染雾小学英语说课稿《Buying fruit》 篇一
第一篇内容
Title: Learning to Buy Fruit in English
Introduction:
Good morning/afternoon, everyone. Today, I am going to introduce a lesson called "Buying Fruit" to the students of Grade 3. In this lesson, students will learn how to identify different types of fruits, understand the process of buying fruit, and practice asking and answering questions related to buying fruit.
Warm-up activity:
To engage students and activate their prior knowledge, I will start the lesson with a warm-up activity. I will show pictures of various fruits on the screen and ask students to name them. After that, I will ask some questions, such as "What is your favorite fruit?" or "Have you ever been to a fruit market?"
Presentation:
1. Vocabulary introduction:
I will introduce new vocabulary words related to fruit, such as apple, banana, orange, etc. I will use flashcards to show the pictures of these fruits and pronounce the words clearly. I will also teach the students how to spell and write the words.
2. Dialogue demonstration:
To demonstrate the process of buying fruit, I will perform a dialogue with a student. The dialogue will include greetings, asking for the price, and paying for the fruit. I will make sure to use simple and clear language so that students can understand and follow along easily.
Practice:
1. Role play:
I will divide the students into pairs and assign them roles. One student will act as the seller and the other as the buyer. They will take turns practicing the dialogue we just demonstrated. I will walk around the classroom to provide assistance and feedback.
2. Group activity:
Next, I will divide the class into groups of four and give each group a set of fruit flashcards. The students will take turns asking and answering questions about the fruit on the flashcards. For example, "How much is the apple?" or "What color is the banana?" This activity will encourage students to use the language they have learned in a meaningful way.
Production:
To assess the students' understanding and encourage creativity, I will ask them to draw a picture of their favorite fruit and write a short sentence describing it. They can then share their drawings and sentences with the class.
Conclusion:
In conclusion, this lesson aims to teach students how to buy fruit in English. Through vocabulary introduction, dialogue demonstration, role play, group activities, and production tasks, students will have the opportunity to practice and reinforce their language skills. By the end of the lesson, I hope the students will feel more confident and prepared to communicate in English when buying fruit. Thank you for your attention.
小学英语说课稿《Buying fruit》 篇二
第二篇内容
Title: Exploring the World of Fruit in English
Introduction:
Good morning/afternoon, everyone. Today, I am excited to present a lesson called "Buying Fruit" to the students of Grade 2. In this lesson, students will not only learn about different types of fruits but also explore the colors, shapes, and tastes of fruits in a fun and interactive way.
Warm-up activity:
To capture students' interest and activate their prior knowledge, I will start the lesson with a warm-up activity. I will show pictures of various fruits on the screen and ask students to identify the colors and shapes of the fruits. This activity will encourage students to think and recall what they already know about fruits.
Presentation:
1. Vocabulary introduction:
I will introduce new vocabulary words related to fruit, such as apple, banana, orange, etc. I will use flashcards to show the pictures of these fruits and pronounce the words clearly. I will also teach the students how to spell and write the words. Additionally, I will introduce adjectives to describe the colors and tastes of fruits, such as sweet, juicy, red, yellow, etc.
2. Fruit tasting activity:
To engage students and make the lesson more interactive, I will bring different types of fruits to the classroom. I will ask students to touch, smell, and taste the fruits while using the vocabulary words and adjectives we just learned. This activity will not only enhance their understanding of fruits but also stimulate their senses.
Practice:
1. Matching game:
I will divide the students into pairs and give each pair a set of fruit flashcards. They will take turns matching the picture cards with the corresponding word cards. This activity will reinforce their vocabulary knowledge and improve their memory skills.
2. Sentence building:
After the matching game, I will ask students to work in pairs again and create sentences using the vocabulary words and adjectives. For example, "The apple is red and sweet." or "The banana is yellow and juicy." This activity will help them practice sentence structure and encourage creative thinking.
Production:
To assess the students' understanding and promote their creativity, I will ask them to create a poster showcasing their favorite fruit. They can draw the fruit, write its name, and use adjectives to describe its color and taste. The students can then present their posters to the class, allowing them to practice speaking in English and share their knowledge with their peers.
Conclusion:
In conclusion, this lesson aims to help students explore the world of fruit in English. Through vocabulary introduction, fruit tasting activity, matching games, sentence building, and production tasks, students will have the opportunity to learn about different fruits, describe their colors and tastes, and practice using English to communicate. By the end of the lesson, I hope the students will have a deeper appreciation for fruits and feel more confident in their English skills. Thank you for your attention.
小学英语说课稿《Buying fruit》 篇三
小学英语说课稿《Buying fruit》
一、 说教材
(一) 教材地位、作用
本课内容是《牛津小学英语》4B 中的Unit 4 《Buying fruit》，
小学英语说课稿《Buying fruit》
。本单元的核心教学内容是 “认物”，主要学习句子What are these /those ?They are … .本单元出现了八个单词，除了一个“grapes” 这个水果单词是第一次出现，其余七个单词在3A 中均已出现过。今天这一课是第二课时。在第一课时中，我们已学习并进行句型What are these /those ? They are …的操练。所以今天的内容主要是呈现并操练八种水果单词，顺便结合第一课时的句型What are these /those ? They are … .以及商场里的常用购物用语Can I help you ? I'd like some … . How many kilos ?等语言进行交际活动。(二) 教学目标
教学目标是教学活动的出发点和归宿，根据新课标以及大纲要求，结合以上分析，我确定本课的教学目标如下：
1、 认知目标：
(1) 能正确听、说、读、写词汇apples、bananas、peaches 、grapes、 oranges 、pears.
(2)进一步正确听、说、读、词汇 pineapples mangos watermelons
(3)正确听、说、读、句型 What are these /those ? They are …
How many kilos ? … kilos ,please .
2、 能力目标：
(1) 培养学生的观察力，分析能力。
(2) 培养学生的创造能力、发展学生个性。
3、情感目标：
(1) 激发学生的学习兴趣，提高学习的积极性。
(2) 激发学生的参与意识，综合运用语言知识的意识，团结合作的意识。
(三)教学重点：
能正确听、说、读、写词汇 apples、bananas、peaches 、grapes、 oranges 、pears.
(四)教学难点：
正确听、说、读、句型 What are these /those ? They are …
二、说教法
三、学法
爱因斯坦曾说过：“兴趣是最好的老师”。因此，英语教学一开始，就应当注意培养学生对这门学科的兴趣，保持强烈的好奇心和旺盛的求知欲。这就要求我们教师采用灵活多样的教学法，激发学生的学习兴趣，充分调动他们学习的积极性。所以，我采用情景法、多媒体辅助教学法、交际法等进行教学。
1、 情景法
情景法强调语言在情景中的应用，让学生身临其境地学习英语，使教学在生动活泼的情景中进行。学生在轻松的情景下，容易学到知识与运用知识。
2、 多媒体辅助教学法
多媒体辅助教学集图象、声音、文字于一体，使教学内容更生
动、形象，吸引学生的注意力，使其在轻松、愉快的氛围中接受新的知识。
3、 交际法
学习英语，目的在于用英语进行交际。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，
资料共享平台
《小学英语说课稿《Buying fruit》》(https://)。在教学中，我遵循这一原则，提供较真实的情景。如：学完本课内容后，我让学生扮“售货员”，练习买水果，活学或用所学知识。这样，激发了学生的学习兴趣，活跃了课堂气氛，又培养了学生的语言交际能力。本堂课主要以现代化电教手段—多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。我根据本堂课的教学目标、要求以及购物这个话题的实际应用性，设计了生活化的情景，让学生在实际情景中运用所学知识。同时通过多媒体的运用，设计各种小游戏，猜猜看等多种形式的演练，让学生在玩中学，乐中学。
四、说教学程序
Step1 Free talk
师生交流，既复习旧知，又很好地拉近了师生间的距离，为下面的合作学习打下基础。
首先播放FLASH 动画。
设计思路： 每一堂课的开头很重要，要在上课一开始就吸引学生的注意力，调动他们的兴趣，这样便容易开展下面的内容。flash动画可爱。活泼，最符合儿童认知特点，学唱歌曲迎合了儿童的心理需求，从而促使他们在轻松自如的情况下，主动地学习。而且以动画作为课前的预备活动，既活跃了课堂气氛，又缓解了学生的紧张情绪。
Step3、 Presentation
1、复习各种水果单词。
2、结合单词句型操练时，屏幕出示各种色彩鲜艳的水果，我对每一种水果都设置了超链接，以便一个单词教完以后。再回到该页面，接着教另一种水果。因为有些单词在3A 中已经学过，所以操练时没有花太多的时间。
3 、在教授单词 peaches, watermelons时，一只卡通的猴子伴着敲 鼓声出现在大家面前，引起孩子们极大的`兴致，所以很容易引出新授单词。
Step 4、Play a game
1、这一环节，我设计了一个“guess”的游戏，采用“PowerPoint”中插入图片的“水印”效果，让图画变得模糊，让学生猜：What are these /those?.接下来一个游戏，我把各种水果呈现出来，然后把相对应的单词字母顺序打乱，让学生重新编排，这一环节让学生不仅在听、说、读方面得到练习、巩固，在写的方面也得到了训练。 根据多媒体音、形、色、像图文并茂的优势，提供不同的时间，给 学生创设了学习练说的机会，这样的练习，既保持了学生的学习积极性，又使学生体验到了知识收获后的满足。
2、电脑演示，学生练习，引出单词grapes
Look at this word, what's meaning!(学生答“葡萄”)
I can draw many grapes with computer.
Look! This is a grape.(进入“画图”，画出第一粒葡萄)
These are two grapes.(复制葡萄)
Can you draw?学生上台操作
缩短了师生之间的距离，充分体现了以“学生为主体，教师为指导”的教学理念，同时真正实现了信息技术与英语学科的有机整合。
接下来是屏幕出示一首小诗，然后给学生提供一些形状，色彩很明显的各种漂亮的水果，让学生模仿着自己编消小诗。根据小学生的心理和生理特点，设计的小诗，既是对新授句型的意义巩固，同时，也是为了保持学生的学习热情，活跃课堂教学气氛，培养学生良好的语音，语调和语感。
