有關(guān)英文說課稿匯編5篇

　　作為一名教師，就有可能用到說課稿，寫說課稿能有效幫助我們總結(jié)和提升講課技巧。怎樣寫說課稿才更能起到其作用呢？以下是小編幫大家整理的英文說課稿5篇，僅供參考，希望能夠幫助到大家。

英文說課稿 篇1

　　一、教學(xué)目標(biāo)與要求

　　1、能聽懂、會(huì)說：“I have a new water bottle. Can I see it? Sure. Here you are.” 并能在實(shí)際生活中運(yùn)用。

　　2、能聽說讀單詞storybook和water bottle。

　　3、學(xué)歌謠“I have a storybook . Me too.”

　　二、教學(xué)重、難點(diǎn)分析

　　重點(diǎn)：能聽懂，會(huì)說：“I have ….”句型和單詞storybook 和water bottle。

　　難點(diǎn)：在實(shí)際生活中運(yùn)用“I have….”句型。

　　三、課前準(zhǔn)備

　　1.教師準(zhǔn)備掛圖、玩具、文具等實(shí)物，VCD、錄音機(jī)。

　　2、學(xué)生自備文具和自帶一些小玩具

　　四、教學(xué)步驟和建議

　　1、 熱身(Warm-up)

　　(1)、教師與學(xué)生進(jìn)行日常口語會(huì)話練習(xí)。

　　(2)、復(fù)習(xí)上學(xué)期所學(xué)句型“I have a ….”教師拿出一個(gè)玩具汽車并說“I have a new car.”把它遞給學(xué)生讓他來說“I have a new car.”拿出多個(gè)玩具練習(xí)這個(gè)句型，讓每一個(gè)學(xué)生都說一遍。

　　2、新授(Presentation)

　　(1)、教師拿出一本故事書說“I have a new storybook.”，學(xué)生也拿出一本故事書說“I have a new storybook.”教師緊接著說“Can I see it.”學(xué)生答“Sure. Here you are.”和多個(gè)學(xué)生進(jìn)行這個(gè)對話練習(xí)。

　　(2)、全班學(xué)生看本課VCD教學(xué)片。

　　(3)、通過觀看教學(xué)片，在幾遍后讓學(xué)生試著跟讀Just speak部分的內(nèi)容。

　　(4)、學(xué)生跟讀，教師糾正部分單詞的發(fā)音。

　　(5)、學(xué)生分組分角色朗讀，做到最快、最清晰、最大聲。

　　(6)、請部分學(xué)生拿著水壺、故事書到前面表演對話。

　　(7)、去掉VCD的聲音，讓學(xué)生為教學(xué)片配音。

　　(8)、用圖片展示生詞storybook和water bottle，通過搶答游戲的方式讓學(xué)生能聽、說、讀這兩個(gè)單詞，具體步驟如下：教師把圖片快速從學(xué)生眼前閃過，然后學(xué)生舉手搶答。答對者獎(jiǎng)勵(lì)一個(gè)小貼紙。

　　(9)、讓學(xué)生使用所學(xué)過的玩具或文具對Just speak部分的對話進(jìn)行改編并表演出來。例如：

　　A: Hi, ….I have a new doll.

　　B: Hi, …. I have a new ball.

　　A: Oh, cool. Can I see it.

　　B: Sure. Here you are.

　　A: Wow! It's super.

　　(10).聽錄音欣賞歌謠，在活躍的氣氛中讓學(xué)生跟著節(jié)奏學(xué)說歌謠。

　　五、鞏固與延伸(Consolidation and extension)

　　1、打開質(zhì)量監(jiān)測完成對應(yīng)的練習(xí)(教師給予一定的指導(dǎo))。

　　2、家庭作業(yè)：跟讀課文，朗讀歌謠。

英文說課稿 篇2

　　The Introduction of the teaching plan

　　for section B(1-2c) unit 5 (go for it)

　　I have the honor to reveal my analysis of English lesson

　　here. I’d like to say I’ll try my best not to let all of you down. As teachers ,if you want to have an excellent class of English ,especially an open class to many experts like all of you, we should have to dig into the teaching material ,analyze the teaching material. However, I think we should take these parts

　　into consideration. ①Teaching material and the students ②teaching methods ③learning methods④procedures ⑤blackboard design and assessment .Ok, let me say something about my teaching plan for unit 5 section B. Today the first I’ll talk about is the first part “Analysis of the Teaching Material and students”

　　Part One: Analysis of the Teaching Material and students

　　(一) status and function

　　The topic of this unit is about decision making. Such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken English. This unit is divided into two parts: Section A and Section

　　B. Section B is divided into two periods. This period is the first lesson of Unit5 section B. It introduces new vocabulary while recycling the language presented in Section A. All activities help students integrate the new target language with the language studied in Section A. This recycling reinforces previous language learning while providing additional practice with newly learned language. It also increases the students listening and speaking ability by listening practice and pair work talking

　　(二) Teaching Aims and Demands

　　The teaching aims basis is established according to Ju

　　nior School English syllabus provision. In accordance with the analysis of teaching material and the requirements of “go for it＂ English teaching syllabuses. The focus of teaching should be laid on grasping key vocabulary and structures, and developing the students’ ability of communication. So I’vedesigned the following aims and demands

　　1. Knowledge objects

　　Key vocabulary: agent; make money;

　　travel around the world; get an education

　　Target language:

　　I think you should go to college

　　But if I go to college, I’ll never become a great

　　soccer player.

　　2. Ability objects:

　　To train students’ ability of listening and speaking

　　To train students’ ability of communication

　　3. Moral objects:

　　Money isn’t everything.

　　To be interested in taking part in activities in English class

　　(三)Teaching key points and difficult points

　　1. Key points:

　　key phrases:

　　travel around the world; make money; get an education key structures: I think you should …。If I… I’ll never…

　　2. Difficult points:

　　how to train and improve students’ listening ability.

　　(四) Analysis of the students

　　The Ss has learned English for about two years so far. Although they are all from the rural area, they can understand some words and some simple sentences. The Ss have taken a great interest in English now.

　　1. The students don’t have large vocabulary.

　　2. The students seldom communicate in English

　　in normal times.

　　3. The students are lacking in listening and speaking skills.

　　4. The gap of the Ss’ knowledge level in the same class is quite wide

　　(五) Teaching aids

　　Multi-media computer, Tape recorder, some money and so on. They will be needed in this lesson.

　　Part Two The Teaching Methods

　　1. Communicative teaching method

　　2. listening and speaking methods

　　3. Task-based teaching method

　　As we all know，the main instructional aims of learning English in the Junior Middle School is to train 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” ,“l(fā)istening and speaking teaching method ” and “Task-based” teaching method. That is to say, I’ll let the Ss get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange some activities: free talking, listening and answering , oral practice, acting out and having a competition. Above all, 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 conversation.

　　Part Three The Learning Method─cooperation

　　The students will finish some tasks in limited time to improve their listening and speaking skills. The students will take part in some activities like working in pairs, discussing in pairs. Each unit in “Go for it” contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making mistakes.It can arouse students to think and to say what they want to say. Study will become more relaxed and pleased in this kind of environment.

　　Part Four Teaching Procedure

　　一Teaching steps

　　Step 1 Leading in

　　T: Good morning, boys and girls!

　　Ss: Good morning, sir!

　　T: (Take out a piece of bill) Look! What’s this?

　　Ss: Money.

　　T: Who likes it? Hands up?

　　Ss: (Ss all put up their hands)

　　T: (kiss the money) me, too. (Put the bill in the pocket)

　　Ss: (Ss all laugh)

　　T: (Show a man who is holding plenty of money)

　　Ss: Wow.

　　T: If I have so much money, I will give some to the poor students in our class, and if they work hard, I will give them more. If you have so much money, what will you do? Work in pairs and talk

　　about it.

　　(Students are talking about it in pairs; they have enough words to say)…

　　(Talk about the question with many students.)

　　T: S1, If you have so much money, what will you do?

　　S1: If I have so much money, I will give some money to my

　　parents.

　　T: You are so kind. Don’t you want to travel around the world?( translate into Chinese if necessary; Teach: travel around the world)

　　S1: I think I will.

　　T: S2, what about you?

　　S2: If I have so much money, I will buy some new clothes for my parents. They are very hard-working.

　　T: That’s a good idea. Don’t you want to get an education? (Translate into Chinese if necessary; teach: get an education) S2: Yes, I am sure I will go to college.

　　T: If you work hard, I think you will go to college.

　　S2: I think so.

　　T: S3, if you have so much money, what will you do?

　　S3: I will open up a company and make more money.

　　T: That’s great. May you success!

　　S3: Thank you.

　　( Ask more students to talk about it )…

　　T: If we have so much money, we will do a lot of things with the money. So money is very important for us; S4, do you think money is everything? (Translate into Chinese if necessary)

　　S4: I think money isn’t everything.

　　T: I agree with you. Money isn’t everything.

　　Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss and at the same time it is necessary to provide situations to review learned knowledge for the next step and present some new words and phrases.

　　Step 2 Study the phrases

　　T shows the phrases in Activity 1 and let Ss read and learn.

　　Step 3 Circle and survey

　　1. T: Look at the things in Activity 1, which of the things are the most important to you? Circle three things.

　　(Ss circle. Wait for a moment)

　　T: What is the most important thing to you?

　　S5: To go to college.( help if necessary)

　　T: What’s the second?

　　S5: …

　　T: What’s the third?

　　S5: …

　　(Ask more students to say)

　　2. T: Please work in groups of six, and count up the number of

　　Show the most students in each item.

　　_____ think _____ is the most important thing to them, ______ think _____ is the second important thing to them, and _____ think _____ is the third important thing to them.

　　Purpose of my designing: To provide situations to review learned knowledge for the next step listening and make sure the Ss can grasp the key words and phrases and learn to express their own opinion

　　Step 4 Listen and write “A” or “P”

　　T: Look at the pictures in Activity 2a, we can see two pictures, the first picture is about Michael and a soccer agent (teach: agent), and the second picture is about Michael and his parents. And we will hear two conversations, Conversation One is about Michael and the soccer agent, Conversation Two is about Michael and his parents. Listen to the recording and write “A” or “P” in the blanks.

　　A----- a soccer agent

　　P----- Michael’s parents

　　(Make sure they know the letters’ meaning)

　　(T plays the recording for the first time, Ss listen. T plays the recording for the second time, Ss write “A” or “P”)

　　Correct the answers with the students.

　　Purpose of my designing: to give students practice n the target languages in spoken conversation

　　Step 5 Listen and complete

　　T: Look at the sentences in Activity 2b, read the sentences first. (Students read loudly)

　　T: Listen to the recording, Listen to the first sentence as a model. (Play the recording; let them know the first sentence) now.

英文說課稿 篇3

　　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 篇4

　　【說教材】

　　1。教材內(nèi)容

　　本課時(shí)的教材內(nèi)容是有關(guān)職業(yè)的六個(gè)單詞dctr fire fighter nurse ffice wrer plice fficer secretar taxi driver teacher 以及詢問別人職業(yè)的句型What des ur father d？ He is a …。

　　2。教材的地位

　　本課時(shí)教材是對前幾冊教材所學(xué)有關(guān)職業(yè)名稱詞匯的一個(gè)擴(kuò)充和所學(xué)句型的拓展。使學(xué)生的詞匯量在原來的基礎(chǔ)上有一個(gè)提高，同時(shí)使他們掌握了多種詢問職業(yè)的問答方式。

　　【說教學(xué)目標(biāo)】

　　根據(jù)教材的內(nèi)容和<<英語課程標(biāo)準(zhǔn)>>要求，我確定了以下教學(xué)目標(biāo)以及教學(xué)重難點(diǎn)：

　　1、知識目標(biāo)：能夠聽、 說 、讀、寫六個(gè)新授單詞dctr fire fighter nurse ffice wrer plice fficer secretar taxi driver teacher能聽、說、認(rèn)讀句型What des ur father d？ He is a …。

　　2、能力目標(biāo)：學(xué)會(huì)使用句型What des ur father d？He is … 來詢問和回答他人職業(yè)，并能使用句型What are u ging t be？ I’ ging t be…來詢問別人和表達(dá)自己的理想。

　　3、情感目標(biāo)：在課堂中培養(yǎng)學(xué)生積極用英語表達(dá)的習(xí)慣，以及在各項(xiàng)活動(dòng)中培養(yǎng)學(xué)生積極與他人合作的精神。

　　4、教學(xué)重難點(diǎn)：本課時(shí)的'教學(xué)重點(diǎn)是使學(xué)生能夠掌握6個(gè)四會(huì)單詞和兩個(gè)句型。教學(xué)難點(diǎn)是單詞singer的語音教學(xué)。

　　【說教法】

　　1。教法設(shè)計(jì)

　　小學(xué)英語教學(xué)應(yīng)該把培養(yǎng)學(xué)生的學(xué)習(xí)興趣、調(diào)動(dòng)學(xué)生學(xué)習(xí)英語的主動(dòng)性作為教學(xué)重點(diǎn)，根據(jù)學(xué)生的認(rèn)知規(guī)律，我采用了游戲教學(xué)法和任務(wù)型教學(xué)法，讓學(xué)生通過閱讀、思考、猜謎、調(diào)查、交流和合作等方式學(xué)習(xí)和使用英語，完成學(xué)習(xí)任務(wù)。

　　2． 學(xué)法指導(dǎo)

　　在學(xué)習(xí)過程中，從學(xué)生的學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，倡導(dǎo)體驗(yàn)、實(shí)踐、參與和交流的學(xué)習(xí)方式，培養(yǎng)學(xué)生的英語綜合語言運(yùn)用能力，主動(dòng)思維，大膽實(shí)踐，形成自主學(xué)習(xí)的能力。

　　3。教學(xué)手段

　　根據(jù)本課教材的特點(diǎn)，我除了采用常規(guī)的教學(xué)手段外，同時(shí)采用了多媒體現(xiàn)代教學(xué)技術(shù)，使學(xué)生的多種感官共同參與到整個(gè)學(xué)習(xí)過程中，激發(fā)學(xué)生的學(xué)習(xí)興趣，提高課堂教學(xué)效率。

　　【說設(shè)計(jì)】

　　1． 導(dǎo)入設(shè)計(jì)

　　（1）Let’s sing。。

　　在熱身時(shí)讓學(xué)生一起唱四年級上第六單元的歌曲What des he d？這首歌曲與本課教學(xué)內(nèi)容有著密切的關(guān)系。放在課前作為熱身活動(dòng)，能使學(xué)生更快地進(jìn)入學(xué)習(xí)狀態(tài)。同時(shí)也起到復(fù)習(xí)鞏固的作用。

　　（2）Rean and guess。通過閱讀一段簡單的文字來猜教師的一位新朋友來導(dǎo)入新課，旨在培養(yǎng)學(xué)生的閱讀能力。

　�。�3） Guessing gae： What can Mr。 Cat d？，設(shè)計(jì)這樣一個(gè)游戲的第一個(gè)目的是為了自然地過渡到本課的詞匯教學(xué)；第二是為了充分調(diào)動(dòng)學(xué)生參與活動(dòng)的積極性。這是一個(gè)難度比較低的游戲，考慮到六年級學(xué)生普遍存在著害羞怕出錯(cuò)的心理，我認(rèn)為這樣一個(gè)低難度的游戲能充分調(diào)動(dòng)他們的參與熱情。

　　2． 新課呈現(xiàn)

　�。�1）本課六個(gè)新授詞匯我都以Mr。 Cat鄰居的身份導(dǎo)入。其中我在部分單詞的出現(xiàn)方式上稍做變化。以不同形式的猜謎方式引出，其中通過閱讀文字引出趙薇actress的教學(xué)，以聽歌曲的猜人物的方式引出周杰倫singer的教學(xué)，以看圖片猜人物的方式引出楊紅櫻writer的教學(xué)，這樣不僅能調(diào)動(dòng)學(xué)生的多種感官共同參與到整個(gè)學(xué)習(xí)過程中，激發(fā)學(xué)生的學(xué)習(xí)興趣，還大大地提高了課堂教學(xué)效率。同時(shí)在每個(gè)單詞新授后我都安排了一個(gè)同樣的環(huán)節(jié)讓學(xué)生說說自己所知道的各個(gè)職業(yè)的一些名人。培養(yǎng)學(xué)生良好的口語表達(dá)能力。

　　（2）單詞拼讀能力的訓(xùn)練和單詞頻度規(guī)律的總結(jié)。主要是訓(xùn)練學(xué)生對四會(huì)單詞的拼讀能力，其中有三個(gè)單詞writer， singer，TV reprter的結(jié)尾三個(gè)字母都是er，給學(xué)生歸納總結(jié)有助于學(xué)生記憶。

　�。�3）Guessing gae： What des Mr Cat’s father d？這個(gè)游戲的主要目的還是為了進(jìn)一步鞏固這六個(gè)新單詞的學(xué)習(xí)。考慮到六年級學(xué)生對于這種比較刺激的游戲都特別感興趣，我把這個(gè)游戲設(shè)計(jì)成小組競猜的形式，在此不僅復(fù)習(xí)了單詞和句型，又滿足了學(xué)生的好勝心理。

　�。�3）Let’s chan進(jìn)一步鞏固本課重點(diǎn)句型的學(xué)習(xí)。

　�。�4）Grup wr：我把書本上的形式稍做了改變。通過Mr Cat提問的方式導(dǎo)入，Which b is the st ppular nw？讓學(xué)生通過調(diào)查來幫助Mr Cat解答問題，其中在調(diào)查前我讓學(xué)生做一個(gè)預(yù)測，如果預(yù)測是對的每人可以得到一張書簽作為獎(jiǎng)勵(lì)，以此來提高學(xué)生參與活動(dòng)的積極性。

　　3．回家作業(yè)。

英文說課稿 篇5

　　1. content of teaching materials

　　This section focuses on festivals and focuses on how people usually spend their holidays.This class requires students to master the National, Day, Halloween, Christmas, Spring, Festival and What do people usually do at of...I?...And free to talk about how to spend the holidays.In this class, did leads to general questions and answers as well as new ones.Because the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.

　　2. status of teaching materials

　　The selected course in this class is English 6A Unit 6 in Oxford primary school.The teaching of this unit revolves around festivals.In this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and expansion.This arrangement reflects not only the progressive meaning of teaching materials, but also the students' knowledge level and cognitive level.On how people spend their holidays, especially in Western festivals,.Students are required to collect information in time after class.In the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.

　　Say target:

　　1. teaching objectives

　　The new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, I set the following teaching objectives: three.

　　[Objective] to students' cognitive spoken phrases and words: 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; can use When's s...What, do, people, usually, do, at...Did you?....last...Yes, I, did./, No, I, didn, T. and so on.

　　Ability to communicate in English on holidays, and some students can introduce the festival in English fluently.

　　[Objective] through activities and games, students are interested in learning English. Students are encouraged and willing to talk and participate actively in communication.And let students cultivate their sense of cooperation and competition in the process of learning.

　　2. teaching difficulties

　　The focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise Festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language.

　　Doctrine of teaching:

　　1. teaching method design

　　According to the characteristics of this English class itself and the sixth grade students' interest, I through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and understand.At the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use.

　　2. learning method guidance

　　To guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning English "use" the necessity, to encourage students to think actively, bold attempt.

　　3. teaching means

　　According to the teaching content, teaching objectives, students' age characteristics and psychological characteristics, in order to better stimulate students' interest in learning, so as to actively participate in learning.Multimedia courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case.

　　Say process:

　　1. warm up (Warm up)

　　(1) announce the way of study in this lesson: group competition.The seats are divided into four teams, each of which is based on the class performance of each student. At the end of the class, WINNER is added.Then, begin "one sentence for each class". The sentences taught in this class are "Lite is long if you know how to use it.""

　　[design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the group's performance."One sentence for each class" is an essential part of every class I started in grade six.This section mainly teaches students some clever words and phrases.These sentences not only enrich students' vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in english.So as to create a good atmosphere for learning english.

　　2. take the old with the new [lead in]

　　Provide topic Birthday, free communication between teachers and students, and then use the "How do you your birthday spend" to draw the new sentence pattern of this lesson "What do you on your birthday do", and then import "Did you"..."Last birthday?" and answer.Then use the Colour topic to elicit the sentence pattern My favourite....

　　[design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching methods.With new students, students can master the sentence patterns more easily.At the same time, combine the new sentences with the old ones.It helps to cultivate students' open thinking ability.

【有關(guān)英文說課稿匯編5篇】相關(guān)文章：

有關(guān)英文說課稿匯編五篇05-13

有關(guān)英文說課稿匯編八篇03-08

有關(guān)英文說課稿匯編7篇03-02

有關(guān)英文說課稿匯編10篇03-01

有關(guān)英文說課稿模板匯編10篇04-07

有關(guān)英文說課稿模板匯編6篇03-16

有關(guān)英文說課稿模板匯編7篇03-13

有關(guān)英文說課稿模板匯編九篇03-03

有關(guān)英文說課稿范文匯編10篇03-17