最新小班说课稿 颜色变变变小班说课稿(14篇)

无论是身处学校还是步入社会，大家都尝试过写作吧，借助写作也可以提高我们的语言组织能力。相信许多人会觉得范文很难写？下面我给大家整理了一些优秀范文，希望能够帮助到大家，我们一起来看一看吧。

小班说课稿 颜色变变变小班说课稿篇一

纲要提出：教育内容的选择，既要贴近幼儿的生活，为幼儿感兴趣的事物和问题，又有助于拓宽幼儿的经验和视野。小花枕，为幼儿所熟悉，**鲜艳，形状各异，是幼儿每天接触的好伙伴。而很多时候，我们可以发现，孩子喜欢在床上玩游戏，摸摸枕头被角，拿枕头抛接、躲在被子里捉迷藏，抱着枕头当娃娃等。对于他们来是说，玩小花枕，既会感到亲近熟悉，又感到新奇。内容的选择，既符合其现实水平，又有一定的挑战*。

二、小班幼儿年龄特征

小班幼儿活泼好动基本动作发展（走、跑、跳、投、爬等）较弱，坚持*差，注意力易分散。如何发展幼儿的基本动作呢？纲要指出：“用幼儿感兴趣的方式发展基本动作，提高动作的协调*、灵活*。”根据小班幼儿对故事、小动物、游戏感兴趣的特点，选择游戏化的故事情境，让幼儿以小动物的角*身分参与其中，能激发幼儿主动积极的参与意识。

三、说目标

活动目标是教育活动的起点和归宿，对活动起着导向的的作用。根据对小班幼儿年龄特征及教材分析，我制定了本次活动的目标：

1、初步尝试一物多玩，鼓励幼儿想出枕头的多种玩法，发展思维；

2、发展基本动作，提高动作的灵活*和协调*；继续培养幼儿对体育游戏的兴趣。

（纲要：培养幼儿对体育活动的兴趣是幼儿园体育的重要目标，要根据幼儿的特点组织生动有趣、形式多样的体育活动，吸引幼儿的

小班说课稿 颜色变变变小班说课稿篇二

这是南京师范大学出版的幼儿园渗透式领域课程中的一节音乐的韵律活动活动，活动当时正值“六一”期间，也刚好是我们最近正在进行的话题“六一”儿童节中的一节课。韵律活动是小班幼儿非常喜欢的一种活动，《纲要》中指出，在韵律活动中，小班幼儿重点根据音乐做上肢或下肢的简单基本动作和模仿动作，跳简单的集体舞蹈。

这个《开火车》是一个邀请舞的游戏，小班幼儿喜欢游戏，在游戏中，可以充分调动幼儿的积极性，同时能够体验到与同伴游戏的快乐。而在之前的早操中，我们小班年级组也曾经做过《开火车》的律动活动，我们发现小班幼儿对于开火车的活动非常感兴趣，每次做到开火车的律动时兴致都特别高，幼儿对于开火车的相关动作也有了一定的了解，这也为今天的《开火车》活动累积了一定的`经验。

《开火车》一直以来是小班幼儿非常喜欢的游戏，在早操、户外游戏等环节幼儿都可以接触到，而此次活动的创新之处是将开火车这样的形式引用到了音乐游戏中，选用了我们班上幼儿之前从来没有接触过的邀请舞的形式，在活动中一方面感受了游戏的乐趣，另一方面也体验了与同伴共同舞蹈的喜悦之情。邀请舞这样的形式需要全班幼儿的共同配合和参与，也提高了幼儿在活动中的积极参与性。

活动的目标是教育活动的起点和归宿，对活动起着导向作用。《纲要》中明确提出，目标应注重全面性，它包括情感、态度、能力、知识、技能等方面。注重能力的培养，通过自主的学习，促进幼儿生动活泼、主动和谐的发展。根据小班幼儿的年龄特点，将目标定为以下几点：

1.学习模仿动作“开火车”，能跟随音乐较轻快地做小跑步。

这一条目标主要注重幼儿的动作发展，让幼儿熟悉“开火车”的动作，并且能够根据音乐模仿开火车的动作，在开火车的动作中最主要的动作就是小跑步，在掌握了此项技能之后，再去进行之后的游戏。

2.借助游戏的情境，了解邀请舞的动作及其转换，初步明确“火车头”和“车厢”所做的相同和不同动作。

这一条目标是在第一条目标幼儿掌握开火车的动作的基础上，进行邀请舞的游戏。在这条目标中，对于幼儿的动作技能又有了更进一步的提升，加大了动作的难度。

3.知道寻找空地方开火车，感受与同伴舞蹈的快乐。

这是一条情感目标，《纲要》中提出，在艺术活动中“用自己喜欢的方式进行艺术表现活动”，幼儿艺术活动的能力是在大胆表现的过程中逐渐发展起来的，幼儿最重要的就是在这样一个过程中体验自由表达和创造的快乐，而不应该把幼儿对于技能的掌握结果放在最重要的位置。

这节活动的重点是让幼儿了解邀请舞的动作和规则，了解《开火车》这一邀请舞的顺序：即开火车--招手邀请--跳动转身变换车头方向。而在这几个动作中，我觉得对于幼儿来说比较难的就是“跳动转身变换车头方向”这一动作的部分，这也是本次活动的难点部分，在跳转身变换车头方向时，车头与后面当车厢的幼儿要同时向后跳转180度，当车厢的幼儿越多，这个动作就越困难，因此在这个部分，也需要教师更多的指导与提示。

1.知识经验的准备：活动前，大多数幼儿都坐过或者看过火车，对于火车的基本特征都有了一些基本的了解。同时在以前的早操中，我们曾经也有《开火车》的律动，因此幼儿对于开火车的游戏形式还是比较熟悉的，也是比较感兴趣的。

一、活动过程的设计。

1.活动进场：在活动之前，我让幼儿开小汽车进入活动室，为今天的开火车的游戏做一个小小的铺垫。由于这是一个音乐活动，因此在过程中我也强调音乐，幼儿开小汽车进场时，听音乐给幼儿提示，让幼儿听音乐开始开汽车。

2.复习歌曲：复习歌曲的部分，我选择的是幼儿前不久刚学的《好娃娃》这首歌，这首歌我们班幼儿都很喜欢唱，这边我在复习的基础上又提出了新的要求，让幼儿边表演边唱，加深了幼儿对歌曲的理解，同时也为接下来的提问做了铺垫。

3.创编开火车的动作：在这个部分，让幼儿自由创编开火车的动作，提炼出其中比较典型的动作，引导幼儿重点去观察手臂和脚的动作，注意手和脚的一起动作，并且帮助幼儿分析动作的含义，创编好以后，让幼儿根据教师的哼唱，集体做开火车的动作，对音乐的旋律有一个初步的认识。

4.学习邀请舞《开火车》：这部分就是本次活动的重点，对于邀请舞，我们班幼儿还是比较陌生的，之前也没有相关的经验积累，所以在讲解规则的这部分，就需要特别的注意。我并没有刻意的去讲解规则，而是通过自己的示范，一边示范一边对于游戏中需要注意的部分做重点的讲解。在示范的过程中，引导幼儿注意观察动作变换的部分。在整个过程中，让幼儿自己去探索和发现游戏的玩法和规则。在教师带领幼儿玩了一遍游戏之后，幼儿对于游戏的规则和玩法也就有了进一步的了解。接下来就让幼儿自己游戏，教师在旁边做观察与指导，在动作转换时做一定的语言提示，在这个过程中，也使所有幼儿都参与到游戏当中。最后，幼儿开着火车走出活动室，整个活动也在游戏中结束。从始至终，都以游戏的形式贯穿活动。

在活动进行过程中我还有很多的不足，活动中的难点“原地跳转180度”还没有很好的解决，当参加游戏的幼儿比较多的时候，还是比较困难。除此之外，由于活动时间的原因，整个游戏只进行了一遍，幼儿的兴趣都很高，似乎还都有些意犹未尽，因此今后我也将把这个活动延伸到日常的游戏当中。

小班说课稿 颜色变变变小班说课稿篇三

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.

小班说课稿 颜色变变变小班说课稿篇四

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.

小班说课稿 颜色变变变小班说课稿篇五

小班歌唱活动《打电话》说课稿一、说教材今天我选的这个活动是小班歌唱活动-《打电话》，打电话是幼儿生活中比较常见的现象，贴近幼儿的实际生活，易于幼儿接受，也有利于小班幼儿学习打电话的礼貌用语，并且歌唱较短，幼儿容易接受理解和记忆。活动的教育内容主要是歌曲本身，教学过程主要有熟悉教材、教唱新歌。采用了增添歌词的创造性的幼儿歌唱活动，发展幼儿的歌唱能力。

一

1.初步学唱歌曲，能用自己的嗓音进行简单歌唱《打电话》，并根据图片和教师的指导，替换部分歌词。这是动作技能目标。

2.主要是认知目标，能够记忆歌词，并感受歌曲节奏。

3.第三涉及情歌领域，能够大胆地歌唱，享受并乐于参加集体歌唱活动。

活动准备打电话的音频，为了更好地吸引幼儿的注意力，激发幼儿参与课堂歌唱活动的兴趣。还有幼儿喜欢并常去地方的图片，例如动物园、游乐园，进一步吸引幼儿。教师自身的准备对课堂效果也很重要，要求教师熟练地唱好歌曲《打电话》。

1、活动导入播放音频，吸引了幼儿，然后教师提问，"你们平时经常大电话吗？，你们喜欢打电话吗？，你们打电话时都是怎么打招呼的呢？"，"我们一起来听一听其他小朋友是怎么打电话的好吗？"让幼儿慢慢进入到主题活动中去。

2、熟悉歌曲并学唱歌曲

（1）教师有感情地配合动作表演泛唱歌曲《打电话》一遍，提问幼儿他们在哪里。

教师范唱，请幼儿回答小娃娃在哪里，让幼儿集中精神听，帮助幼儿熟悉歌曲。

（2）验证幼儿的答案，再唱一遍，并出示幼儿园ppt图片。给予幼儿的回答作出回应和肯定。

（3）教师领唱，幼儿跟唱一遍后，教师带领幼儿加上动作表演，一起歌唱一遍。动作表演，进一步加深幼儿对歌曲的理解和记忆。

（4）把幼儿分成两个部分,"两个小娃娃呀，正在打电话呀"这一部分大家一起合唱，后面一个部分部分幼儿分别唱"喂，喂，喂，你在哪里呀"，后一部分唱"喂，喂，喂，我在幼儿园"，然后交换进行。把幼儿分成两个部分交替进行歌唱，通过一问一答，增加情境性，更具有童趣。也增深他们对歌唱活动的体验。

3.改编歌词

（1）改编歌词部分，放映动物园ppt图片，提问幼儿，"这是哪里呀？"，"如果小娃娃在动物园，那他们会怎么打电话呢？"在教师示范前，先给幼儿一定的思考时间，因为幼儿的发展也具有差异性，虽然都是小班幼儿，但是难免会有个别儿童思维发展水平较高，所以在观察幼儿的回答及反应后，适当地给予示范。通过ppt图片的提示，引导幼儿参与改编并歌唱，教师的示范是考虑到小班幼儿的年龄特点，他们的接受能力远小于大班和中班幼儿，所以通过教师示范，再让他们进行自主改编。

（2）出示游乐园和家的ppt图片，请幼儿根据图片自己改编歌词，并大声歌唱。锻炼幼儿的看图能力，进一步巩固幼儿的歌唱记忆。

4.延伸部分提问幼儿，"小娃娃还有可能在哪里呢？"有利于发挥幼儿的想象空间，让幼儿说出他们的想法，再进行改编，有利于幼儿参与歌唱活动的积极性提高。最后，鼓励幼儿回家与家人一起歌唱表演，不仅有利于巩固刚学的歌曲，也有益于亲子关系发展。

小班说课稿 颜色变变变小班说课稿篇六

小班幼儿由于其年龄和生理心理特点，尤其喜欢游戏和运动，而数学由于其学科特点，相对而言比较抽象和枯燥，如果将数学知识融入游戏和运动中，让幼儿在玩中学，在动中学，就既可满足幼儿的游戏和运动需要，又可很好地完成数学教学目标。因此我设计这个活动采用游戏的形式，千方百计地把幼儿的注意力吸引过来，让他们全身心地投入到活动中，这样，枯燥的数学知识就会变得有趣，简单重复的练习也因游戏而变得生动起来，孩子们学得轻松、学得愉快，效果也会更好。

根据材料，我制定了以下两个目标：

1、通过活动，让幼儿感知"1"和"许多"，并初步区别"1"和"许多"两个不同的量。

2、培养幼儿对数活动的兴趣，并学习用语言来进行表达。

重点和难点：

重点：通过操作游戏活动，让幼儿感知"1"和"许多"。

难点：初步学习区别"1"和"许多"两个不同的量。

小兔头饰、各色的蘑菇、篮子一个、魔术盒一个

1、尝试活动

师：兔妈妈要和我们来玩一个小兔采蘑菇的游戏，我们一起来看看有一些什么样的蘑菇？有红蘑菇、绿蘑菇、黄蘑菇、很多蘑菇

交代游戏规则：挑一个你喜欢的蘑菇，只拿一个，一边拿一边说："我拿了一个什么颜色的蘑菇？"

2、提高尝试——小兔采蘑菇

a、到草地上去采蘑菇，不过小兔要听妈**命令一边做动作一边来到草地上。"拍一下、拍许多下/跳一下、跳许多下/走一步、走许多步/[这个环节是将从户内到户外得过程以跳为主结合一和许多，让孩子了解1和许多的]

b、小兔们帮助妈妈采一个蘑菇好吗？一边采一边说："我采了一个什么颜色的蘑菇？"

3、结束讲评：

让孩子表达我采了几个什么颜色的蘑菇，听妈妈口令我们一起回家吧！（跳一下/跳许多下）

幼儿就是在游戏中、在玩中一天天长大和进步的。特别是小班幼儿由于其年龄和生理心理特点，尤其喜欢游戏和运动，游戏深受幼儿喜爱，融入数学知识的游戏或者说将数学活动设计成游戏则更受幼儿的欢迎。

根据幼儿在非正式活动中积累的初步经验以及小班计算活动中教学的目标，我明确了本次活动的基本要求，即正确区别"1"和"许多"两个不同的量，我采用游戏的形式，让幼儿直接参与的情景教学方法，千方百计地把幼儿的注意力吸引过来，让幼儿在有趣、直观、形象的情景中，通过对学具的操作，感受"1"和"许多"这两个不同的量，使幼儿学得轻松、自主。如：一开始运用了"魔术的"方法然后采用"和小兔交朋友"、"小兔采蘑菇"游戏情景让他们全身心地投入到活动中，使幼儿始终以角色身份参与游戏，这一方面，即符合小班幼儿好动的特点，又吸引了幼儿的注意力，让幼儿在有趣的游戏中体验并感知了"1"和"许多"，并通过反复的游戏，使幼儿能正确区别"1"和"许多"，理解两个量的实际意义，引起幼儿对数的好奇和探索兴趣。

这样，枯燥的数学知识就会变得有趣，简单重复的练习也因游戏而变得生动起来，小朋友学得轻松、学得愉快，效果也会更好。在活动的每个环节中我都很注意结合让孩子感知"1"和"许多"，如：在带孩子从户内到户外的过程，也抓住时机，让孩子跳一下，跳许多下来到目的地，这样不仅很好的保持孩子的注意力，也让他们在过渡过程中得到练习。在活动中，还强调了让幼儿用语言来表达"1"和"许多"两个量，符合小班幼儿动作配语言的思维发展要求，也促使幼儿在表达过程中理解"1"和"许多"这两个量的概念。

小班说课稿 颜色变变变小班说课稿篇七

小鸭找朋友是一个简单的故事，语言比较简单，有重复性，有利于小班孩子的理解与学习。故事中根据不同动物的生活习性，让幼儿知道有的动物能和小鸭在池塘里玩，有的动物不能和小鸭在池塘里玩。重复性的动物对话，适合小班孩子的语言发展水平。但是课程的提示中从另一个角度--学说拒绝别人的礼貌用语来理解故事，我觉得跳出了平常故事教学的局限圈，是将语言与社会领域的有机结合，既可以在故事中发展语言，又可以在活动享受礼貌交往的快乐。

刚开学时，我们就开展了一系列有关“朋友”的活动，如：音乐活动：找朋友等，对朋友这两个字眼孩子们还是很熟悉的，也很乐意做大家的朋友，但在这个活动中我看到“新”的交朋友的方式-拒绝别人时的礼貌用语，这也是我选择此教材的很大原因，对于小班孩子而言，这个语言活动倘若能顺利地实施开展，对我班孩子交朋友方面肯定是有帮助的。

(1)说活动目标

根据教材及我班孩子的特点，我就认知、能力、情感三方面制定了活动目标，活动目标如下：

1、通过模仿小动物之间的对话，培养幼儿完整的语言表述能力。

2、亲近小动物，了解一些常见动物的生活习性。

3、能大胆运用有礼貌的语言拒绝别人。

分析：从三条目标来看，第一条是主导目标也是能力目标，意想通过这个活动让幼儿模仿小动物之间的简单对话，从而发展幼儿的语言表达能力，我想小班初期要注重幼儿语言表达的完整性，所以也就在目标中体现了这一点。第二条是认知目标，在这个故事中，有的动物会游泳，有的动物是不会游泳的，因此不能下河，让幼儿通过这个故事了解一些动物的习性是一个很好的契机。第三条目标是情感方面的，与以往的情感目标所不同的是，这次是婉言拒绝别人的艺术，拒绝别人时我们也要有礼貌，这是人与人之间交往的艺术。

(2)说活动的重点：理解故事内容，学习故事中小动物的对话

分析：我们制定重难点时往往是从所定的目标出发，因为是语言活动，又是以故事的形式出现的，所以理解故事内容，学说小动物之间的对话就成了本次活动的重心，通过生动的flash带动幼儿的表达欲望。

(3)说活动的难点：区分会游泳和不会游泳的动物

分析：在活动中出现的小动物有的会游泳，有的不会游泳，这也是每一个小动物的特有习性，让孩子知道不会游泳的是不能下水的，否则要淹死的。

1、前期知识准备：我们的第一个主题就是《高高兴兴上幼儿园》在主题中培养幼儿喜欢上幼儿园的情感，其中有一个很主要的内容就是和每一个孩子做好朋友，所以朋友对孩子来说并不陌生。通过一个多月的幼儿园生活，孩子们也拥有了很多好朋友，也懂得了一些粗浅地礼貌用语：如老师早，老师再见等。

2、在活动中的准备：利用电脑、多媒体自制动画故事，并对故事进行简单的改编和加工，有利于幼儿对故事的理解，在加上幼儿表演用的小动物挂饰等材料，帮助幼儿明确自己的角色，增加兴趣。这些材料可以在语言活动后，放在区角里让幼儿进行操作。

本次活动我共设计了四个环节，根据小班幼儿的年龄特点，从一只正在哭的小鸭子为契入口引起幼儿兴趣。通生动有趣的flash，让幼儿了解故事，学说小动物之间的对话等等，第一环节语言导入，引起幼儿兴趣，发展幼儿的想象力和求异思维。第二个环节是完整欣赏，熟悉故事中的人物及它们的习性，主要针对第二个目标设计的，这也是本次活动的难点。第三个环节是分段欣赏并学说小动物间的对话，主要是为第一个目标也是本次活动的主导目标服务的，这是本次活动的重点。第四个环节是让幼儿模仿故事中的小动物进行表演，也可以说是整个活动的高潮和延伸，巩固幼儿已掌握的对话，如未掌握的可延伸到区角。

小班说课稿 颜色变变变小班说课稿篇八

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.

小班说课稿 颜色变变变小班说课稿篇九

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.

小班说课稿 颜色变变变小班说课稿篇十

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….

小班说课稿 颜色变变变小班说课稿篇十一

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…hey this is not your. . . .sorry it’s my. . . . picture it’s=it is oh, i’m ’s=that is that’s all right/ok.

小班说课稿 颜色变变变小班说课稿篇十二

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.

小班说课稿 颜色变变变小班说课稿篇十三

也许大多数的老师在看到教材之后，首先就会想到设计语言或音乐活动，而我却选择为小班幼儿上一节简单而有趣的折纸课。折纸它可以发展幼儿的观察力、想像力和动手操作能力;可以开发幼儿的智力，是一种陶冶情操的教育。一件美术作品，既能表现幼儿天真的心灵，又能反映他们不同的个性。教师可以通过观察幼儿的美术作品去影响幼儿个性的形成和发展。

根据教材特点及小班幼儿的实际情况我拟定了以下教学目标：

1、引导幼儿初步学习两边对折的技能，培养幼儿折纸的兴趣。

2、通过让幼儿亲自动手实践，感受折纸的快乐。

使幼儿掌握两边对折的技能

基于对教材和幼儿的分析，我采用启发、示范、体验的教学方法展开教学活动。在学习的过程中我准备让幼儿先观察后操作的学习方式来学习折纸，在学习过程中对个别幼儿适时、适当的指导，并给予评价，从而有效的培养幼儿折纸的兴趣。

谈话导入激发兴趣--教师示范幼儿观察--动手操作学习技法--户外活动感受快乐四个环节。第一个环节教师出示折叠好的小飞镖与幼儿谈话激发起幼儿自己动手折叠的兴趣;第二个环节是本节课的重点我通过讲解和示范制作，让幼儿掌握折叠的基本技能和方法。;第三个环节是本课的难点，我通过开展看图解折,高兴玩和欣赏精美的折纸作品两个活动来解决这一难点。

今天的活动撕贴画《苹果》，撕出撕成小碎片，沿着实线将撕出的碎片粘贴在苹果里面，活动前我估计一般孩子能完成的，可实际操作过程中却发现孩子们困难重重，有的甚至手足无措。我仔细分析了原因：首先，这些孩子大多是独生子女，在动手能力方面几乎都没有重视过培养，做任何事都是大人一手操办的，导致这些这些孩子一遇到要动手操作的活动就显得很茫然，不知道该从哪里入手，只会说“老师，我不会”。他们的撕纸有些其实就是“拉”纸，这对于小班的孩子确实有些困难，需要空间概念和手部力量及手眼协调等能力，所以我想多练习就能提高他们这方面的发展。但是大部分孩子完成的还是比较好的，第一个环节我创设了情景，让幼儿以“我的大苹果”来激发他们创作的欲望，而且我在示范时，语言用的比较有趣，动作夸张，孩子们一下就被吸引住了，在我反复强调并演示了几次撕纸的动作要领之后，孩子们也能按照我的方法撕了虽然孩子们有着的个别差异，撕出的作品也不相同，但他们看到自己的作品被贴到了主题墙上时，都体验到了成功的快乐。

我想撕纸是一个反复练习、不断提高的过程，以后要给予幼儿多练习撕的机会，让他们在做做玩玩中体验成功的快乐！

小班说课稿 颜色变变变小班说课稿篇十四

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.