伞下的侗寨幼儿英语说课稿范文(共8篇)

2021年1月4日发(作者：欧阳勋)
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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

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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 < br>《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
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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
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
1. this 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.
2. this 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.
3. such 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
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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.
1. knowledge 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.
2. ability objects
(1) to develop the ss’ abilities of listening, speaking, reading and writing.
(2) to train the ss’ ability of working in pairs.
3. moral 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.
1. key points:
(2).to enable the ss to study in groups and co-operate skillfully.
(3).to develop the ss’ interest in english.
2. difficult points:
(1) how to make dialogues and act them out.
(2) how to write the right whole sentences.
(五) teaching aids
part two the teaching methods
3. audio-visual teaching method
4. 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
to use these methods are helpful to develop the ss’ thought.
part three studying ways
1. teach the ss how to be successful language learners.
2. let the ss pass observation—imitation—practice to study language.
part four teaching procedure
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 heshe? how are you?
who can count from 1to 5?
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what’s this in english? etc.
2. a 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.
ce
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.
tion
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.
3. skill 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.
4. finish the ss’ workbook.
purpose of my designing: to check the knowledge ss have learned in this lesson. rk:
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(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 rightok
interpretation
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.
part 1 teaching material
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.
part 2 teaching aims
according to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after
studying the teaching material, the teaching aims are the followings:
1. knowledge objects (语言目标：语音，词汇，语法，功能，话题)
(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
_______________________________.
2. ability objects (技能目标：听，说，读，写)
(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 .
3. emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野)
____________________and set up self-confidence in _____________________.
(2)teach the ss_________________________, put the moral education in the language study.
part 3 the important and difficult points
based on the requirement of the syllabus.
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the important points are__________________________ such as ______________. the difficult
points are_________________________ for example_____________. part 4 teaching methods
4. whole language teaching(整体语言教学法)
5. task-based language teaching (任务教学法)
6. total situational action (情景教学) a “scene — activity” teaching method , it establishes a
real scene and the interaction between the teacher and the ss. at the same time, cai (电脑辅助
教学) can provide a real situation with its sound and picture, it can develop the ss creativity in
learning english.
part 5 teaching procedure
step 1. lead-in. (_____min)
__________________________ _________________________________________ purpose of my
design: (1) to catch ss’ attention about the classtopicpassage.
(2) to set up suspensedevelop interest in _______________.
step 2. pre-reading
task 1. (individual work, pair work, group work, class work; _____min)
let ss _______________________________________ ______________________ task 2.
(individual 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. (individual work, pair work, group work, class work; _____min)
skimming: ss should read the material fast to find out the main ideatopic sentence for each
paragraph.
para 1 ___________________
para 2 ___________________
para 3 ___________________
task 2. (individual work, pair work, group work, class work; _____min)
scanning: listen to the tape part by part to finish ___________________________. task 3.
(individual 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. (individual 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.
task 1. (individual work, pair work, group work, class work; _____min)
(接task3)ask ss to close books and finish the summary according their notes. (接task4)retell the
story sum up the passage in ss’ own words according to the chart.
task 2. (individual work, pair work, group work, class work; _____min)
discuss __________ _____________________________________with other group members and
then choose a reporter to share their opinions about
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____________________________________ 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
1. __________________________________________________
2. __________________________________________________
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.
篇五：英语教师说课稿范例
a brief instruction to the topic of“what should i do?”
part 1 teaching material analysis
part 2 teaching aims
1．aims of the knowledge:
（1）to know the spelling of some words and usage of some phrases.
（2）to learn something about millie?s and simon?s problems.
（ 3）to grasp the main idea of reading and use the information to talk to others about one?s
problems and how to deal with them.
2．aims of the ablilities:
（1）to improve the ability of getting information by reading.
（2）to improve the ability of retelling the story.
3．aims of the emotion:
（1）to understand how to write about problems and to express feelings.
（2）to ask for advice to solve the problems.
part 3 teaching emphasis
1．to master the ?to?-infinitives and ?wh-?words+?to?-infinitives.
2．to get the ability of general reading and getting information.
part 4 teaching difficulties
1．to recognize and understand vocabulary about problems.
2．to ask for advice
part 5 teaching methods
in this topic,i will use five-step teaching method and task-based language teaching.i design some
tasks to help the students learn.i think if i want to improve the students? oral english,i should give them
enough chances to practice and i will use pair work,group work to let the students take an active part in all
kinds of is “learning by doing,learning by using”.let the students be the masters of the
class teaching,thus,student- centered teaching method is well shown.
part 6 teaching aids
projector，slide show，tape recorder and blackboard
part 7 teaching procedure
step ⅰ．lead-in
the purpose is to arouse the students? interest of study.
let?s have a free talk.
t：have you got problems?
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s：yes.
t：what is it?
s：eating too much makes me unhealthy.
t：what about you?
s：……
step ⅱ．presentation
the purpose is to develop the skills of skimming and how to gain the main idea of the articles.
1．ask students to read two letters and answer the following questions:
①what is millie?s favourite hobby?(painting)
②what is millie?s problem?(she doesn?t have enough time for hobbies and home work.)
③when does simon play football?(after school until late)
④how do his parents feel about it?
(they don?t like this and ask him to go home before 6 p.m.)
2．ask students if there are words that they do not know.
explain some new words briefly.
step ⅲ．practice
the purpose is to develop the skills of scanning and how to gain the details from the articles.
1．listen to the tape and answer some question about “true” or “false”.
2．ask students to read the articles again and explain some important phrases.
how to solve the problems；hand in；on time；at the moment；
can?t find any time for my hobbies；feel bad；give up；
achieve a balance between the two；hear form；make unhappy
step ⅳ．retelling
the purpose is to develop the skills of retelling with the key words
1．ask students to make sentences with phrases that we have learned.
2．try to retell the outline of the articles.
3．encourage students to say something about themselves.
step ⅴ．summary and homework
the purpose is to give the students a clear idea of how to express their problems and revise the
articles.
1．ask students to revise the words and phrases
2．ask students to write a letter about himself after class.
during my teaching，i?ll try my best to get my class alive and encourage the students to talk with
each other in english. i think the general aim of english teaching is to improve the ability of using english.
and i?ll use this to guide my teaching. thank you!
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。
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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
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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，< br>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
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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
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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< br>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。
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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)
introduce myself
good morningafternoon, everyone. i’m now i’ll say part a of lesson six from the fun with
english in . i’ll prepare to say the lesson from four parts.
part one: analysis of the teaching material
(一) status and (地位与作用)
1. this is an important lesson in from this lesson, it starts asking the ss to grasp contents of each
sample.
a. to attain “four skills” request of listening, speaking, reading and writing.
b. to start listing “word bank” and tell the ss to remember the new words.
c. to start asking the ss to write the english sentences well.
therefore this lesson is in the important position of the teaching material.
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2. this lesson is the first part of if the ss can learn it well, it will be helpful to make the ss learn the
rest of this unit.
3. such 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 (对学生的分析)
the ss has learned english 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 (教学目的和要求)
the teaching aim’s basis is established according to provision.
1. knowledge objects
(1) to make the ss know how to use the affirmative sentenceand the negative sentence everyday
expressions for
(2) to study the new words learning the dialogue of this lesson.
(3) to finish some exercises.
2. ability objects
(1) to develop the ss’ abilities of listening, speaking, reading and writing.
(2) to train the ss’ ability of working in pairs.
3. moral 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 (教学重点和难点)
the teaching key and difficult points’ basis is established according to part a ofin the teaching
material’s position and .
1. key points:
2. difficult points:
(1) how to make dialogues and act them out. (2) how to write the right whole sentences.
(五) teaching aids (教学用具)
part two the teaching methods
teaching special features
to use these methods are helpful to develop the ss’ thoughts.
part three studying ways
1. teach the ss how to be successful language learners.
2. let the ss pass observation—imitation—practice to study language.
teaching special features:
part four teaching procedure
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 heshe? how are you? who can count from 1to 5? what’s this in english? etc.
2. a 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.
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purpose of my designing: i think it is important to form a better english learning surrounding for
thess 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.
ce
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.
step4. production
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.
3. skill 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.
4. finish the ss’ workbook.
purpose of my designing: to check the knowledge ss have learned in this lesson.
step5. homework:
(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.
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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.
********************** ***************************
初中英语说课稿（英文版）
一、说教材（教材分析） analyzing teaching material
5. 本课在教材中的地位 status and function
6. 说教学指导思想 teaching guideline
7. 说教学目标和要求 teaching aims and demands (?be intended for ss in key schools)
1）认知目标 knowledge objects
a. enable the ss to remember the following new words &phrases:
damage lecture pollute pollution room standing room be fit for hear about turn into
b. get the ss to be familiar with this sentence pattern:
if the population keeps growing so quickly there will only be standing room left?
give the ss a reinforced practice on the functional item supposition.
c. activate ss schemata regarding the topic of pollution and help ss to know more about the
problem of pollution.
2）智能目标 ability objects
a. ask the ss to make up a similar dialogue. b. help them to understand the dialogue better
and improve the four skills. c. develop their ability of thinking independently. d. cultivate
their ability to discover analyze and solve problems.e. train them to collect information from
the internet.
f. train them with some effective learning methods to optimize ss’ learning results.
3）德育目标 moral objects
a. arouse their interest in learning english; b. help them to understand the background of
pollution.
c. enable the students to love our earth and the nature.
d. be aware of the importance of stopping pollution &protecting out environment.
e. encourage the ss to do something to save the earth.
5. 说教学重点 teaching important points (生词、句型；培养阅读技能)
a. new words and phrases b. sentence pattern: if- clause
c. improve their reading skills. d. talking about problems of the earth.
6. 说教学难点 teaching difficult points (语法；发展交际能力)
the teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. it’s of
great help to increase the class density and improve our teaching result. it can also make the ss reach a
better understanding of the text by making the classes lively and interesting. at the same time it arouses
the ss’ interest in learning english.
二、说教法 teaching methods
task-based learning: new syllabus design encourages teachers to use this teaching method. tblt can
stimulate ss’ initiative in learning and develop their ability in language application. make the ss the real
masters in class while the teacher himself acts as the director and bring their ability into full play.
三、说学法 study methods
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1. teach ss how to be successful language learners.
四、说教学过程teaching procedures
i. 复习 (revision) 5min (daily report; 词汇diagram; brainstorming; activate schemata)
activity 1: imagination
1) . suppose a bottle of ink is turned over and dirties your white shirt what is to be done? (wash
it? or throw it away?)2). suppose you catch a bad cold what’s to be done?3). suppose your
bike is broken what’s to be done?
4). and suppose the earth on which we all live is damaged what’s to be done?
* what can you think of when you see “pollution” this word?(waste environment air water
factory desert climate... try to activate the ss schemata regarding the topic of pollution.)
ii. 呈现 (presentation) 5min activity 2: presentation
play the song “earth song” sung by michael jackson. (create an atmosphere)
* activate their schemata and cultivate their ability in collecting information from the internet and
develop their ability in thinking independently.
iii. 对话 阅读 (dialogue)18m
1. pre- reading activity 3: prediction
1st listening fast reading one guided q to help ss to get the main idea:
what do you think is discussed at the conference?
2. while- reading activity 4: read and answer
2nd listening careful reading more qs to get the detailed information. develop their reading skills:
skim &scan. pay attention to the pronunciation stress &intonation.
* 阅读: pre-reading; while-reading; post-reading (fast reading careful reading; skim scan; 识别要
害词key words；确定主题句；创设信息差information gap；t or f; 填表格chartdiagram;
predicting; make a timeline; make a story map。


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