無(wú)論是身處學(xué)校還是步入社會(huì)，大家都嘗試過(guò)寫(xiě)作吧，借助寫(xiě)作也可以提高我們的語(yǔ)言組織能力。大家想知道怎么樣才能寫(xiě)一篇比較優(yōu)質(zhì)的范文嗎？這里我整理了一些優(yōu)秀的范文，希望對(duì)大家有所幫助，下面我們就來(lái)了解一下吧。
小班說(shuō)課稿 貓和老鼠小班說(shuō)課稿篇一
綱要提出：教育內(nèi)容的選擇，既要貼近幼兒的生活，為幼兒感興趣的事物和問(wèn)題，又有助于拓寬幼兒的經(jīng)驗(yàn)和視野。小花枕，為幼兒所熟悉，**鮮艷，形狀各異，是幼兒每天接觸的好伙伴。而很多時(shí)候，我們可以發(fā)現(xiàn)，孩子喜歡在床上玩游戲，摸摸枕頭被角，拿枕頭拋接、躲在被子里捉迷藏，抱著枕頭當(dāng)娃娃等。對(duì)于他們來(lái)是說(shuō)，玩小花枕，既會(huì)感到親近熟悉，又感到新奇。內(nèi)容的選擇，既符合其現(xiàn)實(shí)水平，又有一定的挑戰(zhàn)*。
二、小班幼兒年齡特征
小班幼兒活潑好動(dòng)基本動(dòng)作發(fā)展（走、跑、跳、投、爬等）較弱，堅(jiān)持*差，注意力易分散。如何發(fā)展幼兒的基本動(dòng)作呢？綱要指出：“用幼兒感興趣的方式發(fā)展基本動(dòng)作，提高動(dòng)作的協(xié)調(diào)*、靈活*?！备鶕?jù)小班幼兒對(duì)故事、小動(dòng)物、游戲感興趣的特點(diǎn)，選擇游戲化的故事情境，讓幼兒以小動(dòng)物的角*身分參與其中，能激發(fā)幼兒主動(dòng)積極的參與意識(shí)。
三、說(shuō)目標(biāo)
活動(dòng)目標(biāo)是教育活動(dòng)的起點(diǎn)和歸宿，對(duì)活動(dòng)起著導(dǎo)向的的作用。根據(jù)對(duì)小班幼兒年齡特征及教材分析，我制定了本次活動(dòng)的目標(biāo)：
1、初步嘗試一物多玩，鼓勵(lì)幼兒想出枕頭的多種玩法，發(fā)展思維；
2、發(fā)展基本動(dòng)作，提高動(dòng)作的靈活*和協(xié)調(diào)*；繼續(xù)培養(yǎng)幼兒對(duì)體育游戲的興趣。
（綱要：培養(yǎng)幼兒對(duì)體育活動(dòng)的興趣是幼兒園體育的重要目標(biāo)，要根據(jù)幼兒的特點(diǎn)組織生動(dòng)有趣、形式多樣的體育活動(dòng)，吸引幼兒的
小班說(shuō)課稿 貓和老鼠小班說(shuō)課稿篇二
這是南京師范大學(xué)出版的幼兒園滲透式領(lǐng)域課程中的一節(jié)音樂(lè)的韻律活動(dòng)活動(dòng)，活動(dòng)當(dāng)時(shí)正值“六一”期間，也剛好是我們最近正在進(jìn)行的話(huà)題“六一”兒童節(jié)中的一節(jié)課。韻律活動(dòng)是小班幼兒非常喜歡的一種活動(dòng)，《綱要》中指出，在韻律活動(dòng)中，小班幼兒重點(diǎn)根據(jù)音樂(lè)做上肢或下肢的簡(jiǎn)單基本動(dòng)作和模仿動(dòng)作，跳簡(jiǎn)單的集體舞蹈。
這個(gè)《開(kāi)火車(chē)》是一個(gè)邀請(qǐng)舞的游戲，小班幼兒喜歡游戲，在游戲中，可以充分調(diào)動(dòng)幼兒的積極性，同時(shí)能夠體驗(yàn)到與同伴游戲的快樂(lè)。而在之前的早操中，我們小班年級(jí)組也曾經(jīng)做過(guò)《開(kāi)火車(chē)》的律動(dòng)活動(dòng)，我們發(fā)現(xiàn)小班幼兒對(duì)于開(kāi)火車(chē)的活動(dòng)非常感興趣，每次做到開(kāi)火車(chē)的律動(dòng)時(shí)興致都特別高，幼兒對(duì)于開(kāi)火車(chē)的相關(guān)動(dòng)作也有了一定的了解，這也為今天的《開(kāi)火車(chē)》活動(dòng)累積了一定的`經(jīng)驗(yàn)。
《開(kāi)火車(chē)》一直以來(lái)是小班幼兒非常喜歡的游戲，在早操、戶(hù)外游戲等環(huán)節(jié)幼兒都可以接觸到，而此次活動(dòng)的創(chuàng)新之處是將開(kāi)火車(chē)這樣的形式引用到了音樂(lè)游戲中，選用了我們班上幼兒之前從來(lái)沒(méi)有接觸過(guò)的邀請(qǐng)舞的形式，在活動(dòng)中一方面感受了游戲的樂(lè)趣，另一方面也體驗(yàn)了與同伴共同舞蹈的喜悅之情。邀請(qǐng)舞這樣的形式需要全班幼兒的共同配合和參與，也提高了幼兒在活動(dòng)中的積極參與性。
活動(dòng)的目標(biāo)是教育活動(dòng)的起點(diǎn)和歸宿，對(duì)活動(dòng)起著導(dǎo)向作用?！毒V要》中明確提出，目標(biāo)應(yīng)注重全面性，它包括情感、態(tài)度、能力、知識(shí)、技能等方面。注重能力的培養(yǎng)，通過(guò)自主的學(xué)習(xí)，促進(jìn)幼兒生動(dòng)活潑、主動(dòng)和諧的發(fā)展。根據(jù)小班幼兒的年齡特點(diǎn)，將目標(biāo)定為以下幾點(diǎn)：
1.學(xué)習(xí)模仿動(dòng)作“開(kāi)火車(chē)”，能跟隨音樂(lè)較輕快地做小跑步。
這一條目標(biāo)主要注重幼兒的動(dòng)作發(fā)展，讓幼兒熟悉“開(kāi)火車(chē)”的動(dòng)作，并且能夠根據(jù)音樂(lè)模仿開(kāi)火車(chē)的動(dòng)作，在開(kāi)火車(chē)的動(dòng)作中最主要的動(dòng)作就是小跑步，在掌握了此項(xiàng)技能之后，再去進(jìn)行之后的游戲。
2.借助游戲的情境，了解邀請(qǐng)舞的動(dòng)作及其轉(zhuǎn)換，初步明確“火車(chē)頭”和“車(chē)廂”所做的相同和不同動(dòng)作。
這一條目標(biāo)是在第一條目標(biāo)幼兒掌握開(kāi)火車(chē)的動(dòng)作的基礎(chǔ)上，進(jìn)行邀請(qǐng)舞的游戲。在這條目標(biāo)中，對(duì)于幼兒的動(dòng)作技能又有了更進(jìn)一步的提升，加大了動(dòng)作的難度。
3.知道尋找空地方開(kāi)火車(chē)，感受與同伴舞蹈的快樂(lè)。
這是一條情感目標(biāo)，《綱要》中提出，在藝術(shù)活動(dòng)中“用自己喜歡的方式進(jìn)行藝術(shù)表現(xiàn)活動(dòng)”，幼兒藝術(shù)活動(dòng)的能力是在大膽表現(xiàn)的過(guò)程中逐漸發(fā)展起來(lái)的，幼兒最重要的就是在這樣一個(gè)過(guò)程中體驗(yàn)自由表達(dá)和創(chuàng)造的快樂(lè)，而不應(yīng)該把幼兒對(duì)于技能的掌握結(jié)果放在最重要的位置。
這節(jié)活動(dòng)的重點(diǎn)是讓幼兒了解邀請(qǐng)舞的動(dòng)作和規(guī)則，了解《開(kāi)火車(chē)》這一邀請(qǐng)舞的順序：即開(kāi)火車(chē)--招手邀請(qǐng)--跳動(dòng)轉(zhuǎn)身變換車(chē)頭方向。而在這幾個(gè)動(dòng)作中，我覺(jué)得對(duì)于幼兒來(lái)說(shuō)比較難的就是“跳動(dòng)轉(zhuǎn)身變換車(chē)頭方向”這一動(dòng)作的部分，這也是本次活動(dòng)的難點(diǎn)部分，在跳轉(zhuǎn)身變換車(chē)頭方向時(shí)，車(chē)頭與后面當(dāng)車(chē)廂的幼兒要同時(shí)向后跳轉(zhuǎn)180度，當(dāng)車(chē)廂的幼兒越多，這個(gè)動(dòng)作就越困難，因此在這個(gè)部分，也需要教師更多的指導(dǎo)與提示。
1.知識(shí)經(jīng)驗(yàn)的準(zhǔn)備：活動(dòng)前，大多數(shù)幼兒都坐過(guò)或者看過(guò)火車(chē)，對(duì)于火車(chē)的基本特征都有了一些基本的了解。同時(shí)在以前的早操中，我們?cè)?jīng)也有《開(kāi)火車(chē)》的律動(dòng)，因此幼兒對(duì)于開(kāi)火車(chē)的游戲形式還是比較熟悉的，也是比較感興趣的。
一、活動(dòng)過(guò)程的設(shè)計(jì)。
1.活動(dòng)進(jìn)場(chǎng)：在活動(dòng)之前，我讓幼兒開(kāi)小汽車(chē)進(jìn)入活動(dòng)室，為今天的開(kāi)火車(chē)的游戲做一個(gè)小小的鋪墊。由于這是一個(gè)音樂(lè)活動(dòng)，因此在過(guò)程中我也強(qiáng)調(diào)音樂(lè)，幼兒開(kāi)小汽車(chē)進(jìn)場(chǎng)時(shí)，聽(tīng)音樂(lè)給幼兒提示，讓幼兒聽(tīng)音樂(lè)開(kāi)始開(kāi)汽車(chē)。
2.復(fù)習(xí)歌曲：復(fù)習(xí)歌曲的部分，我選擇的是幼兒前不久剛學(xué)的《好娃娃》這首歌，這首歌我們班幼兒都很喜歡唱，這邊我在復(fù)習(xí)的基礎(chǔ)上又提出了新的要求，讓幼兒邊表演邊唱，加深了幼兒對(duì)歌曲的理解，同時(shí)也為接下來(lái)的提問(wèn)做了鋪墊。
3.創(chuàng)編開(kāi)火車(chē)的動(dòng)作：在這個(gè)部分，讓幼兒自由創(chuàng)編開(kāi)火車(chē)的動(dòng)作，提煉出其中比較典型的動(dòng)作，引導(dǎo)幼兒重點(diǎn)去觀察手臂和腳的動(dòng)作，注意手和腳的一起動(dòng)作，并且?guī)椭變悍治鰟?dòng)作的含義，創(chuàng)編好以后，讓幼兒根據(jù)教師的哼唱，集體做開(kāi)火車(chē)的動(dòng)作，對(duì)音樂(lè)的旋律有一個(gè)初步的認(rèn)識(shí)。
4.學(xué)習(xí)邀請(qǐng)舞《開(kāi)火車(chē)》：這部分就是本次活動(dòng)的重點(diǎn)，對(duì)于邀請(qǐng)舞，我們班幼兒還是比較陌生的，之前也沒(méi)有相關(guān)的經(jīng)驗(yàn)積累，所以在講解規(guī)則的這部分，就需要特別的注意。我并沒(méi)有刻意的去講解規(guī)則，而是通過(guò)自己的示范，一邊示范一邊對(duì)于游戲中需要注意的部分做重點(diǎn)的講解。在示范的過(guò)程中，引導(dǎo)幼兒注意觀察動(dòng)作變換的部分。在整個(gè)過(guò)程中，讓幼兒自己去探索和發(fā)現(xiàn)游戲的玩法和規(guī)則。在教師帶領(lǐng)幼兒玩了一遍游戲之后，幼兒對(duì)于游戲的規(guī)則和玩法也就有了進(jìn)一步的了解。接下來(lái)就讓幼兒自己游戲，教師在旁邊做觀察與指導(dǎo)，在動(dòng)作轉(zhuǎn)換時(shí)做一定的語(yǔ)言提示，在這個(gè)過(guò)程中，也使所有幼兒都參與到游戲當(dāng)中。最后，幼兒開(kāi)著火車(chē)走出活動(dòng)室，整個(gè)活動(dòng)也在游戲中結(jié)束。從始至終，都以游戲的形式貫穿活動(dòng)。
在活動(dòng)進(jìn)行過(guò)程中我還有很多的不足，活動(dòng)中的難點(diǎn)“原地跳轉(zhuǎn)180度”還沒(méi)有很好的解決，當(dāng)參加游戲的幼兒比較多的時(shí)候，還是比較困難。除此之外，由于活動(dòng)時(shí)間的原因，整個(gè)游戲只進(jìn)行了一遍，幼兒的興趣都很高，似乎還都有些意猶未盡，因此今后我也將把這個(gè)活動(dòng)延伸到日常的游戲當(dāng)中。
小班說(shuō)課稿 貓和老鼠小班說(shuō)課稿篇三
first class; teaching suggestion
1 teaching material analysis
the lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, wheres, its, in / on / under, and can be used naturally in actual lets practise section is part of the lets talk part of the game, which provides students with an opportunity to actually use the the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under.
2 teaching suggestions
this class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the sentence, so that students understand in a certain situation, will say and understand the sentence wheres.... its in / on / under...the teacher asks the students to prepare the stationery class words before class. when they teach the new sentences, they can use the game "hide and seek" to import sentence patterns wheres... its in / on / under...on the basis of understanding the new sentence patterns, use the courseware to learn the new dialogue, so as to recognize the words in the , once again, through the game, tin and consolidate the content of the lets talk, the game can be spanided into collective and group game game two, and will find stationery extended to find toys or other things around.
second hours teaching suggestion
1 teaching material analysis
this session is spanided into two sections: lets, learn, and lets lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phrase "look out".lets play is part of the lets talk part of the first class, to provide students with an opportunity to use language in real life.
2 teaching suggestions
the main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students interest and enthusiasm for learning the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize use animation courseware to present new the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves.
third hours teaching suggestion
1 teaching material analysis
this session includes two sections: lets, say and lets lets say part is to train students to listen, say, read and write letters uu, vv, ww, and to make the students understand and speak the letters at the beginning of the word "umbrella", "under", "vest", "violin", "window", "wind".the lets do section reviews and consolidates the letter "a-w" through rhythmic, rhythmic preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language is the teaching content of this book unit 1 through unit 4.
2 teaching methods
when teaching letters and words, the teacher uses letters, words and actions to present letters and words at the same time, so that students can learn on the basis of understanding the meaning of as: umbrella, vest, window, can be explained in kind; violin, wind explained by action.(according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape.
[topic] unit, five, where, is, my, ruler?
[emphasis on teaching] everyday expressions where s...and its it s in / on / under....
[teaching difficulties] sentences: where, is, my, car, in, the, toy, box, understanding
[teaching aid preparation]
1 the teacher prepares the tapes for teaching materials.
2 teachers prepare let s talk part of the courseware.
3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys.
4 teachers prepare cards and pictures of the words they learn.
5 students prepare white paper and watercolor pen, ready to draw.
6 students prepare patches for the group.
[teaching process]
1 warm up and review (warm-up/revision)
(1) students practice everyday expressions.
(2) games show, me, the...
teachers or students say words such as "pencil", and teachers and students say show, me, the, pencils., teachers and students put up this way, practice other stationery words in the same and students play games together to improve game effectiveness and communication between teachers and students.
(3) the teacher plays the recordings of book unit, 2, b, part let, s, chant, and the students listen and clap and chant rhythmically.
小班說(shuō)課稿 貓和老鼠小班說(shuō)課稿篇四
good morning, everyone,
today, it’s a pleasure for me to stand here and i’m very pleased to have such an opportunity to share some of my teaching ideas with you. first, let me introduce myself. my name is guo xinzhi, and i am working as an english teacher in yong’an middle school, congtai district of handan.
my topic today is taken from lesson 37 of unit 5 in student book 4. the main content of this unit is “go with transportation”, and the topic of lesson 37 is “flying donuts”. i have decided to say the lesson from six parts:
one: status and function
1. this unit tells us the improvement of traffic transportation and the related stories. besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. in lesson 37, danny will introduce a new type of transportation to us, it is imaginary.
2. to attain “four skills” request of listening, speaking, reading and writing, i will have the students do some exercise about the text.
3. such a topic is very important in this unit. i will lead the students to use their imagination and encourage them to be creative. for example, helping them use english to describe their imaginary transportation. so i think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.
4. while teaching them, i will also encourage them to say something about what they think the future transportations will be like. in a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.
two: teaching aims and demands
the teaching aims basis is established according to junior school english syllabus provision.
1. knowledge objects
(1) to study the new words “fuel”, “oil” and “coal”.
(2) to learn and master the phrases “think of, on the way to …, have fun”, etc.
2. ability objects
(1) to develop the students’ abilities of listening, speaking, reading and writing.
(2) to train the students’ ability of working in pairs.
(3) to develop the students’ abilities of communiation by learning the useful structures.
3. moral objects
(1) through different teaching methods to make students be interested in study.
(2) love to know more knowledge about tranportation and dare to express their opinions in english.
(3) encourage the students to be more creative and try to make contributions to making new inventions in the future.
three: teaching keys and difficult points
the teaching keys and difficult points’ basis is established according to lesson 37 in the teaching materials position and function.
1. key points:
(1).be able to express words, phrases and sentences in english.
(2). know about the improvement of transportation and danny’s invention.
2. difficult points:
be able to talk about their imaginary future transportation in oral english.
communicative teaching method; 2. audio-visual teaching method;
3. task-based teaching method;
4. classified 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 sense of the english language. so in this lesson i’ll mainly use “communicative” teaching method, “audio-visual” teaching method and “task-based” teaching method and “classified” teaching method. that is to say, i’ll let the students get a better understanding of the key structures. i’ll give the students some tasks and arrange some kinds of activities, like talking, watching cai, and reading in roles.
in a word, i want to make the students the real masters in class while the teacher himself acts as director. i also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the english language.
1. teach the students how to be successful language learners.
2. make situation and provide meaningful duty, encourage the students to study the text by themselves.
as this lesson plays an important part in the engish teaching of this unit, i have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.
the entire steps are:
step1 warm-up and lead-in
show the students some pictures of common transportations, like car, bike, train and so on. ask the students: what can you see from the picture? is there another kind of transportation around us?
purpose of my designing: in this part, have the students say more about what they see or what they don’t see. in this way, they will know today’s leson has something to do with their discussion.
step2 presentation
1. learn new words in groups. the new word in this lesson are fuel, oil and coal. show them pictures of these things and teach them these new words.
purpose of my designing: after seeing the pictures, the students will know what they are and they can learn them quickly and easily.
2. play the tape recorder. let the students listen and imitate the text. pay attention to their pronunciation and intonation. then finish the exercises on the computer.
purpose of my designing: this step is employed to make the students get the general idea of the text. at the same time let the students have a chance to practise their listening and speaking ability.
3. text learning and a quiz
i’ll use cai to present the whole text. i’ll write the key points on the blackboard 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.
after teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. get the students to try and say out some phrases on the screen, like i don’t think so, have fun, a new kind of, on the way to school, and so on.
purpose of my designing: to present the text by cai is much easier for the students to learn and grasp the meanings. cai can provide a real situation with its sound and picture and it makes the relationships between the students better.
4. key structures and difficult points learning
first, i will spanide the students into three groups and tell them to have a discussion about what they learn in this lesson. then encourage them to try to understand the whole text, know what the difficult points are, and so on. at last, i will help them to master them all.
for example, i teach the students know the differences between phrases think of, think about and think over. i will show them some sentences and get them to know the use of these phrases. encourage them to do some exercise about these phrases.
purpose of my designing: by practising using these new words and similar phrases, the students will know how to use them in english and master the use of them better.
5. read and say
give the students two or three minutes to prepare, and then get them read the text together in three groups. tell them to read aloud.
then help the students say something about the future transportation or their imaginary transportation. encourage them to say more.
purpose of my designing: by reading the text and saying such things, get the students to practise their reading and speaking ability again.
ask the students such questions:
what have we learned from this lesson? what does danny say about his new kind / type of transportation? do you like his idea? what new phrases have we learned today? do you have enough confidence to finish these exercises? now, let’s try!
then show them some exercises and help them to finish them.
at last, tell the students what today’s homework is. while doing this, the teacher can have the boys and girls have a competition to see who are better.
purpose of my designing: presents the text key content clearly on the blackboard, favors the students to knowledge grasping.
ok. that’s all. thanks for listening to me and helping me.
小班說(shuō)課稿 貓和老鼠小班說(shuō)課稿篇五
小班歌唱活動(dòng)《打電話(huà)》說(shuō)課稿一、說(shuō)教材今天我選的這個(gè)活動(dòng)是小班歌唱活動(dòng)-《打電話(huà)》，打電話(huà)是幼兒生活中比較常見(jiàn)的現(xiàn)象，貼近幼兒的實(shí)際生活，易于幼兒接受，也有利于小班幼兒學(xué)習(xí)打電話(huà)的禮貌用語(yǔ)，并且歌唱較短，幼兒容易接受理解和記憶?；顒?dòng)的教育內(nèi)容主要是歌曲本身，教學(xué)過(guò)程主要有熟悉教材、教唱新歌。采用了增添歌詞的創(chuàng)造性的幼兒歌唱活動(dòng)，發(fā)展幼兒的歌唱能力。
一
1.初步學(xué)唱歌曲，能用自己的嗓音進(jìn)行簡(jiǎn)單歌唱《打電話(huà)》，并根據(jù)圖片和教師的指導(dǎo)，替換部分歌詞。這是動(dòng)作技能目標(biāo)。
2.主要是認(rèn)知目標(biāo)，能夠記憶歌詞，并感受歌曲節(jié)奏。
3.第三涉及情歌領(lǐng)域，能夠大膽地歌唱，享受并樂(lè)于參加集體歌唱活動(dòng)。
活動(dòng)準(zhǔn)備打電話(huà)的音頻，為了更好地吸引幼兒的注意力，激發(fā)幼兒參與課堂歌唱活動(dòng)的興趣。還有幼兒喜歡并常去地方的圖片，例如動(dòng)物園、游樂(lè)園，進(jìn)一步吸引幼兒。教師自身的準(zhǔn)備對(duì)課堂效果也很重要，要求教師熟練地唱好歌曲《打電話(huà)》。
1、活動(dòng)導(dǎo)入播放音頻，吸引了幼兒，然后教師提問(wèn)，"你們平時(shí)經(jīng)常大電話(huà)嗎？，你們喜歡打電話(huà)嗎？，你們打電話(huà)時(shí)都是怎么打招呼的呢？"，"我們一起來(lái)聽(tīng)一聽(tīng)其他小朋友是怎么打電話(huà)的好嗎？"讓幼兒慢慢進(jìn)入到主題活動(dòng)中去。
2、熟悉歌曲并學(xué)唱歌曲
（1）教師有感情地配合動(dòng)作表演泛唱歌曲《打電話(huà)》一遍，提問(wèn)幼兒他們?cè)谀睦铩?/p>
教師范唱，請(qǐng)幼兒回答小娃娃在哪里，讓幼兒集中精神聽(tīng)，幫助幼兒熟悉歌曲。
（2）驗(yàn)證幼兒的答案，再唱一遍，并出示幼兒園ppt圖片。給予幼兒的回答作出回應(yīng)和肯定。
（3）教師領(lǐng)唱，幼兒跟唱一遍后，教師帶領(lǐng)幼兒加上動(dòng)作表演，一起歌唱一遍。動(dòng)作表演，進(jìn)一步加深幼兒對(duì)歌曲的理解和記憶。
（4）把幼兒分成兩個(gè)部分,"兩個(gè)小娃娃呀，正在打電話(huà)呀"這一部分大家一起合唱，后面一個(gè)部分部分幼兒分別唱"喂，喂，喂，你在哪里呀"，后一部分唱"喂，喂，喂，我在幼兒園"，然后交換進(jìn)行。把幼兒分成兩個(gè)部分交替進(jìn)行歌唱，通過(guò)一問(wèn)一答，增加情境性，更具有童趣。也增深他們對(duì)歌唱活動(dòng)的體驗(yàn)。
3.改編歌詞
（1）改編歌詞部分，放映動(dòng)物園ppt圖片，提問(wèn)幼兒，"這是哪里呀？"，"如果小娃娃在動(dòng)物園，那他們會(huì)怎么打電話(huà)呢？"在教師示范前，先給幼兒一定的思考時(shí)間，因?yàn)橛變旱陌l(fā)展也具有差異性，雖然都是小班幼兒，但是難免會(huì)有個(gè)別兒童思維發(fā)展水平較高，所以在觀察幼兒的回答及反應(yīng)后，適當(dāng)?shù)亟o予示范。通過(guò)ppt圖片的提示，引導(dǎo)幼兒參與改編并歌唱，教師的示范是考慮到小班幼兒的年齡特點(diǎn)，他們的接受能力遠(yuǎn)小于大班和中班幼兒，所以通過(guò)教師示范，再讓他們進(jìn)行自主改編。
（2）出示游樂(lè)園和家的ppt圖片，請(qǐng)幼兒根據(jù)圖片自己改編歌詞，并大聲歌唱。鍛煉幼兒的看圖能力，進(jìn)一步鞏固幼兒的歌唱記憶。
4.延伸部分提問(wèn)幼兒，"小娃娃還有可能在哪里呢？"有利于發(fā)揮幼兒的想象空間，讓幼兒說(shuō)出他們的想法，再進(jìn)行改編，有利于幼兒參與歌唱活動(dòng)的積極性提高。最后，鼓勵(lì)幼兒回家與家人一起歌唱表演，不僅有利于鞏固剛學(xué)的歌曲，也有益于親子關(guān)系發(fā)展。
小班說(shuō)課稿 貓和老鼠小班說(shuō)課稿篇六
小班幼兒由于其年齡和生理心理特點(diǎn)，尤其喜歡游戲和運(yùn)動(dòng)，而數(shù)學(xué)由于其學(xué)科特點(diǎn)，相對(duì)而言比較抽象和枯燥，如果將數(shù)學(xué)知識(shí)融入游戲和運(yùn)動(dòng)中，讓幼兒在玩中學(xué)，在動(dòng)中學(xué)，就既可滿(mǎn)足幼兒的游戲和運(yùn)動(dòng)需要，又可很好地完成數(shù)學(xué)教學(xué)目標(biāo)。因此我設(shè)計(jì)這個(gè)活動(dòng)采用游戲的形式，千方百計(jì)地把幼兒的注意力吸引過(guò)來(lái)，讓他們?nèi)硇牡赝度氲交顒?dòng)中，這樣，枯燥的數(shù)學(xué)知識(shí)就會(huì)變得有趣，簡(jiǎn)單重復(fù)的練習(xí)也因游戲而變得生動(dòng)起來(lái)，孩子們學(xué)得輕松、學(xué)得愉快，效果也會(huì)更好。
根據(jù)材料，我制定了以下兩個(gè)目標(biāo)：
1、通過(guò)活動(dòng)，讓幼兒感知"1"和"許多"，并初步區(qū)別"1"和"許多"兩個(gè)不同的量。
2、培養(yǎng)幼兒對(duì)數(shù)活動(dòng)的興趣，并學(xué)習(xí)用語(yǔ)言來(lái)進(jìn)行表達(dá)。
重點(diǎn)和難點(diǎn)：
重點(diǎn)：通過(guò)操作游戲活動(dòng)，讓幼兒感知"1"和"許多"。
難點(diǎn)：初步學(xué)習(xí)區(qū)別"1"和"許多"兩個(gè)不同的量。
小兔頭飾、各色的蘑菇、籃子一個(gè)、魔術(shù)盒一個(gè)
1、嘗試活動(dòng)
師：兔媽媽要和我們來(lái)玩一個(gè)小兔采蘑菇的游戲，我們一起來(lái)看看有一些什么樣的蘑菇？有紅蘑菇、綠蘑菇、黃蘑菇、很多蘑菇
交代游戲規(guī)則：挑一個(gè)你喜歡的蘑菇，只拿一個(gè)，一邊拿一邊說(shuō)："我拿了一個(gè)什么顏色的蘑菇？"
2、提高嘗試——小兔采蘑菇
a、到草地上去采蘑菇，不過(guò)小兔要聽(tīng)媽**命令一邊做動(dòng)作一邊來(lái)到草地上。"拍一下、拍許多下/跳一下、跳許多下/走一步、走許多步/[這個(gè)環(huán)節(jié)是將從戶(hù)內(nèi)到戶(hù)外得過(guò)程以跳為主結(jié)合一和許多，讓孩子了解1和許多的]
b、小兔們幫助媽媽采一個(gè)蘑菇好嗎？一邊采一邊說(shuō)："我采了一個(gè)什么顏色的蘑菇？"
3、結(jié)束講評(píng)：
讓孩子表達(dá)我采了幾個(gè)什么顏色的蘑菇，聽(tīng)媽媽口令我們一起回家吧！（跳一下/跳許多下）
幼兒就是在游戲中、在玩中一天天長(zhǎng)大和進(jìn)步的。特別是小班幼兒由于其年齡和生理心理特點(diǎn)，尤其喜歡游戲和運(yùn)動(dòng)，游戲深受幼兒喜愛(ài)，融入數(shù)學(xué)知識(shí)的游戲或者說(shuō)將數(shù)學(xué)活動(dòng)設(shè)計(jì)成游戲則更受幼兒的歡迎。
根據(jù)幼兒在非正式活動(dòng)中積累的初步經(jīng)驗(yàn)以及小班計(jì)算活動(dòng)中教學(xué)的目標(biāo)，我明確了本次活動(dòng)的基本要求，即正確區(qū)別"1"和"許多"兩個(gè)不同的量，我采用游戲的形式，讓幼兒直接參與的情景教學(xué)方法，千方百計(jì)地把幼兒的注意力吸引過(guò)來(lái)，讓幼兒在有趣、直觀、形象的情景中，通過(guò)對(duì)學(xué)具的操作，感受"1"和"許多"這兩個(gè)不同的量，使幼兒學(xué)得輕松、自主。如：一開(kāi)始運(yùn)用了"魔術(shù)的"方法然后采用"和小兔交朋友"、"小兔采蘑菇"游戲情景讓他們?nèi)硇牡赝度氲交顒?dòng)中，使幼兒始終以角色身份參與游戲，這一方面，即符合小班幼兒好動(dòng)的特點(diǎn)，又吸引了幼兒的注意力，讓幼兒在有趣的游戲中體驗(yàn)并感知了"1"和"許多"，并通過(guò)反復(fù)的游戲，使幼兒能正確區(qū)別"1"和"許多"，理解兩個(gè)量的實(shí)際意義，引起幼兒對(duì)數(shù)的好奇和探索興趣。
這樣，枯燥的數(shù)學(xué)知識(shí)就會(huì)變得有趣，簡(jiǎn)單重復(fù)的練習(xí)也因游戲而變得生動(dòng)起來(lái)，小朋友學(xué)得輕松、學(xué)得愉快，效果也會(huì)更好。在活動(dòng)的每個(gè)環(huán)節(jié)中我都很注意結(jié)合讓孩子感知"1"和"許多"，如：在帶孩子從戶(hù)內(nèi)到戶(hù)外的過(guò)程，也抓住時(shí)機(jī)，讓孩子跳一下，跳許多下來(lái)到目的地，這樣不僅很好的保持孩子的注意力，也讓他們?cè)谶^(guò)渡過(guò)程中得到練習(xí)。在活動(dòng)中，還強(qiáng)調(diào)了讓幼兒用語(yǔ)言來(lái)表達(dá)"1"和"許多"兩個(gè)量，符合小班幼兒動(dòng)作配語(yǔ)言的思維發(fā)展要求，也促使幼兒在表達(dá)過(guò)程中理解"1"和"許多"這兩個(gè)量的概念。
小班說(shuō)課稿 貓和老鼠小班說(shuō)課稿篇七
小鴨找朋友是一個(gè)簡(jiǎn)單的故事，語(yǔ)言比較簡(jiǎn)單，有重復(fù)性，有利于小班孩子的理解與學(xué)習(xí)。故事中根據(jù)不同動(dòng)物的生活習(xí)性，讓幼兒知道有的動(dòng)物能和小鴨在池塘里玩，有的動(dòng)物不能和小鴨在池塘里玩。重復(fù)性的動(dòng)物對(duì)話(huà)，適合小班孩子的語(yǔ)言發(fā)展水平。但是課程的提示中從另一個(gè)角度--學(xué)說(shuō)拒絕別人的禮貌用語(yǔ)來(lái)理解故事，我覺(jué)得跳出了平常故事教學(xué)的局限圈，是將語(yǔ)言與社會(huì)領(lǐng)域的有機(jī)結(jié)合，既可以在故事中發(fā)展語(yǔ)言，又可以在活動(dòng)享受禮貌交往的快樂(lè)。
剛開(kāi)學(xué)時(shí)，我們就開(kāi)展了一系列有關(guān)“朋友”的活動(dòng)，如：音樂(lè)活動(dòng)：找朋友等，對(duì)朋友這兩個(gè)字眼孩子們還是很熟悉的，也很樂(lè)意做大家的朋友，但在這個(gè)活動(dòng)中我看到“新”的交朋友的方式-拒絕別人時(shí)的禮貌用語(yǔ)，這也是我選擇此教材的很大原因，對(duì)于小班孩子而言，這個(gè)語(yǔ)言活動(dòng)倘若能順利地實(shí)施開(kāi)展，對(duì)我班孩子交朋友方面肯定是有幫助的。
(1)說(shuō)活動(dòng)目標(biāo)
根據(jù)教材及我班孩子的特點(diǎn)，我就認(rèn)知、能力、情感三方面制定了活動(dòng)目標(biāo)，活動(dòng)目標(biāo)如下：
1、通過(guò)模仿小動(dòng)物之間的對(duì)話(huà)，培養(yǎng)幼兒完整的語(yǔ)言表述能力。
2、親近小動(dòng)物，了解一些常見(jiàn)動(dòng)物的生活習(xí)性。
3、能大膽運(yùn)用有禮貌的語(yǔ)言拒絕別人。
分析：從三條目標(biāo)來(lái)看，第一條是主導(dǎo)目標(biāo)也是能力目標(biāo)，意想通過(guò)這個(gè)活動(dòng)讓幼兒模仿小動(dòng)物之間的簡(jiǎn)單對(duì)話(huà)，從而發(fā)展幼兒的語(yǔ)言表達(dá)能力，我想小班初期要注重幼兒語(yǔ)言表達(dá)的完整性，所以也就在目標(biāo)中體現(xiàn)了這一點(diǎn)。第二條是認(rèn)知目標(biāo)，在這個(gè)故事中，有的動(dòng)物會(huì)游泳，有的動(dòng)物是不會(huì)游泳的，因此不能下河，讓幼兒通過(guò)這個(gè)故事了解一些動(dòng)物的習(xí)性是一個(gè)很好的契機(jī)。第三條目標(biāo)是情感方面的，與以往的情感目標(biāo)所不同的是，這次是婉言拒絕別人的藝術(shù)，拒絕別人時(shí)我們也要有禮貌，這是人與人之間交往的藝術(shù)。
(2)說(shuō)活動(dòng)的重點(diǎn)：理解故事內(nèi)容，學(xué)習(xí)故事中小動(dòng)物的對(duì)話(huà)
分析：我們制定重難點(diǎn)時(shí)往往是從所定的目標(biāo)出發(fā)，因?yàn)槭钦Z(yǔ)言活動(dòng)，又是以故事的形式出現(xiàn)的，所以理解故事內(nèi)容，學(xué)說(shuō)小動(dòng)物之間的對(duì)話(huà)就成了本次活動(dòng)的重心，通過(guò)生動(dòng)的flash帶動(dòng)幼兒的表達(dá)欲望。
(3)說(shuō)活動(dòng)的難點(diǎn)：區(qū)分會(huì)游泳和不會(huì)游泳的動(dòng)物
分析：在活動(dòng)中出現(xiàn)的小動(dòng)物有的會(huì)游泳，有的不會(huì)游泳，這也是每一個(gè)小動(dòng)物的特有習(xí)性，讓孩子知道不會(huì)游泳的是不能下水的，否則要淹死的。
1、前期知識(shí)準(zhǔn)備：我們的第一個(gè)主題就是《高高興興上幼兒園》在主題中培養(yǎng)幼兒喜歡上幼兒園的情感，其中有一個(gè)很主要的內(nèi)容就是和每一個(gè)孩子做好朋友，所以朋友對(duì)孩子來(lái)說(shuō)并不陌生。通過(guò)一個(gè)多月的幼兒園生活，孩子們也擁有了很多好朋友，也懂得了一些粗淺地禮貌用語(yǔ)：如老師早，老師再見(jiàn)等。
2、在活動(dòng)中的準(zhǔn)備：利用電腦、多媒體自制動(dòng)畫(huà)故事，并對(duì)故事進(jìn)行簡(jiǎn)單的改編和加工，有利于幼兒對(duì)故事的理解，在加上幼兒表演用的小動(dòng)物掛飾等材料，幫助幼兒明確自己的角色，增加興趣。這些材料可以在語(yǔ)言活動(dòng)后，放在區(qū)角里讓幼兒進(jìn)行操作。
本次活動(dòng)我共設(shè)計(jì)了四個(gè)環(huán)節(jié)，根據(jù)小班幼兒的年齡特點(diǎn)，從一只正在哭的小鴨子為契入口引起幼兒興趣。通生動(dòng)有趣的flash，讓幼兒了解故事，學(xué)說(shuō)小動(dòng)物之間的對(duì)話(huà)等等，第一環(huán)節(jié)語(yǔ)言導(dǎo)入，引起幼兒興趣，發(fā)展幼兒的想象力和求異思維。第二個(gè)環(huán)節(jié)是完整欣賞，熟悉故事中的人物及它們的習(xí)性，主要針對(duì)第二個(gè)目標(biāo)設(shè)計(jì)的，這也是本次活動(dòng)的難點(diǎn)。第三個(gè)環(huán)節(jié)是分段欣賞并學(xué)說(shuō)小動(dòng)物間的對(duì)話(huà)，主要是為第一個(gè)目標(biāo)也是本次活動(dòng)的主導(dǎo)目標(biāo)服務(wù)的，這是本次活動(dòng)的重點(diǎn)。第四個(gè)環(huán)節(jié)是讓幼兒模仿故事中的小動(dòng)物進(jìn)行表演，也可以說(shuō)是整個(gè)活動(dòng)的高潮和延伸，鞏固幼兒已掌握的對(duì)話(huà)，如未掌握的可延伸到區(qū)角。
小班說(shuō)課稿 貓和老鼠小班說(shuō)課稿篇八
good afternoon,teachers. it’s my great pleasure to be here sharing my teaching ideas i’ll begin the lesson from the following four parts:
analyzing teaching material
the teaching methods
the studying methods
the teaching procedures
and while presenting these parts i will do the blackboard writing properly. ok now i am going to start from the first part “analyzing teaching material”
this unit is about it is made up of paragraphs.
the teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.
the ability aim is to improve the students’ organizing and using skills of english and to retell the whole text in their own words.
the emotional aim is to help students understand and to develop
students’ sense of cooperative learning.
then the teaching key points is to help the students get a general idea of the whole
and the teaching difficult points is to make students use their own words to express
according to the analysis above, i’ll try my best to carry out the following theories
while dealing with this lesson:
to make students the real masters of the class while i just act as a director.
to combine the language structure with the language functions.
and to make students receive some moral education while they are learning language. in order to achieve my goal, i will use the following teaching methods:
the first teaching method i will use is communicative approach, since language is
used for communication. communicative approach is learner-centered and emphasizes communication and real-life situations.
the second teaching method i would like to use is task-based approach. a task
resembles activities which our students or other people carry out in everyday life.
learners should be given opportunities to reflect on what they have learned and how well they are doing.
the third teaching method i want to use is computer assisted language teaching.
computer plays an important role to make the materials attractive. it can also help the learners to understand the language and then produce comprehensible output.
and in order to practice my teaching methods better, the following teaching aids will be used:
a projector, a tape recorder, multimedia and of course the blackboard.
and then, i would like to talk about the studying methods. as students are poor in
cooperative learning skill, many students are not active in english class, and even
some of them don’t like english. therefore, i will have the students learn english in a much more relaxed atmosphere. the learning process of students is from seeing,
thinking, and speaking. so, to make the students get the knowledge actively,
cooperative learning and task-based learning will be used.
next, i will talk about the teaching procedure. to train the students’ ability of listening, speaking, reading and writing, i have designed the following steps.
step 1 lead-in
at the very beginning of the class, i will make the students have a free talk about and then discuss the questions in pre-reading on page . the purpose of this step is to arouse the students’ learning interest. after a discussion about the questions,
the students will be eager to know something about and it’s the very time to naturally lead the class into
step 2 listening comprehensions
in this step, i will write several questions before listening to the text:
and then i will make the students answer the questions after listening to the tape. the purpose of this step is to train and improve the students’ listening ability .
step 3 skimming and scanning
in this step, i will give the students two tasks . the first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in english. the second task is to get the main idea of each paragraph. i will spanide the whole class into several groups to skim the whole text and get the main idea of each paragraph. the purpose of this task is to improve the students’ fast reading skill and cooperate with each then guide ss to read the material carefully and take some important notes, then answer the following questions in p.
step 4 retelling the passage
language is learned by communicating. it’s my job to creat an atmosphere for students to use the language. the students discuss in their group and then choose a reporter to share to the whole class.
step 7 consolidation
in this activity, i will ask some students to read each paragraph, and then do the exercise following the text.
step 8 make a summary
i will go through the important points and difficult points of this lesson with the students once again. and of course, the language points on the blackboard will be mentioned as well.
and now let’s move to the last step
step 9 homework
1. read the passage as frequently as you can
2. find out some words and sentences you think are beautiful and recite them.
purpose of my design: homework is so important and necessary for to master the knowledge they learned after class. it will check whether the ss achieve the teaching aims.
that’s all of my teaching ideas about this lesson. thanking you for your listening.
小班說(shuō)課稿 貓和老鼠小班說(shuō)課稿篇九
good morning, ladies and gentlemen. it’s my great honor and pleasure to be here sharing my lesson 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.
the content of my lesson 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 lesson, it starts___________________________(structures). (as we all know, reading belongs to the input during the process of the language learning. the input has great effect on output, such as speaking and writing.) therefore, this lesson is in the important position of this unit. if the ss can master it well, it will be helpful for them to learn the rest of this unit.
according to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:
objects
(1)the ss can master the usage of the important words and expressions.
(2)the ss can use the __________________ (grammar) in the proper situation.
(3)the ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.
objects
(1) to develop the ss’ abilities of listening, speaking, reading and writing
(2) to guide ss to set up effective studying strategies.
(3) to improve the student’s reading ability, especially their skimming and scanning ability.
(4) to train the ss’ abilities of studying by themselves and cooperating .
or moral objects
(1)by completing the task, the ss increase their interest in ____________________and set up self-confidence in _____________________.
(2)teach the ss_________________________, put the moral education in the language study.
based on the requirement of the syllabus.
the important points are__________________________ such as ______________.
the difficult points are_________________________ for example_____________.
as is known to us all, a good teaching method requires that the teacher should help ss develop good sense of the english language. for achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) i will use the following methods according to the modern social communication teaching theories.
approach
language teaching
language teaching
situational action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the ss. at the same time, cai can provide a real situation with its sound and picture, it can develop the ss creativity in learning english.
step 1. lead-in. (_____min)
___________________________________________________________________
purpose of my design: (1) to catch ss’ attention about the class/topic/passage.
(2) to set up suspense/develop interest in _______________.
step 2. pre-reading
task 1. (inspanidual work, pair work, group work, class work; _____min)
let ss _____________________________________________________________
task 2. (inspanidual work, pair work, group work, class 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. (inspanidual work, pair work, group work, class work; _____min)
skimming: ss should read the material fast to find out the main idea/topic sentence for each paragraph.
para 1 ___________________
para 2 ___________________
para 3 ___________________
task 2. (inspanidual work, pair work, group work, class work; _____min)
scanning: listen to the tape part by part to finish ___________________________.
task 3. (inspanidual work, pair work, group work, class work; _____min)
scanning: guide ss to read the material carefully and take some important notes, then answer the following questions.
task 4. (inspanidual work, pair work, group work, class work; _____min)
scanning: ask ss to read the material carefully and find out the correct answers to finish the following chart.
purpose of my design: enable students to understand the given material better by using different reading skills. and proper competition can arouse the ss’ interest in english learning. “task-based” teaching method is used here to develop the ss’ ability of communication and also their ability of co-operation will be well trained.
step 4. post-reading
task 1. (inspanidual work, pair work, group work, class work; _____min)
(task1)ask ss to close books and finish the summary according their notes.
(task2)retell the story /sum up the passage in ss’ own words according to the chart.
task 2. (inspanidual work, pair work, group work, class work; _____min)
discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.
purpose of my design: i think if the ss can finish this task well, they will benefit a lot in their spoken english. most ss can take their parts in the activities, especially for the ss who have trouble in english study.
step 5. homework
purpose of my design: homework is so important and necessary for to master the knowledge they learned after class. it will check whether the ss achieve the teaching aims.
小班說(shuō)課稿 貓和老鼠小班說(shuō)課稿篇十
background of english teaching in primary school: it is not a long history that english is as a subject in primary school in our country and the main instructional aims of teaching english in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the english language. our boys and girls are exposed to english for the first time, so it is very important to develop their keen interest in english.
i. contents:
today i’m going to talk about part b of unit 2, pep primary english, book 3. this lesson includes two parts: let’s talk and let’s practice. in section 1, it mainly deals with the dialogue about what’s in the schoolbag? and the answers. and in section 2, it provides a real situation for the ss to prastise the pattern: how many n.(pl.) do you have? and the answer: i have 23 n.(pl.)
ii. teaching aims
1. aims on the knowledge
(1) to enable the ss to understand and speak: my schoolbag is heavy. what’s in it? thank you sooooooo much. make sure that ss can use these sentences in real situations.
(2) to help ss to finish the survey.
(3) let ss finish the assessment of let’s check in this unit.
2. aims on the abilities
(1) to develop ss’ abilities of listening and speaking.
(2) to train the ss’ ability of working in groups.
(3) to foster ss’ abilities of communication and their innovation.
3. aims on the emotion
(1)to foster ss’ consciousness of good co-operation and proper competition.
(2) to lead ss to show their loveliness to the poor.
iii. key-points of this lesson
(1) to help ss ask and answer the question: what’s in it?
(2) to enable ss to study in groups and co-operate skillfully.
(3) to develop ss’ interest in english.
iv. difficult points
(1) to help the ss ask and answer the question what’s in it? and make sure they can use the plural nouns correctly.
(2) to finish the survey by themselves.
v. teaching methods
as we all know: the main instructional aims of learning english in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the english language. so in this lesson i’ll mainly use task-based teaching method. that is to say, i will let the ss learn in real situations, finish a task by making a survey to help the ss to get a better understanding of the key structure of the dialogue. i will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. and in this lesson a recorder, cai, school things and a printed form will be needed. students should prepare some school things.
小班說(shuō)課稿 貓和老鼠小班說(shuō)課稿篇十一
1. content of teaching materials
this section focuses on festivals and focuses on how people usually spend their class requires students to master the national, day, halloween, christmas, spring, festival and what do people usually do at of...i?...and free to talk about how to spend the this class, did leads to general questions and answers as well as new the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.
2. status of teaching materials
the selected course in this class is english 6a unit 6 in oxford primary teaching of this unit revolves around this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and arrangement reflects not only the progressive meaning of teaching materials, but also the students knowledge level and cognitive how people spend their holidays, especially in western festivals,.students are required to collect information in time after the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.
say target:
1. teaching objectives
the new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, i set the following teaching objectives: three.
[objective] to students cognitive spoken phrases and words: visit relatives and friends, go to parties, dress up in costumes, ware masks, make pumping lanterns, eat lots of delicious food, national day, christmas, halloween, spring, festival, favourite; can use whens s...what, do, people, usually, do, at...did you?....last...yes, i, did./, no, i, didn, t. and so on.
ability to communicate in english on holidays, and some students can introduce the festival in english fluently.
[objective] through activities and games, students are interested in learning english. students are encouraged and willing to talk and participate actively in let students cultivate their sense of cooperation and competition in the process of learning.
2. teaching difficulties
the focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language.
doctrine of teaching:
1. teaching method design
according to the characteristics of this english class itself and the sixth grade students interest, i through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use.
2. learning method guidance
to guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning english "use" the necessity, to encourage students to think actively, bold attempt.
3. teaching means
according to the teaching content, teaching objectives, students age characteristics and psychological characteristics, in order to better stimulate students interest in learning, so as to actively participate in courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case.
say process:
1. warm up (warm up)
(1) announce the way of study in this lesson: group seats are spanided into four teams, each of which is based on the class performance of each student. at the end of the class, winner is , begin "one sentence for each class". the sentences taught in this class are "lite is long if you know how to use it.""
[design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the groups performance."one sentence for each class" is an essential part of every class i started in grade section mainly teaches students some clever words and sentences not only enrich students vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in as to create a good atmosphere for learning english.
2. take the old with the new [lead in]
provide topic birthday, free communication between teachers and students, and then use the "how do you your birthday spend" to draw the new sentence pattern of this lesson "what do you on your birthday do", and then import "did you"..."last birthday?" and use the colour topic to elicit the sentence pattern my favourite....
[design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching new students, students can master the sentence patterns more the same time, combine the new sentences with the old helps to cultivate students open thinking ability.
小班說(shuō)課稿 貓和老鼠小班說(shuō)課稿篇十二
也許大多數(shù)的老師在看到教材之后，首先就會(huì)想到設(shè)計(jì)語(yǔ)言或音樂(lè)活動(dòng)，而我卻選擇為小班幼兒上一節(jié)簡(jiǎn)單而有趣的折紙課。折紙它可以發(fā)展幼兒的觀察力、想像力和動(dòng)手操作能力;可以開(kāi)發(fā)幼兒的智力，是一種陶冶情操的教育。一件美術(shù)作品，既能表現(xiàn)幼兒天真的心靈，又能反映他們不同的個(gè)性。教師可以通過(guò)觀察幼兒的美術(shù)作品去影響幼兒個(gè)性的形成和發(fā)展。
根據(jù)教材特點(diǎn)及小班幼兒的實(shí)際情況我擬定了以下教學(xué)目標(biāo)：
1、引導(dǎo)幼兒初步學(xué)習(xí)兩邊對(duì)折的技能，培養(yǎng)幼兒折紙的興趣。
2、通過(guò)讓幼兒親自動(dòng)手實(shí)踐，感受折紙的快樂(lè)。
使幼兒掌握兩邊對(duì)折的技能
基于對(duì)教材和幼兒的分析，我采用啟發(fā)、示范、體驗(yàn)的教學(xué)方法展開(kāi)教學(xué)活動(dòng)。在學(xué)習(xí)的過(guò)程中我準(zhǔn)備讓幼兒先觀察后操作的學(xué)習(xí)方式來(lái)學(xué)習(xí)折紙，在學(xué)習(xí)過(guò)程中對(duì)個(gè)別幼兒適時(shí)、適當(dāng)?shù)闹笇?dǎo)，并給予評(píng)價(jià)，從而有效的培養(yǎng)幼兒折紙的興趣。
談話(huà)導(dǎo)入激發(fā)興趣--教師示范幼兒觀察--動(dòng)手操作學(xué)習(xí)技法--戶(hù)外活動(dòng)感受快樂(lè)四個(gè)環(huán)節(jié)。第一個(gè)環(huán)節(jié)教師出示折疊好的小飛鏢與幼兒談話(huà)激發(fā)起幼兒自己動(dòng)手折疊的興趣;第二個(gè)環(huán)節(jié)是本節(jié)課的重點(diǎn)我通過(guò)講解和示范制作，讓幼兒掌握折疊的基本技能和方法。;第三個(gè)環(huán)節(jié)是本課的難點(diǎn)，我通過(guò)開(kāi)展看圖解折,高興玩和欣賞精美的折紙作品兩個(gè)活動(dòng)來(lái)解決這一難點(diǎn)。
今天的活動(dòng)撕貼畫(huà)《蘋(píng)果》，撕出撕成小碎片，沿著實(shí)線(xiàn)將撕出的碎片粘貼在蘋(píng)果里面，活動(dòng)前我估計(jì)一般孩子能完成的，可實(shí)際操作過(guò)程中卻發(fā)現(xiàn)孩子們困難重重，有的甚至手足無(wú)措。我仔細(xì)分析了原因：首先，這些孩子大多是獨(dú)生子女，在動(dòng)手能力方面幾乎都沒(méi)有重視過(guò)培養(yǎng)，做任何事都是大人一手操辦的，導(dǎo)致這些這些孩子一遇到要?jiǎng)邮植僮鞯幕顒?dòng)就顯得很茫然，不知道該從哪里入手，只會(huì)說(shuō)“老師，我不會(huì)”。他們的撕紙有些其實(shí)就是“拉”紙，這對(duì)于小班的孩子確實(shí)有些困難，需要空間概念和手部力量及手眼協(xié)調(diào)等能力，所以我想多練習(xí)就能提高他們這方面的發(fā)展。但是大部分孩子完成的還是比較好的，第一個(gè)環(huán)節(jié)我創(chuàng)設(shè)了情景，讓幼兒以“我的大蘋(píng)果”來(lái)激發(fā)他們創(chuàng)作的欲望，而且我在示范時(shí)，語(yǔ)言用的比較有趣，動(dòng)作夸張，孩子們一下就被吸引住了，在我反復(fù)強(qiáng)調(diào)并演示了幾次撕紙的動(dòng)作要領(lǐng)之后，孩子們也能按照我的方法撕了雖然孩子們有著的個(gè)別差異，撕出的作品也不相同，但他們看到自己的作品被貼到了主題墻上時(shí)，都體驗(yàn)到了成功的快樂(lè)。
我想撕紙是一個(gè)反復(fù)練習(xí)、不斷提高的過(guò)程，以后要給予幼兒多練習(xí)撕的機(jī)會(huì)，讓他們?cè)谧鲎鐾嫱嬷畜w驗(yàn)成功的快樂(lè)！
小班說(shuō)課稿 貓和老鼠小班說(shuō)課稿篇十三
ladies and gentlemen, good morning.
it’s a great pleasure for me to be here sharing my lesson with you. my name is .
firstly, i’ll introduce my teaching material to you. the content of it is unit 1 of module 3,book this unit we’ll talk about the numerals. by studying this unit, the students will know how to ask and answer the quantities. the way to ask “how many’and the numbers from 1 to 10 are the key and difficult points of this unit.
as we know, our students are pupils, boys and girls are exposed to english for a short time, so it is very important to develop their intreset in english. as for this, i made my teaching aims as follows.
teaching aims:
on knowledge:
1) the students can hear,read and use the sentence “how many?’ to ask questions.
2) the students can hear, read and use the words from 1 to 10 to answer the questions on numerals.
2. aims on abilities:
1) to develop students’ abilities of listening and speaking.
2) to foster students’ abilities of communicating skills.
on the emotion:
1) to set up students’ self-confidence in language study.
2) to form happy english learning situations for the students.
4. key points:
1) to help students ask and answer the question: how many?
2) to develop students intrest in english.
point:
the right pronunciation of the numerals from 1 to 10.
secondly,i’ll introduce my teaching methods.
we all know that the main instructional aims of learning english in primary schools to cultivate pupils’ basic abilities of listening and speaking and their good sense of the english language. so in this lesson,i’ll mainly use “task-based” teaching method. i’ll let ss learn in real situations,finish some simple tasks to help the students to get a better understanding of the lesson. and i will arrange many kinds of activities for them.
in this class, i’ll use a recorder and some pictures as my teaching assistance.
teaching process
ⅰ. warm-up
1. greetings
2. say the chant “bob. bob. bob…
3. the teacher can choose some students,to do a simple dialogue such as what’s your name? how are you?and so on.
(for this step, we should practice chant can arouse exciting motion. so it is important to form a happy part of the dialogue can make ss review the knowledge in the last lesson.)
g in
1. after chant,the teacher shows a pencil and ask students :what’s this?lead the students to answer ‘pencil’.then the teacher says:yes, it’s one pencil. then the teacher shows two pencils and says: there are two pencils. the teacher can lead in the numerals by this way (this part to lead the numbers quickly.)
activities for the to 4,we should clap our hands; after 4,we should change to stamp our feet;after 8 we should shake our bodies. that is to say, ask students to clap when teaching numbers 1-4, ask the students to stamp when teaching numbers 5-8, ask the students to shake their bodies when teaching numbers 9-10.
(we count the ten numners by different ways, ss would like to do things like this. we’ll have a happy beginning)
2. the teacher shows the pictures about the students read the pictures and follow the teacher to practise,and put the numerals on the blackboard.(this part is the important part to make students learn the numerals)
game to practice the numerals.
ask students to do the counting one by one, they should line up first, then count from 1-10.
(for this step, i will correct their pronunciation ).
ⅲ. new lesson
1. the teacher shows the pictures quickly, and ask them to guess how many?
and students say the answers.
after some time, ask little teachers to do this.
then the teacher shows and teaches the new sentence ‘how many?’
2. guessing game
in this part, we can play two games. first, guess the pictures; second, guess how many students.
(to drill the questions and answers with the help of the game.)
3. listen to the tape.
t should play the tape three times, first, ss just listen;second, ss read the story after the tape; third, ss listen carefully and find 1 to 10 on the book.
( it is necessary for ss to listen to the tape in our class, it will form a good habit of listening.)
idation
a task of memory. the teacher shows a big picture with some boys and girls on it. have the students look at this picture for 5 seconds. then the teacher closes this picture and asks: how many boys or girls? the students will try to give the right answers.
( this is a transitional part for unit 2)
ment
let the students to count all the things arround them after class. then to tell their friends or to mark on the paper.
(revision is so important that ss should speak english as much as they can in class)
above is my lesson,i try my best to make my students happy in class. so i use different kinds of activities and games to deepen my instruction in order to let children acqire new knowledge through arousing their interest.
but, the weakness of this lesson is the students might not grasp the hole story and sentences pattern because of lack of enough training in these two parts, story-teaching and sentence pattern-teaching.
that’s all! thank you!
it’s my great honor to be here sharing my lesson with you.
the content of my lesson is《new standard english 》book4 module8 unit1 i was two. then i’m going to talk about it through the following six aspects: teaching material, students, teaching aims, teaching points, teaching preparation and teaching process.
一、teaching material
the topic of this module is “changes”. the language function of this unit is throughing the photos of lingling’s grandparents and her own to describe the things past with “was/were”. the main patterns “they were young.” and “i was two.” are close to ss’ daily life. therefore, they would show their great interests in this lesson and try to use what they have learnt in their real lives. by studying this unit, ss can discuss the things that occurred in the past to themselves with “was/were”.
二、students
the ss in grade four have got some english foundations. they also have higher learning enthusiasm and lively personalities. as a result, the activities full of fun and relaxation are offered in order to let the ss learn english more freely. meanwhile, the abilities of observing and self-study , the habits of independent thinking and positive participation are fostered in the class.
三、teaching aims
（一）aims on the knowledge
1．the ss can understand and speak the words: who, grandparents, then, me, hair, so.
2．the ss can understand and speak the sentence patterns: they were young. i was two.
（二）aims on the abilities
1．the ss can read the dialogue fluently.
2．the ss can communicate with “was/were” according to the photos.
（三）aims on the emotion
through the ss’ comparison the old life with the new one, they will not only cherish the life nowadays, but also improve emotion between the families.
四、teaching points
（一）key points
1．the ss can understand and speak the new words and the sentence patterns.
2．the ss can describe the things past with “was/were”.
（二）difficult points
1．the ss know the usage and relationship between “am/is/are” and “was/ were”.
2．the ss can discuss the real life with the sentence patterns freely and creatively.
五、teaching preparation
tape, recorder, photos, multimedia, cards, stickers.
六、teaching process
step 1 .warming-up
1. greetings
2. enjoy the song “the family”.
3. free talk
t: here is a family photo. let’s describe it.
in this photo, father is … (choose the appropriate adjectives)
s: ….
t: mother/brother/sister/baby is…
…
[design intent] the song can adjust the ss’ thought, arouse their interest in learning english, let them enter the atmosphere of learning english free talk can help them review the adjectives which are used to describe the personalities and characters.
step
1. leading- in
t: here is another family photo. do you know who the baby is?
s: …
t: it’s me! ( teach the word “me” at this moment.)
i was two, then. now i am 30. (show ss the current photo.)
t: our friend lingling has got some photos, too. do you want to have a look?
[design intent] through the new and old photos show, bring out the topic of the text smoothly and make a good preparation for the text learning.
2. text
(1)listen and try to find out the words they don’t know. study them in groups. then t consolidates the meaning of “who, grandparents, then, hair, so”.
(2)listen read and underline the sentences with “was/were”.
t: what’s the difference between “am/is/are” and “was/ were”? （explain it under the help of the photos.）
[design intent] through the listening and underlining, ss can have the deeper understanding to the text. explain the past tense appropriately and design the blackboard writing reasonably. let ss know the meaning and usage of “was/ were” clearly.
（3）listen and read the dialogue again.
step
1．look, listen and guess.
show ss four pairs of pictures, choose the correct one after listening to t’s description.
2．do activity 3 on page 31. discuss the answers in groups.
[design intent] through the activities, let ss practice the sentence patterns step by step. cultivate ss abilities of cooperation and participation by group-working.
step 4 consolidation
the passage of the cartoon “the ugly duckling”. discuss the changes of the little duckling according to the t’s reminder.
2. show ss some photos of new and old yantai, let them realize the great changes of our life.
[design intent] the cartoon can make ss show more interests in learning english. through the photos show, ss will love and cherish the new life more.
step 5 summary
ask ss themselves to summarize what they have learnt today.
step 6 assignment
1．listen and repeat the text.
2．describe ss’ own photos with the sentence patterns in groups and prepare to show in next class.
[design intent] making lots of listening and speaking exercise is able to train ss’ comprehensive language abilities and strengthen their confidence. in addition, extending the knowledge in class to the real life effectively can finally achieve the purpose of communication using language.
design of blackboard writing
moduel 8 changes
unit 1 i was two.
(then) (now)
i was two, then. now i am 30.
they were young, then. now they are old.
she/he was…, then. now she/he is….
小班說(shuō)課稿 貓和老鼠小班說(shuō)課稿篇十四
good afternoon, everyone. i’m zhou yan. i’m an english teacher from experimental school of suqian. now i’ll say sample a of lesson six in book one. i’ll prepare to say the lesson from four parts.
part one analysis of the teaching material
（一） status and function
is an important lesson in book one. from this lesson, it starts asking the ss 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 ss to remember the new words. to start asking the ss to write the english sentences well. therefore this lesson is in the important position of the teaching material.
lesson is the first one of unit if the ss can learn it well, it will be helpful to make the ss learn the rest of this unit.
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 ss has learned english for about one month so far. they can understand some words and some simple sentences. the ss have taken a great interest in english now.
（三）teaching aims and demands
the teaching aims basis is established according to junior school english syllabus provision.
objects
（1） to make the ss know how to use the affirmative sentence "this is. . . ." and the negative sentence "this is not…"everyday expressions for "apologies""im sorry""thats all right".
（2） to study the new words "six, hey, sorry, it’s, that’s", etc. by learning the dialogue of this lesson.
（3） to finish some exercises.
objects
（1） to develop the ss’ abilities of listening, speaking, reading and writing.
（2） to train the ss’ ability of working in pairs.
（3） to develop the ss’ abilities of communication by learning the useful structures.
objects
（1） to enable the ss to be polite and love life.
（2） to enable the ss 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 lesson six in the teaching materials position and function.
points:
（1）。to help the ss to communicate with each other.
（2）。to enable the ss to study in groups and co-operate skillfully.
（3）。to develop the ss’ interest in english.
points:
（1） how to make dialogues and act them out.
（2） how to write the right whole sentences.
（五） teaching xxx
multi-media computer, tape recorder, software: powerpoint or authorware, school things and so on. they will be needed in this lesson.
part two the teaching methods
1. communicative teaching method
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 sense of the english language. so in this lesson i’ll mainly use "communicative" teaching method, "audio-visual" teaching method and "task-based" teaching method. that is to say, i’ll let the ss to get a better understanding of the key structure of the dialogue. i’ll give the ss some tasks and arrange five kinds of activities: talking, guessing games, watching cai, acting out sample a and having a competition.
teaching special features
to use these methods are helpful to develop the ss’ thought.
part three studying ways
the ss how to be successful language learners.
the ss pass "observation—imitation—practice " to study language.
the ss how to master dialogues and how to communicate with others.
teaching special features:
let the ss communicate with each other and adopt competition methods to develop the ss’ keen interest in english.
part four teaching procedure
i’ll finish this lesson in four steps. first i’ll spanide the ss into four groups and bring a competition into the class. at last let’s see which group is the winner.
step1 warm-up
1. free talk between t and ss .
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.
game: ask the ss 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 ss by imitating and at the same time it is necessary 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 ss 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 ss to learn and grasp the meanings. cai can provide a real situation with its sound and picture and it makes the relationships between the ss better.
first play the tape recorder. let the ss listen and imitate the dialogue. pay attention to their pronunciation and intonation. in this step the ss are required to practise the sample in pairs by reading the dialogue aloud. this step is employed to make the ss grasp the sample .at last i’ll ask the ss 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 ss get the general idea of the dialogue as a whole one. at the same time let the ss have a chance to practise their listening and spoken ability.
in this step i’ll give the ss a free space to show their abilities.
second scene: the ss 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 ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.
purpose of my designing: "task-based" teaching method is used here to develop the ss’ ability of communication and also their ability of co-operation will be well trained. tell the ss we should be polite and take good care of our things. we should love our life. i think proper competition can arouse the ss’ interest in english learning. if the ss can finish this task well, they will benefit a lot in their spoken english.
1 model 1.
i’ll ask four ss 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.
the ss’ workbook.
purpose of my designing: to check the knowledge ss have learned in this lesson.
:
（1）recite the words as many as possible after class.
（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 ss should speak english as much as they can in class or after class. it is necessary for the ss to do some extensive exercises after class to consolidate the knowledge they learned.
blackboard design
lesson six sample asix this is my…h(huán)ey this is not your. . . .sorry it’s my. . . . picture it’s=it is oh, i’m ’s=that is that’s all right/ok.
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