小学牛津英语说课稿和试讲稿
我只有小学的，希望能帮到你
牛津版小学英语4A第9单元 说课稿
Good morning, everyone!
Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.
Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.
The content of this period is to use “Where’s\are…” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:
The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.
The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?
Have some juice then.
The third one: students can listen, read, say and write the following sentence patterns: Where’s\Where are the\my…
It’s \They’re…
There’s no …in \on
ear…
I think the most difficult point of this period is to make sure the students can use the patterns “Where’s\Where are…and There is no …in\on
ear…” in their daily life correctly.
And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.
The task-based method, communicated method, group cooperate method will be used in this period.
To accomplish the aims, I design the following steps:
Step 1 Songs and the game arousers the emotion.
In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.
Step 2 Change class to life, happy to say.
The substance of language is communication and the environment of communication is life. So when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.
Most of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They’re … Meanwhile stick the sentences on the Bb.
After some practice by asking and answering, I present the next language points:
There’s no …in\on
ear…
Have …then.
And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.
Step 3 Listen to the tape and Ss imitate to read and say.
As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.
Step 4 Ss be the main body, T makes a guider.
In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.
Then I show a carton with no voice, ask Ss to make a dialogue in pairs.
There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.
Step 5 Change class to life, learn by themselves.
Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.
In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.
That’s all. Thanks a lot for your attention
Good morning, everyone!
Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.
Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.
The content of this period is to use “Where’s\are…” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:
The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.
The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?
Have some juice then.
The third one: students can listen, read, say and write the following sentence patterns: Where’s\Where are the\my…
It’s \They’re…
There’s no …in \on
ear…
I think the most difficult point of this period is to make sure the students can use the patterns “Where’s\Where are…and There is no …in\on
ear…” in their daily life correctly.
And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.
The task-based method, communicated method, group cooperate method will be used in this period.
To accomplish the aims, I design the following steps:
Step 1 Songs and the game arousers the emotion.
In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.
Step 2 Change class to life, happy to say.
The substance of language is communication and the environment of communication is life. So when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.
Most of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They’re … Meanwhile stick the sentences on the Bb.
After some practice by asking and answering, I present the next language points:
There’s no …in\on
ear…
Have …then.
And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.
Step 3 Listen to the tape and Ss imitate to read and say.
As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.
Step 4 Ss be the main body, T makes a guider.
In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.
Then I show a carton with no voice, ask Ss to make a dialogue in pairs.
There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.
Step 5 Change class to life, learn by themselves.
Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.
In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.
That’s all. Thanks a lot for your attention.先说Class begins，good morning/afternoon boys and girls.
再说Do you know xxx?It's xxx(adj).Open your book and turn to page xxx,today we'll learn something about it/them.
Good morning, everyone!
Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.
Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.
The content of this period is to use “Where’s\are…” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:
The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.
The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?
Have some juice then.
The third one: students can listen, read, say and write the following sentence patterns: Where’s\Where are the\my…
It’s \They’re…
There’s no …in \on
ear…
I think the most difficult point of this period is to make sure the students can use the patterns “Where’s\Where are…and There is no …in\on
ear…” in their daily life correctly.
And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.
The task-based method, communicated method, group cooperate method will be used in this period.
To accomplish the aims, I design the following steps:
Step 1 Songs and the game arousers the emotion.
In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.
Step 2 Change class to life, happy to say.
The substance of language is communication and the environment of communication is life. So when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.
Most of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They’re … Meanwhile stick the sentences on the Bb.
After some practice by asking and answering, I present the next language points:
There’s no …in\on
ear…
Have …then.
And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.
Step 3 Listen to the tape and Ss imitate to read and say.
As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.
Step 4 Ss be the main body, T makes a guider.
In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.
Then I show a carton with no voice, ask Ss to make a dialogue in pairs.
There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.
Step 5 Change class to life, learn by themselves.
Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.
In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.
That’s all. Thanks a lot for your attention.
先说Class begins，good morning/afternoon boys and girls.
再说Do you know xxx?It's xxx(adj).Open your book and turn to page xxx,today we'll learn something about it/them.
然后开始讲课就行了
讲课中常用的：
Practice in pairs(两人一组练对话)
Open your book
Close your book
Do you have any questions?
Look at blackboard.
Write down some notes(做笔记)
Stand up please.
Ok,sit down.
Listen to me.
Let'splay a game
Who wants to have a try?(谁想试一试)
最后Now class is over,see you next time.Thank you.先说Class begins，good morning/afternoon boys and girls.
再说Do you know xxx?It's xxx(adj).Open your book and turn to page xxx,today we'll learn something about it/them.
然后开始讲课就行了
讲课中常用的：
Practice in pairs(两人一组练对话)
Open your book
Close your book
Do you have any questions?
Look at blackboard.
Write down some notes(做笔记)
Stand up please.
Ok,sit down.
Listen to me.
Let'splay a game
Who wants to have a try?(谁想试一试)
最后Now class is over,see you next time.Thank you.
牛津3B Unit 8说课稿 未知 2008-07-19 17
· 我说课的内容是牛津小学英语教材3BUnit8的第二课时。这是一节情景对话课，围绕“征询意见”这一日常用语展开。在第一课时中，学生已经能用“Whatwouldyoulike?”进行询问。能听懂会说aho...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
pep三年级英语说课稿 We Love Animals 未知 2008-04-14 156
· WeLoveAnimals（说课稿）小学英语义务教育课程标准实验教科书三年级上册WeLoveAnimals 一.教材分析: 本次说课我所使用的教材是义务教育课程标准实验教科书,小学三年级上册第...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
http://www.shuoke8.cn/soft/show.asp?id=3930
牛津小学英语3B说课稿 Unit 5 plus and minus 未知 2008-04-13 70
· 牛津小学英语3B《Unit5plusandminus》说课稿说教材:今天我上课的内容是牛津小学英语3B《Unit5plusandminus》.本单元教学内容是在第四单元的基础上,进一步复习已学数词,并...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
http://www.shuoke8.cn/soft/show.asp?id=3929
牛津3B说课稿 Unit5 Plus and minus 未知 2008-04-13 40
· Unit5Plusandminus说课稿一、教材分析1．教学内容：本课是牛津小学教科书3BUnit5的第一教时,本节课是在第四单元的基础上，进一步复习已学过的数字，并学习数字13—20。本课的主要教学...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
http://www.shuoke8.cn/soft/show.asp?id=3926
牛津小学英语3A说课教案 Unit 7 未知 2008-04-13 44
· 《牛津小学英语3A》Unit7说课教案一、教材分析《牛津小学英语3A》由是译林出版社和牛津大学出版社出版的。专供小学三年级为起点学习英语的学校使用。本套教材注重对学生的口语训练及学生兴趣的培养，书中内...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
http://www.shuoke8.cn/soft/show.asp?id=3920
牛津小学英语3A说课稿 Unit 11-Part A 未知 2008-04-13 50
· 牛津小学英语3A-Unit11-PartA说课稿各位老师：下午好！首先，感谢进修学校陈老师给我这次展示的机会。在我备课的过程中，陈老师、蔡老师，以及我校的几位英语老师都给予了我悉心的指导与帮助，也借此...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
http://www.shuoke8.cn/soft/show.asp?id=3910
牛津小学英语3B说课稿 Unit 8 未知 2008-04-13 58
· 牛津小学英语教材3BUnit8说课稿我说课的内容是牛津小学英语教材3BUnit8的第二课时。这是一节情景对话课，围绕“征询意见”这一日常用语展开。在第一课时中，学生已经能用“Whatwouldyoul...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
pep三年级上英语说课稿 Unit 4 未知 2008-04-13 72
· pepBOOK1英语说课稿Unit4WeLoveAnimals说课稿一.教材分析:本次说课我所使用的教材是义务教育课程标准实验教科书,小学三年级上册第四单元WeLoveAnimals。本套教材非常注重...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
牛津小学英语3B说课稿 Unit7 Where？ 未知 2008-04-13 48
· 牛津小学英语3BUnit7Where？说课稿一、说教学内容今天我说课的内容是凤凰出版传媒集团、译林出版社出版的《牛津小学英语》3BUnit7Where的第一课时,主要学习单词akitchen，wher...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
http://www.shuoke8.cn/soft/show.asp?id=3905
牛津3a英语说课稿 Let`s go to the park 未知 2008-04-13 55
· 说课稿unit8Let`sgotothepark说课要说课的内容是牛津小学英语3a教材中的unit8Let`sgotothepark的B、D部分。 一、教材分析 本套教材强调了学生的兴趣、经验等，能...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
PEP英语三年级说课稿 Look at me 未知 2008-04-13 109
· Lookatme英语说课稿小学英语教学的主要目的是激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们建立初步的学习英语的自信心，同时培养学生观察、记忆、思维、想象和创造能力，这次我说的内容是P...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
pep1说课稿 Unit 3 park B 未知 2008-04-13 45
· Unit3Let'spaint说课稿一、说教材1.教材分析：本节课是PEPPRIMARYENGLISHSTUDENTS'BOOK1教材第三单元B部分中的Let'slearn，Let'sdo及Let's...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
小学英语PEP2说课稿 《My Family》 未知 2008-04-13 74
· 《MyFamily》说课稿本节课是人教版小学英语PEP第二册中MyFamily的一课。本课的教学目的是：复习家庭成员名称，学习Who’sthatman／woman／boy／girl？句型并学习介绍自己...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
PEP三年级上册说课稿 Unit5 PartB 未知 2008-04-13 52
· PEP1Unit5PartB说课稿一、教材分析今天上的内容是PEP1Unit5PartB部分的单词，这部分内容主要是六种饮料的名称以及和饮料有关的一些动作。为了降低难度，我在设计时，把六种饮料和Let...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
PEP三年级英语说课稿 上册UNIT 3 未知 2008-04-13 46
· 小学英语PEP版三年级上册第三单元B部分Let’slearnandLet’sdo说课本课是小学英语第一册教材，我将从以下几个方面进行说课：1、教材分析2、本册分析3、教学目标及重难点 4、本课研究的中...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
人教版三年级英语说课 上册unit 4 未知 2008-03-19 126
· WeLoveAnimals（说课稿）小学英语义务教育课程标准实验教科书三年级上册WeLoveAnimals 一.教材分析: 本次说课我所使用的教材是义务教育课程标准实验教科书,小学三年级上册第...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
http://www.shuoke8.cn/soft/show.asp?id=3939
牛津小学英语4A说课稿 What’s the matter ? 未知 2008-04-14 67
· 牛津小学英语4AUnit9What’sthematter?说课稿一：本单元的核心内容是“询问别人情况”。我说的是这一单元的第一课时，教学目标为：1:集中教学表示感觉的形容词tired、ill、hot、...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
http://www.shuoke8.cn/soft/show.asp?id=3935
《牛津英语》4B说课稿 Colours and places 未知 2008-04-14 80
· 《牛津英语》4BModule3Unit1Coloursandplaces说课材料一、教材分析本课选自[牛津英语]教材4BModule3Unit1ColoursandplacesPart3Lookand...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
http://www.shuoke8.cn/soft/show.asp?id=3919
牛津小学英语说课稿 4B Unit8 Open Day 未知 2008-04-13 93
· 牛津小学英语4BUnit8OpenDay说课稿一．课前热身Goodmorning,boysandgirls.Goodmorning,MissMaoHowareyoutoday?Fine,thankyo...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
http://www.shuoke8.cn/soft/show.asp?id=3917
牛津小学英语4A说课 Unit6 Whose gloves? 未知 2008-04-13 36
· 《牛津小学英语4A》Unit6Whosegloves?说课教案一、教材分析：本课选自《牛津小学英语4A》中的Unit6。这套教材从视听入手，注重听说训练，着重培养学生的语感和初步运用英语进行简单日常交...
运行环境：Win9X/2000/XP/2003/ 授权方式：免费版
http://www.shuoke8.cn/soft/show.asp?id=3907
牛津小学英语4A说课稿 unit 9 未知 2008-04-13 56
· 《牛津小学英语4A》第九单元说课稿一说教材《九年义务教育六年制小学教科书牛津小学英语》4A第九单元，第一教时。这课主要是以表述感觉为主，通过学习，让学生们了解到如何询问他人状况，并能够用准确的词语表达...
运行环境：Win9X/2000/XP/2003/
http://www.isud.com.cn/down.asp?cat_id=17&class_id=237
共有117个文件
『小学英语说课』牛津小学英语说课稿 3a unit 8 Let`s go to the park
http://www.isud.com.cn/showdown.asp?soft_id=22487
·说课稿 unit 8 Let`s go to the park 要说课的内容是牛津小学英语3a教材中的unit 8 Let`s go to the park 的B、D部分。 ......
软件大小：未知 授权方式：免费下载 下载：443 推荐程度：
『小学英语说课』英语说课稿 小学英语四年级上册PEP Unit 4
·英语说课稿 我说课的内容是小学英语四年级上册PEP教材中Unit 4,Part B的第三课时。本单元主要是围绕家里的各类房间living room、study、kitc......
软件大小：未知 授权方式：免费下载 下载：642 推荐程度：
『小学英语说课』小学英语说课稿 冀教版五册Unit3 How Can We Go To Be..
·英语说课稿2 我说课的内容是冀教版小学英语第五册Unit 3 Lesson 21 How Can We Go To Beijing? 本节课是一节有关比较级和交通工具的拓展课，这......
软件大小：未知 授权方式：免费下载 下载：229 推荐程度：
『小学英语说课』小学英语说课稿 牛津小学英语教材5A Unit 7
·我说课的内容是牛津小学英语教材5A Unit 7的第一课时。这是一节新授课，围绕现在进行时态的陈述句展开对一般疑问句新内容的教学。本课时的教学内容是学会现在进行时态的一般疑问句用法......
软件大小：未知 授权方式：免费下载 下载：493 推荐程度：
『小学英语说课』小学英语说课稿 牛津小学英语5A Unit4 PartB,C,D
·Unit4 Halloween 徐海艳一、 说教材我说课的内容是牛津小学英语5A Unit4 Pa......
软件大小：未知 授权方式：免费下载 下载：338 推荐程度：
『小学英语说课』上教版牛津小学英语1A Module3 Unit2说课稿
·说课稿我说课的内容是上海教育出版社出版的牛津小学英语1A Module3 Unit2 In the fruit shop的第一课时。本节课是单词教学，主要教授四个新词：appl......
软件大小：未知 授权方式：免费下载 下载：230 推荐程度：
『小学英语说课』《开心学英语》第七册Unit 9说课稿
·“The green fish is the biggest?”说课稿 饶平县钱东中心小学 吴义娟 一、说教材 1、说课内容《开心学英语》第七册Uni......
软件大小：未知 授权方式：免费下载 下载：405 推荐程度：
『小学英语说课』闽教版小学英语第一册Unit 3说课型教案
·闽教版小学英语第一册Unit 3 Numbers Lesson 5 The First Period 说课稿型教案秀屿区教师进修学校 英语组一、Teaching Ai......
软件大小：未知 授权方式：免费下载 下载：283 推荐程度：
『小学英语说课』小学英语说课稿 人教版四年级上册 unit 5 What would ..
·What would you like ? 说课稿我说课的内容是人教版小学英语四年级上册 unit 5 的第二课时。这是一节情景对话课，围绕“征询意见”这一日常用语展开。在第......
软件大小：未知 授权方式：免费下载 下载：1426 推荐程度：
『小学英语说课』小学英语说课稿《北师大版英语》Unit8 Mocky is lat..
·小学英语说课稿《北师大版英语》Unit8 Mocky is late 一、说教材 1. 说教材内容的地位、作用及意义《北师大版英语》四年级教材在内容的设计上前......
软件大小：未知 授权方式：免费下载 下载：478 推荐程度：
『小学英语说课』牛津5B Moudle4 Changes说课与反思
http://www.isud.com.cn/showdown.asp?soft_id=21781
·5B Moudle4 Changes说课与反思 ----《小学英语教学中跨文化意识的培养》 《Changes》是基于我校目前正在进行的课题《小学英语教学中跨文化意识的培养......
软件大小：未知 授权方式：免费下载 下载：425 推荐程度：
『小学英语说课』《北师大版英语》Unit8 Mocky is late 说课稿
·小学英语说课稿《北师大版英语》Unit8 Mocky is late 一、说教材 1. 说教材内容的地位、作用及意义《北师大版英语》四年级教材在内容的设计......
软件大小：未知 授权方式：免费下载 下载：635 推荐程度：
『小学英语说课』PEP英语三年级下Unit 3 Part A Let’s learn说课稿
·PEP小学英语三年级下册Unit 3 Part A Let’s learn说课稿 尊敬的各位领导、老师： 大家好！我说课的内容是小学三年级下册第三单元Pa......
软件大小：未知 授权方式：免费下载 下载：2603 推荐程度：
『小学英语说课』冀教版英语五年级第二单元说课材料
·冀教版五年级第二单元说课材料 本套教材较冀教版教材，脉络更清晰，内容更简易，重难点更好把握一些。教材每册分八个单元，其中有两个复习单元。每个单元分为A、B、C三部分。他......
软件大小：未知 授权方式：免费下载 下载：1335 推荐程度：
『小学英语说课』冀教版小学英语第五册Unit 3英语说课稿
·英语说课稿我说课的内容是冀教版小学英语第五册Unit 3 Lesson 21 How Can We Go To Beijing? 本节课是一节有关比较级和交通工具的拓展课，这两......
软件大小：未知 授权方式：免费下载 下载：1304 推荐程度：
『小学英语说课』牛津4B Unit 8 Open day 说课材料
·4B Unit 8 Open day 第一课时说课材料 一、 说教材： 1、教材分析：本单元主要是带领人参观学校，引出句型There is / are …，这是本单元的......
软件大小：未知 授权方式：免费下载 下载：1169 推荐程度：
『小学英语说课』牛津小学英语4B Unit 6 Let’s go by taxi
·4B Unit 6 Let’s go by taxi 说课材料 一、 说教材本课是牛津小学英语4B中的Unit 4 Let’s go by taxi ，教学内容贴......
软件大小：未知 授权方式：免费下载 下载：1100 推荐程度：
『小学英语说课』PEP 四年级上册Unit4 My home PartA说课稿
·Unit4 My home PartA说课稿 PEP教材四年级上册 一、教学目标的预设： 1、教学内容及地位：我说课的内容是PEP教材四年级上册第四单元的课题......
软件大小：未知 授权方式：免费下载 下载：1714 推荐程度：
『小学英语说课』小学英语说课稿 PEP Book 3 Unit 2
·It is not a long history that English is as a subject in primary school in our country and......
软件大小：未知 授权方式：免费下载 下载：1891 推荐程度：
『小学英语说课』牛津英语上海版二年级Unit2 Let’s learn
·说 课 说教材本课的教学内容是牛津英语上海版二年级第一学期Unit2 Let’s learn 中的三个单词“p......
软件大小：未知 授权方式：免费下载 下载：752 推荐程度：
『小学英语说课』牛津英语5AUnit4 Halloween说课稿
·牛津英语5AUnit4 Halloween说课稿说教材我要说的是江苏牛津英语5AUnit4 Halloween 第一课时的教学内容。本单元的核心内容是万圣节万晚会的准备工作......
软件大小：未知 授权方式：免费下载 下载：1661 推荐程度：
『小学英语说课』牛津小学英语 6A Unit6 Holidays说课稿
·各位评委、老师： 大家好！今天我说课的内容是6A Unit6 Holidays第一课时。下面我将从教材分析、教学目标、教学重难点、教学策略及教学过程等几个方面对本课的设计进行说明，......
软件大小：未知 授权方式：免费下载 下载：1677 推荐程度：
『小学英语说课』PEP 第五册Unit 2 My Days of the Week说课稿
·说课稿 Unit 2 My Days of the Week ( B -2 ) 一．说教材本课内容是PEP 第......
软件大小：未知 授权方式：免费下载 下载：1791 推荐程度：
『小学英语说课』PEP book4 Unit3 “Is This Your Skirt ？
·英语说课稿一、说教材 1、教材内容 PEP教材第四册，Unit Three “Is This Your Skirt ？”A Let’s Learn .主要是教学几个服装类......
软件大小：未知 授权方式：免费下载 下载：1724 推荐程度：
『小学英语说课』New Century English 6B, Unit4说课稿
·说课稿 一、教学目标： 1、 知识目标：单词：swimming pool, tennis court, open space, used to, facility, h......
软件大小：未知 授权方式：免费下载 下载：747 推荐程度：
『小学英语说课』PEP book3 unit2 说课稿
·Background of English teaching in primary school: It is not a long history that English is......
软件大小：未知 授权方式：免费下载 下载：1270 推荐程度：
『小学英语说课』PEP Book6 unit5 Look at the monkeys 说课
·Look at the monkeys 说课一、教学内容及目标【知识目标】能够听、说、读、写动词的ing形式：flying, jumping, walking, runni......
软件大小：未知 授权方式：免费下载 下载：1420 推荐程度：
『小学英语说课』PEP Book6 unit4 What are you doing?说课稿
·What are you doing?说课说教材： 本课时的主要内容为Book6unit42partA let’s talk, 主要教学的句型为what are you ......
软件大小：未知 授权方式：免费下载 下载：1566 推荐程度：
『小学英语说课』PEP BOOK6 Unit3 My birthday 说课稿
·一、说内容：我说的内容是PEP BOOK五年级下册PEP BOOK6 Unit3 My birthday的A. Let’s talk部分。二、说目标：教学目标：（1......
软件大小：未知 授权方式：免费下载 下载：1240 推荐程度：
说课稿:
牛津小学英语说课稿的特点是避开传统的课程,强调学生的兴趣、经验等,能结合实际,贴近生活,插图生动活泼,如本人今天要说课的内容是牛津4B Unit3。本单元分A、B、C,通过活动、游戏学生能产生学习英语的兴趣;学生能敢于、乐于、善于开口讲英语,积极参与交流,树立学好英语的...
牛津小学英语说课稿
牛津小学英语说课稿http://ufae81.chinaw3.com/JiajialeL1/JiajialeL2/gkxx.html
牛津小学英语说课稿
参考资料：牛津小学英语说课稿
啊？好难啊！
www.niujinenglish.com
答：· Unit5Plusandminus说课稿一、教材分析1.教学内容:本课是牛津小学教科书3BUnit5的第一教时,本节课是在第四单元的基础上,进一步复习已学过的数字,并学习数字13—20。本课的主要教学... 运行环境:Win9X/2000/XP/2003/ 授权方式:免费版 http://www.shuoke8.cn/soft/show.asp?id=3926牛津小学英语3A说课...
答：My Family I have a happy family . I am the only child in my family.My father is thirty-two years old. He is 170cm in height. He is a farmer and he often works hard in the field from morning till night. When ...
答：试讲稿没有说课稿那么正式，它主要是我们自己要进行一节课教学的，我们要怎么做，简单来说就是自己整理的关于一节课如何开展。
答：现场拿到课本的资料 知道自己要教哪些内容 然后基本上会给你一个小时左右写教案 包括教学目标是什么 教学方法和每一个步骤的目的 教案写好以后就是说课了 把你刚刚写的教案中的主要步骤说出来 可以适当举几个你觉得设计的不错的例子 试讲我不清楚 不过估计就是把下面的面试官当做学生 演示一下你准备怎...
答：就是教案，这节课你打算怎么讲，比如教学目标，教学方法，教学重难点，教学步骤等等这些东西。而试讲稿不同，就是你作为一个老师，这堂课你要怎么上，试讲也就是“片段式教学” 比如你是英语老师，开头讲“good morning，everyone！Yesterday，we have learned something about...,today we...” ...
答：《美术鉴赏》试讲稿 一、教学目标 【知识与技能】了解学习美术鉴赏的意义;理解美术鉴赏过程中产生不同差异的原因;掌握鉴赏美术作品的不同方式与角度。【过程与方法】通过欣赏感知与对比探究，理解美术鉴赏过程的实质是一个“再创造”的过程;能够以不同形式鉴赏一幅美术作品。【情感态度和价值观】深化对作品...
答：可以 讲你的教学方法,和教学过程.还有说你怎么利用游戏活动调动学生的学习积极性
答：试讲稿没有说课稿那么正式，它主要是我们自己要进行一节课教学的，我们要怎么做，简单来说就是自己整理的关于一节课如何开展。考试的一些注意事项：一树立“每份必争”的信念。考试时很多同学一但解题不顺利，就会产生焦躁、沮丧的情绪，轻易放弃得分的机会。其实高考绝大多数题都属于容易题或中档题。要...
答：您好，中公教育为您服务。以下为大家分享一篇河北教师资格面试小学语文说课稿《火烧云》范文：教材分析 今天我说课的主要内容是《火烧云》，《火烧云》这篇课文描绘了晚饭过后夕阳西下时，天空中火烧云颜色和形状的变化，表现了人们对生活、对大自然的喜爱之情。火烧云全文以“变”字统领全篇，且节节有“变...
答：可以在网上搜一下啊，有很多范例的呢。另外考试的时候是要抽题的，主要就是口语，听力，阅读，语法方面的。就是完整的上完这些内容，自导自演的，考试的时候下面是没有学生的，但是你要跟学生互动。反正感觉挺怪的就是了
