- 英文優(yōu)秀說課稿 推薦度：
- 英文說課稿 推薦度：
- 英文說課稿 推薦度：
- 相關(guān)推薦
英文說課稿十篇
作為一位兢兢業(yè)業(yè)的人民教師，時(shí)常需要用到說課稿，借助說課稿可以有效提升自己的教學(xué)能力。說課稿應(yīng)該怎么寫呢？下面是小編為大家收集的英文說課稿10篇，希望能夠幫助到大家。
英文說課稿 篇1
Good afternoon, every one. It is my great honor to stand here to present my lesson. To make my presentation clearer, I will explain my lesson plan in the following parts
Part One: Analysis of the teaching material
Reading teaching is a very important part in English teaching. New Curriculum standard requires that students should get some kinds of information, enlarge their knowledge, enjoy and get gum, cultivate and develop their reading skills through reading.
The lesson I am going to talk about is the reading part in Chapter6 from Oxford English 7A. It is a story about a crew’s adventure on another planet. The title is Nobody wins. Part One of the story appears in Chapter 5 and students will know the result of the story in this chapter. Students only know part of the story in Chapter5, so they will be very interested and eager to know the result of the story. They may be very exciting when they know the result.
Part Two: Teaching aims
According to my understanding of the material and students, I establish the following teaching aims:
1. Students can read and understand the story.
2. Students can develop their guessing, skimming and scanning skills.
3. Students can build up their self-confidence and learn how to cooperate with others well.
Teaching key point and difficult point:
The key point of this lesson is to develop students’ scanning and skimming skills. The difficult point of this lesson is some difficult words in the story.
Part Three: Teaching equipment
CAI, tape recorder
Part Four: Teaching methods and learning methods
1. Communicative teaching method
2. Task-based" teaching method
3.Cooperative learning 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 sense of the English language. To use these methods are helpful to develop the students’ abilities.
Part Five: Teaching procedures
�。�1） Pre-reading activity:
Students act out part one of the story.
Students have learned part one of this story in Chapter 5. After learning Chapter 5, students know what the story is about but they don’t know the result of the story. The ending of part one is that the main character of the story says all of them will be alive. （The main characters were caught by a monster and trapped in a cage）。 After students act out part one of the story, I will raise a question to lead in my lesson: What’s the main character’s plan to save the crew from danger? Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.
�。�2） While-reading activities:
Activity one: Guessing: Students often meet with some new words in reading. When
they see the new words, they are either frightened by the new words or they spend too
much time in looking up the words in the dictionary. It will be helpful to improve
students’ reading ability if they know how to guess the meaning of the words
according to the context. When they are doing this part, ask them to finish it by
themselves first and then ask them to discuss in groups.
Ask students to find the following words in the story and use them to replace the words in italics in the sentences.
immediately, secretly, attacked, escape
1. The captain’s men climbed into the kangaroos’ pockets and no one saw them.
2. After super, Gork went to bed and fell asleep at once.
3. Gork shouted because Nobody hit him.
4. They could not kill Gork. Otherwise, they could not get away.
Activity two: skimming （When students do the skimming task, they don’t need to read the whole story word by word and they don’t need to understand the whole story. The skimming task only requires students to read parts of the story and get the main information of the story. This skill will help students to develop the ability to find out the key words and key sentences to understand the main idea of the story. It is helpful to increase students’ reading speed. ）
Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.
1. Ask students to read the first and the last three paragraphs and answer the following questions:
a. What will they use to melt the bars of the cage?
b. Were they free?
2. Ask students to read the story quickly and give correct orders to the following sentences:
a. Then you’ll use it to kill Gork, Captain.
b. Gork, this is nobody.
c. You just had a bad dream.
d. We will use this laser torch to melt the bars of the cage.
e. We can’t kill him.
f. Nobody attacked and damaged my eye.
Activity Three: scanning （scanning is a kind of skill used to find out the main information in reading. When scanning, students don’t need to read the story word by word, they just need to scan the relative part of the story according to the information they need to find out. ）
Ask students to fill in the blanks according to the story.
Gork fell asleep. Captain King told his ________. They _____ from the cage. King shouted "This is _________" and use a ________ _______ to aim at Gork’s eye. The kangaroos did not help Gork because he said nobody ________ him. King and his friends _________ into the kangaroos’ pockets and escaped the cave.
�。�3）Post-reading activity:
Students work in groups to tell Captain King’s plan to save them from the danger with the help of the given questions.
How did King call himself?
What did they use to melt the bars?
What hit Gork’s eye?
When the kangaroos came, what did Gork say?
After this activity, I will tell them the moral education of this story: When you are in danger, you should calm down, use your brain and try to think of some ways to save yourself from danger.
（5）Homework: 1.Finish the exercise on page 74 and 75.
2. Write down the story in your own words.
The above is my presentation about my lesson plan. Thank you for listening.
英文說課稿 篇2
Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.
Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.
Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands
1 Knowledge aims:
�。�1）to help students to understand and master the words, phrases and sentence patterns.
�。�2）to know some basic information about music
2 Ability aims:
(1) To improve the students’ organizing and using skills of English as the second language
(2) To understand the main idea, to scan for the needed information and to grasp the details
3 Emotional aims:
(1) Help students understand different type of music and how to form a band
(2) Develop students’ sense of cooperative learning
Fourthly, teaching key points is
1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.
2. To understand how Monkees formed, developed and succeed. Teaching difficult points is
1. The students use their own words to express their own ideas.
2. the prep+ whom/which attribute clause
According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.
a. Communicative Language Teaching
Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.
b. Task-based Language Teaching
A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.
c. Computer Assisted Language Teaching
Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.
Part 3 Learning Methods
Task-based, self-dependent and cooperative learning
Part 4 Teaching Procedure
Step One Lead-in
“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.
Question:
What kind of music they like?
Which band they know best?
The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2
Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.
Task 1 General idea
The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.
The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.
Task 2 Main idea of each paragraph
Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.
Step 3 Reading for comprehension
The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.
Step 4 Solving difficult language problems through reading
It’s important for language learners to learn important rules of
grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.
Step 5 Consolidation
Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehension
I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.
2 Discussion
During making discussion, the students will deepen their understanding of the main idea of the passage.
a. Why Monkees can be successful? Give reasons.
b. What’s the most important thing for a successful band? Why? Step 6 Homework
Ask the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.
Part 5 Blackboard design
Unit 4 Music
Passage The Band That Wasn’t
Topic Sentences:
1. Many people want to be famous as singers or musician
2. Form a band
3. Began as a TV
4. They became even more famous than the Beatles
Discussion:
a. Why Monkees can be successful? Give reasons.
b. What’s the most important thing for a successful band? Why?
In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.
英文說課稿 篇3
（英文萬能版）
● Good morning, my dear judges. I am number_______. I’m glad to interpret my teaching design here.
● My teaching content today is Part of Unit of PEP Primary English, Book This unit is mainly about Now, I will explain the lesson from the following aspects.
1. 教學(xué)內(nèi)容 (Contents)
Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit .
It includes , ____ and . In section 1, it mainly deals with these key words,
2. 教學(xué)對(duì)象(talk about the students)
Secondly, it is about the students. Our students are in Grade
They are active and curious, interested in new things.
After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language.
They have learnt English for years, and have already known
It is not difficult for them to understand and use the language
3. 教學(xué)目標(biāo) (Teaching aims)
So, I set the following aims.
By the end of the lesson, students will be able to read, recognize, and use these words:
And, these sentences:
By the end of the lesson,
�、賁s can understand the and get useful information from the through attentive listening / reading.
�、赟s are able to talk about
�、跾s can use to give suggestions on
�、躍s’ abilities of listening and speaking will be developed.
(Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is
�、賢o help students cultivate and foster their abilities of working in groups.
�、趖o foster Ss’ consciousness of good-cooperation and proper competition.
�、踭o help Ss cultivate their abilities to analyze and solve problems independently.
�、躷o foster Ss’ initiative and creativeness.
�、輙o help Ss to recognize and identify the differences between Chinese and English cultures on
⑥to help Ss know some and comprehend the
�、賢o make sure that Ss can useCorrectly and skillfully. to develop Ss’ interest in English. ②The difficult point is:
The pronunciation of
4.教法學(xué)法(Teaching methods)
Fourthly, it talks about teaching methods.
In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on.
5. 教學(xué)過程
① 具體steps 根據(jù)具體內(nèi)容定；
一般分為：warming up lead inpresentationconsolidationhomework
�、诎鍟鴖teps ＋ purpose 說明； ③如有可能，同時(shí)完成layout設(shè)計(jì);
Next, let’s focus on the teaching procedures. I will finish the lesson in steps.
It will cost about mins.
After greeting with the Ss, I will begin the lesson by singing the song
together with the Ss. Purpose:
The purpose of this is to form a better English learning surrounding for the Ss, and, at the same time, it provides situations to review the learnt
knowledge for the next step.
It will cost about mins.
With the help of the PPT, I set a situation of
by to stimulate the Ss’ interest of the lesson.
By playing the PPT, IAnd then, (板書layout)
The purpose of this is to present the new words and sentences in the situation, which relates to the Ss’ real life experiences, to help the Ss understand the language easily and naturally.
After presenting each new word (by the guessing game), I will impart the knowledge of pronunciation rules in teaching the new words.
It is called Phonics.
It can facilitate the Ss’ abilities to pronounce the words, and help them to remember the spelling of the words.
�。C(jī)械上口； 有意義操練； let’s do; 課文對(duì)話表演;）
It will cost mins, including
Due to the Ss’ age, I make
The purpose of this is to draw the whole Ss’ attention to the spelling of the words.
It is to help Ss to learn through a true situation.
In this step, I will give Ss a free space to show their abilities.
I will Then,
Task-based teaching method and Communicative language teaching are used here.
The activity is to develop Ss’ ability of communication, and also, their ability of cooperation will be well developed.
Making a new dialogue is to check if Ss can use correctly and skillfully.
�。ǹ偨Y(jié)上課內(nèi)容； 德育滲透； 作業(yè)布置；）
In this step, I will guide the Ss to conclude the key words And sentences
And also, I will
The purpose of this is to stimulate Ss’ interest of learning English and wide their knowledge about communication across cultures.
6.板書再次介紹（Talking about the blackboard design again）
And, this is my layout design.
That’s all for my teaching design. Thank you a lot for listening.
英文說課稿 篇4
說教材：
1. 教材內(nèi)容
本節(jié)教材重點(diǎn)圍繞節(jié)日展開，圍繞人們經(jīng)常如何度過節(jié)日展開話題。本課時(shí)要求學(xué)生能掌握四個(gè)節(jié)日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at …? I… .并能自由交流如何度過假日。在本課中did引導(dǎo)的一般疑問句及回答也是新知之一。因?yàn)樵谇懊娴谌龁卧撼霈F(xiàn)了be 動(dòng)詞的過去式，所以學(xué)生在學(xué)習(xí)的時(shí)候這方面比較容易掌握。
2.教材的地位
本節(jié)課所選的教學(xué)內(nèi)容是牛津小學(xué)英語6A Unit 6。本單元教學(xué)圍繞節(jié)日兒展開的。在詢問節(jié)日這部分，學(xué)生已有了前面第三單元的知識(shí)鋪墊，比較易于深入與擴(kuò)展。這樣的安排，既體現(xiàn)了教材循序漸進(jìn)、由難到易的編排意思，又符合學(xué)生的知識(shí)水平和認(rèn)知水平。關(guān)于人們?nèi)绾味冗^節(jié)日這一話題，特別是西方的節(jié)日，。則需要學(xué)生課后及時(shí)收集資料。在實(shí)際教學(xué)中，本課采用舊話題先教新句型，再用句型引新知的方式展開，這樣既便于學(xué)生接受掌握，也體現(xiàn)了教學(xué)內(nèi)容之間的連貫性。
說目標(biāo)：
1. 教學(xué)目標(biāo)
新課程強(qiáng)調(diào)知識(shí)與技能、過程與方法、情感態(tài)度與價(jià)值觀三個(gè)角度的有機(jī)結(jié)合，本著這樣的認(rèn)識(shí)，我制定如下教學(xué)目標(biāo)。
[認(rèn)知目標(biāo)] 學(xué)生能聽、說、讀短語及單詞：visit relatives and friends , go to parties, dress up in costumes, ware masks , make pumping lanterns, eat lots of delicious food , National Day, Christmas, Halloween, Spring Festival , favourite ; 能運(yùn)用 When's … ? What do people usually do at …? Did you…last …? Yes , I did./ No, I didn't.等進(jìn)行口語交際。
[能力目標(biāo)]能用英語交流在假日中的活動(dòng)，部分同學(xué)能用英語流利介紹節(jié)日的有關(guān)情況。
[情感目標(biāo)] 通過活動(dòng)、游戲使學(xué)生產(chǎn)生學(xué)習(xí)英語的興趣;讓學(xué)生敢于、樂于開口，積極參與交流。并讓學(xué)生在學(xué)習(xí)的過程中，培養(yǎng)他們的合作意識(shí)和競(jìng)爭(zhēng)意識(shí)。
2. 教學(xué)重難點(diǎn)
教學(xué)的重點(diǎn)是讓學(xué)生掌握詞組，能夠熟練的運(yùn)用詞組進(jìn)行交流，初步鍛煉學(xué)生運(yùn)用詞組描述節(jié)日的能力;難點(diǎn)是讓學(xué)生認(rèn)識(shí)時(shí)態(tài)的變化，及意識(shí)到詞組的不同運(yùn)用能造就語言的豐富性。
說教法：
1. 教法設(shè)計(jì)
根據(jù)英語這門課本身的特點(diǎn)及六年級(jí)學(xué)生的興趣，我通過了設(shè)計(jì)具體形象的情景，以舊帶新，不斷滾動(dòng)知識(shí)點(diǎn)，以此來分散教學(xué)難點(diǎn)，讓學(xué)生直觀地感知與理解。同時(shí)創(chuàng)設(shè)數(shù)個(gè)任務(wù)活動(dòng)，從單詞到短語到句子到對(duì)話到片斷，使學(xué)生在師生、生生之間的多向交流中進(jìn)行有意義的練習(xí)與實(shí)踐，充分發(fā)揮他們的學(xué)習(xí)主體性，培養(yǎng)他們學(xué)習(xí)致用的能力。
2. 學(xué)法指導(dǎo)
引導(dǎo)學(xué)生通過比較、觀察、猜測(cè)的方法逐漸感悟新語言項(xiàng)目的功能，讓學(xué)生在多層次的練習(xí)中體會(huì)到學(xué)習(xí)英語時(shí)“運(yùn)用”的必要性，鼓勵(lì)學(xué)生積極思維，大膽嘗試。
3. 教學(xué)手段
根據(jù)本課的`教學(xué)內(nèi)容、教學(xué)目標(biāo)、學(xué)生的年齡特征和心理特征，為了更好地激發(fā)學(xué)生的學(xué)習(xí)興趣，從而能積極主動(dòng)參與學(xué)習(xí)。教學(xué)中運(yùn)用多媒體課件、圖片等教學(xué)輔助手段，置抽象的句型于一個(gè)個(gè)生動(dòng)的情景、游戲之中，不僅使學(xué)習(xí)過程自然輕松，更能較好地啟智開思。
說過程：
1.熱身( Warm up)
(1)宣布本節(jié)課的學(xué)習(xí)方式：小組競(jìng)賽。以座位分成四個(gè)參賽小組，按每個(gè)同學(xué)的課堂表現(xiàn)為本組加星，課末評(píng)出WINNER。然后，開始“每課一句”，本節(jié)課所教授的句子是“Lite is long if you know how to use it.”
[設(shè)計(jì)意圖] 學(xué)習(xí)方式的宣布讓學(xué)生對(duì)本節(jié)課充滿了興趣，激起了他們的斗志和為本組爭(zhēng)星的表現(xiàn)欲�！懊空n一句”是我在六年級(jí)開始每堂課上設(shè)置的一個(gè)必備環(huán)節(jié)。這個(gè)環(huán)節(jié)主要教學(xué)生一些妙言警句。這些句子既豐富了學(xué)生的詞匯量，提高了他們的表達(dá)能力，同時(shí)也讓他們學(xué)到了地道的英語表達(dá)方式。從而為學(xué)習(xí)英語創(chuàng)設(shè)一個(gè)良好的氛圍。
2.以舊帶新 [lead in ]
提供話題Birthday，師生自由交流，然后用“How do you spend your birthday?”引出本課的新句型“What do you do on your birthday?” 進(jìn)而再導(dǎo)入“ Did you … last birthday? ”及回答。然后用Colour 話題引出句型My favourite …
[設(shè)計(jì)意圖] 通過舊知識(shí)滾出新知識(shí)，是我常用的教學(xué)方法之一。以舊帶新，學(xué)生可以比較輕松地掌握本課的句型。同時(shí)把新的句型和老話題融合一起。有助于培養(yǎng)學(xué)生的語言思維能力的開放性。
3.呈現(xiàn)、操練(Presentation, Practice)
承接Colour話題，引出第一個(gè)節(jié)日：National Day。利用課件呈現(xiàn)中國(guó)國(guó)旗。教師引導(dǎo)的話如下：
T:My favourite is red . Because Chinese flag is red . The main colour in China is red on important days. I love China , so I like red. I like red , because I'm from china. Do you like China? Do you like red now?
S: Yes…
T： Do you know my country's birthday?
S: The first of October.
T: What holiday is on that day?
S: National Day.
[設(shè)計(jì)意圖] 找到話題與所授新知的契合點(diǎn)，讓學(xué)生很自然地從一個(gè)話題向另一個(gè)話題過渡，從而開始了本節(jié)課Holiday的話題。同時(shí)英語并不是僅僅是一種工具，它是能夠表現(xiàn)出情感的。在此由紅色引出中國(guó)，由中國(guó)引出它的生日，簡(jiǎn)單的幾句帶有感染力的話就能激發(fā)學(xué)生的愛國(guó)熱情。
接著用在談?wù)撋諘r(shí)所學(xué)的句型讓學(xué)生談?wù)撘幌聡?guó)慶節(jié)，使所學(xué)知識(shí)處于不斷的滾動(dòng)復(fù)習(xí)鞏固之中。用Guess 猜下一個(gè)節(jié)日Halloween.猜出來之后，利用謎面鍛煉學(xué)生聽與說的能力。
[設(shè)計(jì)意圖]因?yàn)镠alloween節(jié)日在5A的書上有專門的一單元的介紹，所以雖然它是一個(gè)外國(guó)的節(jié)日，可是學(xué)生對(duì)它并不陌生。利用謎面，讓學(xué)生讀一讀，說一說，談一談。在此環(huán)節(jié)充分鍛煉學(xué)生的口語表達(dá)能力。
圣誕節(jié)的出示用一首輕快明了的CHANT作為引入，同時(shí)讓學(xué)生看一段配上音樂的介紹資料，然后用今天要掌握的句型來問一問。之后，出現(xiàn)了一個(gè)有關(guān)圣誕節(jié)的小故事，讓學(xué)生自由的閱讀，然后完成后面的題目。
[設(shè)計(jì)意圖] 在課中關(guān)注學(xué)生的注意力的放松。高輸入量的學(xué)習(xí)會(huì)讓學(xué)生很快有疲勞的感覺，從而降低學(xué)習(xí)效率。在此環(huán)節(jié)，設(shè)計(jì)了CHANT 和一段了解性文字的閱讀，就是給學(xué)生創(chuàng)設(shè)了一段休息的時(shí)間。然后再根據(jù)高年級(jí)學(xué)生的英語閱讀能力的培養(yǎng)需要，適時(shí)進(jìn)行一篇短文閱讀。
圣誕節(jié)后進(jìn)行春節(jié)的教學(xué)。用一封來自外國(guó)朋友的信引出春節(jié)。這是一個(gè)美國(guó)的朋友，她先介紹了一下人們?nèi)绾芜^圣誕的情況，然后向中國(guó)的朋友問了三個(gè)有關(guān)春節(jié)的問題：What holiday is the popular holiday in China? When is it ? What do people do on that day? 教師讓學(xué)生四人一組討論后再反饋回答。
[設(shè)計(jì)意圖] 在這兒出現(xiàn)了一封的書寫方式，同時(shí)很好地導(dǎo)出了下面的內(nèi)容，教師給學(xué)生提供了廣闊的自由想像和發(fā)揮的空間，讓學(xué)生運(yùn)用所學(xué)的語言進(jìn)行擴(kuò)展性的練習(xí)。
4. 拓展、鞏固(Extension , Consolidation)
(1) Listen and number
(2) Say out the holiday
將一些沒有學(xué)過的節(jié)日收集在一起，讓學(xué)生猜測(cè)出意思，并能說出時(shí)間。
(3) Try your best
按自己的能力選做一題，題目要求由難到易，選擇不同程度的題所獲得的加星也不斷增加。
[設(shè)計(jì)意圖] 檢查一節(jié)課的教學(xué)效果，課外知識(shí)的拓展，豐富學(xué)生的知識(shí)面。選做題的設(shè)置，再次調(diào)動(dòng)起學(xué)生的積極性。本來無望獲勝的小組，此時(shí)又有了一次機(jī)會(huì)，不甘失敗的心理會(huì)讓他們充分發(fā)揮潛能;而本來勝利在望的小組，此時(shí)又有了危機(jī)感，讓他們不敢掉以輕心。于是一場(chǎng)比拼實(shí)力的競(jìng)爭(zhēng)又在無形之中展開了。他們不斷調(diào)動(dòng)出潛能，能于同學(xué)互幫互助，一種為本組爭(zhēng)光的主人翁意識(shí)也在不斷膨脹中。從而形成了一個(gè)積極的參與氛圍。
5 課后作業(yè)(Homework)
(1) Look and write
(2) 用至少五句話介紹一個(gè)節(jié)日。
[設(shè)計(jì)意圖] 鞏固所學(xué)，將課內(nèi)的學(xué)習(xí)延伸到課外。
英文說課稿 篇5
一、說教材分析
1、教材的地位和作用：
本課是初中牛津英語8B第七單元Water Talk課文的教學(xué)。這篇課文是一篇較長(zhǎng)的閱讀文章。初二的英語教學(xué)突出了閱讀文章的教學(xué)，而長(zhǎng)篇文章的閱讀也恰是同學(xué)們學(xué)習(xí)的難點(diǎn)。如何處理好此篇閱讀文章的教學(xué)，如何讓學(xué)生對(duì)文章有整體的把握與理解以及對(duì)部分生詞有初步的掌握，將是本課著重解決的問題。本課雖是閱讀教學(xué)，但是在教學(xué)中，本課也有針對(duì)性地對(duì)學(xué)生的聽, 說, 讀, 寫進(jìn)行了一定的操練, 以便提高學(xué)生綜合運(yùn)用語言的能力。本課課文所涉及的內(nèi)容為水的旅程，聯(lián)系了生活實(shí)際，是學(xué)生較為熟知的話題;同時(shí)將水?dāng)M人化，增加了文章的趣味性。本堂課將著眼于課本，充分挖掘文章的知識(shí)性以及趣味性。
2、教學(xué)目標(biāo)的確立
Teaching objectives:
1. Language objectives:
To learn the new words: precious, vanish, a sewage plant, a water treatment works, thorough, etc.
To get to know water’s journey.
2. Skill objectives:
To find out the information according to the given questions.
To improve the students’ skills in using some verbs to describe facts.
3. Emotional objectives:
To arouse the students’ awareness of the importance and necessity of saving
二、說學(xué)情分析與學(xué)法指導(dǎo)：
學(xué)情分析：初中學(xué)生的'形象思維能力較強(qiáng)，抽象思維能力較弱，上課注意力容易分散。初二的學(xué)生已具備一定的英語基礎(chǔ)，好奇心強(qiáng)，求知欲旺盛，已不滿足教師對(duì)課文的簡(jiǎn)單重復(fù)，因而在注重啟發(fā)引導(dǎo)，培養(yǎng)學(xué)生分析、概括能力的同時(shí)，本課將采用靈活多樣的教學(xué)方法，并配以趣味圖片及動(dòng)漫，從而增強(qiáng)學(xué)生的興趣和注意力。
學(xué)法指導(dǎo)：
1、在課前設(shè)定閱讀任務(wù), 讓學(xué)生帶著任務(wù)進(jìn)行閱讀, 增強(qiáng)閱讀的目的，對(duì)文本有一個(gè)整體把握
2 、在教學(xué)中, 指導(dǎo)學(xué)生掌握閱讀的步驟和方法，加強(qiáng)泛讀與精讀的訓(xùn)練。
3、在教學(xué)中, 注意啟發(fā)和引導(dǎo)學(xué)生質(zhì)疑問題。
4、在教學(xué)中, 指導(dǎo)和訓(xùn)練學(xué)生掌握閱讀的基本技巧, 比如教給學(xué)生圈點(diǎn)、劃線﹑改寫等方法。
三、說教學(xué)設(shè)計(jì)與步驟
課堂的設(shè)計(jì)遵循了課文整體教學(xué)的思路，結(jié)合聽、說、讀、寫訓(xùn)練，加強(qiáng)了同學(xué)們對(duì)文本的理解以及對(duì)重要語言知識(shí)點(diǎn)的掌握，最終達(dá)到提升學(xué)生綜合運(yùn)用語言的能力。
Teaching procedures:
Pre-task 環(huán)節(jié)，激發(fā)興趣，做好鋪墊。
1. Let students read a poem and guess to elicit the topic—Water. (引發(fā)興趣)
2. Ask students to say something about water to elicit a new word— precious.(以舊帶新)
3. Ask the students to finish Water’s talk in groups. Check whether the students understand the main idea of the passage.(旨在對(duì)文章的整體把握)
While-task環(huán)節(jié)，嘗試用不同的方法對(duì)各段進(jìn)行分段教學(xué)。
1. Introduce Daisy’s bathroom and teach some words--- tap, sink, drain. (由圖片引出課文生詞，處理文中的開頭部分)
2. Read aloud the rewritten reading part on the slide and tell why water was angry.(閱讀被改寫過的段落后，同學(xué)們就水為什么會(huì)生氣這一問題進(jìn)行思考。)
3. Ask the students to read the first part of the passage and use the new words to replace the expressions in the rewritten part. (對(duì)照被改寫的段落，在書上圈出不同的地方，看似簡(jiǎn)單的任務(wù)，卻很好地調(diào)動(dòng)了學(xué)生，讓學(xué)生輕松地掌握了生詞的英語釋義。)
4. Play the recording of the second part and let the students find out the places water passed in order. (聽段落，把握大意，篩選信息。)
5. Show the students some pictures and let them tell what water did and what happened to water. Students are required to use the key verbs.
(趣味圖片，關(guān)鍵動(dòng)詞來說明)
6. Get the students to know the end of water’s journey and learn the new word --- a sewage plant. Make sure the students know water’s cycle.(問題設(shè)問，鋪墊下文)
7. Prepare some questions about water’s journey and have them wok out the questions in groups.(小組問題競(jìng)答，檢查與鞏固課文內(nèi)容。)
Post-task 環(huán)節(jié)，總結(jié)與拓展。
1. Get the students to have a competition. They take turns to write a flow chart of water’s journey in four and one of them read it out after completing it.(小組比賽，完成水旅程的流程圖，更進(jìn)一步地檢測(cè)并鞏固所學(xué)內(nèi)容。)
2. Let the students watch a flash on water’ cycle and tell what they think of the journey.
Try to arouse their awareness of the importance of saving water.(情意升華，珍惜水資源。)
Homework 作業(yè)布置
1. Read the passage after the tape.
2. Use the given words to finish a short passage at least 60 words with the topic of ‘Water’s journey’.(寫話練習(xí)是對(duì)所學(xué)內(nèi)容的復(fù)習(xí)與鞏固)
英文說課稿 篇6
First class; teaching suggestion
1 teaching material analysis
The Lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, Wheres, Its, in / on / under, and can be used naturally in actual situations.The Lets practise section is part of the Lets talk part of the game, which provides students with an opportunity to actually use the language.In the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under.
2 teaching suggestions
This class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the sentence, so that students understand in a certain situation, will say and understand the sentence Wheres.... Its in / on / under...The teacher asks the students to prepare the stationery class words before class. When they teach the new sentences, they can use the game "hide and seek" to import sentence patterns Wheres... Its in / on / under...On the basis of understanding the new sentence patterns, use the courseware to learn the new dialogue, so as to recognize the words in the class.Finally, once again, through the game, tin and consolidate the content of the Lets talk, the game can be divided into collective and group game game two, and will find stationery extended to find toys or other things around.
Second hours teaching suggestion
1 teaching material analysis
This session is divided into two sections: Lets, learn, and Lets play.The Lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phrase "Look out".Lets play is part of the Lets talk part of the first class, to provide students with an opportunity to use language in real life.
2 teaching suggestions
The main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students' interest and enthusiasm for learning activities.In the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize students.Then use animation courseware to present new knowledge.In the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves.
Third hours teaching suggestion
1 teaching material analysis
This session includes two sections: Lets, say and Lets do.The Lets say part is to train students to listen, say, read and write letters Uu, Vv, Ww, and to make the students understand and speak the letters at the beginning of the word "umbrella", "under", "vest", "Violin", "window", "wind".The Lets do section reviews and consolidates the letter "A-W" through rhythmic, rhythmic instructions.And preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language learning.A-T is the teaching content of this book Unit 1 through Unit 4.
2 teaching methods
When teaching letters and words, the teacher uses letters, words and actions to present letters and words at the same time, so that students can learn on the basis of understanding the meaning of words.Such as: umbrella, vest, window, can be explained in kind; violin, wind explained by action.(according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape.
[Topic] Unit, Five, Where, is, my, ruler?
[emphasis on teaching] everyday expressions Where 's...And its' It 's in / on / under....
[teaching difficulties] sentences: Where, is, my, car, In, the, toy, box, understanding
[teaching aid preparation]
1 the teacher prepares the tapes for teaching materials.
2 teachers prepare Let s talk part of the courseware.
3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys.
4 teachers prepare cards and pictures of the words they learn.
5 students prepare white paper and watercolor pen, ready to draw.
6 students prepare patches for the group.
[teaching process]
1 warm up and review (Warm-up/Revision)
(1) students practice everyday expressions.
(2) games Show, me, the...
Teachers or students say words such as "pencil", and teachers and students say Show, me, the, pencils., teachers and students put up pencils.In this way, practice other stationery words in the same way.Teachers and students play games together to improve game effectiveness and communication between teachers and students.
(3) the teacher plays the recordings of book Unit, 2, B, part Let, s, chant, and the students listen and clap and chant rhythmically.
英文說課稿 篇7
8B Unit 3 Online Travel
Reading Around the world in eight hours
Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.
Part One: Analysis of the Teaching Material
(一) Status and Function
This is an important lesson in this book. 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 society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.
(二) Analysis of the students
Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer .Without much knowledge ,you won’t be able to learn computer well.
(三)Teaching aims and Demands
1.Knowledge objects
To understand the aim of an educational CD-ROM and what the character can do
To infer meaning from keywords, context and existing knowledge.
To master the Passive voice.
2.Ability objects
To develop the Ss’ abilities of listening, speaking, reading and writing.
To train the students how to use their own words to express their ideas.
(四)Teaching key and Difficult point
1. Key points
To review the Present perfect tense.
To learn the Passive voice.
To tell more about the CD-ROM.
To retell how the game is played
To understand the whole passage and answer teacher’s questions
2. Difficult points:
The Passive voice.
To retell how the game is played
(五) Teaching Equipment
Multi-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.
Part Two: The Teaching Methods
1. Communicative teaching method
2. Audio-visual teaching method
3. 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 sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.
To use these methods are helpful to develop the students’ abilities.
Part Three: Studying Procedures
Step 1
Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that t
he game is set in different countries and involves a tour around the world
Step 2
Tell students that the first paragraph of the reading passage explains the background to the game .Listen to the tape. Ask some questions to check understanding, eg.
What’s the name of the new educational CD-ROM?
What can it help you to do?
Who is the designer?
Step 3
Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.
Who is the main character of the game?
How old is he?
What does he like doing?
What was he doing when he fell asleep?
Step 4
Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41
Step 5
Ask some questions to check understanding, eg.
How can you earn a point?
What will happen if you have earned a point?
What will happen if you have earned enough points?
How many levels does the game have?
How long does it take you to finish the game?
What do the questions test?
What will you see on the screen when you reach a new place?
What can you learn about when you reach London?
What will you see when you pass a level?
What happened to the places you have visited?
Step 6
Read the whole passage and then ask some students to retell how the game is played(in 5steps)
1 See a golden cloud with instructions on it
2 See clouds with information about different places; See clouds with questions on them
3 Get a point every time you answer a question correctly
4 A cloud will come down and carry you off to a new place
5 See a world map. The old place is marked in bright purple
If possible, ask students to discuss what they have learned from the passage.(with their own words)
Step7 Use the following keywords to try to retell the passage.
Paragraph1.
a new educational CD-ROM, Around the world in Eight Hours.
Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM
Paragraph2.
Main character, love traveling, lie on the grass, fall asleep
Paragraph3.
be written on, different colors with questions on them
Every time you answer a question, earn enough points, come down, Carry off
Pargraph4
Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example
Paragraph 5
Be the best , get it in sold out
Step 8 Homework
1 Translating the following phrases:
1)同時(shí)
2) 過一關(guān)
3) 扮演…角色 4) 光盤的設(shè)計(jì)者
5) 一直廣受歡迎的`游戲 6) 得到足夠的分?jǐn)?shù)
7) 睡著 8) 英語語法和詞匯
9) 在你的屏幕上 10) 檢驗(yàn)知識(shí)
11) 在市場(chǎng)上 12) 例如
13) 掉下來 14) 售完
2 Try to recite the text.
Design of the blackboard
1) The Present perfect tense. A new educational CD-ROM has just come out.
When you have earned enough points,….……..Carry you off to a place you have never visited before. The places you have visited are marked…
2) The Passive voice.
It is designed by Nancy Jackson. These words were written on it.
The places you have visited are marked in bright purple.
Get it now before it is sold out
英文說課稿 篇8
Good morning everyone . It’s my great honor to be here to present my lesson. I’ll try my best .I’m number ____, Today I’ll talk something about the spirit of marathon, my content is made up of 8 parts .
Analysis of the teaching material
Analysis of the students material
Teaching aims and important, difficult points .
Teaching aids
Teaching methods
Teaching procedure
And conclusion
Well firstly, I’ll talk about part 1, analysis of the teaching material . This lesson is mainly about Marathon. The topic is related to our life, so it’s easy to arouse students’ interest. As we all know, interest is the best teacher for students .
Then, I will talk about part 2,analysis of the students. They have learned English for some years, so they can understand some words and simple sentences. They’re active, interested in new things, so I’ll design some interesting actives to attract their attention. Next, I’ll talk about teaching aims.
There’re knowledge aims, ability aims and emotional aims.
Knowledge aims are to enable students to master new words,
phrases _____and the sentences pattern , such as _____.
Ability aims are to improve students’ speaking and listening ability, they can use words and phrases to talk about something in our life. Emotional aims are to develop the spirit of cooperation by pair work and competition.
Well, next important and difficult points.
Important and difficult points are to develop students’ speaking and listening ability , and master the usage of key sentences correctly . Another part , teaching methods .
In this lesson , I’ll mainly use “Task-based teaching methods” and situational approach, using different can make the class active. Now, I’ll talk about the most important part-teaching procedure. There’re 5 steps in the part .
Step 1 warming up
It will cost 3 minutes
In this step , I’ll ask students to have a free talk with the knowledge they have learnt last lesson . in this way , students will pay their attention to our class easily , and their speaking ability will be improved .
Step 2 leading in
It will cost 2minutes .
I’ll show some pictures about (development , pollution
English ,spaceship ) , and tell something about _________, these can form a relaxing atmosphere and let the students get ready for the next step .
Step 3 presentation
It’ll cost 20 minutes
I’ll show some words and sentences ,and ask students to guess the meaning of new words , with the help of PPT . I’ll set a real situation to help the class learn new words and sentence pattern .students can follow the tape recorder reading words and text .
Situational approach is used here .
Step 4 practice
It’ll cost 10 minutes
In this step , I’ll divide the whole class into 4groups to have a competition by reading the dialog and role-playing . Then ,I’ll ask students to make a new dialog to check if they can use new words and sentence pattern correctly .
Task-based teaching method is used here ,and students’ cooperation ability will be well developed .
Step 5 summary
It’ll cost 5 minutes .
In this step ,I’ll guide students to conclude key words and sentence pattern to wide their knowledge
In the end ,I’ll give some homework ,go over today’s lesson and preview next lesson , go to the library or search the internet for some information ,then write a short passage .
And ,this is my layout design .
Ok ,that’s all for my lesson ,Thank you a lot for listening .
英文說課稿 篇9
Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material:
This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）
By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings. (5)Theme park but also learning ability in English .
A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.
�。ˋs we 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 . ）According to the new standard curriculum and the syllabus (新課程標(biāo)準(zhǔn)和教學(xué)大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: 1.Knowledge objects: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.
(2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. 3.Emotion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.
英文說課稿 篇10
Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.
I. Contents:
Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)
II. Teaching aims
1. Aims on the knowledge
(1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations.
(2) To help Ss to finish the survey.
(3) Let Ss finish the assessment of “Let’s check” in this unit.
2. Aims on the abilities
(1) To develop Ss’ abilities of listening and speaking.
(2) To train the Ss’ ability of working in groups.
(3) To foster Ss’ abilities of communication and their innovation.
3. Aims on the emotion
(1)To foster Ss’ consciousness of good co-operation and proper competition.
(2) To lead Ss to show their loveliness to the poor.
III. Key-points of this lesson
(1) To help Ss ask and answer the question: What’s in it?
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
IV. Difficult points
(1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.
(2) To finish the survey by themselves.
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.
VI. Teaching procedures and purposes of my designing.
I’ll finish this lesson in five steps.
Step 1. Warm-up and preview
1. Free talk between T and Ss about things in the classroom.
2. Sing the song together: Books and pencils.
3. Do some TPR, for example: Show me your English book. Show me your crayon.
4. Review the numbers by asking: “How many crayons do you have?”
Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.
Step 2. Presentation
Now I’ll mainly talk about this step.
1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.”
(1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.
(2) T: My schoolbag is heavy.
Open the bag and say: “What’s in it? What’s in my schoolbag?”
Take out a Chinese book. Then do the action again. Let the Ss read the sentence.
2. Play a guessing game. Divide the whole class into four groups to have a competition.
Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.
3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.
Girl: My schoolbag is heavy.
Boy: What’s in it?
Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.
Boy: What will you do?
Girl: They are for the poor.
Boy: Great! I’ll bring some school things too.
The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says:
【英文說課稿】相關(guān)文章：
英文說課稿11-23
英文說課稿11-09
英文的說課稿（精選10篇）12-01
英文說課稿(7篇)11-26
英文說課稿5篇11-28
英文說課稿7篇11-25
英文說課稿(精選7篇)11-27
實(shí)用的英文說課稿（精選11篇）10-10
英文說課稿范文（精選15篇）04-19