- 《背影》說課稿 推薦度：
- 說課稿 推薦度：
- 美術(shù)說課稿 推薦度：
- 《秋天》說課稿 推薦度：
- 《海燕》說課稿 推薦度：
- 相關(guān)推薦
關(guān)于英文說課稿模板集合9篇
作為一名教職工，時常會需要準備好說課稿，是說課取得成功的前提。我們應(yīng)該怎么寫說課稿呢？下面是小編幫大家整理的英文說課稿9篇，供大家參考借鑒，希望可以幫助到有需要的朋友。
英文說課稿 篇1
一、 說教材
(一) 教材地位、作用
本課內(nèi)容是本單元的核心教學(xué)內(nèi)容是 “現(xiàn)在進行時”，主要學(xué)習(xí)句子What are you doing ?I’m … .What is he/she doing? He/She is …. 本單元出現(xiàn)了八個單詞，都是動詞的現(xiàn)在進行時態(tài)今天這一課是第一課時。所以今天的內(nèi)容主要是呈現(xiàn)并操練八個單詞，順便結(jié)合句型進行交際活動。
(二) 教學(xué)目標
教學(xué)目標是教學(xué)活動的出發(fā)點和歸宿，根據(jù)新課標以及大綱要求，結(jié)合以上分析，我確定本課的教學(xué)目標如下：
1、 認知目標：
(1) 能正確聽、說、讀、寫詞匯playing shopping studying painting eating runningsleeping writing
(2)正確聽、說、讀、句型 What are you doing ?I’m … .What is he/she doing? He/She is ….
2、 能力目標：
(1)培養(yǎng)學(xué)生的觀察力，分析能力。
(2)培養(yǎng)學(xué)生的創(chuàng)造能力、發(fā)展學(xué)生個性。
3、情感目標：
(1)激發(fā)學(xué)生的學(xué)習(xí)興趣，提高學(xué)習(xí)的積極性。
(2)激發(fā)學(xué)生的參與意識，綜合運用語言知識的意識，團結(jié)合作的意識。
(三)教學(xué)重點：
能正確聽、說、讀、寫詞匯 playing shopping studying painting eating runningsleeping writing
(四)教學(xué)難點：
正確運用人稱代詞進行交流。
二、說教法、學(xué)法
愛因斯坦曾說過：“興趣是最好的老師”.因此，英語教學(xué)一開始，就應(yīng)當注意培養(yǎng)學(xué)生對這門學(xué)科的興趣，保持強烈的好奇心和旺盛的求知欲。這就要求我們教師采用靈活多樣的教學(xué)法，激發(fā)學(xué)生的學(xué)習(xí)興趣，充分調(diào)動他們學(xué)習(xí)的積極性。所以，我采用情景法、多媒體輔助教學(xué)法、交際法等進行教學(xué)。
1、 情景法
2、 情景法強調(diào)語言在情景中的應(yīng)用，讓學(xué)生身臨其境地學(xué)習(xí)英語，使教學(xué)在生動活潑的情景中進行。學(xué)生在輕松的情景下，容易學(xué)到知識與運用知識。
3、 多媒體輔助教學(xué)法
多媒體輔助教學(xué)集圖象、聲音、文字于一體，使教學(xué)內(nèi)容更生
4、 動、形象，吸引學(xué)生的注意力，使其在輕松、愉快的氛圍中接受新的知識。
5、交際法
學(xué)習(xí)英語，目的在于用英語進行交際。英語要作為交際工具來教，也要作為交際工具來學(xué)，做到學(xué)用統(tǒng)一。在教學(xué)中，我遵循這一原則，提供較真實的情景。如：在引入新課時教師和一學(xué)生正在打籃球，讓學(xué)生體會現(xiàn)在進行時，活學(xué)或用所學(xué)知識。這樣，激發(fā)了學(xué)生的學(xué)習(xí)興趣，活躍了課堂氣氛，又培養(yǎng)了學(xué)生的語言交際能力。
本堂課主要以現(xiàn)代化電教手段—多媒體輔助教學(xué)，貫穿整個教學(xué)過程。增加了直觀性和趣味性，加大了課堂密度，提高了教學(xué)效果。我根據(jù)本堂課的教學(xué)目標、要求看圖說出他/她/我在做什么，設(shè)計了生活化的情景，讓學(xué)生在實際情景中運用所學(xué)知識。同時通過多媒體的運用，設(shè)計各種小游戲，記憶看等多種形式的演練，讓學(xué)生在玩中學(xué)，樂中學(xué)。
三、說教學(xué)程序
Step1 Free talk
師生交流，既復(fù)習(xí)舊知，又很好地拉近了師生間的距離，為下面的合作學(xué)習(xí)打下基礎(chǔ)。
Step 2 Lead in
首先教師和一學(xué)生在打籃球。
設(shè)計思路： 每一堂課的開頭很重要，要在上課一開始就吸引學(xué)生的注意力，調(diào)動他們的興趣，這樣便容易開展下面的內(nèi)容。學(xué)生都喜歡玩，看到老師在課堂上打籃球立刻會吸引學(xué)生的注意力，學(xué)唱歌曲迎合了兒童的心理需求，從而促使他們在輕松自如的情況下，主動地學(xué)習(xí)。所以課前的預(yù)備活動，既活躍了課堂氣氛，又緩解了學(xué)生的緊張情緒。
Step3、 Presentation
結(jié)合單詞句型操練時，設(shè)計幾個有競賽的游戲，學(xué)生在玩游戲中既開心又可以鞏固所學(xué)的單詞和句型。根據(jù)多媒體音、形、色、像圖文并茂的優(yōu)勢，提供不同的時間，給 學(xué)生創(chuàng)設(shè)了學(xué)習(xí)練說的機會，這樣的練習(xí)，既保持了學(xué)生的學(xué)習(xí)積極性，又使學(xué)生體驗到了知識收獲后的滿足。
Step 4、sing a song and finish activity
這一環(huán)節(jié)，根據(jù)兒童認知特點，學(xué)唱歌曲迎合了兒童的心理需求，從而促使他們在輕松自如的情況下，主動地學(xué)習(xí)。歌詞正好與所學(xué)的句型一致。這一環(huán)節(jié)讓學(xué)生在聽、說、讀方面得到練習(xí)、鞏固. 培養(yǎng)學(xué)生良好的語音，語調(diào)和語感。
Step 5、播放FLASH動畫
這一活動的設(shè)計，是對本課教學(xué)的有利鞏固，學(xué)生都非常喜歡Gogo這個淘氣的小生物和他的朋友們，學(xué)生學(xué)過的句型都在動畫里出現(xiàn)，大部分學(xué)生都能看懂，學(xué)生見老師提出的問題自己能回答，使學(xué)生體驗到了知識收獲后的滿足。
五、說板書設(shè)計
設(shè)計思路：
板書要求清晰、明了，體現(xiàn)教學(xué)的重點與難點，這里將本課的主要內(nèi)容呈現(xiàn)在黑板上，同時這也有利于學(xué)生學(xué)習(xí)與運用對話。
英文說課稿 篇2
Part One —— Analysis of the Teaching Material
One: Status and Function
1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.
2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.
3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.
4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.
Two: Teaching Aims and Demands
The teaching aim's basis is established according to Junior School English syllabus' provision.
1. Knowledge objects
(1) To study the new words “fuel”, “oil” and “coal”.
(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.
2. Ability objects
(1) To develop the students’ abilities of listening, speaking, reading and writing.
(2) To train the students’ ability of working in pairs.
(3) To develop the students’ abilities of communication by learning the useful structures.
3. Moral objects
(1) Through different teaching methods to make students be interested in study.
(2) Love to know more knowledge about transportation and dare to express their opinions in English.
(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.
Three: Teaching Keys and Difficult Points
The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching material's position and function.
1. Key points:
(1).Be able to express words, phrases and sentences in English.
(2). Know about the improvement of transportation and Danny’s invention.
2. Difficult points:
Be able to talk about their imaginary future transportation in oral English.
英文說課稿 篇3
Good morning, teachers. Today I’m very glad to show my teaching plan here. The lesson I’m going to talk about is from lesson 1, unit 1, PEP book 1. Generally, I’ll teach this lesson from the following aspects: teaching material, teaching aims, teaching and learning methods, teaching procedures and blackboard designing.
Firstly, let’s look at the teaching material. This unit discusses about the stationery. And this lesson is the first one of this unit. It consists of two parts: Let’s learn and Let’s do. In Let’s learn, it requires Ss to master the new words "pencil, pen, crayon, ruler, eraser". Ss have learned some words about stationery. They’re still very interested in that. So they’ll be interested in this new lesson.
Secondly, let’s talk about the teaching aims. The New Curriculum Standard points out that the objective of English in the basic educational stage is to develop Ss’ ability of language using. According to that and the teaching material, I’d like to make the following aims:
First, knowledge aims: Enable Ss to master the new words "pencil, pen, crayon, ruler, eraser" and the structure "I like…".
Second, ability aims: Develop Ss’ basic ability of listening and speaking. Enable them to use the structure freely in the real situation.
Third, emotion aims: Develop Ss’ consciousness of cooperation and competition.
Fourth, learning strategy aims: Enable Ss to pay attention to the observation and communication.
Fifth, culture aims: Make Ss understand the differences between Chinese and English culture.
According to the analysis of material and the characteristics of pupils, I think the teaching importance of this lesson is the 5 new words and the new structure. The teaching difficulty is to use the words and the structure freely in the real situation.
Thirdly, I’d like to analyze Ss and show you my teaching and learning methods.
Grade 3 is the first year to learn English. Ss are very curious about English. They’re active and competitive. Also, they are good at imitating. But, their attention can’t be kept long. So it requires us to use attractive teaching manners to hold Ss’ attention. Based on the psychoanalysis and Ss’ interests, I mainly use the task-based approach, which embodies the idea of the New Curriculum Standard and can help Ss keep their passion for English. In order to help Ss finish the task efficiently, I’ve prepared activities such as TPR, chanting, singing, game, etc. I also arrange individual work, pair work and group work for Ss to practice. Besides, praise is very important. When they have a chance to speak, and have done a good job, they can get a star or something like that on their books. It’s very important to keep Ss’ interests.
Fourthly, we come to the most important part—the teaching procedures. It can be divided into 5 steps: warm-up, presentation, practice, extension and homework.
First, let’s look at step 1 "Warm-up".
In this part, I’ll get the Ss to sing a song and do some revision.
The purpose of singing a song is to attract Ss’ attention and make a relaxing atmosphere for Ss to concentrate on the English class. The revision aims to help Ss review the words and sentences they have learned before and get them prepared for the new lesson.
Step 2 "Presentation".
As we know, children are characterized by image thinking. They can understand the content easily with the help of the gestures. After the new words are taught, a small conclusion can help them master better. And chant is a good way to strengthen their memory and make the poor feel confident, as well as their pronunciation and intonation. The chant in this part is like this: A pen, a pencil, I can see. A pen, a pencil, for you and me. And it’s necessary to present the new words in different ways to avoid boredom and tediousness.
Step 3 "Practice".
Traditionally, there aren’t many chances offered for Ss to talk in the class. That’s not a proper way to learn English. So I’ll try some activities in my lesson, such as games and role play. Games aim to stimulate Ss’ interests in English and strengthen their memories of what’s been learned before. And also train their consciousness of cooperation and competition. Role play is a good way to improve their ability of language using.
Step 4 is Extension.
This step is very important and necessary. I mainly put key points and difficulties in this part. Also, I’ll praise Ss’ behavior in this class.
It can make Ss know more clearly about what they have learned in this class, and proper complements can help them hold their interests.
Step 5 "Homework".
�。�1） Listen and read the new words after class.
�。�2） Finish the exercise book.
Ss will forget the new lessen soon if they don’t practice. It’s necessary to give some proper assignment. And it’s also an important feedback.
Fifthly, I’ll show you my blackboard designing. I divide the whole class into 4 groups. Each group can get a star when any one of them does a good job. And that’s a competition that can keep their attention. （Write the new words and the structure on the board.）
英文說課稿 篇4
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(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:
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(xué)法), “Whole language
teaching” (整體語言教學(xué)法)and “Task-based” language teaching (任務(wù)教學(xué)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(xué)理論), I adopt the TSA method(情景教學(xué)) and TBLT method (語言任務(wù)教學(xué))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5
（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 (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.
�、趖o foster Ss’ consciousness of good-cooperation and proper competition.
③to help Ss cultivate their abilities to analyze and solve problems independently.
�、躷o foster Ss’ initiative and creativeness.
⑤to help Ss to recognize and identify the differences between Chinese and English cultures on
�、辴o help Ss know some and comprehend the
①to 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
�、� 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，同時完成layout設(shè)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.
�。C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(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
一、 說教材
今天我說課的內(nèi)容是外研社的小學(xué)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(xué)手段將聽、說、玩、唱溶于一體，激發(fā)學(xué)生學(xué)習(xí)英語的興趣和愿望，使學(xué)生通過合作學(xué)習(xí)體驗榮譽感和成就感，從而樹立自信心，發(fā)展自主學(xué)習(xí)的能力，形成初步用英語進行簡單日常交際的能力。
二、說學(xué)情
三年級的學(xué)生于本期剛接觸英語，對學(xué)習(xí)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(xué)習(xí)，學(xué)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(xué)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(chǔ)。
三、 說教學(xué)目標
1、語言知識目標
(1) 讓學(xué)生能聽、說、認、讀pen,pencil,book,bag等單詞。
(2) 通過學(xué)習(xí)讓學(xué)生熟練掌握句型 what’s this? 和what’s that?
2、學(xué)習(xí)技能目標：
(1) 能聽懂let’s do中的指令并做出相應(yīng)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(xué)生靈活運用所學(xué)知識進行交流的能力.
3、情感態(tài)度目標
�。�1） 通過學(xué)習(xí)活動，使學(xué)生有興趣聽、說英語，培養(yǎng)學(xué)生注意觀察、樂于模仿的良好習(xí)慣和主動競爭的竟識。
�。�2） 讓學(xué)生在鼓勵性評價的中樹立學(xué)習(xí)英語的自信心。
�。�3） 通過小組活動培養(yǎng)學(xué)生合作交流的能力，從而讓學(xué)生意識到學(xué)習(xí)英語的重要意義。
（4）充分利用教材所提供的學(xué)習(xí)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(xué)重難點
1、學(xué)習(xí)新單詞 pen,pencil,book,bag ，能正確認讀。
2、鞏固已學(xué)句型：what’s this? 和what’s that? 并能用 it’s a…作出相應(yīng)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(xué)具準備：單色物品的圖片（學(xué)生課前畫好）
六、說教學(xué)策略
為了突破這一堂課的重、難點，根據(jù)小學(xué)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(xué)法。
�。ㄒ唬� 小組活動學(xué)習(xí)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(xué)活動均以小組活動為主線，結(jié)對或全班活動為輔，學(xué)生互相交流、探究，共同完成學(xué)習(xí)任務(wù)，在合作中感受學(xué)習(xí)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(guān)系而形成同步學(xué)習(xí)的環(huán)境。
�。ǘ� 情境教學(xué)法
給學(xué)生不斷創(chuàng)設(shè)各種真實的場景，促使學(xué)生說英語。
（三） 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(xué)生渴望成功的心理得到滿足，這也是激勵學(xué)生積極投身英語學(xué)習(xí)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(xué)過程
�。ㄒ唬嵘韽�(fù)習(xí)，營造學(xué)習(xí)英語的氣氛。
1、歌曲導(dǎo)入，激發(fā)學(xué)生學(xué)習(xí)的興趣
教育家托爾斯泰說過：“成功的教學(xué)所必須的不是強制，而是激發(fā)學(xué)生的興趣，激發(fā)學(xué)生參與學(xué)習(xí)的興趣，是新課導(dǎo)入的關(guān)鍵。精彩的課堂開頭，不僅能使學(xué)生迅速地興奮起來，而且還會使學(xué)生把學(xué)習(xí)當成一種自我需要，自然地進入學(xué)習(xí)新知的情景。因此，在熱身的時候，首先讓學(xué)生演唱歌曲“plese stand up ”，并做上相應(yīng)的動作，這樣的導(dǎo)入能很快吸引住學(xué)生，還渲染了學(xué)生學(xué)習(xí)英語的良好氣氛。同時，歌曲中的物品也可勾起學(xué)生們對已學(xué)物品單詞的回憶，對復(fù)習(xí)句型what’s this? 和what’s that?作好鋪墊。
2、復(fù)習(xí)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(xué)生熱情地和他打招呼。告訴學(xué)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(yīng)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?qū)W生提問：what’s this? 或what’s that?讓學(xué)生作出相應(yīng)的回答。適時還可用what colour is it?進行詢問，借以復(fù)習(xí)表示顏色的單詞。大力夸獎樂于助人的娃娃。這樣不僅復(fù)習(xí)了舊知識，渲染了學(xué)習(xí)英語的良好氣氛，而且滲透了思想品德教育。
（二）會話導(dǎo)入新知，促進語言實際運用能力的提高。
學(xué)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(xué)。教師要真心誠意地把學(xué)生當成學(xué)習(xí)的主人，努力提高“導(dǎo)”的藝術(shù)，從而在教學(xué)中恰到好處地去啟發(fā)、點拔、盡可能地給學(xué)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(shè)計的:
1、教師拿著tom的圖片繼續(xù)指向教室里的物品，向?qū)W生提問。課前教師在離講臺較近的墻壁兩側(cè)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?qū)W生提問，學(xué)生可用中文來回答。教師引導(dǎo)用“it’s a…”來回答，自然引出新單詞，進行單詞教學(xué)。
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(xué)生看到之后，再把它們放進“魔法包”中，然后讓一名學(xué)生上臺，從“魔法包”中握住一件物品，讓其余學(xué)生猜是什么。若猜對了就把物品拿出來，并讓另一名學(xué)生上臺找出相應(yīng)的單詞卡片，全班進行單詞練讀。學(xué)生們對“魔法包”充滿了好奇，而所學(xué)的單詞又是孩子們非常熟悉的文具物品，從而學(xué)習(xí)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(diào)動學(xué)習(xí)的興趣和積極性。
�。ㄈ┏尸F(xiàn)新知,合作互動。
在小學(xué)英語課堂中使學(xué)生保持一種積極的緊張感，能夠激發(fā)他們學(xué)習(xí)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(nèi)部動機的轉(zhuǎn)化。
1、游戲——say and point
請四位學(xué)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(xué)生發(fā)出指令：point to the…其余學(xué)生做出相應(yīng)的動作，以達到對新單詞的熟練掌握。這個活動完全由學(xué)生來操作，既鍛煉了學(xué)生的膽量和能力，又激發(fā)了學(xué)生學(xué)習(xí)的興趣。
2、演一演。這個部分是由學(xué)生導(dǎo)學(xué)。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(xué)生扮演amy作答，以答到操練句型的目的。為了激發(fā)學(xué)生學(xué)習(xí)的積極性和主動性，可多抽幾名學(xué)生扮演tom練習(xí)。這個環(huán)節(jié)主要是操練學(xué)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(xué)生要加以大力表揚和獎勵。
3、小組活動：ask and answer
以學(xué)習(xí)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(xué)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(nèi)成員不懂，其他成員幫助，團結(jié)一心，完成任務(wù)。教師巡視指導(dǎo)。
4、學(xué)習(xí)課文 what’s this?
（1）學(xué)生打開書，結(jié)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(xué)生學(xué)習(xí)英語的興趣，培養(yǎng)自信心，讓他們感受到成功的快樂。
�。ㄋ模╈柟绦轮卣咕毩�(xí)。
1、完成運用任務(wù)（1）：賽一賽——將sb24頁的activity 3設(shè)計為一個搶答賽。
教師出示單色物品，用what’s this?詢問，學(xué)生搶答。在這個環(huán)節(jié)，教師要注意引導(dǎo)學(xué)生加上顏色作答。不僅鞏固了新知，也復(fù)習(xí)了舊知。這個練習(xí)有一定的難度，教師要多加誘導(dǎo)，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(wù)2：將sb 25頁的activity 5設(shè)計為小組活動——show and ask
學(xué)生展示出課前畫好的單色物品圖片，在小組內(nèi)互相用的what’s this? 和what’s that?來進行問答。提醒學(xué)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(dǎo)。 此任務(wù)的設(shè)計，重視了對學(xué)生思維能力、觀察能力的培養(yǎng)，特別是對學(xué)生合作學(xué)習(xí)能力的培養(yǎng)，讓學(xué)生們在師生，生生，小組等不同的合作方式中，學(xué)會傾聽，學(xué)會評價，為學(xué)生的終身學(xué)習(xí)奠定基礎(chǔ)。
�。ㄎ澹� 課堂小結(jié)和課堂延伸
1、總結(jié)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(xué)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(xué)習(xí)氣氛打下基礎(chǔ)。
2、布置課外作業(yè)——我來當當小老師。
將所學(xué)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(xué)匯報。
此環(huán)節(jié)將課堂延伸至課外，培養(yǎng)了學(xué)生的運用能力，讓孩子的家人和朋友也來分享學(xué)習(xí)英語的快樂，從而更加激發(fā)孩子學(xué)習(xí)英語的欲望，真切體驗學(xué)習(xí)英語的成功帶來的喜悅，達到學(xué)以至用的目的。
八、說設(shè)計說明
本節(jié)課不論是新知的呈現(xiàn)，還是游戲的設(shè)計，都是以學(xué)生的自主探究學(xué)習(xí)為中心的，充分調(diào)動了學(xué)生學(xué)習(xí)英語的積極性，讓學(xué)生全員積極參與到課堂，在玩中學(xué)，學(xué)中用，提高了課堂實效，培養(yǎng)了學(xué)生學(xué)習(xí)英語的興趣。我相信通過這樣的教學(xué)方式，充分讓學(xué)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(xué)任務(wù)的。
附：板書設(shè)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8
一、說教材
1.教材內(nèi)容
我說課的內(nèi)容是人民教育出版社九年義務(wù)教育課程標準實驗教科書四年級上冊中的Unit2 My Schoolbag。這一單元呈現(xiàn)了教科書的名稱。本單元通過一系列的活動與對話來講解大家在日常生活中描述書本的單詞和句子。本單元需要6個課時完成。我現(xiàn)在要說的是第一個課時。
2.教材地位
本課時是第二單元的第一課時，綜觀PEP教材，本課時首次出現(xiàn)教科書名稱。本課時又是第二單元的重點，因此本課時的教學(xué)對第二單元的學(xué)習(xí)起著決定性的作用。
二、說教學(xué)目標
根據(jù)本課時內(nèi)容的特點和四年級學(xué)生的年齡特點和任務(wù)型教學(xué)模式的要求。在教學(xué)過程設(shè)計中，特別關(guān)注全體學(xué)生的學(xué)習(xí)發(fā)展，注重互動，給孩子們學(xué)習(xí)英語的氛圍，讓他們運用語言進行交際，用英語做事情，讓學(xué)生們在活動中參與體驗和理解。因此我制定了以下教學(xué)目標：
1、知識與能力
a、能夠聽、說、認讀本課時主要生詞English book, math book, Chinese book, story-book, notebook, schoolbag。
b、能夠聽懂、會說How many … do you have? I have….并能在實際情景中運用。
c.能聽懂指示語，并按照指令做出相應(yīng)的動作，如：Put your English book on your head….
2、過程與方法
3、情感態(tài)度與價值觀
通過教學(xué)，逐漸達到培養(yǎng)孩子們的語感以及運用本單元語言內(nèi)容做事情的目的，同時也讓孩子們學(xué)會關(guān)愛社會，并且運用實際行動來表達自己的愛心的情感態(tài)度。
三、教學(xué)重難點：
本課時的重點是能夠聽、說、認讀本課時主要生詞English book, math book, Chinese book, story-book, notebook, schoolbag。語音的教學(xué)是這一環(huán)節(jié)的重點，預(yù)計學(xué)生初學(xué)時會出現(xiàn)較明顯的語音錯誤，因此我要注意指導(dǎo)學(xué)生仔細聽音、讓學(xué)生觀察老師的口型，認真模仿、及時結(jié)合學(xué)生發(fā)音進行評價糾誤。另一方面，在所學(xué)單詞中很多都于book有關(guān)，這些單詞的書寫形式有所不同，學(xué)生很容易出錯，要及時相機指導(dǎo)，而且這些單詞中還設(shè)計到合成詞，如：school+book=schoolbook,所有的這些都要讓學(xué)生抓住，抓牢。
難點是能夠聽懂、會說How many … do you have? I have….并能在實際情景中運用。在這個句型設(shè)計到單詞的復(fù)數(shù)形式，對于學(xué)生來說是個難點，要詳解。
四、說教法、學(xué)法
1.教法設(shè)計
四年級的學(xué)生的注意力很難持久，他們對新鮮事物比較感興趣，還有他們的水平參差不齊，甚至有較大差距，因此我采用綜合運用全身肢體反映法（TPR），情景導(dǎo)入法和任務(wù)型教學(xué)模式，使優(yōu)秀的學(xué)生學(xué)得更好，使基礎(chǔ)差的學(xué)生在課堂上多開口，使他們有所提高，以達到調(diào)動全班學(xué)生學(xué)習(xí)英語興趣的目的。
2. 學(xué)法指導(dǎo)
新課標倡導(dǎo)“以人為本”，倡導(dǎo)自主、合作、探究的學(xué)習(xí)方式。本課時中教師充分考慮到學(xué)生的年齡特征、興趣和認知水平，準備了直觀、生動的教具，創(chuàng)設(shè)了寬松活潑的學(xué)習(xí)環(huán)境和真實有意義的活動場景，設(shè)計了多樣的學(xué)生喜愛的教學(xué)活動，讓學(xué)生在情境中感受英語，運用英語。
五、 課前準備
1、準備一臺錄音機及相關(guān)的磁帶，便于學(xué)生更好的掌握語音及語調(diào)。
2、準備相關(guān)的課件，讓學(xué)生在形象逼真的氛圍中更好的學(xué)習(xí)。
3、準備與本課時相關(guān)的單詞卡，便于學(xué)生反復(fù)認讀。
六、說教學(xué)程序
我的教學(xué)思路有五步：
Step1：Warming up 創(chuàng)設(shè)情景，引入新知
�。�1） Sing a song.
唱一唱學(xué)過的歌曲《In the classroom》，既活躍了氣氛，又能使學(xué)生盡快地融入英語課堂學(xué)習(xí)的氛圍。
�。�2）通過聽指令做動作（如：point to the window , point to the door ….）等復(fù)習(xí)第一單元的知識，同時為進入本單元的schoolbag作鋪墊。
Step2：. Presentation 激情引趣，學(xué)習(xí)新知
�。�1）由point to the bag 導(dǎo)入課題 (板課題) 并引導(dǎo)學(xué)生說。
�。�2）多媒體課件呈現(xiàn)所學(xué)新單詞。學(xué)習(xí)單詞按易到難，由淺入深原則逐一學(xué)習(xí)。先從大家熟悉的English book入手，然后到Chinese book, math book, notebook ,由于story-book比較難發(fā)音，因此安排在最后。
（3）通過圖片、單詞卡片、課本讓學(xué)生反復(fù)指認這些單詞。
�。�4）Guessing game .讓學(xué)生快速搶猜單詞。
（5）教學(xué)句型:How many …do you have? I have….
通過學(xué)生與老師 ，老師與老師之間的對話來加強學(xué)習(xí)，在同學(xué)們熟悉單詞后，引導(dǎo)他們加入How many …do you have? I have….進行操練。
Step3：. Play time 深化新知，體驗參與
�。�1） Let’s do.
學(xué)生在老師的帶領(lǐng)下進行l(wèi)et’s do. 需特別注意事物間的方位關(guān)系以及介詞的用法：in, on, under, near（出示課件幫助理解）.這部分是對所學(xué)單詞的鞏固并應(yīng)用。
�。�2） Let’s sing “Books and Pencils ”讓句型化難為易。伴隨著音樂的節(jié)拍，學(xué)生在輕松愉悅的氣氛中學(xué)習(xí)興趣濃厚，使得整節(jié)課在充滿樂趣的氛圍中度過。
通過歌曲既鞏固所學(xué)知識，又讓學(xué)生在玩、唱中去習(xí)得語言。
Step4： Practice. 鞏固新知，運用新知
我會設(shè)計一個場景，比如說在一張桌子上擺放一本英語書，三本數(shù)學(xué)書，五本故事書……讓學(xué)生分成兩組用今天所學(xué)的知識來簡述，
E.g. Show me your notebook
Show me your English book
E.g. __How many English books, math books, Chinese books, story-books, notebooks, schoolbags do you have?
__I have……
通過這樣的練習(xí)，達到鞏固新知，運用新知的目的。
Step5： Extension完善新知，拓展延伸
讓學(xué)生用所學(xué)的句型和單詞找一找身邊的事物并延伸到課外。培養(yǎng)學(xué)生綜合運用語言。讓學(xué)生帶這問題走出教室。
七、教學(xué)反思
本節(jié)課采用任務(wù)型教學(xué)，利用多媒體課件突出重點，突破難點，使教學(xué)內(nèi)容形象生動有趣，學(xué)生易于接受；根據(jù)學(xué)生的年齡特征采用多種游戲活動，激發(fā)興趣，激活思維。預(yù)計所有的學(xué)生都能理解和掌握六個新單詞意義和讀音，大多數(shù)學(xué)生能夠用所學(xué)語句進行相關(guān)的對話，表達自己的認知情況。
八、說板書設(shè)計
板書分為兩部分，即單詞和句型。讓學(xué)生對本課學(xué)習(xí)的知識清晰明了，突出教學(xué)目標的重難點，有利于學(xué)生理解吸收和記憶。
Unit2 My Schoolbag
schoolbag English book Chinese book,
math book, notebook story-book,
How many books do you have?
--- I have 6.
英文說課稿 篇9
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.
【關(guān)于英文說課稿模板集合9篇】相關(guān)文章：
關(guān)于英文說課稿模板集合八篇03-16
關(guān)于英文說課稿模板集合10篇03-16
關(guān)于英文說課稿模板集合8篇03-14
關(guān)于英文說課稿模板集合六篇03-11
關(guān)于英文說課稿模板集合6篇03-07
關(guān)于英文說課稿模板集合七篇03-04
英文說課稿模板集合7篇05-09
英文說課稿模板集合8篇03-31
英文說課稿模板集合八篇03-15