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幼儿英语说课稿)

发布时间:2020-03-03 09:15:55 来源:范文大全 收藏本文 下载本文 手机版

篇1:幼儿园说课范文 文章简介:《幼儿园小班说课稿》

一、说教材 《能干的小手》是小班上学期主题三《我自己》次主题《小手和小脚》中的一个活动内容,我选

《幼儿园小班说课稿》《计划总结》觉得好请分享:

一、说教材

《能干的小手》是小班上学期主题三《我自己》次主题《小手和小脚》中的一个活动内容,我选择本活动是由于:

1、小班幼儿已具有初步的自我意识,对身体各器官逐步产生探索兴趣。然而,幼儿对身体器官的认识还很肤浅,爱护身体、保护自己的经验又比较缺乏,此活动的进行,可以使孩子认识自己的小手,知道小手的用处,对自己的小手感兴趣并萌发保护小手的意识。

2、现在的独生子女是在衣来伸手,饭来张口的环境中长大的,家长包办替代和过度宠爱使孩子失去一些自我服务的机会,通过此活动能使孩子认识到自己的小手很能干,激发幼儿自己的事情自己做的愿望,培养幼儿的自理能力。

3、本活动灵活性强,不受季节、时间、环境的限制。根据幼儿的年龄特点和现有水平,我确定本活动的目标为:(说目标)

(1)激发幼儿自己的事情自己做的愿望。

(2)引导幼儿认识自己的小手,知道手能做许多事情。

(3)帮助幼儿初步掌握保护手的方法。

为了更好的完成本活动教育目标,我把活动的(重点)确定为:引导幼儿通过活动了解自己的小手,知道手能做许多的事情。活动的(难点)为:引导幼儿用语言表达出手能做许多事情。

二、活动准备

根据小班幼儿喜欢玩玩具这一特征,为幼儿准备了适合幼儿年龄特点的玩具,有小汽车、积木、手铃、串珠等;为拓展幼儿的视野和经验,准备了哥哥姐姐会做什么图片一套;为避免空洞的说教还准备了手套、护手霜等物品。

三、说学情

小班幼儿年龄在4岁左右,他们处于典型的游戏年龄阶段,是角色游戏的高峰期,他们对游戏特别感兴趣,平时总喜欢把自己想象成故事中的某一角色,但由于词汇贫乏,幼儿在游戏中想说又不知该怎样说,即使说了也很难把自己的意思表达完整。因此,我想通过活动,让幼儿体验游戏的乐趣,给幼儿提供说话的机会。

四、说教法

1、游戏法:游戏是幼儿最喜欢的活动,是引导幼儿主动学习的重要方式,能够给幼儿带来许多乐趣。小班的幼儿年龄小经验缺乏好模仿,所以在活动中多处采用模仿游戏,如:组织幼儿一起用手变魔术、做手指游戏、模仿洗手的动作等,在游戏中使幼儿自然习得对手的认识,知道了手能做许多事情。

2、谈话法:所谓谈话法,就是围绕活动内容,通过教师提问,引导幼儿回答的一种方法。由于幼儿年龄小,经验少,在引导幼儿认识小手时,就通过以教师为主,幼儿为辅的谈话,调动幼儿已有的经验,围绕我的手上有什么,我的小手本领大,怎样保护手等问题,师幼进行谈话、讨论,达成共识完成教育目标。

五、说学法

经验感知法:由于小班幼儿的经验缺乏又喜欢模仿,容易在经验分享中产生人云亦云的现象,如在讨论小手会干什么时,一个幼儿说我的小手会刷牙,其他的幼儿也会跟着说会刷牙,幼儿的思路打不开,就不能较好地完成教育目标。所以我为幼儿准备了不同的玩具,通过幼

儿的实践操作,拓展幼儿的经验,再通过教师适时的引导,幼儿的思路就会打开,经验就能较好的分享,知道手会玩很多的玩具,会做许多的事情,并能尝试着用语言表达出来,这样能够有效的化解难点,突破重点。

除经验感知法外,游戏法也贯穿于活动始终,有趣的小手变变变,引发了幼儿的兴趣;讨论法、谈话法引领幼儿认识手指的名称和作用;经验感知法的运用使幼儿在游戏和探索中知道小手能做许多的事情;通过倾听教师讲解、回答问题,孩子认识到手能做许多的事情,了解了保护小手的方法。

六、说教学程序

本活动是一个综合活动,包含健康领域、科学领域的内容,我采用游戏引入----师生讨论----探索感知----谈话小结的教学流程,逐步深入,环环相扣,自然达成教育目标。具体流程如下:

1、创设情境,引入活动

活动开始,我以变魔术引入活动:今天老师要用手变魔术给小朋友看,你们想不想看?教师用手变几样孩子感兴趣的东西,接下来邀请孩子跟老师一起用手变小动物,并模仿小动物的动作和叫声,进一步集中孩子的注意力,诱发孩子的活动兴趣。

篇2:幼儿园说课格式 说课格式

一.说教学内容

1.说教材的主要内容。 2.说教材的特点。

3.说教材的重点、难点。 4.幼儿情况分析。

二.说教学目标

1.说目标:认知、情感、行为。

三.说教法

1.说教学设计。 2.说教法的选择。

3.说突出教学重点(认知、情感)和突破难点(困难)。

四.说学法 1.说学法。 2.说学法指导。

五.说教学程序 1.导入部分。 2.重点部分。 3.结束部分。

篇3:幼儿园说课稿:《亲亲长颈鹿》说课设计范例 幼儿园说课稿:《亲亲长颈鹿》说课设计范例

一、说教材

(一) 教材分析

《亲亲长颈鹿》这个故事选自小班下学期,《有趣的动物》这一主题中。该故事选用了小朋友生活中比较熟悉并喜欢的小兔子和长颈鹿为角色,讲述了一个长颈鹿阿姨助人为乐的故事,特别是小兔子们亲亲长颈鹿阿姨这个情节既让人觉得有趣又很符合小班小朋友的年龄特点,生活中我们也会经常看到自己班的小朋友亲亲老师的小手或者脸蛋来表示他对老师的喜爱之情。又考虑到现在的小朋友大多数都是独生子女,特别是小班幼儿年龄小,个个都“以自我为中心”,缺乏友爱互助的品质,所以我觉得这个故事既符合小班幼儿年龄特点,又符合孩子的现实需要,因此,我选择了这个故事,并将它与语言和社会两个领域相结合。

(二)教学目标

《幼儿园教育指导纲要》语言领域中提出:“发展幼儿语言的关键是创设一个能使他们想说、敢说、喜欢说、有机会说并能得到积极应答的环境。”以及要“鼓励幼儿大胆、清楚地表达自己的想法和感受,发展幼儿语言表达能力和思维能力。”根据这一目标和要求,结合小班下学期幼儿的年龄特点和语言发展水平:幼儿年龄小,注意力容易分散,以自我为中心。我从认知、能力和情感三方面提出了本次活动的目标。

1、认知上:在游戏情景中理解故事内容,加深对长颈鹿的认识。

2、能力上:积极参与故事清洁的讨论,愿意大胆地表达自己的想法。

3、情感上:体验友爱互助给大家带来的快乐。

(三) 学重、难点

目标中提到:在游戏情景中理解故事内容,体验友爱互助带来的快乐。因此,在活动中,我把这点作为教学重点。

小班幼儿在语言表达方面不完整,有时只说了半句话就无法再说了,或表达不出心中的想法,根据幼儿的语言发展情况,我确定本次活动的难点是:用比较完整的句子表达自己的想法。 a) 教学具的准备

为了更好地服务于本次的活动目标,完成活动内容,我做了以下准备工作: i.物质上的准备

我给小朋友们准备了小兔头饰,这是为了让幼儿更能进入到小兔这一游戏角色中;

根据故事,我布置了小河、森林等情境以及道具长颈鹿,这是为幼儿在情境中游戏,并能加深故事的理解而准备的;音乐,是为了进一步营造游戏的气氛而准备的。 ii.知识上的准备

我让幼儿先认识长颈鹿,了解了长颈鹿的基本特征。

幼儿练习过爬及滑这两个基本动作。

(四) 说学情

小班幼儿年龄在4岁左右,他们处于典型的游戏年龄阶段,是角色游戏的高峰期,他们对游戏特别感兴趣,平时总喜欢把自己想象成故事中的某一角色,但由于词汇贫乏,幼儿在游戏中想说又不知该怎样说,即使说了也很难把自己的意思表达完整。因此,我想通过活动,让幼儿体验游戏的乐趣,给幼儿提供说话的机会。

(五) 说教法

教育心理学认为:“学习者,同时开放多哥感知通道,比只开放一个感知通道,能更准确有效地掌握学习对象。”根据幼儿的学习情况,本次活动我运用了情境教学法、角色游戏法、体温法等。

i.情境教学法:我尝试打破以往仅用图片进行故事教学的传统模式,而是根据故事内容,为幼儿创设情境,幼儿就仿佛置身于真实的环境中,许多不能理解的问题也就迎刃而解了 。幼儿有了时间的经验,联想也就丰富了。如小兔子马上要去参加演出了 ,又过不了河,这让幼儿觉得多么着急啊,他们会主动地想出各种方法过河。当他们真正过了河,参加了表演,这种心情和我们以往用图片江湖上,让幼儿通过图片理解的效果是完全不同的。

ii.角色游戏法:角色游戏是幼儿最喜欢的活动,特别是善良、可爱的兔子形象深受小班幼儿的喜欢,让他们自己来扮演这一角色,不仅能增强幼儿参与活动的兴趣还能充分让他们表现自我、大胆说话。

iii.提问法:这是语言活动中都能用到的方法。在教学中,我尝试改变以往语言教学总是先讲完故事再进行提问的模式,将单一性、回忆式、封闭式的提问方法改成多样性、启发式、开放式的提问。如小兔子应该怎样过河呢?我们该怎么感谢长颈鹿呢?等等这些问题既能启发幼儿的思维,又能让幼儿根据自己的生活经验表达自己的想法。

(六) 说学法

整个活动我以幼儿为主体,变过去的“要我学”为现在的“我要学”,让幼儿在看看、听听、想想、说说、玩玩的轻松氛围中掌握活动的重点、难点,幼儿运用了讨论谈话法、游戏联系法等学习方法。

i.讨论谈话法:幼儿在讨论、谈话中能无拘无束地说出自己的理解与看法,是幼儿练习说话的好机会。

ii.游戏练习法:幼儿在游戏中,边游戏边联系故事中的有些句子,正体现了《幼儿园教育指导纲要》提出 的“语言能力是在运用过程中发展起来的。”

(七) 活动程序

结合幼儿年龄特点及活动目标,我设计了以下三个环节:

1、交代角色,引出课题,激发幼儿兴趣。

2、在游戏情境中讨论出故事情节。

3、完整讲述故事。

4、表演歌曲《春天》。 a) 交代角色,引出课题,激发幼儿兴趣。

兴趣是幼儿主动参与的关键。开始部分我就将小朋友的角色交代清楚,并直接告诉他们要去参加“动物联欢会”了,小朋友们最喜欢去参加表演了,所以,他们的兴趣很快就被调动起来了。

b) 在游戏情境中讨论出故事情节。

这个环节我提出了以下几个问题让幼儿讨论:

1、我们应该怎么过河?

2、长颈鹿阿姨怎么帮助我们过河呢?(和长颈鹿阿姨一起讨论后,小朋友们按照讨论出的办法过河)

3、我们怎么感谢长颈鹿阿姨?(大家一起亲亲长颈鹿)鼓励幼儿用较完整的语言表达自己的想法,从中体会友爱互助给大家带来的快乐。

这一环节通过提问、游戏,让幼儿在讨论、谈话中大胆地说出自己所看到的、所想到的,你一言我一语,幼儿在轻松、愉快的气氛中提高了自己的口语表达能力。它是解决重点,突破活动难点最关键的一个环节。考虑到故事中小兔子涂上口红去亲亲长颈鹿这个教具存在着不卫生的因素,所以在设计活动时,我将故事的后半部分进行了一些修改。这样既避免了卫生问题又激发了幼儿的扩散性思维,让他们知道原来不只是嘴巴才可以亲的。 c) 完整讲述故事。

这个环节其实重在揭示思想内涵,进行情感教育,我将它贯穿到整个故事的情节中,让幼儿通过回忆的方式完整讲述故事,同时我还运用了提问法,引导幼儿去发现本质:长颈鹿阿姨为什么笑得那么开心?你帮助过别人吗?帮助别人后你的心里是怎么样的?通过谈话让幼儿懂得友爱互助是能给大家带来快乐的。 d) 表演歌曲《春天》

这个环节是根据故事内容而设计的 ,它既可以让故事的情节发展得比较完整,又可以满足

幼儿的表演欲望,并能让幼儿在表演中充分地抒发他们的快乐情感,最终达到实现活动目标的目的。

俗话说“教无定法,贵在得法。”今天我所展示的这个活动肯定还存在着许多不足之处,希望在座的各位领导、老师能给予批评指正,让我在以后的教学实践中,在新的教育历年的熏陶下,和孩子一起探索,一起成长!谢谢!

篇4:英语说课稿范文 精品两篇 模板 英语说课稿范文 good afternoon, everyone.i’m zhou yan.i’m an english teacher from experimental school of suqian.now i’ll say sample a of leon six in book one.i’ll prepare to say the leon from four parts. part one analysis of the teaching material (一) status and function 1.this is an important leon in book one.from this leon, it starts asking the to grasp contents of each sample.to attain “four skills” request of listening, speaking, reading and writing.to start listing “word bank” and tell the to remember the new words.to start asking the to write the english sentences well.therefore this leon is in the important position of the teaching material. 2.this leon is the first one of unit 2.so if the can learn it well, it will be helpful to make the learn the rest of this unit. 3.such a 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. (二)analysis of the students the has learned english for about one month so far.they can understand some words and some simple sentences.the have taken a great interest in english now. (三)teaching aims and demands the teaching aim\s basis is established according to junior school english syllabus\ provision. 1.knowledge objects (1) to make the know how to use the affirmative sentence “this is....” and the negative sentence “this is not„.”everyday expreions for “apologies”“i\m sorry”“that\s all right”. (2) to study the new words “six, hey, sorry, it’s, that’s”, etc.by learning the dialogue of this leon. (3) to finish some exercises. 2.ability objects (1) to develop the ’ abilities of listening, speaking, reading and writing. (2) to train the ’ ability of working in pairs. 3.moral objects (1) to enable the to be polite and love life. (2) to enable the to look after their things well. (四)teaching key and difficult points the teaching key and difficult points’ basis is established according to sample a of leon six in the teaching material\s position and function. 1.key points: (2).to enable the to study in groups and co-operate skillfully. (3).to develop the ’ interest in english. 2.difficult points: (1) how to make dialogues and act them out. (2) how to write the right whole sentences. (五) teaching aids part two the teaching methods 2.audio-visual teaching method 3.task-based” teaching method as we all know: the main instructional aims of learning english in the middle school is to cultivate students’ abilities of listening, speaking, reading, writing and their good to use these methods are helpful to develop the ’ thought. part three studying ways 1.teach the how to be succeful language learners. 2.let the pa \observation—imitation—practice \ to study language. part four teaching procedure step1 warm-up 1.free talk between t and . such as: hi, i’m ....what’s your name? this is „.how do you do? who is he/she? how are you? who can count from 1to 5? what’s this in english? etc. 2.a game: ask the to give t some school things.for example: t: give me your book.(ruler, box, pen, table, knife, etc.) t: this is your book.this is not my book.it’s your book.etc. in this course i’ll ask them to make a dialogue group by group without repetition.find out which group will make the most dialogues. purpose of my designing: i think it is important to form a better english learning surrounding for the by imitating and at the same time it is neceary to provide situations to review learned knowledge. step2.presentation this course is very important.i’ll mainly talk about this step. i’ll use cai to present the whole dialogue.arrange some situations to help understand sample a. first scene: there is a bag on the floor.b is picking it up and get ready to leave.now a is talking with b.a: hi, b.how are you today? b: i’m fine, thank you.and you? a: i’m fine, too.oh, this is my bag.b: no, this is not your bag.it’s my bag.a: (look closely) oh, i’m sorry.b: that’s all right. (at the same time, c is running up and hitting a.) c: oh, i’m sorry. a: that’s ok. i’ll write the key points on the bb while they are watching.after watching, i’ll teach them to read the words and sentences on the bb.make sure they can read them well.purpose of my designing: to present sample a by cai is much easier for the to learn and grasp the meanings.cai can provide a real situation with its sound and picture and it makes the relationships between the better. step3.practice first play the tape recorder.let the listen and imitate the dialogue.pay attention to their pronunciation and intonation.in this step the are required to practise the sample in pairs by reading the dialogue aloud.this step is employed to make the grasp the sample .at last i’ll ask the to think hard and act it out with a partner according to sample a.then find out which group will act it out well.i’ll give them red stars.purpose of my designing: this step is employed to make the get the general idea of the dialogue as a whole one.at the same time let the have a chance to practise their listening and spoken ability. step4.production in this step i’ll give the a free space to show their abilities.second scene: the are having a picnic.it’s hot and they take off their coats and put them together.they are singing and dancing, laughing and chatting.after the picnic, they begin to look for their coats.d and e are talking.f and g are talking.etc. after watching, i’ll give the some tasks to make similar dialogues without repetition and find out which group will make more dialogues. 2.skill 1 model 1. i’ll ask four of the groups to write these sentences on the bb in the four lines.then check their handwriting, correct their mistakes.find out who will write well and whose handing is the best. 3.finish the ’ workbook. purpose of my designing: to check the knowledge have learned in this leon.step5.homework: (1)recite the words as many as poible after cla. (2)make a dialogue according to sample a and write it in the exercise book. purpose of my designing: i think homework is so important that the should speak english as much as they can in cla or after cla.it is neceary for the to do some extensive exercises after cla to consolidate the knowledge they learned.blackboard design leon six sample asix this is my„.hey this is not your....sorry it’s my....picture it’s=it is oh, i’m sorry.that’s=that is that’s all right/ok interpretation good morning, ladies and gentlemen.it’s my great honor and pleasure to be here sharing my leon with you. i have been ready to begin this representation with five parts.analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure. part 1 teaching material the content of my leon is new senior english for china book___ unit____________________.this unit is about____________________ (topics).by studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________.at the same time, let the students learn how to____________________ (functional items).from this leon, it starts___________________________(structures).(as we all know, reading belongs to the input during the proce of the language learning.the input has great effect on output, such as speaking and writing.) therefore, this leon is in the important position of this unit.if the can master it well, it will be helpful for them to learn the rest of this unit. part 2 teaching aims according to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings: 1.knowledge objects (语言目标:语音,词汇,语法,功能,话题) (1)the can master the usage of the important words and expreions. (2)the can use the __________________ (grammar) in the proper situation. (3)the can understand the content of the leon, talk about _______________________ (information) and get their own idea about _______________________________. 2.ability objects (技能目标:听,说,读,写) (1) to develop the ’ abilities of listening, speaking, reading and writing (2) to guide to set up effective studying strategies. (3) to improve the student’s reading ability, especially their skimming and scanning ability. (4) to train the ’ abilities of studying by themselves and cooperating . 3.emotion or moral objects (情感目标:兴趣,自信,合作,爱国,国际视野) ____________________and set up self-confidence in _____________________. (2)teach the _________________________, put the moral education in the language study. part 3 the important and difficult points based on the requirement of the syllabus. the important points are__________________________ such as ______________.the difficult points are_________________________ for example_____________.part 4 teaching methods 2.whole language teaching(整体语言教学法) 3.task-based language teaching (任务教学法) 4.total situational action (情景教学) a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the .at the same time, cai (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the creativity in learning english. part 5 teaching procedure step 1.lead-in.(_____min) ___________________________________________________________________ purpose of my design: (1) to catch ’ attention about the cla/topic/paage. (2) to set up suspense/develop interest in _______________. step 2.pre-reading task 1.(individual work, pair work, group work, cla work; _____min) let _____________________________________________________________ task 2.(individual work, pair work, group work, cla work; _____min) ___________________________________________________________________ now, let’s see what happened to the_______________/ let’s check whether it is right or not. purpose of my design: (1) to get to know something about the _________________. (2) to have a better understanding about the importance of ___________________.step 3.while-reading task 1.(individual work, pair work, group work, cla work; _____min) skimming: should read the material fast to find out the main idea/topic sentence for each paragraph. para 1 ___________________ para 2 ___________________ para 3 ___________________ task 2.(individual work, pair work, group work, cla work; _____min) scanning: listen to the tape part by part to finish ___________________________.task 3.(individual work, pair work, group work, cla work; _____min) scanning: guide to read the material carefully and take some important notes, then answer the following questions. task 4.(individual work, pair work, group work, cla work; _____min) scanning: ask to read the material carefully and find out the correct answers to finish the following chart. task 1.(individual work, pair work, group work, cla work; _____min) (接task3)ask to close books and finish the summary according their notes.(接task4)retell the story /sum up the paage in ’ own words according to the chart. task 2.(individual work, pair work, group work, cla work; _____min) discu _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole cla. purpose of my design: i think if the can finish this task well, they will benefit a lot in their spoken english.most can take their parts in the activities, especially for the who have trouble in english study. step 5.homework 1.__________________________________________________ 2.__________________________________________________ purpose of my design: homework is so important and neceary for to master the knowledge they learned after cla.it will check whether the achieve the teaching aims. 篇5:英语教师说课稿范例

a brief instruction to the topic of“what should i do?” part 1 teaching material analysis part 2 teaching aims 1.aims of the knowledge: (1)to know the spelling of some words and usage of some phrases. (2)to learn something about millie?s and simon?s problems. ( 3)to grasp the main idea of reading and use the information to talk to others about one?s problems and how to deal with them. 2.aims of the ablilities: (1)to improve the ability of getting information by reading. (2)to improve the ability of retelling the story. 3.aims of the emotion: (1)to understand how to write about problems and to expre feelings. (2)to ask for advice to solve the problems. part 3 teaching emphasis 1.to master the ?to?-infinitives and ?wh-?words+?to?-infinitives. 2.to get the ability of general reading and getting information. part 4 teaching difficulties 1.to recognize and understand vocabulary about problems. 2.to ask for advice part 5 teaching methods in this topic,i will use five-step teaching method and task-based language teaching.i design some tasks to help the students learn.i think if i want to improve the students? oral english,i should give them enough chances to practice and i will use pair work,group work to let the students take an active part in all kinds of activities.that is “learning by doing,learning by using”.let the students be the masters of the cla teaching,thus,student-centered teaching method is well shown. part 6 teaching aids projector,slide show,tape recorder and blackboard part 7 teaching procedure step ⅰ.lead-in the purpose is to arouse the students? interest of study. let?s have a free talk. t:have you got problems? s:yes. t:what is it? s:eating too much makes me unhealthy. t:what about you? s:„„

step ⅱ.presentation the purpose is to develop the skills of skimming and how to gain the main idea of the articles. 1.ask students to read two letters and answer the following questions: ①what is millie?s favourite hobby?(painting) ②what is millie?s problem?(she doesn?t have enough time for hobbies and home work.) ③when does simon play football?(after school until late) ④how do his parents feel about it? (they don?t like this and ask him to go home before 6 p.m.) 2.ask students if there are words that they do not know. explain some new words briefly. step ⅲ.practice the purpose is to develop the skills of scanning and how to gain the details from the articles. 1.listen to the tape and answer some question about “true” or “false”. 2.ask students to read the articles again and explain some important phrases. how to solve the problems;hand in;on time;at the moment; can?t find any time for my hobbies;feel bad;give up; achieve a balance between the two;hear form;make unhappy step ⅳ.retelling the purpose is to develop the skills of retelling with the key words 1.ask students to make sentences with phrases that we have learned. 2.try to retell the outline of the articles. 3.encourage students to say something about themselves. step ⅴ.summary and homework the purpose is to give the students a clear idea of how to expre their problems and revise the articles. 1.ask students to revise the words and phrases 2.ask students to write a letter about himself after cla. during my teaching,i?ll try my best to get my cla alive and encourage the students to talk with each other in english.i think the general aim of english teaching is to improve the ability of using english.and i?ll use this to guide my teaching.thank you! 篇6:幼儿园说课稿的格式和写法 语言:

《纲要》在语言领域中提出:发展幼儿语言的关键是创设一个能使他们想说、敢说、喜

欢说、有机会说并能得到积极应答的环境以及鼓励幼儿大胆、清楚地表达自己的想法和感受,发展幼儿语言表达能力和思维能力。根据这一目标和要求,结合中班幼儿的年龄特点和语言发展水平,我制定了以下目标:

科学

,《纲要》中指出要积极引导幼儿对身边常见事物和现象的特点变化规律产生兴趣和探

究欲望。幼儿是学习的主体,作为教师要尽量为幼儿的探究活动创造宽松的环境,让每个幼儿都有机会参与尝试从而培养幼儿对科学的兴趣,激发他们的探究欲望,并培养幼儿一种运用科学的态度、方法去发现问题、解决问题的能力。

社会

“纲要”中指出,在幼儿生活经验的基础上,帮助幼儿了解自然、环境与人类生活的关系。从身边的小事做起,培养初步的环保意识和行为。幼儿期的生活还处在他律的阶段,他们并不懂得什么是对的,什么是错的,别人这样做,他们也会这样做。作为老师应该让幼儿或得正确的情感体验,要让幼儿明白不文明行为对我们的社会、生活所造成的危害,要让幼儿在理解的基础上关心、爱护周围的环境,关注自身的生存空间,养成讲卫生、爱清洁、爱护环境的好习惯,使他们在内化的过程中成为良好行为习惯的宣传者、执行者,并将良好的习惯泛化到周围人身上,从中找到快乐。

数学:

新《纲要》中提到,要从生活和游戏中感受事物的数量关系,并体验到数学的重要和

有趣。幼儿园的教育应密切联系幼儿的实际生活而进行,利用身边的事物与现象作为探索的对象。

数学教育的总目标是培养幼儿对数学活动的兴趣,使他们愿意并喜欢进行数学活动。培养幼儿具有正确使用操作材料的技能和良好的学习习惯。中班幼儿在老师的引导下,能注意和发现周围环境中物体数量间的差异、物体的形状、以及它们的空间的位置等。

根据认知领域的目标,幼儿园新《纲要》的理念,以及中班幼儿的发展水平,我从知识、能力、情感三方面出发,制定丁本次活动的目标:

说教法:

新《纲要》提出:创设一个宽松的环境,让每个幼儿都有机会参与探究活动,进行尝试,感受参与的乐趣,并能鼓励幼儿大胆发表自己的想法和意见。因此,本活动教师将充当幼儿的支持者、合作者和引导者,根据小班幼儿思维的具体形象性特点始终贯穿直观性原则,结合多种教法进行活动。

1、直观法

这里使用的是演示法,通过演示变换实物,激发幼儿的学习兴趣。香蕉有它独特的外型特征,又好吃,又易剥,对小班幼儿来说,具有较强的吸引力,它特有的外型又能给孩子们不断想象的空间;结合教师的变换操作及幼儿的亲身体验,动静结合,使教学成为有趣的活动,容易引起幼儿的兴趣,集中幼儿的注意力,便于幼儿理解,易于记忆,从而是孩子们情绪高涨,兴趣盎然。

2、谈话法

在活动中适当的问题有助于活跃幼儿的思维,启发学习,有利于幼儿获得新知识和发展智力,培养语言表达能力和较好的语言习惯。

3、游戏法

游戏是幼儿最喜欢的活动。这个活动我以一根游戏主线——“香蕉香蕉变变变”贯穿始终,给幼儿创设了一个轻松、愉快的学习环境。既能更好地达到活动目的,又能更好地激发出幼儿的丰富想象力,并帮助幼儿巩固想象结果。

4、操作体验法

它是幼儿建构知识的基本方法,是指幼儿动手操作,亲身体验,在与材料的相互作用过程中进行探索学习。本次活动安排了两次操作体验活动:第一次是请幼儿拿香蕉想一想、做一做动作,发挥幼儿想象力和创造力,主要是让幼儿探索香蕉的外型特征,大胆运用语言、动作表达自己的想象结果;第二次是让幼儿吃香蕉,幼儿在剥一剥、尝一尝、看一看,说一说中获得感知,初步了解香蕉从“整体——>部分——>没有”的渐变过程。

三、说学情

小班幼儿年龄在4岁左右,他们处于典型的游戏年龄阶段,是角色游戏的高峰期,他们对游戏特别感兴趣,平时总喜欢把自己想象成故事中的某一角色,但由于词汇贫乏,幼儿在游戏中想说又不知该怎样说,即使说了也很难把自己的意思表达完整。因此,我想通过活动,让幼儿体验游戏的乐趣,给幼儿提供说话的机会。

四、说教法

1、游戏法:游戏是幼儿最喜欢的活动,是引导幼儿主动学习的重要方式,能够给幼儿带来许多乐趣。小班的幼儿年龄小经验缺乏好模仿,所以在活动中多处采用模仿游戏,如:组织幼儿一起用手变魔术、做手指游戏、模仿洗手的动作等,在游戏中使幼儿自然习得对手的认识,知道了手能做许多事情。

2、谈话法:所谓谈话法,就是围绕活动内容,通过教师提问,引导幼儿回答的一种方法。由于幼儿年龄小,经验少,在引导幼儿认识小手时,就通过以教师为主,幼儿为辅的谈话,调动幼儿已有的经验,围绕我的手上有什么,我的小手本领大,怎样保护手等问题,师幼进行谈话、讨论,达成共识完成教育目标。

五、说学法

经验感知法:由于小班幼儿的经验缺乏又喜欢模仿,容易在经验分享中产生人云亦云的现象,如在讨论小手会干什么时,一个幼儿说我的小手会刷牙,其他的幼儿也会跟着说会刷牙,幼儿的思路打不开,就不能较好地完成教育目标。所以我为幼儿准备了不同的玩具,通过幼儿的实践操作,拓展幼儿的经验,再通过教师适时的引导,幼儿的思路就会打开,经验就能较好的分享,知道手会玩很多的玩具,会做许多的事情,并能尝试着用语言表达出来,这样能够有效的化解难点,突破重点。

除经验感知法外,游戏法也贯穿于活动始终,有趣的小手变变变,引发了幼儿的兴趣;讨论法、谈话法引领幼儿认识手指的名称和作用;经验感知法的运用使幼儿在游戏和探索中知道小手能做许多的事情;通过倾听教师讲解、回答问题,孩子认识到手能做许多的事情,了解了保护小手的方法。 说课稿:《神奇的筷子》

一:说设计思路:

此活动的选材来源于生活,筷子是幼儿比较熟悉的一种餐具,他们基本上每天都能看到,用筷子进食是我国的一大特点。

常言道,心灵手巧。使用筷子是手的精细协调动作。用筷子夹食物时,不仅是5个手指的活动,腕、肩及肘关节也要同时参与。从大脑各区分工情况来看,控制手和面部肌肉活动的区域要比其它肌肉运动区域大得多,肌肉活动时刺激了脑细胞,有助于大脑的发育。可见,及早进行手的活动功能训练一方面可以让幼儿享受用筷子进餐的乐趣,另一方面对幼儿的智力发育也有好处。中班幼儿的小肌肉不断的发展,可以掌握多种动作技能,而且会比较协调。但班里大部分幼儿不会使用筷子吃饭。因此,我选择此教材让幼儿在游戏练习中学会使用筷子,并体验其中的乐趣。

二:说教学目标

活动的目标是教育活动的起点和归宿,对活动起着导向作用。根据中班幼儿的年龄特点及实际情况为依据,确立了认知、能力、情感方面的目标,其中既有独立表达的成分,又有相互融合的一面,目标为:

1.了解筷子的用途,知道筷子是中国人的发明创造。 2锻炼手部肌肉的灵活性和手指配合的协调性。

3.尝试用筷子进行各种活动,体验活动带来的乐趣。

根据活动目标,我把活动的重点和难点定位于:使用筷子进行各种活动。为此,我作了以下的准备:幼儿人手一双筷子、一只碟子;每组一只托盘,内放煮熟的五香豆粒、花生粒和豌豆粒;《卖汤圆》音乐磁带和录音机。

三:说教学方法

新《纲要》指出:“教师应成为学习活动的支持者、合作者、引导者。”在本次活动中,我还采用了适宜的方法组织教学,采用的教法有:

1.示范法:使用筷子需要掌握动作要领,通过教师准确的示范动作让幼儿掌握学习内容和基本动作技能。

2.操作探究法:它是幼儿建构活动的基本方法。所谓操作法是指幼儿动手操作,在与材料的相互作用过程中进行探索学习。本次活动安排了三次操作活动。第一次是引起兴趣后第一次操作,主要是练习筷子的正确使用方法。此时不必强求孩子一定要按照自己用筷子的姿势,幼儿拿筷子的姿势有个逐渐改进的过程,学会主要动作要领就可以。随着年龄的增长, 幼儿拿筷子的姿势会越来越准确。第二次操作是实践活动,通过品尝食物进一步练习和巩固筷子的使用方法。第三次操作,主要是尝试使用筷子进行各种活动,培养幼儿的创造能力,并体验其中的乐趣。 3.游戏法:中班幼儿处于游戏的高峰时期,好动是他们这一年龄段的突出特点。因此,我设计了“筷子舞”“搭建筷子”等一些游戏,让幼儿充分体验筷子带来的乐趣。

四:说学法:

1.操作尝试法:陶行知先生说过在“做中教,做中学,做中求进步”。在第一次操作活动中我就引导幼儿练习筷子的使用方法,在这一过程中幼儿通过对教师示范的观察进行练习,他们不一定会使用的很正确,那也不要紧,在第二次的实践活动中,幼儿通过品尝,强化了筷子的使用方法,教师适时的个别指导,就巩固了练习方法。在尝试筷子进行各种活动时,孩子们通过使用筷子打击节奏、搭建游戏等活动中,他们的创造思维得到了发展。

五:教学过程:

我采用了环环相扣组织此活动程序,活动流程为:

导入活动——学习筷子使用方法——练习筷子的实践活动——筷子游戏 1.导入活动

“兴趣是最好的教师”。活动一开始我就采用谜语引起幼儿对筷子的兴趣,“姐妹双双一样长,一起工作一起忙,冷冷热热都经过,酸甜苦辣一起尝。”这个谜语形象的讲述了筷子的外型特点和用途。在孩子们兴趣勃勃的猜出谜语后,教师出示筷子,简单介绍它的来源和用途,激发幼儿操作筷子的欲望,为下一环节打下基础,并落实了第一个目标。 2.学习活动。

筷子的使用方法有一定的标准,因此,我在幼儿第一次练习前,先示范讲解使用筷子的动作要领,再让幼儿练习自由练习。第二次的学习,我配上了音乐,让孩子在轻松快乐的氛围里练习并拢筷子拨饭、张开筷子夹菜等动作。 3.实践活动。

学习筷子的目的在于在实践活动中的运用,在这环节里我为幼儿提供了豆类食品,让他们通过品尝锻炼手部肌肉的灵活性和手指配合的协调性,落实了第二个目标,在音乐中,孩子们无拘无束的使用筷子,边吃边和同伴交流,教师巡回指导,帮助有困难的幼儿。最后是小结使用筷子的好处。 4.游戏活动。

《纲要》指出“教育活动内容的组织应充分考虑幼儿的学习特点和认识规律,各领域的内容要有机联系,相互渗透,注重综合性、趣味性、活动性。”因此,在幼儿使用筷子品尝 活动即将结束时,教师随音乐用筷子敲出欢快的节奏,吸引幼儿一起来打击节奏乐。这个游戏活动渗透了艺术活动,在幼儿跳完节奏舞后,教师提问:“筷子还可以怎么玩?”这个问题的设计为幼儿提供了创造发挥的空间,在这环节中幼儿可以充分发挥自己的创造能力,用自己喜欢的方式进行游戏活动。

六:说活动评价

纵观整个活动,各环节紧密相连,相互渗透,所有环节都是围绕“筷子”来进行。本次活动,在教学内容的组织上体现了“整合”的设计思想,有效贯彻了《纲要》的理念,真正做到了师生互动,生生互动。我相信,通过这个活动,能让幼儿真正体验在活动中享受使用筷子的乐趣。

《幼儿园语言说课稿》

一、说教材

(一)教材分析

故事作为一种文学形式,充满童趣,幼儿易接受并产生浓厚的兴趣。以故事为主要形式的 教学活动,不仅能使幼儿增长知识和明白事理,而且还能发展幼儿的听说能力。故事《龟兔赛跑》用浅显的故事内容不仅能让幼儿明白知道做事情只有不骄傲、认真、努力坚持到底,一定能成功的寓意。而且故事里的动物对话,会激发幼儿学习艺术语言的欲望,符合幼儿的年龄特点。

(二)教学目标

1、喜欢欣赏童话故事,在倾听与欣赏中体会出人预料的故事结尾。

2、理解乌龟和兔子不同性格特点,懂得故事所表达的骄傲使人落后的寓意。

3、能大胆连贯的讲述。

(三)教材重点、难点

本次活动的重点是:指导幼儿大胆连贯的讲述。因为中班幼儿的语言还很不丰富,所以要教师引导和教授幼儿用艺术的语言表述故事作为难点。

二、说教法

充分利用多种教育手段来引起幼儿注意,训练听说能力。主要采取直观法、练习法和游戏法(小品)。根据幼儿思维特点所决定的。幼儿以形象思维为主,所以采用直观看图(有条件时看光盘)引起幼儿注意,能让幼儿更好地理解故事内容,同时为幼儿的语言表达做充分的准备。通过练习法可以刺激幼儿的表达欲望。(有时间全让幼儿参加小品演出和说图片意思,没时间就用活动区的语言区让幼儿练习)又根据幼儿以形象思维为主,但抽象逻辑思维在发展的特点,采用对话的形式来发展幼儿的想象力和口语对话能力。

三、说学法

由浅入深,循序渐进,始终与听说能力贯穿始终。逐句学习打到连贯语言表达故事内容。

四、活动准备

示范挂图、头饰、发令枪、小旗、花环、录音机(或光盘)等

五、说教学过程

(一)示范法:教师讲述故事内容,让幼儿初步了解故事内容,发展幼儿的想象力。 (二 ))直观法:看图,说图理解故事内容加深印象帮助理解记忆。

(三)(重点)说动物的话。

(四)分角色几人一组合作,表演故事。小兔子认识到自己错了,改正了错误还是一只可爱的小兔子,小朋友们要是做错事要知道错了就改,就是一个好孩子。看又一次龟兔赛跑。(结合实际进行教育)

(五)准备延伸故事《好朋友》引起幼儿兴趣。

(六)布置作业,回家讲给家长听。用激励的语言让幼儿举手动起来符合幼儿好动特点。用奖励小红花引起幼儿兴趣和高兴地心理,有益幼儿健康。

(七)小结:今天我很高兴,小朋友们也很高兴。我们知道了骄傲使人落后的道理,并且你们会讲故事了。如果还想表演小品老师就把头饰和小电视放到语言区供小朋友继续演出和讲述。丰富了语言区,有利于幼儿练习。

篇7:幼儿园说课稿模板

小班综合活动《香蕉香蕉变变变》说课稿

各位评委、各位老师同仁们:

大家好!

今天我说课的内容是小班综合活动《香蕉香蕉变变变》,这个活动是我根据华东师范大学出版社出版的《幼儿园建构式课程指导》小班上册中“好吃的水果”这一主题,自己创设的与主题紧紧相扣的、与幼儿生活又密不可分的、即培养了幼儿的想像力、创造力、又培养了幼儿的语言表达能力,还增强了幼儿的自我服务意识与环保意识的一个综合活动。

一、说教材

1、教材内容分析:水果是幼儿生活中常见的事物,它富有营养,又贴近幼儿的生活,可以给幼儿带来丰富的感官之旅。这个活动我是以水果中的一种——香蕉为主体,之所以选它,因为它是水果当中比较常见的一种,孩子们又比较熟悉的,实物一出示,就很容易引起幼儿的学习兴趣,且融入游戏,又有幼儿亲身体验,让幼儿在活动中能用语言和动作表现出香蕉的独特外型、与众不同的吃法及与众不同的口味,这非常符合幼儿的年龄特点和学习特点。正如《纲要》中所述:“既符合幼儿的现实需要,又有利于其长远的发展;既贴近幼儿的生活,又有助于拓展幼儿的经验和视野。

2、幼儿现状分析:小班幼儿年龄小,语言表达能力较差,动手能力也较差,他们的思维仍带有直觉行动性,

他们喜欢直观的、真实存在的东西,需在亲身体验、探索中去发现事物的特征。

3、目标定位:活动的目标,贯穿于一个教育活动的始终,对活动起 着主导作用。

在生活中,小年龄的幼儿对吃的、玩的东西很感兴趣。为此,我们常常以他们的兴趣为出发点,设计一些教学活动,巧妙地将教育目标蕴含其中,让幼儿在生活化的活动中获得有益的发展。根据小班幼儿的这一年龄特点及实际情况,我们确立了认知、能力、情感等方面的目标,其中既有表达交流,又有亲身体验的部分。目标为:1)通过游戏形式引导幼儿发挥想象,并用语言、动作表达想象结果;2)发展幼儿的想象能力和表达能力; 3)培养幼儿的动手能力及初步的环保意识。

4、活动的重点和难点:这个活动是一个综合活动,其渗透了语言领域、科学领域及社会、健康领域等方面的内容,但活动的重点仍以语言领域的想象和表达为主,主要引导幼儿发挥想象,大胆运用语言、动作表达想象结果;难点在于引导幼儿在吃的过程中交流、感知香蕉从“整体——>部分 ——>没有”的渐变过程。

对于突破重点所采用的方法:丰富幼儿的知识经验,以游戏的形式贯穿始终,引导幼儿轻松学习;对于突破难点所采用的方法:注重多观察多实践,使幼儿在亲身体验中感知事物的渐变过程

5、活动准备:活动准备是为具体活动目标服务的,同时

幼儿是通过与环境、材料的相互作用来获得发展的。为使活动呈现出趣味性、综合性和实用性,寓教育于实际操作和游戏中,我做了以下准备:1)香蕉若干(多于幼儿人数);2)方纸盒一只,湿毛巾若干;3)幼儿分组呈半圆形分布做。

二、说教法

新《纲要》提出:创设一个宽松的环境,让每个幼儿都有机会参与探

究活动,进行尝试,感受参与的乐趣,并能鼓励幼儿大胆发表自己的想法和意见。因此,本活动教师将充当幼儿的支持者、合作者和引导者,根据小班幼儿思维的具体形象性特点始终贯穿直观性原则,结合多种教法进行活动。

1、直观法

这里使用的是演示法,通过演示变换实物,激发幼儿的学习兴趣。香蕉有它独特的外型特征,又好吃,又易剥,对小班幼儿来说,具有较强的吸引力,它特有的外型又能给孩子们不断想象的空间;结合教师的变换操作及幼儿的亲身体验,动静结合,使教学成为有趣的活动,容易引起幼儿的兴趣,集中幼儿的注意力,便于幼儿理解,易于记忆,从而是孩子们情绪高涨,兴趣盎然。

2、谈话法

在活动中适当的问题有助于活跃幼儿的思维,启发学习,有利于幼儿获得新知识和发展智力,培养语言表达能力和较好的语言习惯。

3、游戏法

游戏

是幼儿最喜欢的活动。这个活动我以一根游戏主线——“香蕉香蕉变变变”贯穿始终,给幼儿创设了一个轻松、愉快的学习环境。既能更好地达到活动目的,又能更好地激发出幼儿的丰富想象力,并帮助幼儿巩固想象结果。

4、操作体验法

它是幼儿建构知识的基本方法,是指幼儿动手操作,亲身体验,在与材料的相互作用过程中进行探索学习。本次活动安排了两次操作体验活动:第一次是请幼儿拿香蕉想一想、做一做动作,发挥幼儿想象力和创造

力,主要是让幼儿探索香蕉的外型特征,大胆运用语言、动作表达自己的想象结果;第二次是让幼儿吃香蕉,幼儿在剥一剥、尝一尝、看一看,说一说中获得感知,初步了解香蕉从“整体——>部分——>没有”的渐变过程。

此外,我还在各个不同的教学环节中穿插运用了启发联想法,赏识激励法等教学方法,让幼儿在轻松、愉快的环境中学习,做到寓教于乐。

三、说学法

以幼儿为主体,创造条件让幼儿参与探究活动,不仅提高了幼儿的动手操作能力,更升华了情感。本次活动采用的学法有:

1、多种感官参与法

新《纲要》科学领域中,目标明确指出:幼儿

能用多种感官动手动脑,探究问题;用适当的方式表达,交流探索的过程和结果。因此,我在活动中引导幼儿眼看(观察)、耳听(倾听)、脑想(想象)、学一学、说一说、做一做等多种方式来获得知识体验,重点引导幼儿注意倾听,发挥想象、大胆表述及表现。多种感官参与的活动给幼儿创造了更大的发展空间,留下了更为深刻的印象。

2、体验法

心理学家指出,凡是人们积极参加体验过的活动,人的记忆效果就会明显提高。我在活动中就采用了游戏体验法,以游戏贯穿整个活动,让孩子们始终保持浓厚的兴趣去体验自己或别人的想象结果。

3、尝试法

陶行知先生说:“做中教,做中学,做中求进步。”在第二环节后半部分我鼓励幼儿用香蕉想一想,做一做,引导幼儿大胆表现;在分享活动中,

我又充分给予幼儿尝试自己剥香蕉的机会,提高了他们的动手能力。

四、说活动过程

开始部分

这一部分是为了引起幼儿对本次活动的兴趣。一开始,我就出示一个方纸盒,用神秘的语气提出问题:“小朋友,这个盒子里面有一样好吃的东西,它的样子长长的、弯弯的,皮黄黄的,要剥皮后才能吃,你们猜猜是什么?”问题中表示香蕉特征的语句,如:长长的、弯弯的,皮黄黄的,要剥皮后才能吃。教师在表述时语速要慢,咬字要清晰,这样才能引导幼儿仔细倾听,并结合以有的生活经验进行想象,有意识地猜出老师问题的答案。然后,我再从盒子里把香蕉拿出来,展示给他们看,肯定他们,给予他们自信和鼓励,既吸引了他们的视线,又激发了他们参与活动的兴趣。

基本部分

这一部分我通过游戏的形式引导幼儿发挥想象,并大胆运用语言、动作表达想象结果,也是本次活动的重点所在。一开始,我就抓住幼儿喜欢游戏的特点开始提问:“这可不是一只普通的香蕉,它会变魔术,你们信不信!” 这样一说,孩子们肯定会觉得很新奇,不管他们信不信,我接着就已经开始变了,很自然的把他们的注意力吸引过来:“你们看!香蕉开始变了,变变变——(教师轻轻地把香蕉往下弯),你们看它这样像什么?”孩子们结合以又经验发挥想象并大胆表达,也许有的孩子还没有反应过来,教师可以运用启发联想法,引导幼儿去想象,对表达能力较差的幼儿要及时鼓励和肯定,并允许幼儿用身体动作来表示。香蕉在这一环节当中有三种变化,教师在每种变化后,都要给孩子们充分的想象和表达时间。在最后一种变化后(即香蕉竖起来时),教师加入了师生互动:“请你们跟 老师一起打电话吧!”。最后,还给了幼儿充分展示自我的机会:“香蕉除了可以当作电话外,还可以当作什么?请你们每人拿一只香蕉,想一想、做一做动作,好吗?”这样,孩子们就全都动起来了,他们自己想,自己做,还可以学别人说,学别人做,真正做到了生生互动。

结束部分

这一环节是一个分享过程。首先我鼓励幼儿自己动手剥香蕉:“让我们剥开香蕉,看看剥开后的香蕉像什么?”这里幼儿尝试自己剥开香蕉皮,对动手能力较差的,不会剥的幼儿,教师可以适当地给予帮助。然后让幼儿观察、想象剥开的香蕉像什么?最后和幼儿一起分享:“下面请你们一边吃,一边看看有什么变化?”引导幼儿在吃的过程中感知、交流香蕉从“整体——>部分——>没有”的渐变过程。教育幼儿把果皮放入指定的地方——废纸篓。

活动反思:

此次活动内容体现了直接兴趣性,根基性,活动性、整体性和发展性。 活动组织遵循了相互作用(师生互动、生生互动、个体与集体互动、幼儿与环境互动)的原理,始终以动静结合融入的形式展开,符合幼儿身心发育特点,易于幼儿在轻松、愉快的气氛和实践中接受。

教法:

篇8:英语说课稿范文 英语说课稿(范例) introduce myself good morning/afternoon, everyone.i’m now i’ll say part a of leon six from the fun with english in .i’ll prepare to say the leon from four parts. part one: analysis of the teaching material (一) status and (地位与作用) 1.this is an important leon in from this leon, it starts asking the to grasp contents of each sample. a.to attain “four skills” request of listening, speaking, reading and writing. b.to start listing “word bank” and tell the to remember the new words. c.to start asking the to write the english sentences well. therefore this leon is in the important position of the teaching material. 2.this leon is the first part of if the can learn it well, it will be helpful to make the learn the rest of this unit. 3.such a 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. (二)analysis of the students (对学生的分析) the has learned english so far.they can understand some words and some simple sentences.the have taken a great interest in english now. (三)teaching aims and demands (教学目的和要求) the teaching aim’s basis is established according to provision. 1.knowledge objects (1) to make the know how to use the affirmative sentenceand the negative sentence everyday expreions for (2) to study the new words learning the dialogue of this leon. (3) to finish some exercises. 2.ability objects (1) to develop the ’ abilities of listening, speaking, reading and writing. (2) to train the ’ ability of working in pairs. 3.moral objects (1) to enable the to be polite and love life.(2) to enable the to look after their things well. (四)teaching key and difficult points (教学重点和难点) the teaching key and difficult points’ basis is established according to part a ofin the teaching material’s position and . 1.key points: 2.difficult points: (1) how to make dialogues and act them out.(2) how to write the right whole sentences. (五) teaching aids (教学用具) part two the teaching methods teaching special features to use these methods are helpful to develop the ’ thoughts. part three studying ways 1.teach the how to be succeful language learners. 2.let the pa observation—imitation—practice to study language. teaching special features: part four teaching procedure step1 warm-up 1.free talk between t and .such as: hi, i’m ....what’s your name? this is „.how do you do? who is he/she? how are you? who can count from 1to 5? what’s this in english? etc. 2.a game: ask the to give t some school things.for example: t: give me your book.(ruler, box, pen, table, knife, etc.) t: this is your book.this is not my book.it’s your book.etc. in this course i’ll ask them to make a dialogue group by group without repetition.find out which group will make the most dialogues. purpose of my designing: i think it is important to form a better english learning surrounding for the by imitating and at the same time it is neceary to provide situations to review learned knowledge.step2.presentation this course is very important.i’ll mainly talk about this step.i’ll use cai to present the whole dialogue.arrange some situations to help understand sample a. first scene: there is a bag on the floor.b is picking it up and get ready to leave.now a is talking with b. a: hi, b.how are you today? b: i’m fine, thank you.and you? a: i’m fine, too.oh, this is my bag.b: no, this is not your bag.it’s my bag. a: (look closely) oh, i’m sorry.b: that’s all right. (at the same time, c is running up and hitting a.) c: oh, i’m sorry. a: that’s ok. i’ll write the key points on the bb while they are watching.after watching, i’ll teach them to read the words and sentences on the bb.make sure they can read them well. purpose of my designing: to present sample a by cai is much easier for the to learn and grasp the meanings.cai can provide a real situation with its sound and picture and it makes the relationships between the better. step3.practice first play the tape recorder.let the listen and imitate the dialogue.pay attention to their pronunciation and intonation.in this step the are required to practise the sample in pairs by reading the dialogue aloud.this step is employed to make the grasp the sample .at last i’ll ask the to think hard and act it out with a partner according to sample a.then find out which group will act it out well.i’ll give them red stars. purpose of my designing: this step is employed to make the get the general idea of the dialogue as a whole one.at the same time let the have a chance to practise their listening and spoken ability. step4.production in this step i’ll give the a free space to show their abilities. second scene: the are having a picnic.it’s hot and they take off their coats and put them together.they are singing and dancing, laughing and chatting.after the picnic, they begin to look for their coats.d and e are talking.f and g are talking.etc. after watching, i’ll give the some tasks to make similar dialogues without repetition and find out which group will make more dialogues. 2.skill 1 model 1. i’ll ask four of the groups to write these sentences on the bb in the four lines. then check their handwriting, correct their mistakes.find out who will write well and whose handing is the best. 3.finish the ’ workbook. purpose of my designing: to check the knowledge have learned in this leon. step5.homework: (1)recite the words as many as poible after cla. (2)make a dialogue according to sample a and write it in the exercise book. purpose of my designing: i think homework is so important that the should speak english as much as they can in cla or after cla.it is neceary for the to do some extensive exercises after cla to consolidate the knowledge they learned. ************************************************* 初中英语说课稿(英文版)

一、说教材(教材分析) analyzing teaching material 2.本课在教材中的地位 status and function 3.说教学指导思想 teaching guideline 4.说教学目标和要求 teaching aims and demands (?be intended for in key schools) 1)认知目标 knowledge objects a.enable the to remember the following new words &phrases: damage lecture pollute pollution room standing room be fit for hear about turn into b.get the to be familiar with this sentence pattern: if the population keeps growing so quickly there will only be standing room left? give the a reinforced practice on the functional item supposition. c.activate schemata regarding the topic of pollution and help to know more about the problem of pollution. 2)智能目标 ability objects a.ask the to make up a similar dialogue.b.help them to understand the dialogue better and improve the four skills.c.develop their ability of thinking independently.

d.cultivate their ability to discover analyze and solve problems.e.train them to collect information from the internet. f.train them with some effective learning methods to optimize ’ learning results. 3)德育目标 moral objects a.arouse their interest in learning english; b.help them to understand the background of pollution. c.enable the students to love our earth and the nature. d.be aware of the importance of stopping pollution &protecting out environment. e.encourage the to do something to save the earth. 5.说教学重点 teaching important points (生词、句型;培养阅读技能) a.new words and phrases b.sentence pattern: if- clause c.improve their reading skills.d.talking about problems of the earth.6.说教学难点 teaching difficult points (语法;发展交际能力) the teaching syllabus says that it’s neceary for teachers to use modern teaching facilities.it’s of great help to increase the cla density and improve our teaching result.it can also make the reach a better understanding of the text by making the claes lively and interesting.at the same time it arouses the ’ interest in learning english.

二、说教法 teaching methods task-based learning: new syllabus design encourages teachers to use this teaching method.tblt can stimulate ’ initiative in learning and develop their ability in language application.make the the real masters in cla while the teacher himself acts as the director and bring their ability into full play.

三、说学法 study methods 1.teach how to be succeful language learners.

四、说教学过程teaching procedures i.复习(revision) 5min (daily report; 词汇diagram; brainstorming; activate schemata) activity 1: imagination 1).suppose a bottle of ink is turned over and dirties your white shirt what is to be done? (wash it? or throw it away?)2).suppose you catch a bad cold what’s to be done?3).suppose your bike is broken what’s to be done? 4).and suppose the earth on which we all live is damaged what’s to be done? * what can you think of when you see “pollution” this word?(waste environment air water factory desert climate...try to activate the schemata regarding the topic of pollution.) ii.呈现 (presentation) 5min activity 2: presentation play the song “earth song” sung by michael jackson.(create an atmosphere) * activate their schemata and cultivate their ability in collecting information from the internet and develop their ability in thinking independently. iii.对话 / 阅读 (dialogue)18m 1.pre- reading activity 3: prediction 1st listening/ fast reading one guided q to help to get the main idea: what do you think is discued at the conference? 2.while- reading activity 4: read and answer 2nd listening/ careful reading more qs to get the detailed information.develop their reading skills: skim &scan.pay attention to the pronunciation stre &intonation. * 阅读: pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别要害词key words;确定主题句;创设信息差information gap;t or f; 填表格chart/diagram; predicting; make a timeline; make a story map。达到对课文的整体理解和把握。

幼儿英语说课稿(共)

幼儿英语说课稿(共)

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