各位前辈们，谁教教我怎么说课？帮忙啊！

具体怎么说课到是不大会说，给你一篇说课稿参考吧．接轨生活  乐中说话——牛津小学英语3B第九单元第二课时说课一、说教材1、教材体系：牛津小学英语避免了传统课程的缺点，强调了学生的兴趣，经验等。题材结合实际，贴近生活；插图生动活泼。它按照“话题---功能---结构----任务”相结合的体系，设计了大量的形式多样，情景真实的语言实践活动，并强调整合优化，突出整体感悟。3B教材除具有以上特点外，在要求学生听、说、读的基础上，又增加了对学生书写能力的培养。牛津小学英语第九单元分为五个版块，主要教学衣饰类单词，向别人“询问价格”等购物用语。本单元体现了教材以旧带新，新旧结合的特点。3A第十单元学生已经学会用“A cake,please...”表达自己的意见，并且在3B第八单元学生学习了用“What would you?”“What about?”征询别人意见。这些语言点不但对本单元的教学作了渗透，而且也让学生在学习“购物”时，有话可说。本单元新授的“How much is it ?”等将在4B At a snack bar 里得到较好运用。因此，本单元在教材中承前启后，具有特殊意义。2、教学内容：本单元的日常交际用语主要是围绕“购物”编排的。在第一课时教授了 a hat a cap a vest a belt等词，因此本节课的教学内容是书中对话，以及单词a pair of shoes /socks/trousers。3、教学安排：结合教材内容,教学目标和学生实际。把本单元分为三个教时进行教学。第一课时，学a hat a cap a vest a belt等单词。第二课时学习书中对话，以及单词a pair of shoes /socks/trousers。三课时，完成书上E部分巩固练习，教写单词 a cap ,a hat , a vest。4、教学目标：依据课程标准对目标设定的要求，结合学生学情，从知识教学，能力培养等方面考虑，我确立本课时教学目标为以下几个方面：情感目标：激发学生的学习兴趣，培养合作意识和社会公德意识。认知目标：能听懂会说日常交际用语：Can I help you?I’d like…,please。How much is it？What colour?以及相应的回答。能听懂会说表示服饰类的单词：socks,trousers,shoes。能力目标：能运用所学句型进行对话表演和口语交际，激发学生学习英语的兴趣，培养学生的自主学习能力。5、教学重点：能听懂，会说日常交际用语“Can I help you?I’d like…,please。How much is it？What colour??”以及相应的回答。能听懂会说表示服饰类的单词socks,trousers,shoes。教学难点：能听懂，会日常交际用语：How much is it?能听懂会说 a pairof socks,a pair of trousers,a pair shoes.6、教学准备:(为了较好地完成教学任务,我作了以下教学准备.)多媒体课件,实物,录音机等。二、    教法学法1、说教法：新课标明确指出“倡导任务型的教学模式”，要求教师“避免单纯传授语言知识的教学方法”。在本节课中，我设计的任务是“学会购物”。在新授过程中，运用多媒体直接向学生呈现了材料。2、说学法：教学的终极目标不是让学生“学会”，而是要让让学生“会学”。根据教学内容和三年级学生的特点，我鼓励学生通过体验，实践和合作等方法来学习。三、说设计理念《新课程标准》指出基础教育阶段英语课程的任务是：激发和培养学生的兴趣，使学生树立自信心。我认为要做到这几点就要把工夫花在让学生激励学生上。我将本节课的整体设计归成八个字：接轨生活乐中说话1、接轨生活：语言的实质是交际，交际的环境是生活。正如叶圣陶所说，只有来源于生活的语言才是真正的语言。把枯燥的新授材料融进具有实际意义的语言场中，学生乐于接受。2、乐中说话：在教学活动中，我们常常发现：只要是学生喜欢的内容不管多难，他都愿意去尝试；而学生不喜欢的东西，不管老师认为多么重要，学生都不感兴趣，其课堂价值也必然不大。把课堂设在商场，师生变成店员和顾客，学生在喜闻乐见的场景中，会有话可说。三、    说教学过程及设计意图我用以下几个步骤来来完成整节课的教学流程：Step1 Free talk(自由对话)Step2 leare words(复习导入)Step3 Presentation and practise of the sentences(新授)Step4 Consolidation(巩固练习)Step5 DO a shopping survey(总结反馈)Step6 Homework(作业)下面我从复习导入、 呈现材料、 集体操练 、总结反馈 四个方面来谈谈我对这节课的设计：（一）复习导入1、课始，教师通过学生最喜欢的节日把学生引入课堂：同学们，你们想得到什么礼物呢？学生众说纷纭，老师提出建议“Let’s go shopping.”简洁明了，既出示了课题，又在其中交代了学生的该节课学习任务“shopping”。利用多媒体课件直接呈现超市图片，到达服饰区后，复习单词a hat a cap a vest a belt。以声音图象调动了学生的多种感官。语音是语言的本质，是语言的物质外壳，也是语言的基础。所以呈现复数单词a pairof socks,a pair of trousers,a pair shoes的过程中让学生边听边模仿。并及时运用齐读，点名读等方式进行操练和反馈。接着开始一则游戏“look and guess”要求学生根据提供的数字猜猜背面的单词是什么。这样设计增加了游戏的神秘性，调动了学生参与的积极性，老师也可以从中了解学生的反馈情况。（二）教授新知1、教学1，2两幅对话：语言要在情境中教，在情境中学，没有情境的英语教学难以激励学生的学习兴趣和积极性。因此，我让学生看一组购物对话。接着，组织问题：“what are they doing?”学生的对答使“shopping”得到第二次呈现，并相机板书。运用多媒体课件呈现对话，使学生的视听感官同时参与活动，学生听到的语言信号在大脑中呈现为直观的画面，而直观的画面有加深了学生对语言的理解。对电脑中出示的购物用语采用听读录音，齐读，男女生分角色读等方式进行操练，采用多元化的练习方式，不但利于集中学生的注意力，也使学生出次体验了两种角色。新课标强调学生的体验与参与。因此，我用三种方式来练习购物用语：教师当店员，学生做顾客。学生当店员，老师做顾客。学生之间进行角色扮演。借助练习这个桥梁，通过“店员”和“顾客”两个不同身份的体验使学生对购物用语有更进一步的理解。3、以同样方法教学3，4两幅对话。（三）巩固操练在这一环节中，我直接让学生看一副完整的购物图，并让学生同桌合作形成对话。并检查三至四对学生，在检查的过程的对掌握情况不好的学生及时进行帮助，这样优差兼顾，照顾了不同层次的学生。   （四）总结反馈新课程倡导“任务型”的教学途径，本环节中我布置学生分小组合作进行购物，并评出“优秀店员”，这些任务都是学生所喜欢的，因此，这不是单纯地灌输语言知识而是通过师生共同“用英语做事”，既反馈快乐课堂内的“购物”所得，又对本课做了小结，强化和巩固了本课的生词及语言的重点和难点。四、    教学反馈：本节课，学生在体验参与，合作探究的学习方式下，可以很顺利的进入文本，但对语言的运用熟练程度肯定会出现参差不齐的现象，这有待在教学中进一步实践和探索。 五、板书[em01][em01]

哇哇  楼上的好详细

很好啊,学习......[em07][em07][em07]

五,板书后面怎么没有了???[em05][em05][em05][em05]

这是Clara的一篇4B说课稿，供参考！ 说课4B

Unit 9 Breakfast
Good morning, everyone! Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English. Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book. The content of this period is to use “Where’s\are…” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period: The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table. The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?                     Have some juice then. The third one: students can listen, read, say and write the following sentence patterns: Where’s\Where are the\my…                    It’s \They’re…                    There’s no …in \on \near… I think the most difficult point of this period is to make sure the students can use the patterns “Where’s\Where are…and There is no …in\on\near…” in their daily life correctly. And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims. The task-based method, communicated method, group cooperate method will be used in this period. To accomplish the aims, I design the following steps: Step 1 Songs and the game arousers the emotion. In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge. Step 2 Change class to life, happy to say. The substance of language is communication and the environment of communication is life. So when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge. Most of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They’re … Meanwhile stick the sentences on the Bb. After some practice by asking and answering, I present the next language points: There’s no …in\on\near… Have …then. And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them. Step 3 Listen to the tape and Ss imitate to read and say. As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text. Step 4 Ss be the main body, T makes a guider. In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest. Then I show a carton with no voice, ask Ss to make a dialogue in pairs. There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation. Step 5 Change class to life, learn by themselves. Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life. In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained. That’s all. Thanks a lot for your attention.

good

板书还要画方框，所以偶就免了啊！[em01]

thank you very much

thank you very much <BR>