，奇花异木，优雅优质

Ⅳ 小学英语说课稿

你可以到网络搜索框里输入“cw3271871 博客 小学英语说课稿”，网络一下，点第一个版进入博客后，点导航栏里的博权客，然后一页页地翻，每一课的全英文小学英语说课稿都有，还有模板，适用于各个版本的教材。祝你考试成功！

Ⅵ 小学英语说课稿！！极度紧急

就这里了！！！

小学英语优秀说课稿

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…” 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.