教师招聘面试说课稿人教版小学英语精选6课目录教材阅读...............................................................................................................2.........................................................................................................................19三年级上册.........................................................................................................23Unit2 Look at me........................................................................................23三年级下册.........................................................................................................25Unit2 My family..........................................................................................25四年级上册.........................................................................................................28Unit4 My Schoolbag...................................................................................28五年级上册.........................................................................................................30Unit1 My new teacher................................................................................30Unit4 What can you do?.............................................................................33六年级上册.........................................................................................................35Unit4 I have a pen pal................................................................................35


教材阅读




































Teaching Plan InterpretationI. The analysis of the teaching materials1.Status and function2.Teaching aims3. Important points & Difficult points


II. The analysis of studentsIII. Teaching and learning methods Ⅳ. Teaching procedure


Ⅴ. Blackboard design


三年级上册Unit2 Look at me1. Teaching aims1) Knowledge object: ss grasp the six new words about body parts: head, eye, face, ear, nose and mouth; ss know how to introduce their body parts2) Ability object: ss can understand some basic contact instructions, according to which they can do relevant actions, e.g. touch your head/nose/eye; train their quick response.3)Emotion and attitude object: cultivate ss' observation competence and awareness of imitation in learning English. 2.Teaching key pointsThe six new words about head: head, eye, face, ear, nose and mouth.3.Teaching difficult pointsThe pronunciation of th in mouth.4. Teaching MethodsI will mainly adopt TPR method and task-based teaching method in the wholeteaching process.5. Teaching procedure In order to achieve my teaching aims successfully, I divide my teaching procedureinto 6 steps: lead-in, presentation, practice, consolidation, summary and homework: Step 1. Lead-in(warm-up/revision) In this step, ss firstly sing the song《Hello》and the chant in unit 1 together, clappingwhile singing, to create a relaxed atmosphere; after that, some ss are invited to wearheaddresses of Cheng Jie, Mike, Wu Yifan, Sarah, Zip and Zoom, to act out thedialogues in section A, the aim is to review the sentence pattern this is... Step 2. PresentationTeacher first asks ss to look at himself/herself, then points at his/her head, sayingthis is my head. The other new words, eye, face, ear, nose and mouth, are introduced


、my and your. Step 3. Practice In this step, I design two activities to help ss grasp what they have learned better:Activity one: a snow ball gameTeacher invites three groups (6 ss per group) to come to the front and stand in a line, practicing a chant one by one, e.g. the first one says: nose, nose, this is my nose; the next one continue speaking by adding another word: nose, nose, this is my nose; head, head, this is my head, the others by analogy. The group which can finish practicing the six new words most quickly will be the winner. Activity two: listen and drawSs draw stick figures according to teacher's instructions. For example, teacher says: draw a mouth, then ss draw a mouth (teacher can invite one or two ss to draw onthe blackboard), nose，eye，face，ear and head are drawn in the same way, lastly finishing a complete portrait.Step 4. ExtensionIn this step, teacher helps ss extend the knowledge about body parts by playing a song on the screen: Head shoulders knees and toes, through which they will be more familiar with the word head, besides, they will contact some more difficult words about body parts: shoulders knees and toes, laying basis for the future learning. Step 5. Summary Ss summarize the knowledge they have learned today; teacher stresses theimportance of imitation in English learning.Step 6. Homework Ss are encouraged to sing the song《hello》at home, changing names into body partsthey learned。6. Blackboard design
in the same way; Teacher later presents the six words about body parts on the screen, then help ss to practice listening and speaking through actions and expressions, to say, nodding head, winking eyes or touching nose, as to the difficult pronunciation (mouth), ss are encouraged to practice more and listen/check with each other.Next, students listen to the tape and imitate it, further correcting their pronunciation, they are meanwhile required to point at their own body parts whiling reading. Lastly, ss play a game: Simon says. Teacher gives instructions and ss accordinglydo actions, the rule is: if the instruction is added Simon says before, ss shall act, or else will be out, for example:T: Simon says, touch your head. Ss execute the instruction, if the teacher just say:Touch your head. Ss need not to do any actions. Through this activity, the word touch is introduced and ss will know basically the meanings of touch


三年级下册Unit2 My family1. Teaching aims: 1) Knowledge object is to grasp the new words: father, mother, dad, mom, man and woman; meanwhile learn the sentence patterns: Who's that man(boy)? He's my ...Who's that woman(girl)? She's my ... 2) Ability object is to enhance ss' listening and speaking skills;specially, ss' ability of applying what they have learned into different situations talking about family/ friends will also be cultivated.. 3) Emotion and attitude object is to foster ss' teamwork spirit through pair-work and group activities; to arouse ss' strong love of their family members/friends. 2 .Teaching key points: The usage of new words about family and skills of using sentence patterns to talkabout family members: Who's that...? He/She is my .... 3. Teaching difficult points:The pronunciation of he and she as well as their distinction in meanings. Unit 2 Look at me Second Period Head This is my...Touch your... face ear eye nose mouth


4. Teaching Methods: I will adopt task-based teaching method, TPR method, situational approach andaudio-lingual method to stimulate ss' learning interest, design a variety of activities,make the students learn to play and play to learn.5. Teaching procedure: In order to achieve my teaching aims successfully, I divide my teaching procedureinto 6 steps: warm-up/revision, presentation, practice, consolidation, summary andhomework:Step 1. Warm-up/Revision In this step, I'll firstly demonstrate the animation of Unit 1 B Let's talk on the screen, ss imitate the performance on the screen, after that, ss act out the dialogues in groups (three ss per group); the aim is to arouse ss' learning interest and revise the sentence pattern introducing others who are near: this is....Step 2. Presentation Suppose that a boy in the class is a new comer, teacher asks him: what's your name?lead the boy to answer: My name is...; then teacher tells to the other ss: He is (Mike), which Ss will repeat. Another boy who sits farther also pretends to be a new comer; the teacher points at him and asks: who's that boy? Leads ss to answer: He's ...After that, teacher asks ss about girls in the same way, replacing he with she; ss practice the sentence patterns Who's that girl? She's ... Who's that boy? He's ...with their desk-mates, they can talk about and meanwhile point at any person in the class. Next, teacher presents two photos, about Liu Xiang and Li Bingbing respectively, then ask ss: Who's that man? Who's that woman? Ss are led to answer: He's ... /She's ... Teacher shows his own photo: This is my family. Do you know who are they? Ss will raise raise questions about the figures in that photo, teacher answers: She's my mother./ He's my father, repeating father and mother, then use dad and mom to answer the same questions, whose oral quality of them. Lastly, Ss listen to the tape, imitating the dialogue in textbook loudly for 2 times, after that. they will go to the front and act it out in groups. Step 3. Practice In this step, I design two activities to help ss grasp what they have learned better:Activity one: Who's family is this?Teacher collects several family photos of ss, then presents one and asks: Who's family is this? Leading the relevant student respond quickly:This is my family. Subsequently, that student will answer questions from the other ss about the figures inhis photo. The activity will be conducted in three rounds. Activity two: Guessing game


Invite a student to come to the platform and cover his/her eyes; ask some other student to speak out a few English, then the whole class ask the one in front: Who's that boy/girl? If his guess is right, the speaker will be instead covered eyes, and the game will continue.Step 4. Consolidation : In this step, I design one task to consolidate the new knowledge: Draw your parents/ best friends:Distribute pieces of paper to ss, ask them to draw their parents or best friends as quickly as possible, then practice the sentence patterns Who's that boy/girl/man/woman? He's my ... She's my ...freely in groups; during this process, I will walk around the whole class and direct them timely. Step 5. SummarySs summarize the language points they have learned in this l