英文說課稿匯總7篇
作為一位杰出的老師，有必要進行細致的說課稿準備工作，說課稿有助于提高教師的語言表達能力。那么優(yōu)秀的說課稿是什么樣的呢？下面是小編整理的英文說課稿7篇，歡迎閱讀與收藏。
英文說課稿 篇1
Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at 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 about the teaching material.
Part 1 Teaching Material:
This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.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 . According to the new standard curriculum and the syllabus (新課程標準和教學
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:
a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.
c)The Ss can use the patterns to express their thoughts in the proper situation.
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) To Improve the student’s reading ability, especially their skimming and scanning ability.
3.Emotion or moral objects:
a)By completing the task,the Ss increase their interest and set up self-confidence in science;
b)Teach the Ss what is “science”, put the moral education in the language study.
now,let’s come to the Important points and the Difficult points.
Well, how to achieve the teaching objects better, how to stress
the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .
Part 2 Teaching Methods:
In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交際教學法), “Whole language
teaching” (整體語言教學法)and “Task-based” language teaching (任務教學法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(現(xiàn)代社會交際教學理論), I adopt the TSA method(情景教學) and TBLT method (語言任務教學)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —
activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use
language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.
英文說課稿 篇2
一、 說教材
今天我說課的內容是外研社的小學英語新標準三年級起始第一冊module 6 school, unit2 what’s this? 我采用多樣化的教學手段將聽、說、玩、唱溶于一體，激發(fā)學生學習英語的興趣和愿望，使學生通過合作學習體驗榮譽感和成就感，從而樹立自信心，發(fā)展自主學習的能力，形成初步用英語進行簡單日常交際的能力。
二、說學情
三年級的學生于本期剛接觸英語，對學習英語充滿了好奇和興趣，渴望獲得更多的英語信息和知識。經(jīng)過本模塊第一單元的學習，學生已經(jīng)初步掌握了詢問并識別物體的句型：what’s this? 和what’s that? 學生已掌握的知識和心理狀態(tài)為本節(jié)課的自主探究打下了基礎。
三、 說教學目標
1、語言知識目標
(1) 讓學生能聽、說、認、讀pen,pencil,book,bag等單詞。
(2) 通過學習讓學生熟練掌握句型 what’s this? 和what’s that?
2、學習技能目標：
(1) 能聽懂let’s do中的指令并做出相應動作,如point to the …
(2) 根據(jù)圖片或在場景下進行簡單的英語交流和表達，培養(yǎng)學生靈活運用所學知識進行交流的能力.
3、情感態(tài)度目標
�。�1） 通過學習活動，使學生有興趣聽、說英語，培養(yǎng)學生注意觀察、樂于模仿的良好習慣和主動競爭的竟識。
（2） 讓學生在鼓勵性評價的中樹立學習英語的自信心。
�。�3） 通過小組活動培養(yǎng)學生合作交流的能力，從而讓學生意識到學習英語的重要意義。
�。�4）充分利用教材所提供的學習資源，實現(xiàn)自由參與與創(chuàng)新，能主動與他人交流，并克服交流中的困難，使交際順利進行。
四、說教學重難點
1、學習新單詞 pen,pencil,book,bag ，能正確認讀。
2、鞏固已學句型：what’s this? 和what’s that? 并能用 it’s a…作出相應的回答。
五、說課前準備
教具準備：課文錄音；帶單詞的物品圖片；實物pen,pencil,book,bag；魔法包；獎品（貼畫）。 學具準備：單色物品的圖片（學生課前畫好）
六、說教學策略
為了突破這一堂課的重、難點，根據(jù)小學生好奇、好勝、好動、模仿力強、表現(xiàn)欲旺盛等生理和心理特點，我主要采取了以下教法和學法。
（一） 小組活動學習法
把全班分成四個大組（兩行為一組），分別用數(shù)量單詞命名，并書寫在黑板的左邊或右邊。課堂各項教學活動均以小組活動為主線，結對或全班活動為輔，學生互相交流、探究，共同完成學習任務，在合作中感受學習英語的樂趣及交流的意義，也通過小組成員之間“榮辱與共”的關系而形成同步學習的環(huán)境。
�。ǘ� 情境教學法
給學生不斷創(chuàng)設各種真實的場景，促使學生說英語。
�。ㄈ� 課堂評價主要以鼓勵性評價為主。
課上恰當使用激勵性評語和獎勵個人貼畫、小組獎的紅旗（畫在黑板上）的方法，讓學生渴望成功的心理得到滿足，這也是激勵學生積極投身英語學習的一個最簡單而有效的方法。老師操作起來也比較方便。
七、說教學過程
�。ㄒ唬嵘韽土�，營造學習英語的氣氛。
1、歌曲導入，激發(fā)學生學習的興趣
教育家托爾斯泰說過：“成功的教學所必須的不是強制，而是激發(fā)學生的興趣，激發(fā)學生參與學習的興趣，是新課導入的關鍵。精彩的課堂開頭，不僅能使學生迅速地興奮起來，而且還會使學生把學習當成一種自我需要，自然地進入學習新知的情景。因此，在熱身的時候，首先讓學生演唱歌曲“plese stand up ”，并做上相應的動作，這樣的導入能很快吸引住學生，還渲染了學生學習英語的良好氣氛。同時，歌曲中的物品也可勾起學生們對已學物品單詞的回憶，對復習句型what’s this? 和what’s that?作好鋪墊。
2、復習舊知，培養(yǎng)自信
教師出示tom的圖片，談話向孩子們引出本節(jié)課的新朋友：“it’s tom.” ，并讓學生熱情地和他打招呼。告訴學生們他是amy的弟弟，今年才三歲。小tom有些物品不認識，由于剛和大家見面，有些害羞，要老師代問，讓孩子們幫幫他。孩子們對幫助他人都比較熱心，反應都很積極。于是老師拿著tom的圖片，在教室里四處走動，隨意拿起一件物品或指向一件物品，向學生提問：what’s this? 或what’s that?讓學生作出相應的回答。適時還可用what colour is it?進行詢問，借以復習表示顏色的單詞。大力夸獎樂于助人的娃娃。這樣不僅復習了舊知識，渲染了學習英語的良好氣氛，而且滲透了思想品德教育。
�。ǘ⿻拰胄轮�，促進語言實際運用能力的提高。
學生在一個平等尊重的氛圍中，他們的思維是放松的，敢于說、敢于參與教學。教師要真心誠意地把學生當成學習的主人，努力提高“導”的藝術，從而在教學中恰到好處地去啟發(fā)、點拔、盡可能地給學生多一點思考的時間，多一點活動的余地，多一點表現(xiàn)自己的機會，這樣才能使課堂氛圍充滿活力。因此，這個環(huán)節(jié)我是這樣設計的:
1、教師拿著tom的圖片繼續(xù)指向教室里的物品，向學生提問。課前教師在離講臺較近的墻壁兩側和較遠的后墻兩邊分別貼上pen,pencil和book,bag的圖片，分別使用what’s this? 和
what’s that?向學生提問，學生可用中文來回答。教師引導用“it’s a…”來回答，自然引出新單詞，進行單詞教學。
2、游戲——變一變。
老師先出示魔法包，把實物pen,pencil,book,bag一件件地特意讓學生看到之后，再把它們放進“魔法包”中，然后讓一名學生上臺，從“魔法包”中握住一件物品，讓其余學生猜是什么。若猜對了就把物品拿出來，并讓另一名學生上臺找出相應的單詞卡片，全班進行單詞練讀。學生們對“魔法包”充滿了好奇，而所學的單詞又是孩子們非常熟悉的文具物品，從而學習起來非常帶勁，能起到很好的鞏固作用。通過齊讀、指名讀、開火車讀、看口形猜單詞等多種形式的操練，孩子們能十分輕松地掌握單詞的認讀。對讀得對、讀得好的個人和小組要給以及時的鼓勵，調動學習的興趣和積極性。
（三）呈現(xiàn)新知,合作互動。
在小學英語課堂中使學生保持一種積極的緊張感，能夠激發(fā)他們學習的外部動機，引發(fā)他們一系列的自主活動，促進外部動機向內部動機的轉化。
1、游戲——say and point
請四位學生上來，分別站在四個不同的方位，手里分別拿著實物pen,pencil,book,bag再請一名學生發(fā)出指令：point to the…其余學生做出相應的動作，以達到對新單詞的熟練掌握。這個活動完全由學生來操作，既鍛煉了學生的膽量和能力，又激發(fā)了學生學習的興趣。
2、演一演。這個部分是由學生導學。指派一生扮演tom，在教室隨意走動，指向任一物品，用what’s this? 和what’s that?進行詢問，其余學生扮演amy作答，以答到操練句型的目的。為了激發(fā)學生學習的積極性和主動性，可多抽幾名學生扮演tom練習。這個環(huán)節(jié)主要是操練學生能正確使用what’s this? 和what’s that?來提問。對能正確使用this和 that來詢問的學生要加以大力表揚和獎勵。
3、小組活動：ask and answer
以學習小組（四人）為單位，擺出pen,pencil,book,bag等文具，可故意將其中的一件放遠一些。然后指派一人分別用what’s this? 和what’s that?進行詢問，其他學生作答。依次輪流進行，借以達到熟練掌握句型的目的。若組內成員不懂，其他成員幫助，團結一心，完成任務。教師巡視指導。
4、學習課文 what’s this?
�。�1）學生打開書，結合課文插圖，聽課文錄音，理解文意。
�。�2）再聽錄音，生逐句模仿讀。教師適時正音。
�。�3）趣味操練——多種形式賽讀：男女生分角色讀；指名分角色讀；小組賽讀。優(yōu)勝者分別獎個人貼畫、獎小組小紅旗。各種方式的賽讀，從多方面激發(fā)學生學習英語的興趣，培養(yǎng)自信心，讓他們感受到成功的快樂。
�。ㄋ模╈柟绦轮�，拓展練習。
1、完成運用任務（1）：賽一賽——將sb24頁的activity 3設計為一個搶答賽。
教師出示單色物品，用what’s this?詢問，學生搶答。在這個環(huán)節(jié)，教師要注意引導學生加上顏色作答。不僅鞏固了新知，也復習了舊知。這個練習有一定的難度，教師要多加誘導，多給孩子思考的余地。通過努力，相信孩子們一定能完成得很好的。對答得對的要大加贊揚和獎勵，比如說：呀，你真了不起！能說那么長的英語句子了！太棒了！
2、完成運用任務2：將sb 25頁的activity 5設計為小組活動——show and ask
學生展示出課前畫好的單色物品圖片，在小組內互相用的what’s this? 和what’s that?來進行問答。提醒學生在問時把圖片拿出來，做出合適的動作；在答時盡量加上表示顏色的詞，教師巡視指導。 此任務的設計，重視了對學生思維能力、觀察能力的培養(yǎng)，特別是對學生合作學習能力的培養(yǎng)，讓學生們在師生，生生，小組等不同的合作方式中，學會傾聽，學會評價，為學生的終身學習奠定基礎。
�。ㄎ澹� 課堂小結和課堂延伸
1、總結小組的戰(zhàn)利品，（包括個人的貼畫和黑板上小組的小紅旗）學生掌聲祝賀并鼓勵未獲勝的小組繼續(xù)努力，為激發(fā)下節(jié)課的學習氣氛打下基礎。
2、布置課外作業(yè)——我來當當小老師。
將所學的單詞或英語句子教教你的家人或朋友。并將你當小老師的情況在下節(jié)英語課上向老師和同學匯報。
此環(huán)節(jié)將課堂延伸至課外，培養(yǎng)了學生的運用能力，讓孩子的家人和朋友也來分享學習英語的快樂，從而更加激發(fā)孩子學習英語的欲望，真切體驗學習英語的成功帶來的'喜悅，達到學以至用的目的。
八、說設計說明
本節(jié)課不論是新知的呈現(xiàn)，還是游戲的設計，都是以學生的自主探究學習為中心的，充分調動了學生學習英語的積極性，讓學生全員積極參與到課堂，在玩中學，學中用，提高了課堂實效，培養(yǎng)了學生學習英語的興趣。我相信通過這樣的教學方式，充分讓學生主體參與、體驗感悟、游戲鞏固，是一定能圓滿實現(xiàn)課堂教學任務的。
附：板書設計
Module 6 School Unit 2 What’s this? What’s this?
It’s a red pen. yellow pencil. What’s that?
It’s a blue bag. green book.
英文說課稿 篇3
Good morning, everyone! It’s my honor to present my lesson plan here. The teaching material comes from PEP Go for it 8B U6. The title of the reading part is I’ve been studying history in China. History is the topic of this passage. The story is narrated by an Australian, Leo, who tells his life in China, his family history and his study of history. This reading mainly focuses on developing Ss’ reading skill, especially scanning. So this is one of the language focuses. As for the content, because of many new words and phrases in the context and Ss’ lack of the knowledge about “history”, it is a little difficult for them to understand the passage. So the Ss may have a bit difficulty in retelling the passage in the last activity role-play. Thus I rearrange the material like this: The 3 questions in pre-reading are modified. I’ll choose some easier and funnier questions to lead Ss into the topic History. The grammar review in Exercise 3b, 3c is not the language focus in this lesson, thus it’s considered as the homework.
According to the New English Curriculum, the teaching should not only focus on the development of Ss’ reading strategy, also the Ss’ interest in English. So I apply communicative approach, making use of real-life situations to motivate their desire to communicate in meaningful ways about meaningful topics. Ss will enjoy their participation in this lesson by discussion and role-playing. As for the teaching aids, PPT, blackboard and audio tape are needed.
Based on those analyses, I set the following 5 teaching objectives. By the end of the class, Ss will be able to:
1. Linguistic knowledge
Master new words and expressions, such as emperor, dynasty, capital etc. (this is the language focus)
Be familiar with the topic history.
2. Language skills
Develop their reading skills, especially scanning. (This is the language focus I’ve mentioned before.)
Tell Mike Leo’s life in Harbin during the role-playing. (This is the anticipated difficulty.)
3. Affects
Love our country by learning more about Chinese history.
4. Cultural awareness
Know more about history of other countries.
5. Learning strategy
Learn to get more information both from books and the Internet.
Ok, now let’s move to the most important part: teaching procedure. I adopt 3-stage model: pre-reading, while-reading and post-reading. The duration is 45 minutes.
In pre-reading stage, there’re 2 activities for 9mins. I’d like to introduce Leo to Ss as a new friend. The first activity is Leo’s self-introduction through a short record. The record is prepared before the class with some key information about Leo. As a foreigner, Leo loves Chinese history very much, so he has many questions to ask Ss. The first one is about the emperors and the dynasties. Ss should be able to do the match between them. Those emperors are all famous characters in the Chinese history, such as Tang Taizong, Cheng Jisihan, Kang Xi and so on. The second one is about the famous capitals in the history. Ss should pick out the city which was not the capital in the history. By the way, I will provide some information about Harbin, which is the city where Leo lives. This introduction can also build Ss’ knowledge structure. This kind of lead-in could be funnier and easier, and the comfortable atmosphere can help Ss’ to acquire new knowledge easily.
In the second stage while-reading, there are 2 steps; they are fast-reading for 6mins and careful-reading for 15mins. There’re 2 activities in fast-reading: skimming for the main idea of each paragraph and scanning for the specific and important information to fill in the blanks. These tasks can help them get the general idea of the passage.
In careful-reading step, I’ll guide them to learn the passage paragraph by paragraph, from Leo’s introduction to Leo’ s family history, and Leo’s study of history, the last is Leo’s dream. Different tasks are designed for Ss: For the first paragraph, Ss are asked to find some key words about Leo: Australian, Jewish, etc. For the second paragraph, Ss are required to fill in the time table about Leo’s family history. As for Leo’s study, Ss are asked to make a comparison between Leo and his friends. The last is Leo’s dream, I’ll ask Ss several simple questions. I will make sure that Ss won’t be bored by the tasks and participate in all the activities actively.
In post-reading, there’re 2 activities for 14mins: discussion for 5mins and role-playing for 9mins. I’ll ask Ss two questions: Q1: Why are some old buildings in Harbin built in Russian style? Q2: Why does Leo want to go to Beijing for the Olympic Games in 20xx? What can we infer from that? Ss are supposed to learn more about the history of China and other countries, and develop their patriotic feeling. The role-playing is Leo’s talking with his friend Mike. They are talking about Leo’ life, work and the future plan. What Ss have learned in this lesson is needed in the talking. In order to lower the degree of the difficulty, I’ll provide some sentence structures, some questions and key words. So this can be considered as a review of the whole lesson. And this is the right time to practice Ss’ oral English and they should talk in the correct tense to practice the grammar we have learned before.
The last minute is for explaining homework: Suppose that Leo’s friend Mike is coming China for the Olympic Games, we should give him some tips. Ss are asked to get more information through the books and the Internet, and then write down at least 3 tips in the following structure: If you want to go to the Great Wall, you will have to take No.15 bus…. This task comes from Exercise 3b, 3c. Ss can not only review adverbial clauses of condition introduced by If according to the requirements of the teaching material but also enjoy learning with the given situation. As time’s limited in the class, the task is left as the homework.
Finally, making a good use of the blackboard can help Ss learn better. So this is my blackboard design: the title is in the middle of the blackboard, the left part is for some information related to Leo and also the structure of the whole passage, the right part is for some new words and expressions.
英文說課稿 篇4
（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. 教學內容 (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. 教學對象(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. 教學目標 (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,
①Ss can understand the and get useful information from the through attentive listening / reading.
�、赟s are able to talk about
③Ss 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.
②to 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
�、辴o 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. 教學過程
① 具體steps 根據(jù)具體內容定；
一般分為：warming up lead inpresentationconsolidationhomework
②板書steps ＋ purpose 說明； ③如有可能，同時完成layout設計;
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.
（機械上口； 有意義操練； let’s do; 課文對話表演;）
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上課內容； 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5
各位老師下午好！
今天我說課的內容是初中英語教材八年級Unit 4 Topic 1 Plants and animals are impontant to us
一、本話題的分析
本話題圍繞談論跟描述自然界的風光 動植物及生存資源——---森林跟水引入本話題的主要語法項目：形容詞的比較級跟最高級；為今后學習現(xiàn)代科技跟歷史遺跡的知識打下基礎，同時通過Which do you like better/best?以及Paiwork的反復操練，進一步提高學生，聽、說、讀、寫綜合素質能力。
二、教學目標：
（1）知識目標：
The hens are much/a little smaller than the cons/geese.,The mice are the smallest of them.
�。�2）學習單詞：
Wolf. bear sheep goose rabbit snake rose nature forest protect land ocean sea
能力目標：提高學生，聽、說、讀、寫及知識自學的綜合能力。 情感目標：培養(yǎng)學生熱愛自然，保護自然的環(huán)境意識。 本話題所須課時：4節(jié)課。
三、重點與難點：
重點：學習形容詞的比較級跟最高級的用法以及用簡單的英語語句描述跟談論大自然。
難點：
1、多音節(jié)形容詞的比較級跟最高級以及形容詞比較級的不規(guī)則變化。
2、談論地球上水資源跟熱帶雨林的基本狀況，以及它們對于地球上生物的重要性。
教材處理：
根據(jù)以上對教材的分析，同時針對中國學生學習外語存在一定困難的實際情況。首先給學生創(chuàng)造外語語言氣氛，身臨其境地把學生帶到所設計的語言情景中，同時激發(fā)學生學習興趣：使學生在參與后一系列活動中，掌握知識。最后通過做游戲對學生所學知識點進行訓練，從而達到鞏固知識的目的。
四、教學跟學法：
通過五步教學法：情景教學活動家，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進地深化教學內容。展開以教師為主導，以學生為主體的師生雙邊教學活動。
1、教學手段：
本話題采用掛圖、錄音、圖片、文字、圖表跟韻率，使抽象的語言變得直觀，為學生運用英語進行交際創(chuàng)設情景，實現(xiàn)師生互動，生生互動跟人機互動的多向互動，增加了直觀性跟趣味性，加大了課堂密度，提高了教學效果。
2、學生指導
新制定的《仁愛英語》把"培養(yǎng)學生學習英語的興趣，樹立自信心，培養(yǎng)良好學習習慣跟形成有效策略，發(fā)展自主學習跟合作精神"放在了首位，根據(jù)依據(jù)課改的精神，遵循學生的認識規(guī)律，從單詞—句子—情景對話—實際應用，采取循序漸進的原則，由淺入深，由易到難。情景興趣教學。多以問答形式出現(xiàn)。
如何使用英語，如何在理解的基礎上習得語言。在用中學，學中用。學會自己自主推測發(fā)現(xiàn)歸納提高，提高學習自主性跟學習能力。寓素質教育于語言教學之中。
五、教學程序：
1、新課導入
為了激發(fā)"學生的學習興趣，引起注意，拉近師生距離，設計一個語言情景，給學生一種身臨其境的感覺，導入正課。
2、新課的講解
在講新課時，合理整合教材，系統(tǒng)的樹立知識，將形容詞的比較級跟最高級在一系列既關聯(lián)又相對獨立的語境中詳細講解，反復演練，使學生全面掌握，任務性聽力訓練：Listen and write以及Pair work ,充分地調動了學生的積極性，吸引了全體學生的注意力，達到了教育教學目的，培養(yǎng)學生思想素質、情感素質跟英語語言素質。
3、反復操練跟鞏固應用
為了調動學生的積極性，利用work alone,pair work, Group work 等多種不同方式操練鞏固。使學生處于積極思維的狀態(tài)之中，全方位，多角度培養(yǎng)學生運用英語的能力。
4、反饋練習
本話題將游戲與練習有機結合，融為一體，設計游戲，讓學生們以對話跟游戲的形式；進行練習，寓教于樂，極大地激發(fā)學生學習興趣，同時鞏固了學生所學的知識。
5、歸納總結
本話題除了板書所呈觀的重點內容外，又把本話題內容以練習的方式，巧妙地鞏固了本話題重點，難點，進一步鞏固，加強對本話題內容的理解跟運用。
6、展示板書
本話題以素質教育為目的，結合教材重點、難點及英語學科特點，利用多種輔助教學，從視、聽、說等方面使學生得到鍛煉，在愉快輕松的氛圍中溫故而知新，達到初步運用英語交際的能力。
7、布置作業(yè)
以上，我僅從說教材、說學情、說教法、說學法、說教學程序上說明了"教什么"跟"怎么教",闡明了"為什么這樣教".希望各位老師對本次說課提出寶貴意見，謝謝！
英文說課稿 篇6
Good afternoon, teachers. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is the second reading of Unit 10, Book I. I’ll be ready to begin with this lesson from six parts: Analysis of the students, analysis of the teaching material, the teaching aims, the teaching & learning methods, the teaching aids and the teaching procedures. First, let me talk about my students.
Part I Analysis of ss
My students are from Grade One in vocational schools.
No.1 They have a poor vocabulary, little motivation to learn initially and no confidence in expressing themselves.
No.2 There are distinct individual among them.
No.3 They are quick in thinking and long for victory. They may raise interest in the topic because of its familiarity, and are eager to know these differences.
No.4 In my class, ss will be given a preview plan to understand the reading, progressive tasks in competition to ensure overall participation.
Part II Analysis of the teaching material
Our textbook is taken from English Book I for vocational schools. It emphasizes on interest and utility.
Since some information about cultural differences has been mentioned in previous units, this unit will focus on introducing individual differences and building the sense of cross-cultural communication.
Reading II will demonstrate cultural differences further and occupies an important position. It will take up two periods, and I’ll deal with the second period for reading comprehension, and concentrate on ss’ abilities of reading and using English fluently.
Part III Teaching aims
No.1 Teaching aims
After studying the teaching material and analyzing ss’ present situations, I think the teaching aims are the followings:
1. Knowledge aims
1) To master some key words and expressions: awkward, courtesy, direct, misunderstand, as soon as, keep doing sth, etc..
2) To understand the gist of the reading, work out the writer’s opinions after reading, and complete relevant tasks.
3) To retell the reading and try to talk with partners about differences in table manners with the purpose of using the language fluently.
2. Ability aims
1) To better reading strategies to promote reading ability with the help of skimming, scanning and other reading techniques.
2) To improve ability of using English fluently as well as logical thinking after dealing with tasks.
3) To foster the ability of cooperation in group activities.
3. Emotion aims
1) To have a general knowledge of differences in table manners, esp. between Chinese and American cultures, and foster the sense of cross-cultural communication.
No.2 key & difficult points
1. Key Points
1) To get the information from the reading;
2) To communicate with partners fluently.
2. Difficult Points
1) How to improve the reading abilities because my students are weak in English, esp. in reading strategies.
2) How to help ss put their learning into practice with references.
Part IV Teaching &Learning methods
A good method requires that the teacher act as a guide while ss as the real masters in class. In my class, ss are mainly guided by tasks progressively.
1. So according to the analysis of the teaching material and the students’ learning background, I will use the following teaching methods.
1) Task-based language teaching
2) Activity teaching
3) Delamination teaching
4) Question-and-Answer activity teaching
2. The learning methods are the followings:
1) Cooperative learning
2) Autonomous Learning
Part V Teaching aids
No.1 Multi-media
No.2 Non-testing evaluation
1). A piece of paper to evaluate themselves.
Part VI Teaching procedures.
No.1 As for the concrete procedures, it includes 5 parts.
Task II:checking words & answering questions. Ss will have a matching for words and meanings to check words and then they may pose any questions they met in preview. Ss finish it before class and present keys on the blackboard. Some music will be played to calm ss down and create a situation to learn English.
Purposes: The easy item may help them build confidence.
Task II: Lead-in. Ss may watch a video about cultural differences, and then finish the sentence with brainstorming. This item is open to answers. As far as students get to the point, their group may get marks.
Purposes: Brainstorming may activate ss and catch their attention quickly. At the same time, it may act as a foreshadowing for the reading.
Task III: Presentation with tasks. It includes two items.
Item I: (skimming) Ss look through the reading in 2 minutes, and then finish the multiple choices on their own.
Purposes: This task will train ss to get quick information and foster a good reading habit.
Item II: (careful reading) In order to cope with the reading clearly, there are three portions. Portion A is for Para1. It is about the writer’s experience in China, and then there are some questions. Portion B is for Para2. It is about a Chinese staying in America, and then there are some multiple choices. Portion C is for Para3. It is about solutions, and then ss rectify the table. Similarly, they read individually, and then discuss in groups to get an agreed answer. Representatives will be sent to the bb to present keys.
Purposes: The three portions will help ss work out the writer’s opinions clearly. Cooperative learning will help them overcome difficult words or sentences and find the feeling of success when they can get keys without too much guide from the teacher. And praise goes first no matter how they do. Till now, ss may realize cultural differences further.
Task IV: Consolidation in time. It includes 3 items: Five statements for ss to check their understanding about the reading, a dialogue to check how they can transfer input to output and a short passage to tell them whether they have made progress in reading. Similarly, ss do them on their own, and then discuss problems in groups.
Purposes: The three items will give a clear reflection to ss.
Last task, I will make a conclusion of this period, encourage ss to build the sense of cross-cultural communication, and then do some extension: Watch another video about differences between China and the West, and discuss whether the points from the video are reasonable or not. The item is also open to keys. Ss are encouraged to write down notes.
Purposes: This task will help ss dare to speak because of the good input about cultural differences from the reading. Each one may have a chance to express them, and experience the feeling of success. In the process of communicating, they help and encourage each other, and use the language gradually. It will help ss transfer passive learning into active acquisition and see the meaning of learning.
No.2 Design of writing on the blackboard
When in Rome, do as the Romans do A foreigner stays in China awkward.
Do as the Romans do.
A Chinese in America indirect.
No.3 After class, to ss, they have two assignments:
1. Ss finish the table to evaluate themselves.
2. Ss surf the Internet for more information about cultural differences, such as sending and accepting gifts, introducing people, etc., and then write down answers.
Purposes: The first one may help ss to reflect themselves, and the latter one may help ss extend their learning of cross cultures. Writing actually is necessary for all steps. After class, they may do it more relaxed. When finishing it, they may pay more attention to the written language and then improve their English.
No.4 Reflection after teaching.
On the one hand, ss can be guided by tasks progressively, and act well. They also have foster cooperation in group activities. On the other hand, the teacher needs to pay more attention to individual differences and ensure overall participation. The teacher also needs to improve the ability of monitoring the class efficiently.
英文說課稿 篇7
�。ㄒ唬┙滩牡牡匚患白饔�
本課是初一新教材第5單元的第一部分，教材內容圍繞著描述人現(xiàn)在的活動展開，讓學生學會談論人人們正在干什么。本課的教學內容與學生的實際生活密切相關，易于引發(fā)學生運用簡單的英語進行交際和交流。在學習活動中，學生能通過交換對不同人物活動的描述，促進學生之間和師生之間的情感交流，增進情誼。
�。ǘ┙虒W目標
1、知識目標：What are u ding？ I a watching。What is he ding？ He is ding hewr。Is she reading？ N， she is ding her hewr。
2、能力目標：
�。�1）、能抓住人物的主要特征來描述人物的外貌，并根據(jù)描述畫出人像。
（2）、能概括人物的外貌特征并根據(jù)人物特征推理出某一人物。
3、情感目標：通過描述同學、教師或自己的偶像的外貌，表達自己的看法，使學生在人際交往中學會尊重和理解別人，學會交換不同的看法，了解他人的愛好，增進情誼。
�。ㄈ┙虒W重點及難點
1、掌握并運用描述人物活動和地點的詞匯：watching， ding， eating cleaning， plaing， reading， swiing， shpping， pl， schl， all， librar
2、掌握并運用簡單的英語交際句型：What are u ding？ I a watching。What is he ding？ He is ding hewr。Is she reading？ N， she is ding her hewr。
�。ㄋ模谭ㄔO計
對本課我主要采取了如下幾種教法：
1．聽錄音。
聽音是英語學習的重要方法，也是課堂教學的重要步驟。在聽中可以感知，可以模仿。
2．重點解釋，個別操練。
在每一堂教學中，學生總會遇到一些難以理解的詞、句型、短語、句子或某一語法現(xiàn)象。如本課出現(xiàn)的一般過去時的用法等都需要教師個別解釋甚至創(chuàng)設語言情境進行操練和舉例，以掃除自由交際過程中的“攔路虎”，為語言的進一步學習奠定基礎。
3．指導學生展開情景對話。
在第一部分和第二部分的教學過程中，要想辦法使人人開口，使人人都有成功感。通過對話逐步達到對教材內容的全部操練。。第三部分問答游戲時，猜中的同學老師給予鼓勵，激勵更多的同學參與進來
4．學生獨立操作。
首先要求學生根據(jù)師生示范獨立對話，隨后叫幾組分別站起來表演。這是深化課堂教學的重要舉措。
5． 我在教學過程中設計了填表和動詞填空的練習，以檢查學生對本課的掌握情況。在整個教學活動中，我還采用了幻燈片，對順利開展教學活動起到了很好的 輔助作用。
（五）．學法指導：
我所采用的教法有助于學生掌握如下學法：
1．養(yǎng)成聽的習慣。
學生要經(jīng)常聽錄音，聽教師講英語，聽同學們講英語，這對學好英語大有好處。
2．科學儲備大量知識。
學生不掌握豐富的知識就不可能進行很好的語言交流。所以學生必須了解語言規(guī)律，掌握豐富的詞匯，熟知語法規(guī)則，會熟練表達由各個話題而展開的交際內容。要學會在實踐中學，在應用中學，這樣學來的知識記憶深刻、靈活度大。
3．及時鞏固，反復記憶。
凡教師在課堂上所講到的語言難點，學生應及時整理，再次認識并積極使用。對前面已學過的課文，學生要有安排地經(jīng)常復習，否則常常是學了新的，忘了舊的。
4．積極操練，重在口頭。
在課堂上，學生要積極參與教師設計的每個教學活動，要大膽開口，創(chuàng)造性地說自己想說的話。課后和其他同學及時進行英語交流。只有這樣，才能將書本知識變成自己的知識和語言能力；也只有這樣，才能實現(xiàn)脫口說英語的目的。（六）教學設計在上新課之前先復習動詞的ing形式，和上節(jié)課的重點句型。通過對重點句型的變形導入新課。安排猜謎游戲幫助學生鞏固新知之新知識。然后翻開課本學習2c，這樣可以降低學生學習難度，有利于學生更好的掌握新知識。接下來再講2a和2b，之后是3a和3b。講解4時，難度再次加大，因為需要學生用自己的語言講解圖片。于是我利用教材所給的圖片和問題進行引導，先讓學生觀察圖片，在就圖片回答問題。問題有答案之后，要求他們講述圖片，這個難度就大大降低了。最后我在就學生的講述進行適當?shù)囊龑Ш脱a充。下課前布置作業(yè)，結束課堂。在整個教學過程當中，我有意識的降低教學難度，為學生更好的學習創(chuàng)造良好條件。
本課以素質教育為目的，結合教材重點、難點及英語學科特點，利用多媒體輔助教學，以任務性教學為主，從視、聽、說等方面使學生得到鍛煉，在愉快、輕松的氛圍中溫故而知新，達到初步運用英語交際的能力。由于缺少經(jīng)驗，在教學過程中難免會出現(xiàn)不足，敬請各位專家老師不吝賜教，謝謝大家！
【英文說課稿匯總7篇】相關文章：
英文說課稿匯總八篇03-03
英文說課稿匯總10篇03-01
英文說課稿匯總6篇03-01
英文說課稿匯總8篇02-28
英文說課稿模板匯總五篇05-01
關于英文說課稿匯總8篇03-16
英文說課稿模板匯總10篇03-15
有關英文說課稿匯總六篇03-14
關于英文說課稿匯總10篇03-14