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英文說課稿

時(shí)間:2021-03-04 20:29:14 英語(yǔ) 我要投稿

英文說課稿模板集錦五篇

  作為一名辛苦耕耘的教育工作者,常常需要準(zhǔn)備說課稿,借助說課稿可以提高教學(xué)質(zhì)量,取得良好的教學(xué)效果。那要怎么寫好說課稿呢?下面是小編收集整理的英文說課稿5篇,歡迎大家借鑒與參考,希望對(duì)大家有所幫助。

英文說課稿模板集錦五篇

英文說課稿 篇1

  First class; teaching suggestion

  1 teaching material analysis

  The Lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, Wheres, Its, in / on / under, and can be used naturally in actual situations.The Lets practise section is part of the Lets talk part of the game, which provides students with an opportunity to actually use the language.In the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under.

  2 teaching suggestions

  This class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the sentence, so that students understand in a certain situation, will say and understand the sentence Wheres.... Its in / on / under...The teacher asks the students to prepare the stationery class words before class. When they teach the new sentences, they can use the game "hide and seek" to import sentence patterns Wheres... Its in / on / under...On the basis of understanding the new sentence patterns, use the courseware to learn the new dialogue, so as to recognize the words in the class.Finally, once again, through the game, tin and consolidate the content of the Lets talk, the game can be divided into collective and group game game two, and will find stationery extended to find toys or other things around.

  Second hours teaching suggestion

  1 teaching material analysis

  This session is divided into two sections: Lets, learn, and Lets play.The Lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phrase "Look out".Lets play is part of the Lets talk part of the first class, to provide students with an opportunity to use language in real life.

  2 teaching suggestions

  The main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students' interest and enthusiasm for learning activities.In the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize students.Then use animation courseware to present new knowledge.In the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves.

  Third hours teaching suggestion

  1 teaching material analysis

  This session includes two sections: Lets, say and Lets do.The Lets say part is to train students to listen, say, read and write letters Uu, Vv, Ww, and to make the students understand and speak the letters at the beginning of the word "umbrella", "under", "vest", "Violin", "window", "wind".The Lets do section reviews and consolidates the letter "A-W" through rhythmic, rhythmic instructions.And preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language learning.A-T is the teaching content of this book Unit 1 through Unit 4.

  2 teaching methods

  When teaching letters and words, the teacher uses letters, words and actions to present letters and words at the same time, so that students can learn on the basis of understanding the meaning of words.Such as: umbrella, vest, window, can be explained in kind; violin, wind explained by action.(according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape.

  [Topic] Unit, Five, Where, is, my, ruler?

  [emphasis on teaching] everyday expressions Where 's...And its' It 's in / on / under....

  [teaching difficulties] sentences: Where, is, my, car, In, the, toy, box, understanding

  [teaching aid preparation]

  1 the teacher prepares the tapes for teaching materials.

  2 teachers prepare Let s talk part of the courseware.

  3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys.

  4 teachers prepare cards and pictures of the words they learn.

  5 students prepare white paper and watercolor pen, ready to draw.

  6 students prepare patches for the group.

  [teaching process]

  1 warm up and review (Warm-up/Revision)

  (1) students practice everyday expressions.

  (2) games Show, me, the...

  Teachers or students say words such as "pencil", and teachers and students say Show, me, the, pencils., teachers and students put up pencils.In this way, practice other stationery words in the same way.Teachers and students play games together to improve game effectiveness and communication between teachers and students.

  (3) the teacher plays the recordings of book Unit, 2, B, part Let, s, chant, and the students listen and clap and chant rhythmically.

英文說課稿 篇2

  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.

英文說課稿 篇3

  一、 說教材

  今天我說課的內(nèi)容是外研社的小學(xué)英語(yǔ)新標(biāo)準(zhǔn)三年級(jí)起始第一冊(cè)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(yǔ)的興趣和愿望,使學(xué)生通過合作學(xué)習(xí)體驗(yàn)榮譽(yù)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(yǔ)進(jìn)行簡(jiǎn)單日常交際的能力。

  二、說學(xué)情

  三年級(jí)的學(xué)生于本期剛接觸英語(yǔ),對(duì)學(xué)習(xí)英語(yǔ)充滿了好奇和興趣,渴望獲得更多的英語(yǔ)信息和知識(shí)。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(shí)別物體的句型:what’s this? 和what’s that? 學(xué)生已掌握的知識(shí)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(biāo)

  1、語(yǔ)言知識(shí)目標(biāo)

  (1) 讓學(xué)生能聽、說、認(rèn)、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(biāo):

  (1) 能聽懂let’s do中的指令并做出相應(yīng)動(dòng)作,如point to the …

  (2) 根據(jù)圖片或在場(chǎng)景下進(jìn)行簡(jiǎn)單的英語(yǔ)交流和表達(dá),培養(yǎng)學(xué)生靈活運(yùn)用所學(xué)知識(shí)進(jìn)行交流的能力.

  3、情感態(tài)度目標(biāo)

  (1) 通過學(xué)習(xí)活動(dòng),使學(xué)生有興趣聽、說英語(yǔ),培養(yǎng)學(xué)生注意觀察、樂于模仿的良好習(xí)慣和主動(dòng)競(jìng)爭(zhēng)的竟識(shí)。

  (2) 讓學(xué)生在鼓勵(lì)性評(píng)價(jià)的中樹立學(xué)習(xí)英語(yǔ)的自信心。

  (3) 通過小組活動(dòng)培養(yǎng)學(xué)生合作交流的能力,從而讓學(xué)生意識(shí)到學(xué)習(xí)英語(yǔ)的重要意義。

 。4)充分利用教材所提供的學(xué)習(xí)資源,實(shí)現(xiàn)自由參與與創(chuàng)新,能主動(dòng)與他人交流,并克服交流中的困難,使交際順利進(jìn)行。

  四、說教學(xué)重難點(diǎn)

  1、學(xué)習(xí)新單詞 pen,pencil,book,bag ,能正確認(rèn)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(zhǔn)備

  教具準(zhǔn)備:課文錄音;帶單詞的物品圖片;實(shí)物pen,pencil,book,bag;魔法包;獎(jiǎng)品(貼畫)。 學(xué)具準(zhǔn)備:?jiǎn)紊锲返膱D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(diǎn),根據(jù)小學(xué)生好奇、好勝、好動(dòng)、模仿力強(qiáng)、表現(xiàn)欲旺盛等生理和心理特點(diǎn),我主要采取了以下教法和學(xué)法。

 。ㄒ唬 小組活動(dòng)學(xué)習(xí)法

  把全班分成四個(gè)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(xiàng)教學(xué)活動(dòng)均以小組活動(dòng)為主線,結(jié)對(duì)或全班活動(dòng)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(yǔ)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。

  (二) 情境教學(xué)法

  給學(xué)生不斷創(chuàng)設(shè)各種真實(shí)的場(chǎng)景,促使學(xué)生說英語(yǔ)。

  (三) 課堂評(píng)價(jià)主要以鼓勵(lì)性評(píng)價(jià)為主。

  課上恰當(dāng)使用激勵(lì)性評(píng)語(yǔ)和獎(jiǎng)勵(lì)個(gè)人貼畫、小組獎(jiǎng)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(lì)學(xué)生積極投身英語(yǔ)學(xué)習(xí)的一個(gè)最簡(jiǎn)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(yíng)造學(xué)習(xí)英語(yǔ)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(qiáng)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(huì)使學(xué)生把學(xué)習(xí)當(dāng)成一種自我需要,自然地進(jìn)入學(xué)習(xí)新知的情景。因此,在熱身的時(shí)候,首先讓學(xué)生演唱歌曲“plese stand up ”,并做上相應(yīng)的動(dòng)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(yǔ)的良好氣氛。同時(shí),歌曲中的物品也可勾起學(xué)生們對(duì)已學(xué)物品單詞的回憶,對(duì)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(rèn)識(shí),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(duì)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(dòng),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(shí)還可用what colour is it?進(jìn)行詢問,借以復(fù)習(xí)表示顏色的單詞。大力夸獎(jiǎng)樂于助人的娃娃。這樣不僅復(fù)習(xí)了舊知識(shí),渲染了學(xué)習(xí)英語(yǔ)的良好氣氛,而且滲透了思想品德教育。

  (二)會(huì)話導(dǎo)入新知,促進(jìn)語(yǔ)言實(shí)際運(yùn)用能力的提高。

  學(xué)生在一個(gè)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(chéng)意地把學(xué)生當(dāng)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(diǎn)拔、盡可能地給學(xué)生多一點(diǎn)思考的時(shí)間,多一點(diǎn)活動(dòng)的余地,多一點(diǎn)表現(xiàn)自己的機(jī)會(huì),這樣才能使課堂氛圍充滿活力。因此,這個(gè)環(huán)節(jié)我是這樣設(shè)計(jì)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(tái)較近的墻壁兩側(cè)和較遠(yuǎn)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(jìn)行單詞教學(xué)。

  2、游戲——變一變。

  老師先出示魔法包,把實(shí)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(jìn)“魔法包”中,然后讓一名學(xué)生上臺(tái),從“魔法包”中握住一件物品,讓其余學(xué)生猜是什么。若猜對(duì)了就把物品拿出來,并讓另一名學(xué)生上臺(tái)找出相應(yīng)的單詞卡片,全班進(jìn)行單詞練讀。學(xué)生們對(duì)“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(rèn)讀。對(duì)讀得對(duì)、讀得好的個(gè)人和小組要給以及時(shí)的鼓勵(lì),調(diào)動(dòng)學(xué)習(xí)的興趣和積極性。

 。ㄈ┏尸F(xiàn)新知,合作互動(dòng)。

  在小學(xué)英語(yǔ)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(dòng)機(jī),引發(fā)他們一系列的自主活動(dòng),促進(jìn)外部動(dòng)機(jī)向內(nèi)部動(dòng)機(jī)的轉(zhuǎn)化。

  1、游戲——say and point

  請(qǐng)四位學(xué)生上來,分別站在四個(gè)不同的方位,手里分別拿著實(shí)物pen,pencil,book,bag再請(qǐng)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(dòng)作,以達(dá)到對(duì)新單詞的熟練掌握。這個(gè)活動(dòng)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(gè)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(dòng),指向任一物品,用what’s this? 和what’s that?進(jìn)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(dòng)性,可多抽幾名學(xué)生扮演tom練習(xí)。這個(gè)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(duì)能正確使用this和 that來詢問的學(xué)生要加以大力表?yè)P(yáng)和獎(jiǎng)勵(lì)。

  3、小組活動(dòng):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(yuǎn)一些。然后指派一人分別用what’s this? 和what’s that?進(jìn)行詢問,其他學(xué)生作答。依次輪流進(jìn)行,借以達(dá)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(tuán)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(shí)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(jiǎng)個(gè)人貼畫、獎(jiǎng)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(yǔ)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(xí)。

  1、完成運(yùn)用任務(wù)(1):賽一賽——將sb24頁(yè)的activity 3設(shè)計(jì)為一個(gè)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(gè)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(gè)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(duì)答得對(duì)的.要大加贊揚(yáng)和獎(jiǎng)勵(lì),比如說:呀,你真了不起!能說那么長(zhǎng)的英語(yǔ)句子了!太棒了!

  2、完成運(yùn)用任務(wù)2:將sb 25頁(yè)的activity 5設(shè)計(jì)為小組活動(dòng)——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(jìn)行問答。提醒學(xué)生在問時(shí)把圖片拿出來,做出合適的動(dòng)作;在答時(shí)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(jì),重視了對(duì)學(xué)生思維能力、觀察能力的培養(yǎng),特別是對(duì)學(xué)生合作學(xué)習(xí)能力的培養(yǎng),讓學(xué)生們?cè)趲熒,生生,小組等不同的合作方式中,學(xué)會(huì)傾聽,學(xué)會(huì)評(píng)價(jià),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(gè)人的貼畫和黑板上小組的小紅旗)學(xué)生掌聲祝賀并鼓勵(lì)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(dāng)當(dāng)小老師。

  將所學(xué)的單詞或英語(yǔ)句子教教你的家人或朋友。并將你當(dāng)小老師的情況在下節(jié)英語(yǔ)課上向老師和同學(xué)匯報(bào)。

  此環(huán)節(jié)將課堂延伸至課外,培養(yǎng)了學(xué)生的運(yùn)用能力,讓孩子的家人和朋友也來分享學(xué)習(xí)英語(yǔ)的快樂,從而更加激發(fā)孩子學(xué)習(xí)英語(yǔ)的欲望,真切體驗(yàn)學(xué)習(xí)英語(yǔ)的成功帶來的喜悅,達(dá)到學(xué)以至用的目的。

  八、說設(shè)計(jì)說明

  本節(jié)課不論是新知的呈現(xiàn),還是游戲的設(shè)計(jì),都是以學(xué)生的自主探究學(xué)習(xí)為中心的,充分調(diào)動(dòng)了學(xué)生學(xué)習(xí)英語(yǔ)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(shí)效,培養(yǎng)了學(xué)生學(xué)習(xí)英語(yǔ)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(yàn)感悟、游戲鞏固,是一定能圓滿實(shí)現(xiàn)課堂教學(xué)任務(wù)的。

  附:板書設(shè)計(jì)

  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4

  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5

  一 說教材:新英語(yǔ)課程標(biāo)準(zhǔn)指出,基礎(chǔ)教育階段英語(yǔ)課程的總體目標(biāo)是培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。而綜合語(yǔ)言運(yùn)用能力又以學(xué)生語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)五個(gè)方面的綜合素養(yǎng)為基礎(chǔ)。

  《新課標(biāo)》倡導(dǎo)任務(wù)型教學(xué)模式,以發(fā)展學(xué)生的語(yǔ)言實(shí)踐能力為主線,突出語(yǔ)言的交際功能及其工具性特點(diǎn);以培養(yǎng)學(xué)生用英語(yǔ)進(jìn)行交際功能為最終目的,注意學(xué)生學(xué)習(xí)興趣的培養(yǎng)。

  因此我采用“任務(wù)——探究——?jiǎng)?chuàng)造”型教學(xué)方法,讓學(xué)生在有趣,開放式的語(yǔ)言環(huán)境中,學(xué)會(huì)觀察,思考,討論和總結(jié),在“用”中發(fā)展思維能力、創(chuàng)新意識(shí)和各種語(yǔ)言應(yīng)用能力。

  聯(lián)系任教的內(nèi)容而言,這是一節(jié)情景對(duì)話課,圍繞“征詢意見”這一日常用語(yǔ)展開。在第三課中,學(xué)生已經(jīng)能用“ would you like some...?”進(jìn)行詢問。能聽懂會(huì)說chicken,pop, milk, a sandwich。本課時(shí)的教學(xué)內(nèi)容為用“What would you like?”進(jìn)行征詢意見。根據(jù)這一安排和學(xué)生的整體認(rèn)識(shí)水平,從知識(shí)教學(xué)、能力培養(yǎng)等方面考慮,我確立本課時(shí)的教學(xué)目標(biāo)為:

  1、知識(shí)目標(biāo): 能聽懂會(huì)說I’m hungry. What would you like?Yes, I’d like…..

  2、能力目標(biāo): 聽懂會(huì)說hamburger、French fries、pizza、pop。

  3、情感目標(biāo): 能運(yùn)用所學(xué)句型進(jìn)行對(duì)話表演和口語(yǔ)交際,激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣,培養(yǎng)學(xué)生的英語(yǔ)學(xué)習(xí)能力。

  4 本課時(shí)的教學(xué)重點(diǎn)是:能聽懂會(huì)說 I’m hungry. What would you like? No, I’d like…..聽懂會(huì)說hamburger、French fries、pizza、pop。教學(xué)難點(diǎn)是能用“What would you like?”征詢別人意見以及hamburger, French fries的正確發(fā)音。

  5 學(xué)情分析:

  6 教具準(zhǔn)備: 錄音機(jī),卡片,多媒體

  二教學(xué)方法:

  討論法,講授法,演示法,練習(xí)法

  三教學(xué)程序:

  為實(shí)現(xiàn)以上目標(biāo),我是這樣設(shè)計(jì)教學(xué)過程的:

 。ㄒ唬、Warming up

  1、Sing some songs.

  2、Play a game.快速呈現(xiàn)食物圖片,做問答。

  (通過唱唱、問答的形式,不僅吸引學(xué)生的注意力,調(diào)動(dòng)積極性,而且營(yíng)造了學(xué)習(xí)英語(yǔ)的氛圍。同時(shí)也為本課的教學(xué)作了知識(shí)的鋪墊,構(gòu)建了知識(shí)表象。)

 。ǘ、Revision

  (緊接著教師摸著肚子,作饑餓狀)引導(dǎo)學(xué)生一起說出I’m hungry,圍繞呈現(xiàn)的圖片快速對(duì)話。

 。ㄒ詫(duì)話的形式,喚起學(xué)生的記憶,使學(xué)生熟練運(yùn)用舊知,同時(shí)對(duì)I’m hungry進(jìn)行了滲透。)

 。ㄈ、Presentation

  1、依次呈現(xiàn)some bread、some juice的圖片。

  T: Would you like some bread?

  S: Yes, please

  2、T: I’m thirsty.(教師作干渴狀,引導(dǎo)學(xué)生邊做邊說I’m thirsty.)

  T: Would you like some juice?

  S: Yes,please.

  T: Here you are.

  通過已掌握的句型新授hamburger, French fries pizza ,pop。

  (利用舊知,在已熟練了的交際語(yǔ)境中學(xué)習(xí)新單詞,同時(shí)配以相應(yīng)的圖片,加深了對(duì)單詞的理解,也降低了難度。并即使由師生操練轉(zhuǎn)向生生操練,由模仿提高到運(yùn)用,這符合學(xué)生的認(rèn)知規(guī)律。)

  3、(呈現(xiàn)以上四幅新授圖片)Make out some dialogues.

  (將單詞融進(jìn)有實(shí)際意義的對(duì)話中,充分體現(xiàn)在交際中教,在運(yùn)用中學(xué)的理念,通過這種方式便于學(xué)生的理解和運(yùn)用。)

  4、(請(qǐng)一名較突出的學(xué)生引導(dǎo)作干渴狀):

  S:I’m thirsty. I want to drink.

  T: What would you like, please?

  S: I’d like some pop, please!

  (教師作饑餓狀):

  T:I’m hungry. I want to eat.

  S: What would you like, please?

  T: I’d like some French fries, please!

  (在說的過程中予以圖片加以配合,幫助理解;由模仿到練習(xí),反復(fù)刺激學(xué)生的感官,增強(qiáng)學(xué)生對(duì)新知的理解和運(yùn)用。)

 。ㄋ模ractise

  1、Listen to the tape and read after the tape.

  2、Act out the dialogue.

  (在聽讀的過程中培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣,通過演演的形式讓學(xué)生在情景中練習(xí)達(dá)到掌握的目的。)

 。ㄎ澹、consolidation

  1、Make a survey.

  2、Who’s the best?

  (師生示范表演為學(xué)生提供一個(gè)可操作的模式,以任務(wù)型的活動(dòng)方式,通過合作學(xué)習(xí),并予以評(píng)價(jià)知道,給學(xué)生提供平等的說英語(yǔ)的機(jī)會(huì),鼓勵(lì)學(xué)生在競(jìng)賽中學(xué),這樣既創(chuàng)造了輕松愉快、自然和諧的課堂氣氛,又促進(jìn)了交際活動(dòng)的展開。通過“Apple Tree”的評(píng)價(jià)總結(jié),讓學(xué)生認(rèn)識(shí)到集體目標(biāo)的實(shí)現(xiàn)離不開個(gè)人的努力,激發(fā)其進(jìn)一步追求成功的欲望。)

 。、Homework

  1、Read after the tape recording.

  2、Make up a dialoguein pairs.

  (將課內(nèi)的學(xué)習(xí)延伸到課外,維持學(xué)生的學(xué)習(xí)興趣。)

  教學(xué)的對(duì)象是三年級(jí)學(xué)生,他們活潑好動(dòng),喜歡直觀形象的事物,對(duì)游戲、競(jìng)賽、動(dòng)畫特別感興趣。教師在教學(xué)時(shí)應(yīng)堅(jiān)持以聽說為主的原則,注意啟發(fā)、引導(dǎo)和幫助學(xué)生通過說、唱、動(dòng)、游戲等方式積極、主動(dòng)、大膽、愉快地參與教學(xué)活動(dòng)。

  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: Thank you soooooooo much.

  4. Mention that we should take care of the poor.

  5. Play the cassette. Let the Ss listen and imitate the dialogue.

  Pay attention to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.

  Step 3. Practice

  Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.

  Step 4. Assessment

  Help Ss finish “Let’s check” of this unit and workbook.

  Purpose: To check the knowledge Ss have learned in this period.

  Step 5. Add-activity

  1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.

  2. Take care of everything they have.

  Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned

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