幼儿英语说课稿范文(共8篇).doc 20页

篇一：幼儿园说课范文文章简介：《幼儿园小班说课稿》一、说教材《能干的小手》是小班上学期主题三《我自己》次主题《小手和小脚》中的一个活动内容，我选《幼儿园小班说课稿》《计划总结》觉得好请分享：一、说教材《能干的小手》是小班上学期主题三《我自己》次主题《小手和小脚》中的一个活动内容，我选择本活动是由于：1、小班幼儿已具有初步的自我意识，对身体各器官逐步产生探索兴趣。为了更好的完成本活动教育目标,我把活动的（重点）确定为：引导幼儿通过活动了解自己的小手,知道手能做许多的事情。二、活动准备三、说学情小班幼儿年龄在4岁左右，他们处于典型的游戏年龄阶段，是角色游戏的高峰期，他们对游戏特别感兴趣，平时总喜欢把自己想象成故事中的某一角色，但由于词汇贫乏，幼儿在游戏中想说又不知该怎样说，即使说了也很难把自己的意思表达完整。四、说教法1、游戏法：游戏是幼儿最喜欢的活动，是引导幼儿主动学习的重要方式，能够给幼儿带来许多乐趣。2、谈话法：所谓谈话法，就是围绕活动内容，通过教师提问，引导幼儿回答的一种方法。五、说学法六、说教学程序1、创设情境，引入活动篇二：幼儿园说课格式说课格式一．说教学内容 二．说教学目标三．说教法四．说学法五．说教学程序篇三：幼儿园说课稿：《亲亲长颈鹿》说课设计范例幼儿园说课稿：《亲亲长颈鹿》说课设计范例一、说教材（一）教材分析《亲亲长颈鹿》这个故事选自小班下学期，《有趣的动物》这一主题中。该故事选用了小朋友生活中比较熟悉并喜欢的小兔子和长颈鹿为角色，讲述了一个长颈鹿阿姨助人为乐的故事，特别是小兔子们亲亲长颈鹿阿姨这个情节既让人觉得有趣又很符合小班小朋友的年龄特点，生活中我们也会经常看到自己班的小朋友亲亲老师的小手或者脸蛋来表示他对老师的喜爱之情。（二）教学目标《幼儿园教育指导纲要》语言领域中提出：“发展幼儿语言的关键是创设一个能使他们想说、敢说、喜欢说、有机会说并能得到积极应答的环境。”以及要“鼓励幼儿大胆、清楚地表达自己的想法和感受，发展幼儿语言表达能力和思维能力。”根据这一目标和要求，结合小班下学期幼儿的年龄特点和语言发展水平：幼儿年龄小，注意力容易分散，以自我为中心。（三）学重、难点目标中提到：在游戏情景中理解故事内容，体验友爱互助带来的快乐。为了更好地服务于本次的活动目标，完成活动内容，我做了以下准备工作：i.物质上的准备我给小朋友们准备了小兔头饰，这是为了让幼儿更能进入到小兔这一游戏角色中；ii.知识上的准备 （四）说学情小班幼儿年龄在4岁左右，他们处于典型的游戏年龄阶段，是角色游戏的高峰期，他们对游戏特别感兴趣，平时总喜欢把自己想象成故事中的某一角色，但由于词汇贫乏，幼儿在游戏中想说又不知该怎样说，即使说了也很难把自己的意思表达完整。（五）说教法教育心理学认为：“学习者，同时开放多哥感知通道，比只开放一个感知通道，能更准确有效地掌握学习对象。i.情境教学法：我尝试打破以往仅用图片进行故事教学的传统模式，而是根据故事内容，为幼儿创设情境，幼儿就仿佛置身于真实的环境中，许多不能理解的问题也就迎刃而解了。幼儿有了时间的经验，联想也就丰富了。如小兔子马上要去参加演出了，又过不了河，这让幼儿觉得多么着急啊，他们会主动地想出各种方法过河。iii.提问法：这是语言活动中都能用到的方法。在教学中，我尝试改变以往语言教学总是先讲完故事再进行提问的模式，将单一性、回忆式、封闭式的提问方法改成多样性、启发式、开放式的提问。（六）说学法（七）活动程序结合幼儿年龄特点及活动目标，我设计了以下三个环节：1、交代角色，引出课题，激发幼儿兴趣。2、在游戏情境中讨论出故事情节。3、完整讲述故事。4、表演歌曲《春天》。兴趣是幼儿主动参与的关键。这一环节通过提问、游戏，让幼儿在讨论、谈话中大胆地说出自己所看到的、所想到的，你一言我一语，幼儿在轻松、愉快的气氛中提高了自己的口语表达能力。它是解决重点，突破活动难点最关键的一个环节。考虑到故事中小兔子涂上口红去亲亲长颈鹿这个教具存在着不卫生的因素，所以在设计活动时，我将故事的后半部分进行了一些修改。d)表演歌曲《春天》这个环节是根据故事内容而设计的，它既可以让故事的情节发展得比较完整，又可以满足篇四：英语说课稿范文精品两篇模板英语说课稿范文 goodafternoon,everyone.i’mzhouyan.i’manenglishteacherfromexperimentalschoolofsuqian.nowi’llsaysampleaoflessonsixinbookone.i’llpreparetosaythelessonfromfourparts.partoneanalysisoftheteachingmaterial(一)statusandfunction1.thisisanimportantlessoninbookone.fromthislesson,itstartsaskingthesstograspcontentsofeachsample.toattain“fourskills”requestoflistening,speaking,readingandwriting.tostartlisting“wordbank”andtellthesstorememberthenewwords.tostartaskingthesstowritetheenglishsentenceswell.thereforethislessonisintheimportantpositionoftheteachingmaterial.2.thislessonisthefirstoneofunit2.soifthesscanlearnitwell,itwillbehelpfultomakethesslearntherestofthisunit.3.suchatopicisrelatedtodailylife,soitishelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenenglish.(二)analysisofthestudentsthesshaslearnedenglishforaboutonemonthsofar.theycanunderstandsomewordsandsomesimplesentences.thesshavetakenagreatinterestinenglishnow.(三)teachingaimsanddemandstheteachingaimsbasisisestablishedaccordingtojuniorschoolenglishsyllabusprovision.1.knowledgeobjects(1)tomakethessknowhowtousetheaffirmativesentence“thisis....”andthenegativesentence“thisisnot….”everydayexpressionsfor“apologies”“imsorry”“thatsallright”.(2)tostudythenewwords“six,hey,sorry,it’s,that’s”,etc.bylearningthedialogueofthislesson.(3)tofinishsomeexercises.2.abilityobjects(1)todevelopthess’abilitiesoflistening,speaking,readingandwriting.(2)totrainthess’abilityofworkinginpairs.3.moralobjects(1)toenablethesstobepoliteandlovelife.(2)toenablethesstolookaftertheirthingswell.(四)teachingkeyanddifficultpointstheteachingkeyanddifficultpoints’basisisestablishedaccordingtosampleaoflessonsixintheteachingmaterialspositionandfunction.1.keypoints:(2).toenablethesstostudyingroupsandco-operateskillfully.(3).todevelopthess’interestinenglish.2.difficultpoints:(1)howtomakedialoguesandactthemout.(2)howtowritetherightwholesentences. (五)teachingaidsparttwotheteachingmethods1.audio-visualteachingmethod2.task-based”teachingmethodasweallknow:themaininstructionalaimsoflearningenglishinthemiddleschoolistocultivatestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodtousethesemethodsarehelpfultodevelopthess’thought.partthreestudyingways1.teachthesshowtobesuccessfullanguagelearners.2.letthesspassobservation—imitation—practice ostudylanguage.partfourteachingprocedurestep1warm-up1.freetalkbetweentandss.suchas:hi,i’m....what’syourname?thisis….howdoyoudo?whoishe/she?howareyou?whocancountfrom1to5?what’sthisinenglish?etc.2.agame:askthesstogivetsomeschoolthings.forexample:t:givemeyourbook.(ruler,box,pen,table,knife,etc.)t:thisisyourbook.thisisnotmybook.it’syourbook.etc.inthiscoursei’llaskthemtomakeadialoguegroupbygroupwithoutrepetition.findoutwhichgroupwillmakethemostdialogues.purposeofmydesigning:ithinkitisimportanttoformabetterenglishlearningsurroundingforthessbyimitatingandatthesametimeitisnecessarytoprovidesituationstoreviewlearnedknowledge.step2.presentationthiscourseisveryimportant.i’llmainlytalkaboutthisstep.i’llusecaitopresentthewholedialogue.arrangesomesituationstohelpssunderstandsamplea.firstscene:thereisabagonthefloor.bispickingitupandgetreadytoleave.nowaistalkingwithb.a:hi,b.howareyoutoday?b:i’mfine,thankyou.andyou?a:i’mfine,too.oh,thisismybag.b:no,thisisnotyourbag.it’smybag.a:(lookclosely)oh,i’msorry.b:that’sallright.(atthesametime,cisrunningupandhittinga.)c:oh,i’msorry.a:that’sok.i’llwritethekeypointsonthebbwhiletheyarewatching.afterwatching,i’llteachthemtoreadthewordsandsentencesonthebb.makesuretheycanreadthemwell.purposeofmydesigning:topresentsampleabycaiismucheasierforthesstolearnandgraspthemeanings.caicanprovidearealsituationwithitssoundandpictureanditmakestherelationshipsbetweenthessbetter.step3.practicefirstplaythetaperecorder.letthesslistenandimitatethedialogue.payattentiontotheirpronunciationandintonation.in thisstepthessarerequiredtopractisethesampleinpairsbyreadingthedialoguealoud.thisstepisemployedtomakethessgraspthesample.atlasti’llaskthesstothinkhardandactitoutwithapartneraccordingtosamplea.thenfindoutwhichgroupwillactitoutwell.i’llgivethemredstars.purposeofmydesigning:thisstepisemployedtomakethessgetthegeneralideaofthedialogueasawholeone.atthesametimeletthesshaveachancetopractisetheirlisteningandspokenability.step4.productioninthisstepi’llgivethessafreespacetoshowtheirabilities.secondscene:thessarehavingapicnic.it’shotandtheytakeofftheircoatsandputthemtogether.theyaresinginganddancing,laughingandchatting.afterthepicnic,theybegintolookfortheircoats.dandearetalking.fandgaretalking.etc.afterwatching,i’llgivethesssometaskstomakesimilardialogueswithoutrepetitionandfindoutwhichgroupwillmakemoredialogues.1.skill1model1.i’llaskfourssofthegroupstowritethesesentencesonthebbinthefourlines.thenchecktheirhandwriting,correcttheirmistakes.findoutwhowillwritewellandwhosehandingisthebest.2.finishthess’workbook.purposeofmydesigning:tochecktheknowledgesshavelearnedinthislesson.step5.homework:(1)recitethewordsasmanyaspossibleafterclass.(2)makeadialogueaccordingtosampleaandwriteitintheexercisebook.purposeofmydesigning:ithinkhomeworkissoimportantthatthessshouldspeakenglishasmuchastheycaninclassorafterclass.itisnecessaryforthesstodosomeextensiveexercisesafterclasstoconsolidatetheknowledgetheylearned.blackboarddesignlessonsixsampleasixthisismy….heythisisnotyour....sorryit’smy....pictureit’s=itisoh,i’msorry.that’s=thatisthat’sallright/okinterpretationgoodmorning,ladiesandgentlemen.it’smygreathonorandpleasuretobeheresharingmylessonwithyou.ihavebeenreadytobeginthisrepresentationwithfiveparts.analysisoftheteachingmaterial,theteachingaims,theimportantanddifficultpoints,thestudyingmethods,andtheteachingprocedure.part1teachingmaterialthecontentofmylessonisnewseniorenglishforchinabook___unit____________________.thisunitisabout____________________(topics).bystudyingofthisunit,we’llenablestudentstoknow_________________________anddeveloptheinterestin___________________.atthesametime,letthestudentslearnhowto____________________(functionalitems).fromthislesson,itstarts___________________________(structures).(asweallknow,readingbelongstotheinputduringtheprocessofthelanguage learning.theinputhasgreateffectonoutput,suchasspeakingandwriting.)therefore,thislessonisintheimportantpositionofthisunit.ifthesscanmasteritwell,itwillbehelpfulforthemtolearntherestofthisunit.part2teachingaimsaccordingtothenewstandardcurriculumandthesyllabus(新课程标准和教学大纲),andafterstudyingtheteachingmaterial,theteachingaimsarethefollowings:1.knowledgeobjects(语言目标：语音，词汇，语法，功能，话题)(1)thesscanmastertheusageoftheimportantwordsandexpressions.(2)thesscanusethe__________________(grammar)inthepropersituation.(3)thesscanunderstandthecontentofthelesson,talkabout_______________________(information)andgettheirownideaabout_______________________________.2.abilityobjects(技能目标：听，说，读，写)(1)todevelopthess’abilitiesoflistening,speaking,readingandwriting(2)toguidesstosetupeffectivestudyingstrategies.(3)toimprovethestudent’sreadingability,especiallytheirskimmingandscanningability.(4)totrainthess’abilitiesofstudyingbythemselvesandcooperating.3.emotionormoralobjects(情感目标：兴趣，自信，合作，爱国，国际视野)____________________andsetupself-confidencein_____________________.(2)teachthess_________________________,putthemoraleducationinthelanguagestudy.part3theimportantanddifficultpointsbasedontherequirementofthesyllabus.theimportantpointsare__________________________suchas______________.thedifficultpointsare_________________________forexample_____________.part4teachingmethods4.wholelanguageteaching(整体语言教学法)5.task-basedlanguageteaching(任务教学法)6.totalsituationalaction(情景教学)a“scene—activity”teachingmethod,itestablishesarealsceneandtheinteractionbetweentheteacherandthess.atthesametime,cai(电脑辅助教学)canprovidearealsituationwithitssoundandpicture,itcandevelopthesscreativityinlearningenglish.part5teachingprocedurestep1.lead-in.(_____min)___________________________________________________________________purposeofmydesign:(1)tocatchss’attentionabouttheclass/topic/passage. (2)tosetupsuspense/developinterestin_______________.step2.pre-readingtask1.(individualwork,pairwork,groupwork,classwork;_____min)letss_____________________________________________________________task2.(individualwork,pairwork,groupwork,classwork;_____min)___________________________________________________________________now,let’sseewhathappenedtothe_______________/let’scheckwhetheritisrightornot.purposeofmydesign:(1)togettoknowsomethingaboutthe_________________.(2)tohaveabetterunderstandingabouttheimportanceof___________________.step3.while-readingtask1.(individualwork,pairwork,groupwork,classwork;_____min)skimming:ssshouldreadthematerialfasttofindoutthemainidea/topicsentenceforeachparagraph.para1___________________para2___________________para3___________________task2.(individualwork,pairwork,groupwork,classwork;_____min)scanning:listentothetapepartbyparttofinish___________________________.task3.(individualwork,pairwork,groupwork,classwork;_____min)scanning:guidesstoreadthematerialcarefullyandtakesomeimportantnotes,thenanswerthefollowingquestions.task4.(individualwork,pairwork,groupwork,classwork;_____min)scanning:asksstoreadthematerialcarefullyandfindoutthecorrectanswerstofinishthefollowingchart.task1.(individualwork,pairwork,groupwork,classwork;_____min)(接task3)asksstoclosebooksandfinishthesummaryaccordingtheirnotes.(接task4)retellthestory/sumupthepassageinss’ownwordsaccordingtothechart.task2.(individualwork,pairwork,groupwork,classwork;_____min)discuss_______________________________________________withothergroupmembersandthenchooseareportertosharetheiropinionsabout____________________________________withthewholeclass.purposeofmydesign:ithinkifthesscanfinishthistaskwell,theywillbenefitalotintheirspokenenglish.mostsscantaketheirpartsintheactivities,especiallyforthesswhohavetroubleinenglishstudy.step5.homework1.__________________________________________________2.__________________________________________________purposeofmydesign:homeworkissoimportantandnecessaryfortomastertheknowledgetheylearnedafterclass.itwillcheckwhetherthessachievetheteachingaims. 篇五：英语教师说课稿范例abriefinstructiontothetopicof“whatshouldido?”part1teachingmaterialanalysispart2teachingaims1．aimsoftheknowledge:（1）toknowthespellingofsomewordsandusageofsomephrases.（2）tolearnsomethingaboutmillie?sandsimon?sproblems.（3）tograspthemainideaofreadingandusetheinformationtotalktoothersaboutone?sproblemsandhowtodealwiththem.2．aimsoftheablilities:（1）toimprovetheabilityofgettinginformationbyreading.（2）toimprovetheabilityofretellingthestory.3．aimsoftheemotion:（1）tounderstandhowtowriteaboutproblemsandtoexpressfeelings.（2）toaskforadvicetosolvetheproblems.part3teachingemphasis1．tomasterthe?to?-infinitivesand?wh-?words+?to?-infinitives.2．togettheabilityofgeneralreadingandgettinginformation.part4teachingdifficulties1．torecognizeandunderstandvocabularyaboutproblems.2．toaskforadvicepart5teachingmethodsinthistopic,iwillusefive-stepteachingmethodandtask-basedlanguageteaching.idesignsometaskstohelpthestudentslearn.ithinkifiwanttoimprovethestudents?oralenglish,ishouldgivethemenoughchancestopracticeandiwillusepairwork,groupworktoletthestudentstakeanactivepartinallkindsofactivities.thatis“learningbydoing,learningbyusing”.letthestudentsbethemastersoftheclassteaching,thus,student-centeredteachingmethodiswellshown.part6teachingaidsprojector，slideshow，taperecorderandblackboardpart7teachingprocedurestepⅰ．lead-inthepurposeistoarousethestudents?interestofstudy.let?shaveafreetalk.t：haveyougotproblems?s：yes.t：whatisit?s：eatingtoomuchmakesmeunhealthy.t：whataboutyou?s：……stepⅱ．presentationthepurposeistodeveloptheskillsofskimmingandhowtogainthemainideaofthearticles. 1．askstudentstoreadtwolettersandanswerthefollowingquestions:①whatismillie?sfavouritehobby?(painting)②whatismillie?sproblem?(shedoesn?thaveenoughtimeforhobbiesandhomework.)③whendoessimonplayfootball?(afterschooluntillate)④howdohisparentsfeelaboutit?(theydon?tlikethisandaskhimtogohomebefore6p.m.)2．askstudentsiftherearewordsthattheydonotknow.explainsomenewwordsbriefly.stepⅲ．practicethepurposeistodeveloptheskillsofscanningandhowtogainthedetailsfromthearticles.1．listentothetapeandanswersomequestionabout“true”or“false”.2．askstudentstoreadthearticlesagainandexplainsomeimportantphrases.howtosolvetheproblems；handin；ontime；atthemoment；can?tfindanytimeformyhobbies；feelbad；giveup；achieveabalancebetweenthetwo；hearform；makeunhappystepⅳ．retellingthepurposeistodeveloptheskillsofretellingwiththekeywords1．askstudentstomakesentenceswithphrasesthatwehavelearned.2．trytoretelltheoutlineofthearticles.3．encouragestudentstosaysomethingaboutthemselves.stepⅴ．summaryandhomeworkthepurposeistogivethestudentsaclearideaofhowtoexpresstheirproblemsandrevisethearticles.1．askstudentstorevisethewordsandphrases2．askstudentstowritealetterabouthimselfafterclass.duringmyteaching，i?lltrymybesttogetmyclassaliveandencouragethestudentstotalkwitheachotherinenglish.ithinkthegeneralaimofenglishteachingistoimprovetheabilityofusingenglish.andi?llusethistoguidemyteaching.thankyou!篇六：幼儿园说课稿的格式和写法语言：《纲要》在语言领域中提出：发展幼儿语言的关键是创设一个能使他们想说、敢说、喜科学，《纲要》中指出要积极引导幼儿对身边常见事物和现象的特点变化规律产生兴趣和探究欲望。社会 “纲要”中指出，在幼儿生活经验的基础上，帮助幼儿了解自然、环境与人类生活的关系。从身边的小事做起，培养初步的环保意识和行为。幼儿期的生活还处在他律的阶段，他们并不懂得什么是对的，什么是错的，别人这样做，他们也会这样做。数学：新《纲要》中提到，要从生活和游戏中感受事物的数量关系，并体验到数学的重要和有趣。数学教育的总目标是培养幼儿对数学活动的兴趣，使他们愿意并喜欢进行数学活动。培养幼儿具有正确使用操作材料的技能和良好的学习习惯。根据认知领域的目标，幼儿园新《纲要》的理念，以及中班幼儿的发展水平，我从知识、能力、情感三方面出发，制定丁本次活动的目标：说教法：新《纲要》提出：创设一个宽松的环境，让每个幼儿都有机会参与探究活动，进行尝试，感受参与的乐趣，并能鼓励幼儿大胆发表自己的想法和意见。1、直观法这里使用的是演示法，通过演示变换实物，激发幼儿的学习兴趣。2、谈话法3、游戏法游戏是幼儿最喜欢的活动。这个活动我以一根游戏主线——“香蕉香蕉变变变”贯穿始终，给幼儿创设了一个轻松、愉快的学习环境。4、操作体验法它是幼儿建构知识的基本方法，是指幼儿动手操作，亲身体验，在与材料的相互作用过程中进行探索学习。三、说学情小班幼儿年龄在4岁左右，他们处于典型的游戏年龄阶段，是角色游戏的高峰期，他们对游戏特别感兴趣，平时总喜欢把自己想象成故事中的某一角色，但由于词汇贫乏，幼儿在游戏中想说又不知该怎样说，即使说了也很难把自己的意思表达完整。四、说教法1、游戏法：游戏是幼儿最喜欢的活动，是引导幼儿主动学习的重要方式，能够给幼儿带来许多乐趣。2、谈话法：所谓谈话法，就是围绕活动内容，通过教师提问，引导幼儿回答的一种方法。五、说学法经验感知法：由于小班幼儿的经验缺乏又喜欢模仿，容易在经验分享中产生人云亦云的现象，如在讨论小手会干什么时，一个幼儿说我的小手会刷牙，其他的幼儿也会跟着说会刷牙，幼儿的思路打不开，就不能较好地完成教育目标。 说课稿：《神奇的筷子》一：说设计思路：常言道，心灵手巧。使用筷子是手的精细协调动作。用筷子夹食物时，不仅是5个手指的活动，腕、肩及肘关节也要同时参与。从大脑各区分工情况来看，控制手和面部肌肉活动的区域要比其它肌肉运动区域大得多，肌肉活动时刺激了脑细胞，有助于大脑的发育。可见，及早进行手的活动功能训练一方面可以让幼儿享受用筷子进餐的乐趣，另一方面对幼儿的智力发育也有好处。中班幼儿的小肌肉不断的发展，可以掌握多种动作技能，而且会比较协调。但班里大部分幼儿不会使用筷子吃饭。二：说教学目标根据活动目标，我把活动的重点和难点定位于：使用筷子进行各种活动。三：说教学方法2．操作探究法：它是幼儿建构活动的基本方法。所谓操作法是指幼儿动手操作，在与材料的相互作用过程中进行探索学习。本次活动安排了三次操作活动。第一次是引起兴趣后第一次操作，主要是练习筷子的正确使用方法。幼儿拿筷子的姿势会越来越准确。第二次操作是实践活动，通过品尝食物进一步练习和巩固筷子的使用方法。3．游戏法：中班幼儿处于游戏的高峰时期，好动是他们这一年龄段的突出特点。四：说学法：1．操作尝试法：陶行知先生说过在“做中教，做中学，做中求进步”。在第一次操作活动中我就引导幼儿练习筷子的使用方法，在这一过程中幼儿通过对教师示范的观察进行练习，他们不一定会使用的很正确，那也不要紧，在第二次的实践活动中，幼儿通过品尝，强化了筷子的使用方法，教师适时的个别指导，就巩固了练习方法。五：教学过程：我采用了环环相扣组织此活动程序，活动流程为：导入活动——学习筷子使用方法——练习筷子的实践活动——筷子游戏1．导入活动“兴趣是最好的教师”。活动一开始我就采用谜语引起幼儿对筷子的兴趣，“姐妹双双一样长，一起工作一起忙，冷冷热热都经过，酸甜苦辣一起尝。”这个谜语形象的讲述了筷子的外型特点和用途。 筷子的使用方法有一定的标准，因此，我在幼儿第一次练习前，先示范讲解使用筷子的动作要领，再让幼儿练习自由练习。学习筷子的目的在于在实践活动中的运用，在这环节里我为幼儿提供了豆类食品，让他们通过品尝锻炼手部肌肉的灵活性和手指配合的协调性，落实了第二个目标，在音乐中，孩子们无拘无束的使用筷子，边吃边和同伴交流，教师巡回指导，帮助有困难的幼儿。活动即将结束时，教师随音乐用筷子敲出欢快的节奏，吸引幼儿一起来打击节奏乐。六：说活动评价纵观整个活动，各环节紧密相连，相互渗透，所有环节都是围绕“筷子”来进行。本次活动，在教学内容的组织上体现了“整合”的设计思想，有效贯彻了《纲要》的理念，真正做到了师生互动，生生互动。《幼儿园语言说课稿》一、说教材（一）教材分析故事作为一种文学形式，充满童趣，幼儿易接受并产生浓厚的兴趣。以故事为主要形式的教学活动，不仅能使幼儿增长知识和明白事理，而且还能发展幼儿的听说能力。故事《龟兔赛跑》用浅显的故事内容不仅能让幼儿明白知道做事情只有不骄傲、认真、努力坚持到底，一定能成功的寓意。（二）教学目标（三）教材重点、难点本次活动的重点是：指导幼儿大胆连贯的讲述。二、说教法充分利用多种教育手段来引起幼儿注意，训练听说能力。主要采取直观法、练习法和游戏法（小品）。根据幼儿思维特点所决定的。幼儿以形象思维为主，所以采用直观看图（有条件时看光盘）引起幼儿注意，能让幼儿更好地理解故事内容，同时为幼儿的语言表达做充分的准备。通过练习法可以刺激幼儿的表达欲望。三、说学法由浅入深，循序渐进，始终与听说能力贯穿始终。四、活动准备示范挂图、头饰、发令枪、小旗、花环、录音机（或光盘）等五、说教学过程（一）示范法：教师讲述故事内容，让幼儿初步了解故事内容，发展幼儿的想象力。 （四）分角色几人一组合作，表演故事。小兔子认识到自己错了，改正了错误还是一只可爱的小兔子，小朋友们要是做错事要知道错了就改，就是一个好孩子。（六）布置作业，回家讲给家长听。用激励的语言让幼儿举手动起来符合幼儿好动特点。（七）小结：今天我很高兴，小朋友们也很高兴。我们知道了骄傲使人落后的道理，并且你们会讲故事了。如果还想表演小品老师就把头饰和小电视放到语言区供小朋友继续演出和讲述。篇七：幼儿园说课稿模板小班综合活动《香蕉香蕉变变变》说课稿各位评委、各位老师同仁们：大家好！一、说教材1、教材内容分析：水果是幼儿生活中常见的事物，它富有营养，又贴近幼儿的生活，可以给幼儿带来丰富的感官之旅。这个活动我是以水果中的一种——香蕉为主体，之所以选它，因为它是水果当中比较常见的一种，孩子们又比较熟悉的，实物一出示，就很容易引起幼儿的学习兴趣，且融入游戏，又有幼儿亲身体验，让幼儿在活动中能用语言和动作表现出香蕉的独特外型、与众不同的吃法及与众不同的口味，这非常符合幼儿的年龄特点和学习特点。2、幼儿现状分析：小班幼儿年龄小，语言表达能力较差，动手能力也较差，他们的思维仍带有直觉行动性，3、目标定位：活动的目标，贯穿于一个教育活动的始终，对活动起在生活中，小年龄的幼儿对吃的、玩的东西很感兴趣。为此，我们常常以他们的兴趣为出发点，设计一些教学活动，巧妙地将教育目标蕴含其中，让幼儿在生活化的活动中获得有益的发展。对于突破重点所采用的方法：丰富幼儿的知识经验，以游戏的形式贯穿始终，引导幼儿轻松学习；对于突破难点所采用的方法：注重多观察多实践，使幼儿在亲身体验中感知事物的渐变过程5、活动准备：活动准备是为具体活动目标服务的，同时幼儿是通过与环境、材料的相互作用来获得发展的。二、说教法新《纲要》提出：创设一个宽松的环境，让每个幼儿都有机会参与探究活动，进行尝试，感受参与的乐趣，并能鼓励幼儿大胆发表自己的想法和意见。1、直观法 这里使用的是演示法，通过演示变换实物，激发幼儿的学习兴趣。2、谈话法3、游戏法游戏是幼儿最喜欢的活动。这个活动我以一根游戏主线——“香蕉香蕉变变变”贯穿始终，给幼儿创设了一个轻松、愉快的学习环境。4、操作体验法三、说学法1、多种感官参与法新《纲要》科学领域中，目标明确指出：幼儿能用多种感官动手动脑，探究问题；用适当的方式表达，交流探索的过程和结果。因此，我在活动中引导幼儿眼看（观察）、耳听（倾听）、脑想（想象）、学一学、说一说、做一做等多种方式来获得知识体验，重点引导幼儿注意倾听，发挥想象、大胆表述及表现。2、体验法心理学家指出，凡是人们积极参加体验过的活动，人的记忆效果就会明显提高。3、尝试法四、说活动过程开始部分这一部分是为了引起幼儿对本次活动的兴趣。一开始，我就出示一个方纸盒，用神秘的语气提出问题：“小朋友，这个盒子里面有一样好吃的东西，它的样子长长的、弯弯的，皮黄黄的，要剥皮后才能吃，你们猜猜是什么？”问题中表示香蕉特征的语句，如：长长的、弯弯的，皮黄黄的，要剥皮后才能吃。教师在表述时语速要慢，咬字要清晰，这样才能引导幼儿仔细倾听，并结合以有的生活经验进行想象，有意识地猜出老师问题的答案。基本部分这一部分我通过游戏的形式引导幼儿发挥想象，并大胆运用语言、动作表达想象结果，也是本次活动的重点所在。一开始，我就抓住幼儿喜欢游戏的特点开始提问：“这可不是一只普通的香蕉，它会变魔术，你们信不信！”这样一说，孩子们肯定会觉得很新奇，不管他们信不信，我接着就已经开始变了，很自然的把他们的注意力吸引过来：“你们看！香蕉开始变了，变变变——（教师轻轻地把香蕉往下弯），你们看它这样像什么？”孩子们结合以又经验发挥想象并大胆表达，也许有的孩子还没有反应过来，教师可以运用启发联想法，引导幼儿去想象，对表达能力较差的幼儿要及时鼓励和肯定，并允许幼儿用身体动作来表示。 老师一起打电话吧！”。结束部分这一环节是一个分享过程。首先我鼓励幼儿自己动手剥香蕉：“让我们剥开香蕉，看看剥开后的香蕉像什么？”这里幼儿尝试自己剥开香蕉皮，对动手能力较差的，不会剥的幼儿，教师可以适当地给予帮助。然后让幼儿观察、想象剥开的香蕉像什么？最后和幼儿一起分享：“下面请你们一边吃，一边看看有什么变化？”引导幼儿在吃的过程中感知、交流香蕉从“整体——>部分——>没有”的渐变过程。活动反思：此次活动内容体现了直接兴趣性，根基性，活动性、整体性和发展性。教法：篇八：英语说课稿范文英语说课稿(范例)introducemyselfgoodmorning/afternoon,everyone.i’mnowi’llsaypartaoflessonsixfromthefunwithenglishin.i’llpreparetosaythelessonfromfourparts.partone:analysisoftheteachingmaterial(一)statusand(地位与作用)1.thisisanimportantlessoninfromthislesson,itstartsaskingthesstograspcontentsofeachsample.a.toattain“fourskills”requestoflistening,speaking,readingandwriting.b.tostartlisting“wordbank”andtellthesstorememberthenewwords.c.tostartaskingthesstowritetheenglishsentenceswell.thereforethislessonisintheimportantpositionoftheteachingmaterial.2.thislessonisthefirstpartofifthesscanlearnitwell,itwillbehelpfultomakethesslearntherestofthisunit.3.suchatopicisrelatedtodailylife,soitishelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenenglish.(二)analysisofthestudents(对学生的分析)thesshaslearnedenglishsofar.theycanunderstandsomewordsandsomesimplesentences.thesshavetakenagreatinterestinenglishnow.(三)teachingaimsanddemands(教学目的和要求)theteachingaim’sbasisisestablishedaccordingtoprovision.1.knowledgeobjects(1)tomakethessknowhowtousetheaffirmativesentenceandthenegativesentenceeverydayexpressionsfor(2)tostudythenewwordslearningthedialogueofthislesson.(3)tofinishsomeexercises.2.abilityobjects(1)todevelopthess’abilitiesoflistening,speaking,readingandwriting. (2)totrainthess’abilityofworkinginpairs.1.moralobjects(1)toenablethesstobepoliteandlovelife.(2)toenablethesstolookaftertheirthingswell.(四)teachingkeyanddifficultpoints(教学重点和难点)theteachingkeyanddifficultpoints’basisisestablishedaccordingtopartaofintheteachingmaterial’spositionand.1.keypoints:2.difficultpoints:(1)howtomakedialoguesandactthemout.(2)howtowritetherightwholesentences.(五)teachingaids(教学用具)parttwotheteachingmethodsteachingspecialfeaturestousethesemethodsarehelpfultodevelopthess’thoughts.partthreestudyingways1.teachthesshowtobesuccessfullanguagelearners.2.letthesspassobservation—imitation—practicetostudylanguage.teachingspecialfeatures:partfourteachingprocedurestep1warm-up1.freetalkbetweentandss.suchas:hi,i’m....what’syourname?thisis….howdoyoudo?whoishe/she?howareyou?whocancountfrom1to5?what’sthisinenglish?etc.2.agame:askthesstogivetsomeschoolthings.forexample:t:givemeyourbook.(ruler,box,pen,table,knife,etc.)t:thisisyourbook.thisisnotmybook.it’syourbook.etc.inthiscoursei’llaskthemtomakeadialoguegroupbygroupwithoutrepetition.findoutwhichgroupwillmakethemostdialogues.purposeofmydesigning:ithinkitisimportanttoformabetterenglishlearningsurroundingforthessbyimitatingandatthesametimeitisnecessarytoprovidesituationstoreviewlearnedknowledge.step2.presentationthiscourseisveryimportant.i’llmainlytalkaboutthisstep.i’llusecaitopresentthewholedialogue.arrangesomesituationstohelpssunderstandsamplea.firstscene:thereisabagonthefloor.bispickingitupandgetreadytoleave.nowaistalkingwithb.a:hi,b.howareyoutoday?b:i’mfine,thankyou.andyou?a:i’mfine,too.oh,thisismybag.b:no,thisisnotyourbag.it’smybag.a:(lookclosely)oh,i’msorry.b:that’sallright.(atthesametime,cisrunningupandhittinga.)c:oh,i’msorry.a:that’sok.i’llwritethekeypointsonthebbwhiletheyarewatching.afterwatching,i’llteachthemtoreadthewordsandsentencesonthebb.makesuretheycanreadthemwell.purposeofmydesigning:topresentsampleabycaiismucheasierforthesstolearnandgraspthemeanings.caicanprovidea realsituationwithitssoundandpictureanditmakestherelationshipsbetweenthessbetter.step3.practicefirstplaythetaperecorder.letthesslistenandimitatethedialogue.payattentiontotheirpronunciationandintonation.inthisstepthessarerequiredtopractisethesampleinpairsbyreadingthedialoguealoud.thisstepisemployedtomakethessgraspthesample.atlasti’llaskthesstothinkhardandactitoutwithapartneraccordingtosamplea.thenfindoutwhichgroupwillactitoutwell.i’llgivethemredstars.purposeofmydesigning:thisstepisemployedtomakethessgetthegeneralideaofthedialogueasawholeone.atthesametimeletthesshaveachancetopractisetheirlisteningandspokenability.step4.productioninthisstepi’llgivethessafreespacetoshowtheirabilities.secondscene:thessarehavingapicnic.it’shotandtheytakeofftheircoatsandputthemtogether.theyaresinginganddancing,laughingandchatting.afterthepicnic,theybegintolookfortheircoats.dandearetalking.fandgaretalking.etc.afterwatching,i’llgivethesssometaskstomakesimilardialogueswithoutrepetitionandfindoutwhichgroupwillmakemoredialogues.1.skill1model1.i’llaskfourssofthegroupstowritethesesentencesonthebbinthefourlines.thenchecktheirhandwriting,correcttheirmistakes.findoutwhowillwritewellandwhosehandingisthebest.2.finishthess’workbook.purposeofmydesigning:tochecktheknowledgesshavelearnedinthislesson.step5.homework:(1)recitethewordsasmanyaspossibleafterclass.(2)makeadialogueaccordingtosampleaandwriteitintheexercisebook.purposeofmydesigning:ithinkhomeworkissoimportantthatthessshouldspeakenglishasmuchastheycaninclassorafterclass.itisnecessaryforthesstodosomeextensiveexercisesafterclasstoconsolidatetheknowledgetheylearned.*************************************************初中英语说课稿（英文版）一、说教材（教材分析）analyzingteachingmaterial3.本课在教材中的地位statusandfunction4.说教学指导思想teachingguideline5.说教学目标和要求teachingaimsanddemands(?beintendedforssinkeyschools)1）认知目标knowledgeobjectsa.enablethesstorememberthefollowingnewwords&phrases: damagelecturepollutepollutionroomstandingroombefitforhearaboutturnintoa.getthesstobefamiliarwiththissentencepattern:ifthepopulationkeepsgrowingsoquicklytherewillonlybestandingroomleft?givethessareinforcedpracticeonthefunctionalitemsupposition.b.activatessschemataregardingthetopicofpollutionandhelpsstoknowmoreabouttheproblemofpollution.2）智能目标abilityobjectsa.askthesstomakeupasimilardialogue.b.helpthemtounderstandthedialoguebetterandimprovethefourskills.c.developtheirabilityofthinkingindependently.d.cultivatetheirabilitytodiscoveranalyzeandsolveproblems.e.trainthemtocollectinformationfromtheinternet.f.trainthemwithsomeeffectivelearningmethodstooptimizess’learningresults.3）德育目标moralobjectsa.arousetheirinterestinlearningenglish;b.helpthemtounderstandthebackgroundofpollution.c.enablethestudentstoloveourearthandthenature.d.beawareoftheimportanceofstoppingpollution&protectingoutenvironment.e.encouragethesstodosomethingtosavetheearth.5.说教学重点teachingimportantpoints(生词、句型；培养阅读技能)a.newwordsandphrasesb.sentencepattern:if-clausec.improvetheirreadingskills.d.talkingaboutproblemsoftheearth.6.说教学难点teachingdifficultpoints(语法；发展交际能力)theteachingsyllabussaysthatit’snecessaryforteacherstousemodernteachingfacilities.it’sofgreathelptoincreasetheclassdensityandimproveourteachingresult.itcanalsomakethessreachabetterunderstandingofthetextbymakingtheclasseslivelyandinteresting.atthesametimeitarousesthess’interestinlearningenglish.二、说教法teachingmethodstask-basedlearning:newsyllabusdesignencouragesteacherstousethisteachingmethod.tbltcanstimulatess’initiativeinlearninganddeveloptheirabilityinlanguageapplication.makethesstherealmastersinclasswhiletheteacherhimselfactsasthedirectorandbringtheirabilityintofullplay.三、说学法studymethods1.teachsshowtobesuccessfullanguagelearners.四、说教学过程teachingproceduresi.复习(revision)5min(dailyreport;词汇diagram;brainstorming;activateschemata)activity1:imagination1).supposeabottleofinkisturnedoveranddirtiesyourwhiteshirtwhatistobedone?(washit?orthrowit away?)2).supposeyoucatchabadcoldwhat’stobedone?3).supposeyourbikeisbrokenwhat’stobedone?4).andsupposetheearthonwhichweallliveisdamagedwhat’stobedone?*whatcanyouthinkofwhenyousee“pollution”thisword?(wasteenvironmentairwaterfactorydesertclimate...trytoactivatethessschemataregardingthetopicofpollution.)ii.呈现(presentation)5minactivity2:presentationplaythesong“earthsong”sungbymichaeljackson.(createanatmosphere)*activatetheirschemataandcultivatetheirabilityincollectinginformationfromtheinternetanddeveloptheirabilityinthinkingindependently.iii.对话/阅读(dialogue)18m1.pre-readingactivity3:prediction1stlistening/fastreadingoneguidedqtohelpsstogetthemainidea:whatdoyouthinkisdiscussedattheconference?2.while-readingactivity4:readandanswer2ndlistening/carefulreadingmoreqstogetthedetailedinformation.developtheirreadingskills:skim&scan.payattentiontothepronunciationstress&intonation.*阅读:pre-reading;while-reading;post-reading(fastreading/carefulreading;skim/scan;识别要害词keywords；确定主题句；创设信息差informationgap；torf;填表格chart/diagram;predicting;makeatimeline;makeastorymap。