小學(xué)說課稿范文(十七篇)

小學(xué)說課稿范文(推薦十七篇)5小學(xué)說課稿范文(篇一)Goodafternoon,everyone.Itismygreathonortostandheretopresentmylesson.Tomakemypresentationclearer,IwillexplainmylessonplaninthefollowingpartsPartOne:AnalysisoftheteachingmaterialReadingteachingisaveryimportantpartinEnglishteaching.NewCurriculumstandardrequiresthatstudentsshouldgetsomekindsofinformation,enlargetheirknowledge,enjoyandgetgum,cultivateanddeveloptheirreadingskillsthroughreading.ThelessonIamgoingtotalkaboutisthereadingpartinChapter6fromOxfordEnglish7A.Itisastoryaboutacrew’sadventureonanotherplanet.ThetitleisNobodywins.PartOneofthestoryappearsinChapter5andstudentswillknowtheresultofthestoryinthischapter.StudentsonlyknowpartofthestoryinChapter5,sotheywillbeveryinterestedandeagertoknowtheresultofthestory.Theymaybeveryexcitingwhentheyknowtheresult.PartTwo:TeachingaimsAccordingtomyunderstandingofthematerialandstudents,Iestablishthefollowingteachingaims:1.Studentscanreadandunderstandthestory.2.Studentscandeveloptheirguessing,skimmingandscanningskills.3.Studentscanbuilduptheirself-confidenceandlearnhowtocooperatewithotherswell.Teachingkeypointanddifficultpoint:Thekeypointofthislessonistodevelopstudents’scanningandskimmingskills.Thedifficultpointofthislessonissomedifficultwordsinthestory.PartThree:TeachingequipmentCAI,taperecorderPartFour:Teachingmethodsandlearningmethods1.Communicativeteachingmethod2.Task-based"teachingmethodlearningmethodAsweallknow:themaininstructionalaimsoflearningEnglishintheMiddleSchoolistocultivatestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.Tousethesemethodsarehelpfultodevelopthestudents’abilities.PartFive:Teachingprocedures（1）Pre-readingactivity:Studentsactoutpartoneofthestory.StudentshavelearnedpartoneofthisstoryinChapter5.AfterlearningChapter5,studentsknowwhatthestoryisaboutbuttheydon’tknowtheresultofthestory.Theendingofpartoneisthatthemaincharacterofthestorysaysallofthemwillbealive.（Themaincharacterswerecaughtbyamonsterandtrappedinacage）。Afterstudentsactoutpartoneofthestory,Iwillraiseaquestiontoleadinmylesson:What’sthemaincharacter’splantosavethecrewfromdanger?Askstudentstonumbertheparagraphsinthestory.Therearetotallytwelveparagraphsinthisstory.（2）While-readingactivities:Activityone:Guessing:Studentsoftenmeetwithsomenewwordsinreading.Whentheyseethenewwords,theyareeitherfrightenedbythenewwordsortheyspendtoomuchtimeinlookingupthewordsinthedictionary.Itwillbehelpfultoimprovestudents’readingabilityiftheyknowhowtoguessthemeaningofthewordsaccordingtothecontext.Whentheyaredoingthispart,askthemtofinishitbythemselvesfirstandthenaskthemtodiscussingroups.Askstudentstofindthefollowingwordsinthestoryandusethemtoreplacethewordsinitalicsinthesentences.immediately,secretly,attacked,escape1.Thecaptain’smenclimbedintothekangaroos’pocketsandnoonesawthem.2.Aftersuper,Gorkwenttobedandfellasleepatonce.3.GorkshoutedbecauseNobodyhithim.4.TheycouldnotkillGork.Otherwise,theycouldnotgetaway.Activitytwo:skimming（Whenstudentsdotheskimmingtask,theydon’tneedtoreadthewholestorywordbywordandtheydon’tneedtounderstandthewholestory.Theskimmingtaskonlyrequiresstudentstoreadpartsofthestoryandgetthemaininformationofthestory.Thisskillwillhelpstudentstodeveloptheabilitytofindoutthekeywordsandkeysentencestounderstandthemainideaofthestory.Itishelpfultoincreasestudents’readingspeed.）Askstudentstonumbertheparagraphsinthestory.Therearetotallytwelveparagraphsinthisstory.1.Askstudentstoreadthefirstandthelastthreeparagraphsandanswerthefollowingquestions:a.Whatwilltheyusetomeltthebarsofthecage?b.Weretheyfree?2.Askstudentstoreadthestoryquicklyandgivecorrectorderstothefollowingsentences:a.Thenyou’lluseittokillGork,Captain.b.Gork,thisisnobody.c.Youjusthadabaddream.d.Wewillusethislasertorchtomeltthebarsofthecage.e.Wecan’tkillhim.f.Nobodyattackedanddamagedmyeye.ActivityThree:scanning（scanningisakindofskillusedtofindoutthemaininformationinreading.Whenscanning,studentsdon’tneedtoreadthestorywordbyword,theyjustneedtoscantherelativepartofthestoryaccordingtotheinformationtheyneedtofindout.）Askstudentstofillintheblanksaccordingtothestory.Gorkfellasleep.CaptainKingtoldhis________.They_____fromthecage.Kingshouted"Thisis_________"andusea_______________toaimatGork’seye.ThekangaroosdidnothelpGorkbecausehesaidnobody________him.Kingandhisfriends_________intothekangaroos’pocketsandescapedthecave.（3）Post-readingactivity:StudentsworkingroupstotellCaptainKing’splantosavethemfromthedangerwiththehelpofthegivenquestions.HowdidKingcallhimself?Whatdidtheyusetomeltthebars?WhathitGork’seye?Whenthekangarooscame,whatdidGorksay?Afterthisactivity,Iwilltellthemthemoraleducationofthisstory:Whenyouareindanger,youshouldcalmdown,useyourbrainandtrytothinkofsomewaystosaveyourselffromdanger.（5）Homework:theexerciseonpage74and75.2.Writedownthestoryinyourownwords.Theaboveismypresentationaboutmylessonplan.Thankyouforlistening.小學(xué)說課稿范文(篇二)儒家學(xué)說，亦稱儒學(xué)，起源于東周春秋時(shí)期，和“道家”、“墨家”“法家”等諸子百家之一，漢朝漢武帝時(shí)期起，成為中國(guó)社會(huì)的正統(tǒng)思想，如果從孔子算起，綿延至今已有兩千五百余年的歷史了。隨著社會(huì)的變化與發(fā)展，儒家學(xué)說從內(nèi)容、形式到社會(huì)功能也在不斷地發(fā)生變化與發(fā)展。如果對(duì)儒家學(xué)說的內(nèi)容、形式和社會(huì)功能等進(jìn)行綜合的宏觀考察，我認(rèn)為中國(guó)儒學(xué)在不同歷史發(fā)展階段有著不同的特點(diǎn)。提及儒學(xué)，首先想到的便是以孔子、孟子、荀子等為代表的先秦原始儒學(xué),春秋末年，孔子創(chuàng)立了以“仁”和“禮”為核心的思想體系，同時(shí)主張“為政以德”，創(chuàng)立儒學(xué)。儒學(xué)提倡“仁”、“義”、“忠”、”恕”，中庸之道是儒家的一種主張，主張待人接物不偏不倚，調(diào)和折中的態(tài)度?！叭省钡闹鲝埵恰叭收邜廴恕保@一主張是要求統(tǒng)治階級(jí)體察民情，反對(duì)苛政?？鬃诱J(rèn)為，要實(shí)現(xiàn)“愛人”，還要遵循“忠恕”之道，就是“己所不欲，勿施于人”的要求;“禮”的主張是“克己復(fù)禮”，就是說要克制自己，使自己符合“禮”要求。但是由于當(dāng)時(shí)奴隸制度趨于瓦解，各國(guó)君主無暇顧及孔子提倡的“以禮治國(guó)”的思想，儒學(xué)在當(dāng)時(shí)并未受到太多重視。戰(zhàn)國(guó)時(shí)期，在孔子學(xué)說的基礎(chǔ)上，孟子提出“性善論”，在政治上實(shí)行仁政，并提出在當(dāng)時(shí)頗受爭(zhēng)議的“民貴君輕”的主張?，F(xiàn)實(shí)主義流派的荀子也從性善論出發(fā)，強(qiáng)調(diào)理的規(guī)范與教化作用。戰(zhàn)國(guó)時(shí)期，儒學(xué)成為顯學(xué)，卻因?yàn)橹T侯紛爭(zhēng)，其主張不能滿足地主階級(jí)的要求而受到冷落。同樣，荀子設(shè)計(jì)的治國(guó)原則：“明分使群”、“群居和一之道，”包括理想的“王制”與具體的“富國(guó)”、“強(qiáng)國(guó)”之策，乃至他的“禮論”、“樂論”、“君道”等等，可以說都是非常富于現(xiàn)實(shí)主義的。它都是在肯定當(dāng)時(shí)已經(jīng)形成的社會(huì)等級(jí)和職業(yè)分工的基礎(chǔ)上，來規(guī)定社會(huì)每一個(gè)成員的名分和位置，并要求其各盡其職，從而達(dá)到整個(gè)社會(huì)的和諧一致。當(dāng)然，這并不是說在荀子提出的治國(guó)原則中沒有一點(diǎn)理想主義的成分。因?yàn)?，如果它的學(xué)說中一點(diǎn)理想主義成分都沒有，那么，他的學(xué)說就不會(huì)有什么感染力，而他也就不能稱為一名思想家。儒學(xué)發(fā)展的第二個(gè)時(shí)期便是兩漢時(shí)期，漢武帝重用董仲舒的思想，實(shí)行“廢黜百家，獨(dú)尊儒術(shù)”。是儒學(xué)逐漸成為了正統(tǒng)思想。董仲舒的理論是陰陽家與儒家的合流。我認(rèn)為，“天人三策”是體現(xiàn)董仲舒和西漢時(shí)期儒學(xué)政治以及思想特點(diǎn)的最好體現(xiàn)?！疤烊烁袘?yīng)，君權(quán)神授；推明孔氏，抑黜百家；春秋大一統(tǒng)，尊王襄夷”。董仲舒在儒學(xué)中增加了天人合一，君權(quán)神授的內(nèi)容，并且提出了如后歸納為三綱五常的學(xué)說。這一切都適應(yīng)了君主專制的需要。在宋、明、清時(shí)期，儒學(xué)進(jìn)入了第三個(gè)發(fā)展階段——性理之學(xué)的儒學(xué),宋朝儒學(xué)歷史發(fā)展的背景是獨(dú)特而鮮明的：動(dòng)蕩衰弱的歷史背景，三教合一的文化趨勢(shì)以及傳統(tǒng)儒學(xué)的陷入困境。由此，新的儒學(xué)必然產(chǎn)生。新儒學(xué)產(chǎn)生后第一個(gè)關(guān)心的問題是宇宙論，這與傳統(tǒng)儒學(xué)只關(guān)心社會(huì)以及政治的角度不同。周敦頤發(fā)明“太極圖”，并提出精神修養(yǎng)的方法即成圣之方——無欲：靜虛之心，動(dòng)直之心。邵雍、張載等人也提出了自己的宇宙觀點(diǎn)，如太極即是氣的觀點(diǎn)等。朱熹的理學(xué)，強(qiáng)調(diào)的是“形而上者，無形無影即是理；形而下者，有情有狀是此器?！敝祆湔J(rèn)為，太極包含萬般之理，又是一切理的概括。在宋代，程朱理學(xué)曾經(jīng)被斥為偽學(xué)，幾次被查禁。到了元代才被確立為正統(tǒng)思想以此持續(xù)到明清時(shí)代。宋朝時(shí)期的儒學(xué)逐漸被官方化，是因?yàn)楫?dāng)時(shí)理學(xué)以儒學(xué)為宗吸收道教佛教之長(zhǎng)補(bǔ)儒學(xué)之短，把天理、仁政、人欲內(nèi)在的統(tǒng)一為一體，是儒學(xué)更加完整和哲理化，因此更有效的維護(hù)了封建統(tǒng)治等級(jí)特權(quán)制度，適應(yīng)了加強(qiáng)封建統(tǒng)治的需要。到了明朝中期，程朱理學(xué)成為人們求取功名利祿的敲門磚而逐漸失去了尋求圣賢學(xué)文的精神。陸王心學(xué)與理學(xué)相對(duì)。他們認(rèn)為并不存在“理的世界”，宇宙是一個(gè)自身完整的精神實(shí)體。而這個(gè)世界即是我們經(jīng)驗(yàn)中的世界。有心才有理。朱熹強(qiáng)調(diào)做學(xué)問，而陽明強(qiáng)調(diào)行動(dòng)。陽明創(chuàng)的王學(xué)的內(nèi)在結(jié)構(gòu)是由知行合一和致良知構(gòu)成的。在這一結(jié)構(gòu)中，陽明以心(良知)立言，又以良知釋心。心(良知)就構(gòu)成了王學(xué)的基石。而“致良知”是如何為圣的過程。明清時(shí)期，儒學(xué)體系較為活躍。活躍的儒學(xué)思想對(duì)傳統(tǒng)儒學(xué)體系的批判和繼承促使我國(guó)的傳統(tǒng)文化重新煥發(fā)了生機(jī)，但并未占據(jù)思想主流，性質(zhì)上也并非是資產(chǎn)階級(jí)政治學(xué)說。盡管這種思想與明清之際的商品經(jīng)濟(jì)相適應(yīng)有一定的聯(lián)系，但是其產(chǎn)生的原因是xxx和階級(jí)矛盾的尖銳。由此可見，儒學(xué)的歷史地位也與當(dāng)時(shí)國(guó)家的經(jīng)濟(jì)情況密切相關(guān)。近現(xiàn)代的新儒學(xué)是儒學(xué)發(fā)展的第四個(gè)階段?？鬃訉W(xué)說在近現(xiàn)代以來的新發(fā)展就是在中西方文明的碰撞下產(chǎn)生了新儒學(xué)。在新儒學(xué)的準(zhǔn)備和發(fā)展階段，儒家學(xué)者曾經(jīng)有過“中學(xué)為體，西學(xué)為用”等被動(dòng)接受西方文化的思想。近現(xiàn)代以來中國(guó)社會(huì)的動(dòng)蕩，包括新中國(guó)建國(guó)前和建國(guó)后，儒學(xué)都不再有太大的發(fā)展和變化，當(dāng)然也說不上有很高的歷史地位。而從上世紀(jì)九十年代再次產(chǎn)生的“儒學(xué)熱”又是國(guó)人重新開始對(duì)中國(guó)古典文化感興趣的表現(xiàn)。儒家文化是一種和諧文化，這正對(duì)應(yīng)了現(xiàn)在中國(guó)人對(duì)生活和社會(huì)的期待。同時(shí)還有在經(jīng)濟(jì)發(fā)展的副作用中蓬勃起來的道德的淪陷和社會(huì)形態(tài)的復(fù)雜，這些都促使人們開始把目光重新放到中國(guó)傳統(tǒng)經(jīng)典思想上去。儒家思想是我們中華文華的重要組成部分。雖然當(dāng)今我國(guó)社會(huì)受西方文化影響，社會(huì)西化很嚴(yán)重，但傳統(tǒng)思想在國(guó)民意識(shí)形態(tài)中仍占有不可替代的地位。日常生活中，我們的行為會(huì)不知不覺的以儒家規(guī)范為準(zhǔn)則，受到儒家規(guī)范的約束，我們要好好學(xué)習(xí)儒學(xué)，繼承和發(fā)揚(yáng)中華民族的優(yōu)良傳統(tǒng)。小學(xué)說課稿范文(篇三)Goodafternoon,teachers.It’smygreatpleasuretobeheresharingmylessonwithyou.ThecontentofmylessonisthesecondreadingofUnit10,BookI.I’llbereadytobeginwiththislessonfromsixparts:Analysisofthestudents,analysisoftheteachingmaterial,theteachingaims,theteaching&learningmethods,theteachingaidsandtheteachingprocedures.First,letmetalkaboutmystudents.PartIAnalysisofssMystudentsarefromGradeOneinvocationalschools.Theyhaveapoorvocabulary,littlemotivationtolearninitiallyandnoconfidenceinexpressingthemselves.Therearedistinctindividualamongthem.Theyarequickinthinkingandlongforvictory.Theymayraiseinterestinthetopicbecauseofitsfamiliarity,andareeagertoknowthesedifferences.Inmyclass,sswillbegivenapreviewplantounderstandthereading,progressivetasksincompetitiontoensureoverallparticipation.PartIIAnalysisoftheteachingmaterialOurtextbookistakenfromEnglishBookIforvocationalschools.Itemphasizesoninterestandutility.Sincesomeinformationaboutculturaldifferenceshasbeenmentionedinpreviousunits,thisunitwillfocusonintroducingindividualdifferencesandbuildingthesenseofcross-culturalcommunication.ReadingIIwilldemonstrateculturaldifferencesfurtherandoccupiesanimportantposition.Itwilltakeuptwoperiods,andI’lldealwiththesecondperiodforreadingcomprehension,andconcentrateonss’abilitiesofreadingandusingEnglishfluently.PartIIITeachingaimsTeachingaimsAfterstudyingtheteachingmaterialandanalyzingss’presentsituations,Ithinktheteachingaimsarethefollowings:1.Knowledgeaims1)Tomastersomekeywordsandexpressions:awkward,courtesy,direct,misunderstand,assoonas,keepdoingsth,etc..2)Tounderstandthegistofthereading,workoutthewriter’sopinionsafterreading,andcompleterelevanttasks.3)Toretellthereadingandtrytotalkwithpartnersaboutdifferencesintablemannerswiththepurposeofusingthelanguagefluently.2.Abilityaims1)Tobetterreadingstrategiestopromotereadingabilitywiththehelpofskimming,scanningandotherreadingtechniques.2)ToimproveabilityofusingEnglishfluentlyaswellaslogicalthinkingafterdealingwithtasks.3)Tofostertheabilityofcooperationingroupactivities.3.Emotionaims1)Tohaveageneralknowledgeofdifferencesintablemanners,esp.betweenChineseandAmericancultures,andfosterthesenseofcross-culturalcommunication.key&difficultpoints1.KeyPoints1)Togettheinformationfromthereading;2)Tocommunicatewithpartnersfluently.2.DifficultPoints1)HowtoimprovethereadingabilitiesbecausemystudentsareweakinEnglish,esp.inreadingstrategies.2)Howtohelpssputtheirlearningintopracticewithreferences.PartIVTeaching&LearningmethodsAgoodmethodrequiresthattheteacheractasaguidewhilessastherealmastersinclass.Inmyclass,ssaremainlyguidedbytasksprogressively.1.Soaccordingtotheanalysisoftheteachingmaterialandthestudents’learningbackground,Iwillusethefollowingteachingmethods.1)Task-basedlanguageteaching2)Activityteaching3)Delaminationteaching4)Question-and-Answeractivityteaching2.Thelearningmethodsarethefollowings:1)Cooperativelearning2)AutonomousLearningPartVTeachingaidsMulti-mediaNon-testingevaluation1).Apieceofpapertoevaluatethemselves.PartVITeachingprocedures.Asfortheconcreteprocedures,itincludes5parts.TaskII:checkingwords&answeringquestions.Sswillhaveamatchingforwordsandmeaningstocheckwordsandthentheymayposeanyquestionstheymetinpreview.Ssfinishitbeforeclassandpresentkeysontheblackboard.SomemusicwillbeplayedtocalmssdownandcreateasituationtolearnEnglish.Purposes:Theeasyitemmayhelpthembuildconfidence.TaskII:Lead-in.Ssmaywatchavideoaboutculturaldifferences,andthenfinishthesentencewithbrainstorming.Thisitemisopentoanswers.Asfarasstudentsgettothepoint,theirgroupmaygetmarks.Purposes:Brainstormingmayactivatessandcatchtheirattentionquickly.Atthesametime,itmayactasaforeshadowingforthereading.TaskIII:Presentationwithtasks.Itincludestwoitems.ItemI:(skimming)Sslookthroughthereadingin2minutes,andthenfinishthemultiplechoicesontheirown.Purposes:Thistaskwilltrainsstogetquickinformationandfosteragoodreadinghabit.ItemII:(carefulreading)Inordertocopewiththereadingclearly,therearethreeportions.PortionAisforPara1.Itisaboutthewriter’sexperienceinChina,andthentherearesomequestions.PortionBisforPara2.ItisaboutaChinesestayinginAmerica,andthentherearesomemultiplechoices.PortionCisforPara3.Itisaboutsolutions,andthenssrectifythetable.Similarly,theyreadindividually,andthendiscussingroupstogetanagreedanswer.Representativeswillbesenttothebbtopresentkeys.Purposes:Thethreeportionswillhelpssworkoutthewriter’sopinionsclearly.Cooperativelearningwillhelpthemovercomedifficultwordsorsentencesandfindthefeelingofsuccesswhentheycangetkeyswithouttoomuchguidefromtheteacher.Andpraisegoesfirstnomatterhowtheydo.Tillnow,ssmayrealizeculturaldifferencesfurther.TaskIV:Consolidationintime.Itincludes3items:Fivestatementsforsstochecktheirunderstandingaboutthereading,adialoguetocheckhowtheycantransferinputtooutputandashortpassagetotellthemwhethertheyhavemadeprogressinreading.Similarly,ssdothemontheirown,andthendiscussproblemsingroups.Purposes:Thethreeitemswillgiveaclearreflectiontoss.Lasttask,Iwillmakeaconclusionofthisperiod,encouragesstobuildthesenseofcross-culturalcommunication,andthendosomeextension:WatchanothervideoaboutdifferencesbetweenChinaandtheWest,anddiscusswhetherthepointsfromthevideoarereasonableornot.Theitemisalsoopentokeys.Ssareencouragedtowritedownnotes.Purposes:Thistaskwillhelpssdaretospeakbecauseofthegoodinputaboutculturaldifferencesfromthereading.Eachonemayhaveachancetoexpressthem,andexperiencethefeelingofsuccess.Intheprocessofcommunicating,theyhelpandencourageeachother,andusethelanguagegradually.Itwillhelpsstransferpassivelearningintoactiveacquisitionandseethemeaningoflearning.DesignofwritingontheblackboardWheninRome,doastheRomansdoAforeignerstaysinChinaawkward.DoastheRomansdo.AChineseinAmericaindirect.Afterclass,toss,theyhavetwoassignments:1.Ssfinishthetabletoevaluatethemselves.2.SssurftheInternetformoreinformationaboutculturaldifferences,suchassendingandacceptinggifts,introducingpeople,etc.,andthenwritedownanswers.Purposes:Thefirstonemayhelpsstoreflectthemselves,andthelatteronemayhelpssextendtheirlearningofcrosscultures.Writingactuallyisnecessaryforallsteps.Afterclass,theymaydoitmorerelaxed.Whenfinishingit,theymaypaymoreattentiontothewrittenlanguageandthenimprovetheirEnglish.Reflectionafterteaching.Ontheonehand,sscanbeguidedbytasksprogressively,andactwell.Theyalsohavefostercooperationingroupactivities.Ontheotherhand,theteacherneedstopaymoreattentiontoindividualdifferencesandensureoverallparticipation.Theteacheralsoneedstoimprovetheabilityofmonitoringtheclassefficiently.小學(xué)說課稿范文(篇四)TheIntroductionoftheteachingplanforsectionB(1-2c)unit5(goforit)IhavethehonortorevealmyanalysisofEnglishlessonhere.I’dliketosayI’lltrymybestnottoletallofyoudown.Asteachers,ifyouwanttohaveanexcellentclassofEnglish,especiallyanopenclasstomanyexpertslikeallofyou,weshouldhavetodigintotheteachingmaterial,analyzetheteachingmaterial.However,Ithinkweshouldtakethesepartsintoconsideration.①Teachingmaterialandthestudents②teachingmethods③learningmethods④procedures⑤blackboarddesignandassessment.Ok,letmesaysomethingaboutmyteachingplanforunit5sectionB.TodaythefirstI’lltalkaboutisthefirstpart“AnalysisoftheTeachingMaterialandstudents”PartOne:AnalysisoftheTeachingMaterialandstudents(一)statusandfunctionThetopicofthisunitisaboutdecisionmaking.Suchtopicisrelatedtodailylifeofstudents,soitishelpfultoraiselearninginterestofstudentsanditwillbehelpfultoimprovetheirspokenEnglish.Thisunitisdividedintotwoparts:SectionAandSectionB.SectionBisdividedintotwoperiods.ThisperiodisthefirstlessonofUnit5sectionB.ItintroducesnewvocabularywhilerecyclingthelanguagepresentedinSectionA.AllactivitieshelpstudentsintegratethenewtargetlanguagewiththelanguagestudiedinSectionA.Thisrecyclingreinforcespreviouslanguagelearningwhileprovidingadditionalpracticewithnewlylearnedlanguage.Italsoincreasesthestudentslisteningandspeakingabilitybylisteningpracticeandpairworktalking(二)TeachingAimsandDemandsTheteachingaimsbasisisestablishedaccordingtoJuniorSchoolEnglishsyllabusprovision.Inaccordancewiththeanalysisofteachingmaterialandtherequirementsof“goforit＂Englishteachingsyllabuses.Thefocusofteachingshouldbelaidongraspingkeyvocabularyandstructures,anddevelopingthestudents’abilityofcommunication.SoI’vedesignedthefollowingaimsanddemands1.KnowledgeobjectsKeyvocabulary:agent;makemoney;travelaroundtheworld;getaneducationTargetlanguage:IthinkyoushouldgotocollegeButifIgotocollege,I’llneverbecomeagreatsoccerplayer.2.Abilityobjects:Totrainstudents’abilityoflisteningandspeakingTotrainstudents’abilityofcommunication3.Moralobjects:Moneyisn’teverything.TobeinterestedintakingpartinactivitiesinEnglishclass(三)Teachingkeypointsanddifficultpoints1.Keypoints:keyphrases:travelaroundtheworld;makemoney;getaneducationkeystructures:Ithinkyoushould…。IfI…I’llnever…2.Difficultpoints:howtotrainandimprovestudents’listeningability.(四)AnalysisofthestudentsTheSshaslearnedEnglishforabouttwoyearssofar.Althoughtheyareallfromtheruralarea,theycanunderstandsomewordsandsomesimplesentences.TheSshavetakenagreatinterestinEnglishnow.1.Thestudentsdon’thavelargevocabulary.2.ThestudentsseldomcommunicateinEnglishinnormaltimes.3.Thestudentsarelackinginlisteningandspeakingskills.4.ThegapoftheSs’knowledgelevelinthesameclassisquitewide(五)TeachingaidsMulti-mediacomputer,Taperecorder,somemoneyandsoon.Theywillbeneededinthislesson.PartTwoTheTeachingMethods1.Communicativeteachingmethod2.listeningandspeakingmethods3.Task-basedteachingmethodAsweallknow，themaininstructionalaimsoflearningEnglishintheJuniorMiddleSchoolistotrainstudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguageSointhislessonI’llmainlyuse“Communicativeteachingmethod”,“l(fā)isteningandspeakingteachingmethod”and“Task-based”teachingmethod.Thatistosay,I’lllettheSsgetabetterunderstandingofthekeystructureofthedialogue.I’llgivetheSssometasksandarrangesomeactivities:freetalking,listeningandanswering,oralpractice,actingoutandhavingacompetition.Aboveall,IwilllettheSslearninrealsituations,finishataskbymakingasurveytohelptheSstogetabetterunderstandingofthekeystructureoftheconversation.PartThreeTheLearningMethod─cooperationThestudentswillfinishsometasksinlimitedtimetoimprovetheirlisteningandspeakingskills.Thestudentswilltakepartinsomeactivitieslikeworkinginpairs,discussinginpairs.Eachunitin“Goforit”containspairwork,groupworkandgames.Thestudentswhositatthesametableandgroupscanmakeadiscussionandlearneachother.Itmakeseachstudentberelaxed.Theyneedn’tworryaboutmakingcanarousestudentstothinkandtosaywhattheywanttosay.Studywillbecomemorerelaxedandpleasedinthiskindofenvironment.PartFourTeachingProcedure一TeachingstepsStep1LeadinginT:Goodmorning,boysandgirls!Ss:Goodmorning,sir!T:(Takeoutapieceofbill)Look!What’sthis?Ss:Money.T:Wholikesit?Handsup?Ss:(Ssallputuptheirhands)T:(kissthemoney)me,too.(Putthebillinthepocket)Ss:(Ssalllaugh)T:(Showamanwhoisholdingplentyofmoney)Ss:Wow.T:IfIhavesomuchmoney,Iwillgivesometothepoorstudentsinourclass,andiftheyworkhard,Iwillgivethemmore.Ifyouhavesomuchmoney,whatwillyoudo?Workinpairsandtalkaboutit.(Studentsaretalkingaboutitinpairs;theyhaveenoughwordstosay)…(Talkaboutthequestionwithmanystudents.)T:S1,Ifyouhavesomuchmoney,whatwillyoudo?S1:IfIhavesomuchmoney,Iwillgivesomemoneytomyparents.T:Youaresokind.Don’tyouwanttotravelaroundtheworld?(translateintoChineseifnecessary;Teach:travelaroundtheworld)S1:IthinkIwill.T:S2,whataboutyou?S2:IfIhavesomuchmoney,Iwillbuysomenewclothesformyparents.Theyareveryhard-working.T:That’sagoodidea.Don’tyouwanttogetaneducation?(TranslateintoChineseifnecessary;teach:getaneducation)S2:Yes,IamsureIwillgotocollege.T:Ifyouworkhard,Ithinkyouwillgotocollege.S2:Ithinkso.T:S3,ifyouhavesomuchmoney,whatwillyoudo?S3:Iwillopenupacompanyandmakemoremoney.T:That’sgreat.Mayyousuccess!S3:Thankyou.(Askmorestudentstotalkaboutit)…T:Ifwehavesomuchmoney,wewilldoalotofthingswiththemoney.Somoneyisveryimportantforus;S4,doyouthinkmoneyiseverything?(TranslateintoChineseifnecessary)S4:Ithinkmoneyisn’teverything.T:Iagreewithyou.Moneyisn’teverything.Purposeofmydesigning:IthinkitisimportanttoformabetterEnglishlearningsurroundingfortheSsandatthesametimeitisnecessarytoprovidesituationstoreviewlearnedknowledgeforthenextstepandpresentsomenewwordsandphrases.Step2StudythephrasesTshowsthephrasesinActivity1andletSsreadandlearn.Step3Circleandsurvey1.T:LookatthethingsinActivity1,whichofthethingsarethemostimportanttoyou?Circlethreethings.(Sscircle.Waitforamoment)T:Whatisthemostimportantthingtoyou?S5:Togotocollege.(helpifnecessary)T:What’sthesecond?S5:…T:What’sthethird?S5:…(Askmorestudentstosay)2.T:Pleaseworkingroupsofsix,andcountupthenumberofShowthemoststudentsineachitem._____think_____isthemostimportantthingtothem,______think_____isthesecondimportantthingtothem,and_____think_____isthethirdimportantthingtothem.Purposeofmydesigning:ToprovidesituationstoreviewlearnedknowledgeforthenextsteplisteningandmakesuretheSscangraspthekeywordsandphrasesandlearntoexpresstheirownopinionStep4Listenandwrite“A”or“P”T:LookatthepicturesinActivity2a,wecanseetwopictures,thefirstpictureisaboutMichaelandasocceragent(teach:agent),andthesecondpictureisaboutMichaelandhisparents.Andwewillheartwoconversations,ConversationOneisaboutMichaelandthesocceragent,ConversationTwoisaboutMichaelandhisparents.Listentotherecordingandwrite“A”or“P”intheblanks.AasocceragentPMichael’sparents(Makesuretheyknowtheletters’meaning)(Tplaystherecordingforthefirsttime,Sslisten.Tplaystherecordingforthesecondtime,Sswrite“A”or“P”)Correcttheanswerswiththestudents.Purposeofmydesigning:togivestudentspracticenthetargetlanguagesinspokenconversationStep5ListenandcompleteT:LookatthesentencesinActivity2b,readthesentencesfirst.(Studentsreadloudly)T:Listentotherecording,Listentothefirstsentenceasamodel.(Playtherecording;letthemknowthefirstsentence)now.小學(xué)說課稿范文(篇五)論語，在穿越時(shí)空的千年中，是智慧的碰撞與思想的交合。--題記靜靜地坐在窗前，聽著“雨打梨花深閉門”的音韻，耳畔回蕩著清揚(yáng)明快的讀書聲，一句句古話，一章章論語，把我?guī)Щ亓酥腥A大地那個(gè)百花齊放、百家爭(zhēng)鳴的時(shí)代。我看到了荀子，他采儒家、法家、道家等各家之長(zhǎng)，提出了“制天命而用之”學(xué)說主張；我看到了孟子，他看透了戰(zhàn)爭(zhēng)的殘酷與暴虐，明白了“春秋無義戰(zhàn)”，提出了以“仁政”為主張，安撫民生……這些學(xué)說成就，令我驚嘆，讓我折服。在諸子百家學(xué)說中，我最欣賞的學(xué)說是儒家，最欣賞的人當(dāng)然也就是儒家學(xué)說的代表人——孔子。透過歷史的面紗，我眼前看到的是一個(gè)“仁以為己任”的孔子；一個(gè)“有教無類”孔子；一個(gè)“己所不欲，勿施于人”的孔子……盡管他的思想不全部正確，偶有錯(cuò)誤；盡管他的思想為不能為當(dāng)時(shí)統(tǒng)治者所接受；盡管他周游列國(guó)施教，卻仍窮困潦倒，但是卻不妨礙他在教育上的所取得了輝煌的無人能及的成就，后世之人把他尊為“萬世師表”、“至圣先師”。捧讀孔子智慧的結(jié)晶--《論語》，書里“溫故而知新”告訴我們復(fù)習(xí)是好的學(xué)習(xí)方法；“三人行，必有我?guī)煛弊屛覀兠靼兹送庥腥?，天外有天，不能目光短淺，自以為是；“己所不欲，勿施于人”指導(dǎo)我們?cè)鯓訛槿颂幨?，與他人和睦相處……。在這么多金玉良言中，我最喜歡的一句是，子曰：“君子食無求飽，居無求安，敏于事而慎于言，就有道正焉，可謂好學(xué)也已。”當(dāng)我在小學(xué)時(shí)，說話經(jīng)常不經(jīng)大腦思考就脫口而出，橫沖直撞、口無遮攔，因而得罪了不少人，與同學(xué)的關(guān)系也沒有相處好。再加上與一些學(xué)習(xí)不努力及志不同道不合人做了朋友，使得我有一段時(shí)間，學(xué)習(xí)心不在焉，成績(jī)飛速下降。當(dāng)我讀到這句話時(shí)，它仿佛當(dāng)頭棒喝，使我恍然大悟：物以類聚，人以群分，對(duì)待朋友要“擇其善者而從之，其不善者而從之，其不善者而改之”。從此，我說話做事開始三思而后行，努力地修補(bǔ)與同學(xué)之間的關(guān)系，與萍水相逢的朋友只可點(diǎn)頭相交，話說天氣；與志同道合的朋友則在一起談天文，說地理，講政治，聊理想……我們共同“指點(diǎn)江山，激揚(yáng)文字，糞土當(dāng)年萬戶候”。隨著我的朋友相處之道的改變，我的心思又回到在了學(xué)習(xí)上，成績(jī)當(dāng)然也逐步地提高了。論語，是歷史長(zhǎng)河中的一顆晨星，細(xì)細(xì)品讀，你會(huì)理解兩千年前孔子仁愛的思想。一個(gè)有著溫文爾雅學(xué)富五車的氣質(zhì)，有著仁為已任的思想的孔子，永遠(yuǎn)在我眼前浮現(xiàn)，耳邊飄蕩。小學(xué)說課稿范文(篇六)1.contentofteachingmaterialsThissectionfocusesonfestivalsandfocusesonhowpeopleusuallyspendtheirclassrequiresstudentstomastertheNational,Day,Halloween,Christmas,Spring,FestivalandWhatdopeopleusuallydoatof...I?...Andfreetotalkabouthowtospendthethisclass,didleadstogeneralquestionsandanswersaswellasnewthepasttenseofthebeverbhasappearedinthefirstthirdunits,itiseasierforthestudentstomasteritwhentheyarestudying.2.statusofteachingmaterialsTheselectedcourseinthisclassisEnglish6AUnit6inOxfordprimaryteachingofthisunitrevolvesaroundthissectionofthefestival,studentshavetheknowledgeofthepreviousthirdunitsforeshadowing,relativelyeasytodepthandarrangementreflectsnotonlytheprogressivemeaningofteachingmaterials,butalsothestudentsknowledgelevelandcognitivehowpeoplespendtheirholidays,especiallyinWesternfestivals,.Studentsarerequiredtocollectinformationintimeaftertheactualteaching,thisclassusestheoldtopic,firstteachesthenewsentencepattern,andusesthesentencepatterntoleadthenewknowledgewaytounfold,thisisadvantageousforthestudenttoacceptandgrasp,alsohasmanifestedtheteachingcontentthecontinuity.Saytarget:1.teachingobjectivesThenewcurriculumemphasizestheorganiccombinationofknowledgeandskills,processandmethod,emotion,attitudeandvalues,andinthelightofthisunderstanding,Isetthefollowingteachingobjectives:three.[Objective]tostudentscognitivespokenphrasesandwords:visitrelativesandfriends,gotoparties,dressupincostumes,waremasks,makepumpinglant