2023年小学二年级英语说课稿优秀精选范文集锦.docx

2023年小学二年级英语说课稿优秀精选范文集锦 变更传统的死记硬背，主动主动地投入到语言的实践中去，包括听、说、读、写的实践。在实践中提高语言的综合运用实力，加深对基础学问的驾驭和记忆。以下是我整理的小学二年级英语说课稿，希望可以供应给大家进行参考和借鉴。 小学二年级英语说课稿范文一：天气预报 课题 New Standard English Book Four Module 1，Unit 2. Its raining. 教学模式 任务型教学模式 (Task-based Approach ) 年级 Grade 2 教学用具 电脑、录音机、卡片 教学用时 一课时 设计模式 老师：创设情景激发爱好组织活动指定目标 学生：沟通探究合作活动熬炼实力升华习惯 教材分析 学生已学完了全部字母，一些简洁的单词和日常用语，为学生供应“字母-单词”的复习嬉戏素材，巩固已学到的学问从而引出新课.Its raining是新标准英语第一模块其次单元的内容，本单元是围绕天气状况为题材绽开的。在日常生活中，“天气”与我们亲密相关，如何问答天气便是本单元所要学习的交际用语，是教学大纲要求把握的重要语言功能项目之一。 学生分析 本节课授课的对象是小学二年级的学生，初学英语的孩子对语言运用意识不强，设计一些简洁的句子进行提问，激发学生对英语学习的爱好。同时学生的认知水平比较好，能读出所学词语，具有较强的可塑性。 设计理念 英语课程的教化理念中指出“要面对全体学生、关注学生的情感，营造宽松民主和谐的教学氛围，提倡任务型的教学途径。本节课就是依据这些理念进行设计的，以培育爱好为前提，让学生把所学的学问运用到实践当中，让学生通过感知、体验、实践以及合作探究来实现学习目标。 教学目标 (一)学问目标： 1. 以嬉戏的方式检验学生对26个字母的把握状况，要求能听懂及正确识别。 2. 词汇： hot， cold， raining， snowing， windy，sunny以及如何问答天气的交际用语 3. 争做小小天气预报员。 4. 学唱英文歌曲 (二)实力目标：本节课通过课堂活动，完成了听、说、读、写、唱的技能练习，使学生通过感知、实践、合作完成任务，感受胜利，提高语言实践运用实力。 (三)德育目标：通过这节课让学生懂得要爱惜我们四周的环境，爱惜树木，从自我做起，爱护地球美丽的家园。 (四)情感目标：在学习中，我留意运用激励性的语言，帮助学生克服惊慌的心理，提高自信念。 教学重点 词汇： hot， cold， raining， snowing， windy， sunny以及如何问答天气的交际用语 教学难点 对Whats the weather like?的答语，Its raining. Its snowing也可说成Its rainy. Its snowy. 教学流程 一.谈话引入 1. 铺垫，学问回忆 想一想，到现在你学会了哪些英语学问?说说看，比一比谁学到的多? 2. 激趣，字母嬉戏：创设情境，发觉问题 大家学会的可真不少!今日，我们就应用所学会的一些字母做一个嬉戏，你们喜爱吗? 老师给每个同学发一张卡片，上面有一些字母，下面同学们细致听，把老师读到的字母划掉，看看你发觉了什么?每个小组第一桌的同学到前边来做，看哪组分高。 师读：C、D、I、J、K、M、N、Q、S、U、V、X、Y Now， tell me please. What do you find? 生：单词flag， go， zoo， bag， pen. 师：OK! You are very clever. 完成的同学得一朵小红花。 师：这里有一个单词同学们没有找到，那就是我们今日学习的weather. ( 嬉戏能为小学生的英语学习带来欢乐，使枯燥、机械的句型操练变得生动，活泼，因此，在教学过程中，应恰当的把嬉戏引入课堂，寓教于乐。) 二.利用多媒体学习新单词 1. 练习生词的读音 课前让学生查找与天气有关的单词，学生通过搜寻资料提高搜寻信息的实力，培育学生探究实力，然后进行六个单词的重点学习，在听完磁带后，找学生读单词，订正他们的发音。 ( 利用电教多媒体能使课堂更加生动，直观，图文并茂，使学生能够在轻松开心的气氛中学习。) 2. 交际英语 运用What the weather like? 就图片上的天气进行提问。 ( 英语要作为交际工具来教，也要作为交际工具来学，做到学用统一。) 3. 图片与句子相连接，学生走到微机前进行连接。 三.争做小小天气预报员 就各地区的天气进行预报。 ( 爱好是的老师，而爱好来自新奇，来自体验，供应实践机会，让他们参加表演，这既符合儿童好动、表现欲强的年龄特点，同时也会进一步加强对所学学问的把握。) 四.学唱歌曲 1. 运用肢体语言教学生词snoring， bumps his head，确信学生理解歌曲的意思。 ( 肢体语言，可使学生在语言和动作、表情间建立干脆的联系，从而获得形象的感知，能收到良好的效果。) 2. 建立超连接，运用新标准动画光盘教唱歌曲，在演唱中配以相应的动作，然后小组间绽开竞赛，看哪个小组唱得，为唱得的学生发小红花，并激励他们把新学的歌曲唱给爸爸妈妈听。) ( 小学生性格天真活泼，特别喜爱唱歌，在演唱中配以相应的动作会更引起他们的参加和投入，在英语歌曲中学新词，既减轻了学生的心理负担，又能在轻松开心的气氛中学到新学问。) 五.总结升华 以沙尘暴为例对学生进行爱惜四周环境的思想教化，让我们的天空更蓝。 六.课堂小结 在活动中复习巩固了所学学问，把握了如何问答天气，以及在开心的气氛中学会了一首英文歌曲，增加了学英语的自信。 七.课后作业 1. 视察本周天气状况，进行预报。 2. 假如你想了解天气的更多学问，老师信任你肯定会成为一名精彩的天气预报员。 八.课后反思 本节课在教学模式中采纳任务型教学法，在授课过程中应用了嬉戏法，分组合作法、启发诱导法，演唱教学法。教学设计根据老师：创设情景激发爱好组织活动指定目标学生：沟通探究合作活动熬炼实力升华习惯，使全体同学在充分的活动中学到了新的学问，取得了较好的教学效果。 九. 板书设计 It is raining. Word list： Hot、cold、raining、snowing、windy、sunny Sentences： What is the weather like? It is raining. (snowing、rainy、snowy) 小学二年级英语说课稿范文二：中秋节 一、说教材 1.教材简析。 本课共有两部分内容，其中第一部分是以中秋节为话题而绽开的一个对话。它主要讲了Han Mei和Lucy简洁谈论有关中秋节和月饼方面的学问，并邀请Lucy到她家作客的过程。在这个对话中出现了如autumn和festival等十一个新单词以及几个学生难以理解的、需老师说明的词、句型和句子。 其次部分内容是两人在商店为挚友买月饼的一个情境，谈话内容是从月饼表面的样子的好坏、大小、轻重和价钱等方面绽开的。其中出现了形容词比较级的用法，它们是：nicer, bigger, heavier, cheaper。它要求学生依据图、词和句子提示创建性的对话。 2.教学重点。 (1)指导学生驾驭和娴熟运用那些难以理解的词、句型和句子，如cakes with meet. (2)指导学生口头娴熟表达就中秋节这一话题绽开的对话内容，包括其次部分的购物经过。 (3)形容词比较级的用法。 3.教学难点。 学生依据实际情境须要真正开口讲英语。 4.教学目标。 (1)技能目标。学生能听懂本对话录音，能听懂师生之间就本对话内容而绽开的、切形式的问答，会和别人绽开对话，了解和传递信息;能就本课语言难点造句，而且无语法错误;能就类似话题，创建性地自编对话;驾驭形容词比较级的用法。 (2)学问目标。学生要牢记全部新学单词，包括重点字母或字母组合的发音，还要记住新学短语、句型、难句及本对话各句的英语表达，为实现自如讲英语奠定基础。 (3)情感目标。学生要爱学英语、爱说英语、想说英语，对英语学习投以极大的爱好和热忱。 (4)学习策略目标。变更传统的死记硬背，主动主动地投入到语言的实践中去，包括听、说、读、写的实践。在实践中提高语言的综合运用实力，加深对基础学问的驾驭和记忆。 (5)文化意识目标。使学生进一步了解和会简洁向别人介绍中国这个传统节日，从而体会节日的欢乐。 二、说教法 对本课我主要实行了如下几种教法： 1.听录音。 听音是英语学习的重要方法，也是课堂教学的重要步骤。在听中可以感知，可以仿照。 2.重点说明，个别操练。 在每一堂教学中，学生总会遇到一些难以理解的词、句型、短语、句子或某一语法现象。如本课出现的形容词比较级的用法等都须要老师个别说明甚至创设语言情境进行操练和举例，以扫除自由交际过程中的“拦路虎”，为语言的进一步学习奠定基础。 3.指导学生绽开情景对话。 老师可以和任何一个学生对话。起先时和学习好的可多说几句，和学习差的可以少说几句，要想方法使人人开口，使人人都有胜利感。通过对话逐步达到对教材内容的全部操练。在对话时可不受课文内容和依次的限制，师生完全可以依据当时的实际思路创建性地沟通，这种教法是实现语言学问向语言实力转变的必经之路。师生对话时，其他学生静听。 4.学生独立操作。 首先要求学生依据师生示范独立对话，随后叫几组分别站起来表演。这是深化课堂教学的重要举措。 5.老师可设计填空或翻译练习，以检查学生对本对话的驾驭状况。 在整个教学活动中，我还采纳了投影仪、挂图、卡片、实物等，对顺当开展教学活动起到了很好的协助作用。 三、说学法 我所采纳的教法有助于学生驾驭如下学法： 1.养成听的习惯。 学生要常常听录音，听老师讲英语，听同学们讲英语，这对学好英语大有好处。 2.科学储备大量学问。 学生不驾驭丰富的学问就不行能进行很好的语言沟通。所以学生必需了解语言规律，驾驭丰富的词汇，熟知语法规则，会娴熟表达由各个话题而绽开的交际内容。要学会在实践中学，在应用中学，这样学来的学问记忆深刻、敏捷度大。 3.刚好巩固，反复记忆。 凡老师在课堂上所讲到的语言难点，学生应刚好整理，再次相识并主动运用。对前面已学过的课文，学生要有支配地常常复习，否则经常是学了新的，忘了旧的。 4.主动操练，重在口头。 在课堂上，学生要主动参加老师设计的每个教学活动，要大胆开口，创建性地说自己想说的话。课后和其他同学刚好进行英语沟通。只有这样，才能将书本学问变成自己的学问和语言实力;也只有这样，才能实现脱口说英语的目的。 四、说教学程序 1.复旧引新阶段。 老师和学生进行简洁的问候，如： Ss: Good morning, teacher! T: Good morning, class! 之后，就上单元的话题和学生绽开对话： T: Comrades! We wont have any lessons this afternoon. Im going on a field trip. Would you like to go with me? Ss: Yes, we do. T: Where are we going? Ss: Were going to the mountains /rivers / hills. T: What do you think were going to do? Ss: Were going to have a picnic /discuss the air outside. 老师可依据当时的状况和学生接着多谈几句，交谈的思维要顺着学生的思维绽开。之后，老师问道： T: Do you know what day is tomorrow? Ss: Yes, we do./No,we dont. T: Now let me tell you. Tomorrow is Mid-autumn Festival. Were going to have a big dinner. Would you like to come to my home to eat something? Ss: Yes, wed love to. 到此引出新学课文，老师说：Now lets learn Lesson9. 之后板书“Lesson9”。 2.熟识语言阶段。 (1) 学生看着书听一遍录音，初步了解对话内容。 (2) 老师领读或朗读一遍，同时板书本课新学单词。 (3) 老师指出每个新学单词重点字母及字母组合的发音。 (4) 创设情景，攻克语言难点。 (5) 学生可再听一遍录音，此次需合着书进行。 (6) 分角色表演对话。 3.情景交际阶段。 (1)老师可根据上面教法中讲到的交际方式和学生对话，要照看到不同位置的学生，最少可进行五、六次。 (2)学生与学生自由对话，人人都要开口说话。 4.巩固验收阶段。 (1) 几组学生分别表演对话，其他同学听。 (2) 设计如下填空练习： A: Hi, Lily! Are you free tomorrow evening? B: Tommorrow is the Mid-automn Festival. Would you _to come to my home to eat the big dinner _us? A: Were going to eat mooncakes _meat in them. B: Do you have something sweet _. I like sweet . A: Yes, we do. B: Oh, theres a shop_ there. Lets go and see whats sold. A: Oh, mooncakes ! B: Great! I want to buy some for my father. A: Which _ you like? B: I want to buy the _ ones. Because I dont have much money. A: Oh, this is_(heavy) than that one and I also think it is _(nice) than that one. I just buy_ (big) ones. (3)做如下翻译练习: 你喜爱吃里面夹肉的月饼吗? 这个月饼不如那个月饼好看，但比那个便宜。 这就是他们在商店里所买的东西。 (4)学生以New Years Day为话题创建性地编一个对话。 小学二年级英语说课稿范文三：Lesson45 PART 1 Analysis of the Teaching Material (I)STATUS AND FUNCTION 1.This unit is a revison 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 Procedure 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. 1.Do you like animals? 2. Do you keep any animals at home? What is it or What are they? 3. Can you explain how you care for them? 4. How do you feed them? Step 3 Dialogue Presentation 1. The first listening After the teacher's brief introduction to the dialogue about keeping fish. Then ask the students to listen to the tape of the dialogue with their books closed. After listening to the dialogue, ask the students to answer two simple questions focusing on the general idea of the dialogue. This step is employed to make the student get the general idea of the dialogue as a whole one. At the same time let the students have a chance to practise their listening ability. Questions : 1.Where will such dialogue happen in your opinion? 2.What are they mainly talking about? 2.Second listening This time ask the students to listen to the tape carefully with their books open. After listening, ask the students some questions focusing on the details of the dialogue. In the meanwhile, deal with some language points raised by the students or appearing in the questions. Questions: (Show the questions and answers on the screen using computer) 1. What does Kate want to do ? 2. Where would Kate keep them at first? 3. What does LiQun advise her to do? 4. What size tank should she get? 5. What should Kate put in the tank? 6. Why should Kate put a few large rocks in the tanks? 7. Why should Kate put some underwater plans in the tank? Language points: (Show them on the screen using computer) a. the other day = a few days ago b They don't get enough air: With a bowl, only a small surface area of the water is in contact with the air. So the water does not receive enough oxygen. c 30 cm by 30 cm by 50 cm. We describe two-dimensional and three-dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm. e underwater plants: These plants oxygenate the water and keep it clean. d For one thing = one reason (for putting plants in the tank) Step 4 . Dialogue Drill 1.In this step the students are required to practise the dialogue in pairs by reading the dialogue aloud. This step is employed to make the students grasp the useful phrases and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently. 2.Let the students find out the expressions and sentence patterns for making suggestions and replying in this dialogue , in the meanwhile show these expressions and sentence patterns on the screen by computer one by one. This step is employed to give the students a deep understanding of those expressions. Step 5 . Practice (part 2) In fact, this step is intend to deal with the second part of the lesson(part 2). First show the words and phrases given on the screen, using a multi-media computer, then ask the students to make short dialogues with their partners to practise making suggestions and replying, using the phrases given in the table of Part2 .Give the students 5 minutes to prepare it. Ask the students to pay particular attention to sentence stress and intonation. At last ask some pairs to act their dialogue out in front of the whole class. This step is employed to make the students get a further understanding of these expressions. Step 6. Consolidation( Dialogue Production) This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences patterns learned in this dialogue and everyday life experience according to the given situation (show it on the screen using a multi-media computer). After 5-8minutes,ask several pairs to act their dialogue out in front of the other students. At last the teacher give some advice on making such dialogues, in the meanwhile deal with the moral lessons which the students should learn from the dialogue (mainly told the students to love life and animals, protect the nature and environment) . This step is employed to create a language environment for students communication in the class; and to give the students a chance to practise their spoken English under a quasi-communicative situation. If the students can finish this task well, they will benefit a lot in their spoken English. Situation:(show it on the screen using computer) One of your classmates wants to keep birds, he/she wants to buy some birds and builds a bird cage as big as 4m by 2m by 2m. he/she would like to ask for your advice. Now youd like to advise him/her what to do? Step 7. Workbook Finish E_ 1 and 3 orally, left Ex 2 as written work. Ex. 1 revises the Object Clause. When transforming the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order. After doing the exercises orally in class.