2023年小学二年级英语说课稿精选范文合集.docx

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1、2023年小学二年级英语说课稿精选范文合集 教化家托尔斯泰说过：“胜利的教学所必需的不是强制，而是激发学生的爱好，爱好是推动学生学习的强大动力，是学生参加教学活动的基础。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：MainlyRevision Mainly Revision Lesson 45 PART 1 Analysis of the Teaching Material (I)STATUS AND FUNCTION 1.This unit is a revison unit, so it covers all communicativ

2、e 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

3、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 pract

4、ice 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 a

5、nd 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 sugg

6、estion 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(

7、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 communicat

8、e 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

9、 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. Th

10、ese 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

11、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 simpl

12、e 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?

13、 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 student

14、s 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 K

15、ate 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 ai

16、r. 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 clea

17、n. 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 sugg

18、estions 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

19、 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 shor

20、t 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 f

21、ront 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 e

22、veryday 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 mo

23、ral 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

24、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

25、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 o

26、f t he verb tenses, personal pronouns and word order. After doing the exercises orally in class. Ex. 2 is a revision of the Modal Verbs and some useful expressions. Let the Ss work in pairs and then check the answers with the whole class. Write down the sentences on the Bb for the Ss to see. Ex. 3 l

27、ists pairs of words with somewhat similar pronunciation but different meaning. Get the Ss to read aloud the words and say what each of them means. Step 8 Homework !.Do Ex 2 in the exercise books. This is used to make the students have a further understand of the modal verbs. 2.Write a short passage

28、about the dialogue learned. This is used to practise writing ability of the students. 小学二年级英语说课稿范文二：Unit6AtaFarm 一、 说教学内容 今日我说课的内容是人民教化出版社出版的PEP Primary English Book IV Unit 6 At a Farm.的第一课时,主要学习sheep, lamb, goat, cow, horse, hen六个新词. 二、 说教材 本节课是单词教学。它是在学生初步学习了句型“How manydo you have?之后进行教学的。通过学习新词，

29、感知句子What are they? They are.How many.为下节课的教学打下基础。本课时容量大,但难度不大,并受到学生的宠爱. 三、 说教学目标 英语课程标准指出：激发和培育学生学习英语的爱好，使学生树立自信念，养成良 好的学习习惯和形成有效的学习策略，发展学生自主学习的实力和合作精神是小学英语教学的基本任务。在仔细分析教材的基础上,我针对学生实际，将本课时的教学目标及重,难点确定如下: 1、学问目标 (1) 使学生能听、说、认、读sheep, lamb, goat, cow, horse, hen等单词。 (2) 初步感知：“What are they? They are.

30、How many.How many”等句子,学生能听懂并理解其意思.。 2、实力目标： (1) 能听懂Lets do中的指令并做出相应动作.,如Shear a sheep. (2) 能区分农场的动物, 培育学生敏捷运用所学学问进行沟通的实力. 3、情感目标 (1) 培育学生留意视察、仔细仿照的良好习惯和主动竞争的竟识。 (2) 激发学生学习英语的爱好，使学生树立学习英语的自信念。 (3) 培育学生的合作沟通实力。 四、 说教学重点 学习新词sheep, lamb, goat, cow, horse, hen, 能正确认读.。 五、 说教学难点 1. 培育学生合作学习的实力.，同时留意培育学生学

31、习英语的爱好， 树立自信念。 六、 说教学打算 老师打算新旧单词卡片、录音机、磁带、流淌小红旗、写句子的纸条、挂图。 七、 说教法、学法 为了突破这堂课的重、难点，依据小学生新奇、好胜、好动、仿照力强、表现欲旺盛等 生理和心理特点，我主要实行了以任务型教学模式为主，以活动，合作为主线，让学生在老师的指导下，通过感知、体验、实践、参加和合作、嬉戏感悟等多法并用的方式组织教学。彻底变更传统的“授受”的教学模式，促进语言实际运用实力的提高。 八、 说教学过程 (一)歌曲导入，激发学生学习的爱好 教化家托尔斯泰说过：“胜利的教学所必需的不是强制，而是激发学生的爱好，爱好是推动学生学习的强大动力，是学生

32、参加教学活动的基础。激发学生参加学习的爱好，是新课导入的关键。Well begun, half done. 精彩的课堂开头，往往给学生带来新意、亲切的感觉，不仅能使学生快速地兴奋起来，而且还会使学生把学习当成一种自我须要，自然地进入学习新知的情景。 因此，在热身的时候，首先让学生分角色演唱歌曲：“Old MacDonald had a farm”，这样的导入能很快吸引住学生，同时还渲染了学生学习英语的良好气氛。 (二)自由会话，促进语言实际运用实力的提高 学生在一个同等敬重的氛围中，他们的思维是放松的，敢于说、敢于参加教学。老师要真心诚意地把学生当成学习的主子，努力提高“导”的艺术，从而在教学

33、中恰到好处地去启发、点拔、尽可能地给学生多一点思索的时间，多一点活动的余地，多一点表现自己的机会，这样才能使课堂氛围充溢活力。因此，我在这个环节与学生进行了挚友式的会话。Its time for class. Are you ready ? Hello ! Boys and girls. How are you ? Nice to meet you. ? 不仅复习了旧学问，还渲染了学习英语的良好气氛。 (三)呈现新知,合作互动。 在小学英语课堂中使学生保持一种主动的惊慌感，能够激发他们学习的外部动机，引 发他们一系列的自主活动，促进外部动机向内部动机的转化。Today, we are goin

34、g to learn“Unit 6. At a Farm.”. Ill divide you into four groups . Which one is best, theyll get the flag, OK? Now, Lets start.于是我提出问题Do you like animals.引入学习主题，并通过挂图和音乐创设情景Lets go to a farm. There are many animals自然引入新词的学习。在呈现新知时，我尤其留意了小学生形象思维优于抽象思维的特点，通过对比，听音，看动作等不同的方式引出新词，给学生以深刻的第一印象。嬉戏所带来的乐趣会使每一位

35、参加者保持一种主动的心态。嬉戏是儿童学习的一种重要途径，也是激发学生学习爱好的方法。正如苏霍姆林斯基指出：“假如用思索、情感、创建、嬉戏的光线来照亮儿童的学习，那么学习对于儿童来说是可以成为一件好玩的事情”。因此，在操练时，我首先进行了一些机械的练习，如：“Listen, point and repeat. ”听音、指词、跟读，“Look and Guess”看口形、猜单词。同时，我更留意抓住小学生好动的特点，辅以全身反应法，如仿照动物的叫声，或与之相关的动作(挤牛奶)等好玩的活动，充分激发学生学习的爱好。同时在学习生词时感知句型，做到“词不离句，句不离词”，重视对学生思维，视察实力的培育，特

36、殊是对学生合作学习实力的培育，让学生们们在师生，生生，小组等不同的合作方式中，学会倾听，学会评价，为学生的终身学习奠定基础。 (四)课堂总结，刚好评价。 通过对学问的小结，帮助学生将本课的信息进行加工、储存，从而明确教学目标、重 点和难点;对学生的表现进行总结评价，以评价促发展，培育小组团队精神，激励学生大胆开口，主动活动，为小组争得荣誉。最终做活动手册，是一个常规练习，其目的在于全方位地、刚好检测学生对本课时驾驭的程度。 九、教学总结 这节课不论是新学问的呈现，还是嬉戏的设计，都能紧紧地抓住学生，吸引学生，让学生主动参加到课堂中来。学生在玩中学，学中用，提高了课堂实效，培育了学生学习的爱好。

37、我信任通过这样的教学，充分让学生主体参加、体验感悟、嬉戏巩固，是肯定能圆满实现课堂教学任务的。 小学二年级英语说课稿范文三：lesson5 课前打算 1.教学挂图。 2.教学投影片。 3.教学录音磁带。 4.单词卡片。 5.用来完成拼贴画的贴片。 教学内容 A Listen and number. 1.本部分主要教学内容是通过听录音标号，检测学生听力。 2.画面中呈现了一位小姑娘和她一家人的单词图片，示意了她与图片上人物的关系，为学生精确理解听力练习的内容供应了必要的视觉参照。 3.教学的重点是：训练学生的听力，并检测学生对本单元单词的驾驭状况。 B Let's make and ta

38、lk. 1.本部分供应了一张拼贴画的背景，请学生剪下自己家庭成员的相片，贴在书中供应的相框内，以完成一张家庭合影的拼贴画。 2.学生完成拼贴画后，就画面上的内容进行描述。 教学建议 1.本课时是单元检测课。在这一课时的学习中，老师应留意先复习本单元的全部内容，然后检测学生驾驭的状况。 2.老师首先可以对本单元所学的有关家庭成员称谓的名词进行复习。可采纳多种方法带领学生复习，可采纳听、说单词画图，做动作表演猜形容词，唱歌曲、说歌谣、看投影画面说词、认单词卡片说词等形式复习、巩固、驾驭单词。 3.在复习本单元句型时，老师应充分利用教学图片、学生图画作品、照片等教学资源帮助复习。 4.在进行A部分练

39、习之前，老师可以带领学生先给图片外的小姑娘起个名字。然后，请学生扮演这个小姑娘，向大家介绍自己家的家庭成员。此处复习句型：“这是”和“他是”然后，学生对家庭成员的职业进行猜想。 5.在复习与预料之后，老师为学生播放教学录音带3遍。在播放过程中，老师示意学生细致听录音中的内容。老师可讲授一些做听力的技巧：先完整地听，了解也许意思;在听其次遍时要留意听关键词，从而精确完成听力练习。 6.在学生完成听录音标号的练习后，老师组织学生交换教科书，开展pair work活动，相互进行批改，分别用或 在所贴部分的旁边做出标记。老师按安排将一组或部分学生的听力状况记入学习档案。 7.在进行B部分练习时，老师可

40、先让学生自己完成拼贴画。完成后，开展group work活动，说一说图片中出现的家庭成员，向同桌介绍。 8.录音材料： A项：MONOLOGUE Girl: No1: This is my grandpa. No2: He is my brother. No3: This is my mom. No4: This is my dad. No5: This is my sister. No6: She is my grandma. 课堂学习评价 1.老师指导学生把找出、做出的形态及用英语说出单词和句子的状况用和符号记入学习档案。学习档案的记录内容可以选择以下项目： 老师记录两组学生听录音标号练习

41、的结果，将评价放入学习档案。 老师记录学生完成拼贴画的状况，对学生作品进行评价并将评价结果放入学习档案。 2.老师详细而简要地记录学生当堂表现： 能够借助参照形态找对A部分各图中人物并进行介绍的学生有多少人? 能够对图中人物的职业进行猜想的学生有多少人? 能够较顺当地完成B部分拼贴画的学生有多少人? 能够在B部分内容的基础上对图中内容进行描述的学生有多少人? 3.本课对学生驾驭有关家庭成员和职业的内容的评价方法： 出示各种家庭成员图片，让学生快速用英语说出其名称词。老师进行现场记录。 请学生每人交一张自己爸爸或妈妈的画像，画中尽可能地展示出人物的职业或者他喜爱的服装、颜色、食品等学过的内容。学生向家长描述画面，家长依据学生的表达状况写出评价看法。 小学二年级英语说课稿精选范文合集