（典藏精品）人教版新课标PEP《小学六年级英语上下册》说课稿.doc

1、【典藏典藏精品】精品】人教版新课标人教版新课标 PEPPEP小学六年级英语上小学六年级英语上下下册说课稿册说课稿 【典藏典藏精品】精品】人教版新课标人教版新课标 PEPPEP小学六年级英语上册说课稿小学六年级英语上册说课稿 目录目录 小学英语说课模板（英文版）小学英语说课模板（英文版） 2 小学英语说课稿模板二小学英语说课稿模板二 . 5 小学英语说课稿模板三小学英语说课稿模板三 . 6 说课的内容要求和评价说课的内容要求和评价 . 7 PEP 小学英语六年级上册教学计划小学英语六年级上册教学计划 8 Unit 1 How Do You Go There? . 11 Unit1 How do

2、you go there 教案(6 课时) . 11 Unit1 How do you go there?说课稿 19 Unit 2 Where Is the Science Museum?. 21 Unit 2 Where Is the Science Museum? 教学设计（6 课时） . 21 Unit 2 Where Is the Science Museum? Part A 说课稿一 29 Unit 2 Where Is the Science Museum? Part A 说课稿二 32 Unit 2 Where Is the Science Museum? Part B 说课稿

3、二（英文版） 36 Unit 2 Where Is the Science Museum? Part B 说课稿二 41 Unit 2 Where Is the Science Museum? Part B 说课稿三 44 Unit 3 What Are You Going to Do? . 48 Unit 3 What Are You Going to Do 教学设计（6 课时） . 48 Unit 3 What Are You Going to Do Part A 说课 . 56 Unit 3 What Are You Going to Do Part A 说课二 . 61 Unit 3

4、What are you going to do ?第一课时说课稿 63 Unit 3 What Are You Going to Do Part B 说课 67 Unit 3 What Are You Going to Do Part B 说课 70 Unit 4 What are you going to do?第四课时说课稿 72 Unit 4 What are you going to do? 全英文说课 . 74 Recycle 1 77 Recycle 1 教学设计（3 课时） . 77 Unit 4 I Have a Pen Pal 81 Unit 4 I Have a Pen

5、Pal 教学设计（6 课时） 81 Unit 4 I have p pen pal 第一课时说课设计 89 Unit 4 I have p pen pal 第二课时说课稿 . 94 Unit4 I Have a Pen Pal Part B 第一课说课 96 unit4 I Have a Pen Pal 全英文说课 97 Unit4 I Have a Pen Pal 综合活动说课 99 Unit 5 What Does She Do? . 104 Unit 5 What Does She Do? 教学设计（六课时） . 104 Unit5 What Does She Do?Part A 说课

6、. 111 Unit5 What Does She Do?Part A 说课二 . 114 Unit5 What Does She Do?Part B 说课 . 116 Unit5 What Does She Do?Part B 说课 . 119 Unit5 What Does She Do?Part B 说课三 . 121 Unit5 What Does She Do?Part B 说课二 . 122 2 Unit 6 The story of rain说课 124 Unit 6 The story of rain说课二 127 Unit 6 The Story of Rain . 129

7、Unit 6 The Story of Rain 教学设计（六课时） 129 Unit 6 The Story of Rain Part A 说课 137 Unit 6 The Story of Rain Part A 说课二 139 Unit 6 The Story of Rain 说课 . 141 Unit 6 The Story of Rain 说课二 . 147 Unit 6 The Story of Rain 说课三 . 148 Recycle 2 . 151 Recycle 2 教学设计（三课时） . 151 小学英语说课模板（英文版）小学英语说课模板（英文版） G Goood m

8、oring, I'm glad to interpret my lesson here . The lesson plan I am going to talk about is Part oood moring, I'm glad to interpret my lesson here . The lesson plan I am going to talk about is Part A let's learn of unit1 PEP Primary English book7. I will explain how to teach and the reason

9、 for doing A let's learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects.this from following aspects. analysis of the teachanalysis of the teaching content.ing content. ways of teaching and learning .ways of teaching and learni

10、ng . teaching proceduresteaching procedures blackboard designblackboard design  V assessmentV assessment Now LetNow Lets focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status s focus on the analysis of teaching content. It can be divided into 3 parts

11、as followed: the status and the function, the teaching objectives , tand the function, the teaching objectives , the main points and difficult points, Ihe main points and difficult points, Ill talk about it one ll talk about it one by one.by one. This lesson is the first lesson of unit 1, book7 . It

12、 includes two parts: LetThis lesson is the first lesson of unit 1, book7 . It includes two parts: Lets learn and lets learn and lets play. s play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by traIn section 1, it mainly deals with these key phrases: on foot, by b

13、ike, by bus, by train, by subway. And in, by subway. And in section 2, it provides a game for the Ss to prastise the patterns: How do you go toin section 2, it provides a game for the Ss to prastise the patterns: How do you go to? And the answer: ? And the answer: I goI go by/ on foot.by/ on foot. O

14、ur students have already known some vehicles in the daily life. ItOur students have already known some vehicles in the daily life. Its not difficult for them to understand s not difficult for them to understand and and use these words . If students can learn it well, it will help students to learn t

15、he rest of this unit.use these words . If students can learn it well, it will help students to learn the rest of this unit.  So, So, I set the following aims:I set the following aims: The first is language objectivesThe first is language objectives To make sure that students can read, recognize

16、 and use these key phrases :on footTo make sure that students can read, recognize and use these key phrases :on foot ,by bik,by bike,by e,by bus,bybus,by train train       skillfully.skillfully. The next is ability objectivesThe next is ability objectives 3 (1)(1)  To develop SsT

17、o develop Ss abilities of listening and speaking.abilities of listening and speaking. (2)(2)  To train the SsTo train the Ss ability of working in groups.ability of working in groups. moral objectivesmoral objectives (1)to help students know some vehicles and comprehend the traff(1)to help stud

18、ents know some vehicles and comprehend the trafficic rulesrules (2)(2) To foster SsTo foster Ss consciousness of good coconsciousness of good co- -operation and proper competition.operation and proper competition. The main points and difficult points about this lesson is:The main points and difficul

19、t points about this lesson is: (1)(1)   To make sure that Ss can use these key phrases correctly and skillfully.To make sure that Ss can use these key phrases correctly and skillfully.  (2)(2)   To enable Ss to study iTo enable Ss to study in groups and con groups and co- -operate ski

20、llfully.operate skillfully. (3)(3)   To develop SsTo develop Ss interest in English.interest in English. Difficult pointsDifficult points To help the Ss ask and answer the question To help the Ss ask and answer the question “How do you go toHow do you go to? ? partpart ways of teaching and lear

21、ningways of teaching and learning As we all know: the main instructional aims of learningAs we all know: the main instructional aims of learning English in primary school is to cultivate pupilsEnglish in primary school is to cultivate pupils  basic abilities of listening and speaking and their

22、good sense of the English language. So in this lesson basic abilities of listening and speaking and their good sense of the English language. So in this lesson I Ill mainly use ll mainly use “TaskTask- -basedbased” teaching method. That is to say, I will let the Ss learn in real situateaching method

23、. That is to say, I will let the Ss learn in real situations, tions, finish a task by making a surveyfinish a task by making a survey”How do you go to school?How do you go to school?” to help Ss to get a better understanding of to help Ss to get a better understanding of the key phrases. I will arra

24、nge these activities: guessing game, finishing a survey and having a the key phrases. I will arrange these activities: guessing game, finishing a survey and having a  petition.  And in this lesson a recorder, CAI,And in this lesson a recorder, CAI, will be needed.will be needed. partpart t

25、eaching proceduresteaching procedures I Ill finish this lesson in five steps.ll finish this lesson in five steps. step1 leadstep1 lead-in activitiesin activities I will begin my class with “drawing and guessing“I will begin my class with “drawing and guessing“ game, just like this : I showgame, just

26、 like this : I show  students some vehicles students some vehicles such as bike ,bus ,jeep which they learnedsuch as bike ,bus ,jeep which they learned  before by “Stick Figures“ and ask them guess whatbefore by “Stick Figures“ and ask them guess whats it.s it. Purpose: It is important to

27、form a better English learning surrounding for the SsPurpose: It is important to form a better English learning surrounding for the Ss    by guessing game. by guessing game. and at the same timeand at the same time  it provides situations to review learnedit provides situations to rev

28、iew learned  knowledgeknowledge  for the next step.for the next step. s step2 prestentationtep2 prestentation Now INow Ill mainly talk about this step.ll mainly talk about this step. 4 1 1、first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities an

29、d first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask students some questions, such as “do you like this city?where do you want to go ?“and helpask students some questions, such as “do you like this city?where do you want to go ?“and help Ss to

30、answer Ss to answer them with “by train ,by plane,by ship“.them with “by train ,by plane,by ship“. By the way, I show the picture of a school, and sayBy the way, I show the picture of a school, and say“ I go to schiool by busI go to schiool by bus” ,Ss read this sentence. ,Ss read this sentence. do

31、the actions and ask “how do you go to school?“,show many pictures of tools such as ,on foot by bikdo the actions and ask “how do you go to school?“,show many pictures of tools such as ,on foot by bike ,by e ,by bus to help students answer my question onebus to help students answer my question one by

32、 one.by one. To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. 2 With the help of the CAI I set a situation to help Ss understand the way of using thes

33、e key phra2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases:ses: A boy is coming, who is going to school. He says: I go to school byA boy is coming, who is going to school. He says: I go to school byThen play the sounds of bus, bike Then play the s

34、ounds of bus, bike ask students to listen carefully andask students to listen carefully and  tell tell “I go to school byI go to school by“ according to the different sounds, by “ according to the different sounds, by the way , I present another new the way , I present another new    

35、 phrases:by phrases:by subwaysubway Purpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real Purpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation.situation. step3 practisestep3 practise 3 I order

36、to make every student read these new phrases correctly, I design a3 I order to make every student read these new phrases correctly, I design a  “drill “in this step, I “drill “in this step, I show cards as soon show cards as soon as possible ,students shouldas possible ,students should read the

37、 words quickly and spell them. Then I ask 'How read the words quickly and spell them. Then I ask 'How do you go to school?'students answer “I go todo you go to school?'students answer “I go to  “also I will quicken the speed to ask“also I will quicken the speed to ask . . The pu

38、rpose is to draw the whole students'attention to the spelling of the wordThe purpose is to draw the whole students'attention to the spelling of the words s 4 After this, I ask Ss to do “Let's play “ in fours. They use places cards and vehicle cards, ask and 4 After this, I ask Ss to do “

39、Let's play “ in fours. They use places cards and vehicle cards, ask and answer:Howanswer:How  do you go to do you go to ? I go to ? I go to byby” 5, If Ss can ask and answer expertly, I will ask them to make a short dialogue.5, If Ss can ask and answer expertly, I will ask them to make a sh

40、ort dialogue. the purpose of this is to helthe purpose of this is to help students to learn those sentenses through a ture situation and make the p students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prasesdialogues in order to

41、 check if Ss can usse these key prases、sentences structures skillfullysentences structures skillfully step 4 consolidationstep 4 consolidation let students do a survey about “how do you go to school?“and the tabllet students do a survey about “how do you go to school?“and the table like this :write

42、down names and e like this :write down names and tools another Ss choosetools another Ss choose TaskTask- -based teaching methodbased teaching method  is used here to develop Ssis used here to develop Ss ability ofability of  communication and also their ability communication and also thei

43、r ability of coof co- -operation will be well trained. operation will be well trained.   step 5 homeworkstep 5 homework ask students to collect other kinds oask students to collect other kinds of transport tools through the library ,computer.f transport tools through the library ,computer. the

44、purpose of this is to stimulate the interest of learning english and to wide the students'knowledgethe purpose of this is to stimulate the interest of learning english and to wide the students'knowledge step6 blackboard designstep6 blackboard design 5 my blackboard design like this :on the l

45、eft Ishow themy blackboard design like this :on the left Ishow the phrases:on foot,by bus.phrases:on foot,by bus.on the right there on the right there are many sentences:how do you go to school?I go to “are many sentences:how do you go to school?I go to “ step 7 assessmentstep 7 assessment due to th

46、e students'age ,Idue to the students'age ,I   make every students work in class through many activities inmake every students work in class through many activities in  order to order to stimulate the students'interest and provide they a wide stimulate the students'interest

47、and provide they a wide thinking room. Ithinking room. I  make students learn this lesson make students learn this lesson very well through desiring scene statuesvery well through desiring scene statues that'sthat's  all,thank you for your listening !all,thank you for your listenin

48、g !  小学英语说课稿模板二小学英语说课稿模板二 学生学生分析分析“ J7 d! a4 T5 ?“ J7 d! a4 T5 ?- - y# ( |y# ( |  根据小学高年级阶段学生的特点：好奇、好动、善模仿、好表演，对英语的学习兴趣浓，但不能持久，因 此，需要具体、形象的教学材料及灵活多样的教学方法来引导学习。 在学习本课时前，五年级的学生已经具备下列语言知识和技能：能够听、说、读、写一些课本要求掌握的 四会单词及句子；能够听懂一些简单的对话，并作大；能够根据情景组织简单的对话焦急和表演；能够提出简单的问 题及回答，但还没有很好地形成科学的学习英语的方法和用英语进行思

49、维的习惯。 + u: # Y% _8 a8 _9 ' W' L9 R 教材分析 本课教学内容为 Book 6 , Unit 5 Look at the monkeys 的第一课时，在 Unit  Four 中学生们已经学习了动词的 ing 形式及现在进行时的构成，在本课中，我安排学习 5 个现在分词以及 句型，并创造性地自编对话，拓展话题，让学生们在当导游，带领在场的各位教师游览动物园，评选出最佳导游这一 任务中，自然地运用所学的词汇和句型进行语言的交际运用。3 P5 P. m! 1 a Y% b- l. w. Z 6 Step 3 Practice the word

50、s and sentences  本环节设计的 Save the  animals 游戏，让学生运用所学过的句型，在猎人的枪下救下动物，既进一步巩固和操练了句型，又培养了 学生热爱动物，热爱大自然的良好品质。 Step 4 Lets talk (Presentation 2) 本环节通过和在动物园的见闻，引入对话。通过创设情景，让学生更易于接受，并为下一个环节 作铺垫。 Step 5 Make a dialogue% E$ q* o/ A3 G1 ? 运用多媒体课件，创设情景，联系学生实际进行操练，让学生们创造性地自编对话，拓展话题， 自然地运用所学的词汇和句型进行语言的交际运用。+ i4 w+ * c2 ?5 H Step 6 Do some exercises/ w* Y0 x, s' $ e9 |: m( I% / i 这一活动的设计是为了更好地巩固本课的教学成果。本环节采用学生自评的形式，把学生的个体表现和合 作小组的表现联系在一起，充分调动学生参与的积极性。 小学英语说课稿模板三小学英语说课稿模板三 今天我说课的内容是