關(guān)于英文說(shuō)課稿模板錦集6篇

　　作為一名教職工，常常需要準(zhǔn)備說(shuō)課稿，說(shuō)課稿有助于順利而有效地開(kāi)展教學(xué)活動(dòng)。那么大家知道正規(guī)的說(shuō)課稿是怎么寫(xiě)的嗎？下面是小編為大家收集的英文說(shuō)課稿6篇，供大家參考借鑒，希望可以幫助到有需要的朋友。

英文說(shuō)課稿 篇1

　　Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.

　　Part One Analysis of the Teaching Material

　�。ㄒ唬� STATUS AND FUNCTION

　　1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain "four skills" request of listening, speaking, reading and writing. To start listing "Word Bank" and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.

　　2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

　　3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

　　（二）ANALYSIS OF THE STUDENTS

　　The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

　�。ㄈ�）TEACHING AIMS AND DEMANDS

　　The teaching aim's basis is established according to Junior School English syllabus' provision.

　　1.Knowledge objects

　�。�1） To make the Ss know how to use the affirmative sentence "This is. . . ." and the negative sentence "This is not…"Everyday expressions for "Apologies""I'm sorry""That's all right".

　�。�2） To study the new words "six, hey, sorry, it’s, that’s", etc. by learning the dialogue of this lesson.

　�。�3） To finish some exercises.

　　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 develop the Ss’ abilities of communication by learning the useful structures.

　　3.Moral objects

　�。�1） To enable the Ss to be polite and love life.

　　（2） To enable the Ss to look after their things well.

　�。ㄋ模㏕EACHING KEY AND DIFFICULT POINTS

　　The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.

　　1.Key points:

　�。�1）。To help the Ss to communicate with each other.

　�。�2）。To enable the Ss to study in groups and co-operate skillfully.

　�。�3）。To develop the Ss’ interest in English.

　　2.Difficult points:

　�。�1） How to make dialogues and act them out.

　　（2） How to write the right whole sentences.

　�。ㄎ澹� TEACHING AIDS

　　Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.

　　Part Two The Teaching Methods

　　1. Communicative teaching method

　　2. Audio-visual teaching method

　　3. Task-based" teaching method

　　As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" teaching method, "Audio-visual" teaching method and "Task-based" teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

　　Teaching special features

　　To use these methods are helpful to develop the Ss’ thought.

　　Part Three STUDYING WAYS

　　1.Teach the Ss how to be successful language learners.

　　2.Let the Ss pass "Observation—Imitation—Practice " to study language.

　　3.Teach the Ss how to master dialogues and how to communicate with others.

　　Teaching special features:

　　Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.

　　Part Four Teaching Procedure

　　I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.

　　Step1 Warm-up

　　1. Free talk between T and Ss .

　　Such as: Hi, I’m . . . . What’s your name?

　　This is … How do you do?

　　Who is he/she? How are you?

　　Who can count from 1to 5?

　　What’s this in English? etc.

　　2.A game: Ask the Ss to give T some school things. For example:

　　T: Give me your book.（ruler, box, pen, table, knife, etc.）

　　T: This is your book. This is not my book. It’s your book. etc.

　　In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.

　　Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.

　　Step2. Presentation

　　This course is very important. I’ll mainly talk about this step.

　　I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.

　　First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.

　　A: Hi, B. How are you today?

　　B: I’m fine, thank you. And you?

　　A: I’m fine, too. Oh, this is my bag.

　　B: No, this is not your bag. It’s my bag.

　　A: （Look closely） Oh, I’m sorry.

　　B: That’s all right.

　�。ˋt the same time, C is running up and hitting A.）

　　C: Oh, I’m sorry.

　　A: That’s OK.

　　I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.

　　Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.

　　Step3.Practice

　　First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.

　　Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.

　　Step4.Production

　　In this step I’ll give the Ss a free space to show their abilities.

　　Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.

　　After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.

　　Purpose of my designing: "Task-based" teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.

　　2.Skill 1 Model 1.

　　I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.

　　Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.

　　3.Finish the Ss’ workbook.

　　Purpose of my designing: To check the knowledge Ss have learned in this lesson.

　　Step5.Homework:

　　（1）Recite the words as many as possible after class.

　�。�2）Make a dialogue according to Sample A and write it in the exercise book.

　　Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.

　　Blackboard Design

　　Lesson Six Sample ASix This is my…h(huán)ey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.

英文說(shuō)課稿 篇2

　　一、 說(shuō)課標(biāo)

　　新課程標(biāo)準(zhǔn)的三維教學(xué)觀，具體到英語(yǔ)學(xué)科就是要整合發(fā)展學(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)方面的素養(yǎng)，培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言的能力。指出：“教師在教學(xué)才過(guò)程中應(yīng)與學(xué)生積極互動(dòng)、共同發(fā)展。教師應(yīng)尊重學(xué)生的人格，關(guān)注個(gè)體差異，滿足不同學(xué)生的學(xué)習(xí)需要，創(chuàng)設(shè)能引導(dǎo)學(xué)生主動(dòng)參與的教育環(huán)境，激發(fā)學(xué)生的學(xué)習(xí)積極性，培養(yǎng)學(xué)生掌握和運(yùn)用知識(shí)的態(tài)度和能力，使每個(gè)學(xué)生都能得到充分的發(fā)展。因此，本課的設(shè)計(jì)重點(diǎn)是：幫助學(xué)生形成自主、合作、探究的學(xué)習(xí)模式，掌握閱讀的一些基本技巧，讓每個(gè)學(xué)生在原有的基礎(chǔ)上都學(xué)有所得。

　　二、說(shuō)教材

　�。ㄒ唬� 教材地位和教學(xué)內(nèi)容分析 本課是高一必修模塊1第4單元的閱讀課型，這單元圍繞earthquakes這一主題開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)多種教學(xué)活動(dòng)。Reading設(shè)計(jì)為本單元的第2課時(shí)。本課型是單元整體教學(xué)的重要環(huán)節(jié)，為學(xué)生的語(yǔ)言學(xué)習(xí)、語(yǔ)法學(xué)習(xí)提供了載體，并且是學(xué)生獲取信息的主要來(lái)源�！癛eading――― A NIGHT THE EARTH DIDN’T SLEEP” 具體描寫(xiě)1976年唐山大地震的震前、震中和震后。本篇文章詞匯量大，運(yùn)用了大量的動(dòng)詞、復(fù)雜的數(shù)字，出現(xiàn)許多定語(yǔ)從句，篇幅較長(zhǎng)，并且采用一些修辭手法，對(duì)學(xué)生的語(yǔ)言閱讀能力提出了更高的要求。但文章的結(jié)構(gòu)較明顯，較容易歸納出各部分的中心詞。

　�。ǘ�）教學(xué)目標(biāo)

　　1. 語(yǔ)言知識(shí)目標(biāo)：

　　a)使學(xué)生了解自然災(zāi)害的相關(guān)詞匯，并掌握復(fù)雜數(shù)字的表達(dá)法。

　　b)學(xué)習(xí)掌握與地震相關(guān)的詞匯，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些優(yōu)美句子的賞析。

　　2. 語(yǔ)言技能目標(biāo)：

　　a)閱讀技能的訓(xùn)練：讓學(xué)生學(xué)會(huì)克服生詞障礙，通過(guò)略讀，歸納出文章的大意；通過(guò)細(xì)讀，理清文章的總體框架與脈絡(luò)，歸納出各部分的中心詞；通過(guò)查讀，捕捉文章的重要細(xì)節(jié)，培養(yǎng)學(xué)生獲取、處理信息的能力。

　　b) 讓學(xué)生復(fù)述課文，分析、感悟作者的寫(xiě)作意圖。

　　c) 讓學(xué)生運(yùn)用本節(jié)課所學(xué)詞匯、知識(shí)，通過(guò)采訪唐山大地震幸存者的形式進(jìn)行小組活動(dòng)，提高學(xué)生用英語(yǔ)進(jìn)行創(chuàng)造性交流的能力。

　　a）學(xué)會(huì)有關(guān)地震的知識(shí)，并能通過(guò)學(xué)習(xí)討論懂得地震時(shí)的應(yīng)急逃生，地震后如何科學(xué)救人和有關(guān)地震的形成和減少地震所造成的損失等一般知識(shí)。

　　b）懂得地震無(wú)情人有情，即使發(fā)生了多么可怕的災(zāi)難，國(guó)家和解放軍官兵都會(huì)不顧自身安危，奮力搶救，培養(yǎng)學(xué)生一方有難、八方支援的互助友愛(ài)精神。

　　c）了解自然災(zāi)害會(huì)給人類(lèi)帶來(lái)嚴(yán)重的破壞性后果，讓學(xué)生進(jìn)一步感悟、領(lǐng)會(huì)到人類(lèi)應(yīng)與自然界和諧共處。

　　d）培養(yǎng)學(xué)生的合作意識(shí)和“合作學(xué)習(xí)”的習(xí)慣。

　　e）欣賞課文中優(yōu)美句子，了解一些英語(yǔ)修辭手法，使學(xué)生在學(xué)習(xí)完課文之后得到一次美的享受，一次心靈的愉悅和升華。

　　（三）教學(xué)重點(diǎn)和難點(diǎn)：

　　1． 重點(diǎn)

　　1）讓學(xué)生了解唐山大地震，了解地震的成因、預(yù)兆、地震造成的損失，地震時(shí)的應(yīng)急救生以及震后的救援。

　　2）訓(xùn)練學(xué)生的閱讀技巧，提高閱讀能力。側(cè)重培養(yǎng)學(xué)生對(duì)文章的整體性結(jié)構(gòu)的把握和挖掘作者寫(xiě)作的意圖，突出培養(yǎng)學(xué)生以下3個(gè)方面的能力：

　　a.文章段落中心詞把握能力。

　　b.根據(jù)主題快速捕捉文章重點(diǎn)細(xì)節(jié)的能力。

　　c.總結(jié)歸納能力。

　　3）重點(diǎn)掌握有關(guān)地震的詞匯，特別是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。 4）欣賞并理解課文中優(yōu)美句子，讓學(xué)生掌握一些英語(yǔ)修辭用法。

　　2．難點(diǎn)

　　1) 如何使學(xué)生養(yǎng)成科學(xué)的閱讀習(xí)慣，提高閱讀理解能力和語(yǔ)言水平。

　　2) 如何使學(xué)生學(xué)會(huì)提取、篩選和重組文章中的信息，并靈活運(yùn)用于語(yǔ)言實(shí)踐中，達(dá)到語(yǔ)言實(shí)踐能力的擴(kuò)展與提高。

　　三、 教學(xué)方法

　　1、任務(wù)型語(yǔ)言教學(xué)法 任務(wù)型語(yǔ)言教學(xué)認(rèn)為：人們使用語(yǔ)言的過(guò)程就是一個(gè)完成各種各樣任務(wù)的過(guò)程。任務(wù)型學(xué)習(xí)強(qiáng)調(diào)通過(guò)“做中學(xué)”、“學(xué)中做”，使學(xué)生在完成任務(wù)的過(guò)程中習(xí)得語(yǔ)言。本課組織學(xué)生四至五人組成一個(gè)學(xué)習(xí)小組，進(jìn)行一次就地震后幸存者的訪問(wèn)。該設(shè)計(jì)基于課文內(nèi)容，但又不局限于課文的范疇，旨在貫徹“做中學(xué)”、“學(xué)中做”策略，吸引和組織他們積極參與，并通過(guò)討論、交流和合作等方式，在自然、真實(shí)的情境中，完成任務(wù)，體會(huì)、掌握語(yǔ)言的應(yīng)用，達(dá)到學(xué)以致用的目的。

　　2．直觀法（視聽(tīng)教學(xué)法） 充分利用多媒體教學(xué)手段，通過(guò)播放影視剪輯，與課文主題相關(guān)的圖片、圖表等直觀手段，在充分調(diào)動(dòng)學(xué)生學(xué)習(xí)興趣的同時(shí)，降低學(xué)習(xí)難度，突破重難點(diǎn)。

　　3．合作學(xué)習(xí)教學(xué)法 合作學(xué)習(xí)教學(xué)法是以小組活動(dòng)為主體的一種教學(xué)活動(dòng)，一種同伴之間的合作互動(dòng)活動(dòng)。合作學(xué)習(xí)教學(xué)法有利于改善課堂心理氣氛、大面積提高學(xué)生的學(xué)業(yè)成績(jī)、促進(jìn)學(xué)生良好非智力品質(zhì)的發(fā)展，調(diào)整學(xué)生的語(yǔ)言焦慮感。因此，本課打破傳統(tǒng)的教師單向灌輸，采用“四至五人組成一個(gè)學(xué)習(xí)小組”的課堂教學(xué)結(jié)構(gòu)，來(lái)組織教學(xué)，旨在營(yíng)造輕松的學(xué)習(xí)氛圍，為積極學(xué)習(xí)提供有利的`條件，讓學(xué)生在完成任務(wù)的過(guò)程中通過(guò)互相交流，降低語(yǔ)言焦慮感，獲得愉快的學(xué)習(xí)經(jīng)歷，從而對(duì)學(xué)習(xí)本身和所學(xué)內(nèi)容產(chǎn)生興趣感。

　　四、教學(xué)過(guò)程

　　STEP1 導(dǎo)入 lead-in 在課堂開(kāi)始，我會(huì)給學(xué)生播放一段有馮小剛導(dǎo)演拍的電影《唐山大地震》的片段節(jié)選，讓學(xué)生能通過(guò)電影能理解和體會(huì)到自然災(zāi)害給人類(lèi)帶來(lái)的巨大災(zāi)難。讓后直接導(dǎo)入今天的課題。這個(gè)能激發(fā)學(xué)生去了解這篇文章的興趣，積極加入課堂。

　　Step2 pre-reading 讀前 在這個(gè)環(huán)節(jié)我會(huì)在學(xué)生在讀這篇文章之前給出幾個(gè)問(wèn)題。但是并不要求學(xué)生馬上給出答案。而是要求在下一環(huán)節(jié)的閱讀中找出答案。

　　Step3 while reading 在這個(gè)環(huán)節(jié)當(dāng)中我設(shè)計(jì)了3個(gè)活動(dòng) 第一個(gè)活動(dòng) activity1 fast reading 給學(xué)生幾分鐘的時(shí)間，讓后讓學(xué)生快速閱讀這篇文章，并找出在讀前所給題的答案，在讀完文章之后，讓幾個(gè)同學(xué)來(lái)進(jìn)行回答。 第二個(gè)活動(dòng) activity2 scanning 放錄音，讓學(xué)生跟隨錄音快速閱讀，并要求學(xué)生找出每一段落的中心句，并在讀完之后，要求得出這篇文章的整體大意。并讓學(xué)生起來(lái)進(jìn)行回答 第三個(gè)答案：acrtivity3 task 在這一環(huán)節(jié)當(dāng)中我會(huì)設(shè)計(jì)一個(gè)任務(wù)。任務(wù)類(lèi)型為知識(shí)的搶答。 首先我會(huì)將整個(gè)班級(jí)分為若干個(gè)小組，每組有七到八個(gè)人。并選出小組長(zhǎng)。這一環(huán)節(jié)中我設(shè)計(jì)了十個(gè)對(duì)錯(cuò)題，（true or false）,要求學(xué)生以小組的形式進(jìn)行搶答。并作出得分記錄，最后還要評(píng)選出第一名。在搶答過(guò)程當(dāng)中，我并不只單單是以游戲的形式來(lái)完成這一任務(wù)，只是簡(jiǎn)單的完成對(duì)錯(cuò)題，我會(huì)要求每組在搶答的過(guò)程當(dāng)中，要對(duì)他們所選的答案進(jìn)行解釋說(shuō)明為什么。讓學(xué)生在這個(gè)過(guò)程當(dāng)中真正玩有所得。

　　Step 4 post-reading 這一環(huán)節(jié)我會(huì)把我們所讀的這篇文章設(shè)計(jì)成一篇閱讀題的模式，設(shè)計(jì)五道選擇題，用幻燈片展示出來(lái)，并讓學(xué)生進(jìn)行選擇。題目的設(shè)計(jì)會(huì)以文章的主旨大意和一些細(xì)節(jié)作為試題。這讓學(xué)生能在這一環(huán)節(jié)當(dāng)中對(duì)剛剛已經(jīng)學(xué)習(xí)知識(shí)進(jìn)行鞏固。

　　Step5 summary 在這一環(huán)節(jié)中我會(huì)整堂課做一個(gè)簡(jiǎn)短的總結(jié)，并再一次強(qiáng)調(diào)本次課的重難點(diǎn)。讓學(xué)生明確本課的重點(diǎn)，再一次明確課堂目標(biāo)。和引導(dǎo)學(xué)生對(duì)這篇文章的情感態(tài)度進(jìn)行升華。

　　Step6 homework 作業(yè)

　　1、要求學(xué)生背誦本次課的重點(diǎn)詞匯和短語(yǔ)

　　2、要求完成相應(yīng)聯(lián)系。

　　3、要求學(xué)生課后通過(guò)各種途徑查到關(guān)于地震的常識(shí)，并去了解一些

英文說(shuō)課稿 篇3

　　Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material:

　　This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）

　　By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings. (5)Theme park but also learning ability in English .

　　A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.

　　（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新課程標(biāo)準(zhǔn)和教學(xué)大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: 1.Knowledge objects: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.

　　(2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. 3.Emotion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.

英文說(shuō)課稿 篇4

　　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(shuō)課稿 篇5

　　一、教材分析：

　　教材概述：

　　《新目標(biāo)英語(yǔ)》Go for it !每個(gè)單元包括section A , section B,跟 self check三個(gè)，部分其中A 部分是基本的語(yǔ)言?xún)?nèi)容，B部分是知識(shí)的擴(kuò)展跟綜合的語(yǔ)言運(yùn)用。Self check 部分是讓學(xué)生用來(lái)自我檢測(cè)本單元所學(xué)的語(yǔ)言知識(shí)。教材突出語(yǔ)言使用能力的培養(yǎng)，它采用任務(wù)型語(yǔ)言教學(xué)模式，每個(gè)單元都設(shè)計(jì)成一個(gè)或幾個(gè)與該單元話題有關(guān)的任務(wù)，讓學(xué)生在完成任務(wù)的過(guò)程中，使用英語(yǔ)獲取信息，進(jìn)行交流，真正體現(xiàn)了在"在做中學(xué)""在學(xué)中用"的教學(xué)理念。

　　單元內(nèi)容分析：

　　本單元的標(biāo)題為T(mén)his is my sister ,教材以family members 為中心話題，圍繞著"介紹家人跟朋友"展開(kāi)，學(xué)習(xí)跟運(yùn)用目標(biāo)語(yǔ)言"介紹人物跟識(shí)別人物"

　　本單元的教學(xué)內(nèi)容：

　　1.掌握詞匯 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend. 等

　　2.補(bǔ)充詞匯 husband wife son-in-law daughter-in-law mother-in -law father-in -law, nephew , niece等

　　3.介紹他人的句型 This/That is… , These/Those are…

　　4.詢(xún)問(wèn)，辨認(rèn)人物的疑問(wèn)句形式 Is this/that…？

　　二、教學(xué)設(shè)計(jì)思路

　　《新目標(biāo)英語(yǔ)》中的具體語(yǔ)言目標(biāo)是通過(guò)各種各樣的tasks來(lái)實(shí)現(xiàn)的，學(xué)生需要運(yùn)用具體而特定的行動(dòng)來(lái)完成一定的交際任務(wù)，整個(gè)教學(xué)過(guò)程中就是各種語(yǔ)言結(jié)構(gòu)與語(yǔ)言功能與不同的學(xué)習(xí)任務(wù)有機(jī)的結(jié)合，因此，本單元我將始終引導(dǎo)學(xué)生通過(guò)完成具體的任務(wù)活動(dòng)來(lái)學(xué)習(xí)語(yǔ)言，讓學(xué)生為了特定的學(xué)習(xí)目的去實(shí)施特定的語(yǔ)言行動(dòng)，通過(guò)完成特定的交際任務(wù)來(lái)獲得跟積累相應(yīng)的學(xué)習(xí)經(jīng)驗(yàn)，讓學(xué)生在用中學(xué)，在學(xué)中用。

　　根據(jù)語(yǔ)言學(xué)習(xí)的認(rèn)知規(guī)律；由淺入深，由已知到未知，本單元計(jì)劃用四個(gè)課時(shí)。

　　分課分析：

　　第一課時(shí)： Section A, 1a, 1b, 1c, 2a, and 2b

　　利用教學(xué)圖片跟制作多媒體課件來(lái)展開(kāi)課堂pair work ,group work等口語(yǔ)交際活動(dòng)，引導(dǎo)學(xué)生學(xué)會(huì)運(yùn)用指示代詞介紹人物，幫助學(xué)生掌握家庭人員的稱(chēng)謂，區(qū)分單指跟復(fù)指。

　　教學(xué)重點(diǎn)：

　　1）詞匯father ,mother ,grandfather, grandmother , brother ,sister , uncle ,aunt ,parent（s），grandparent（S） friend,these, those

　　2）句型 This/That is… , These/Those are…

　　教 學(xué) 難 點(diǎn)： 復(fù)數(shù)指示代詞these those 家庭成員的 復(fù)數(shù)形式及它們?cè)诰渲械恼�確運(yùn)用。

　　第二課時(shí)： Section A 2c , 2d , 3a , 3b, 3c , 4,

　　利用照片跟多媒體游戲， 復(fù)習(xí)鞏固家庭成員的稱(chēng)謂， 運(yùn)用this /that…疑問(wèn)句形式，辨認(rèn)人物。

　　教 學(xué) 重 點(diǎn)： 掌握句型Is that/this……？及其肯定跟否定回答。

　　第三課時(shí)： Section B 1, 2a, 2b, 2c, 3a, 3b, and 3c

　　復(fù)習(xí)猜詞游戲鞏固跟教學(xué)更多的家庭成員的詞匯，通過(guò)制作家譜，進(jìn)一步明確家庭成員間的關(guān)系。

　　教學(xué)重點(diǎn)：

　　1）詞匯 uncle aunt cousin son daughter dear thanks for photo here

　　2） 掌握并制作家譜

　　3）擴(kuò)充詞匯 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece

　　第四課時(shí) section B 4, self check

　　通過(guò)小組活動(dòng)跟知識(shí)檢測(cè)，促使學(xué)生不斷地使用所學(xué)內(nèi)容，從而提高他們靈

　　活運(yùn)用知識(shí)的能力

　　教學(xué)重點(diǎn)： 書(shū)信的格式

　　教學(xué)難點(diǎn)： 以書(shū)信的形式介紹家人

　　三、教學(xué)目標(biāo)

　　1.語(yǔ)言知識(shí)目標(biāo)

　　1）學(xué)習(xí)并掌握與家庭成員有關(guān)的詞匯 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend.

　　補(bǔ)充詞匯 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece

　　2） 學(xué)會(huì)初步運(yùn)用指示代詞 this that these those 介紹他人

　　3） 學(xué)會(huì)初步運(yùn)用 this that 的疑問(wèn)句形式詢(xún)問(wèn)辨認(rèn)人物

　　2.語(yǔ)言技能目標(biāo)

　　1）培養(yǎng)良好的聽(tīng)說(shuō)讀寫(xiě)能力

　　2）通過(guò)創(chuàng)設(shè)情景，培養(yǎng)學(xué)生的發(fā)展思維能力，激發(fā)學(xué)生的想象力。

　　3.情感目標(biāo)

　　1），創(chuàng)設(shè)真實(shí)情景，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，培養(yǎng)學(xué)生積極主動(dòng)的學(xué)習(xí)精神。

　　2）通過(guò)小組間良性的競(jìng)爭(zhēng)與合作，培養(yǎng)友好互助的精神。

　　3）通過(guò)對(duì)家庭成員之間關(guān)系的描述，增進(jìn)學(xué)生關(guān)心熱愛(ài)家人的情感，促進(jìn)學(xué)生彼此之間的相互了解，增進(jìn)友誼。

　　4.文化意識(shí)

　　1） 了解英語(yǔ)國(guó)家中不同性別常用的名字及家庭成員之間的稱(chēng)呼習(xí)俗，了解中西方在家庭成員稱(chēng)呼上的文化差異，拓展學(xué)生的視野。

　　2） 跨學(xué)科學(xué)習(xí)，利用多媒體跟卡通圖片，強(qiáng)化視覺(jué)能力，拓展語(yǔ)言藝術(shù)，培養(yǎng)審美意識(shí)。

　　5.學(xué)習(xí)策略目標(biāo)

　　1）幫助學(xué)生明確學(xué)習(xí)目的，指導(dǎo)學(xué)生做好預(yù)習(xí)

　　2）利用不同方法收集卡通圖片 或家人照片，供上課小組活動(dòng)使用

　　3）通過(guò)小組討論，競(jìng)賽，游戲等多種形式，確立learning by doing learning for using 的學(xué)習(xí)英語(yǔ)的思想。

　　四、教學(xué)原則

　　1. 活動(dòng)性原則 提倡學(xué)生主動(dòng)參與，體驗(yàn)，交流，合作，探究等多種學(xué)習(xí)。

　　2. 合作性原則 以學(xué)生為主體，師生合作，生生合作，體現(xiàn)教與學(xué)的互動(dòng)，交往。

　　3. 任務(wù)型原則 運(yùn)用任務(wù)型的教學(xué)途徑，培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力。

　　4. 情感性原則 激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣跟始終保持良好的學(xué)習(xí)情緒。

　　五、教學(xué)方法

　　1.提問(wèn)引入法 通過(guò)提問(wèn)，集體，分組，分行回答，或?qū)W生逐個(gè)回答的形式開(kāi)展教學(xué)，檢查 跟鞏固新舊知識(shí)。

　　2.交際功能法 通過(guò)集體，分組，兩人，個(gè)人操練等形式，達(dá)到交際的目的，促進(jìn)語(yǔ)言實(shí)際運(yùn)用能力的提高。

　　六、任務(wù)特點(diǎn)：

　　在本單元的教學(xué)活動(dòng)中，每課都圍繞一個(gè)中心任務(wù)而進(jìn)行。

　　第一課時(shí) 識(shí)別家庭成員及其稱(chēng)謂。

　　第二課時(shí) 相互問(wèn)答，介紹家庭成員。

　　第三課時(shí) 制作家譜并描述家庭成員

　　第四課時(shí) 以短信的形式向朋友介紹家庭成員，以quiz的形式對(duì)本單元的學(xué)習(xí)做終結(jié)性評(píng)價(jià)。

英文說(shuō)課稿 篇6

　　《My home》是小學(xué)英語(yǔ)四年級(jí)上冊(cè)的第四單元。本單元的教學(xué)內(nèi)容都是圍繞"家"這一學(xué)生喜聞樂(lè)見(jiàn)的主題展開(kāi)的。本節(jié)課是第四單元的第一課時(shí)，教學(xué)內(nèi)容是要學(xué)習(xí)有關(guān)房間的五個(gè)單詞及進(jìn)行簡(jiǎn)單的對(duì)家的介紹，本課時(shí)是本單元的重點(diǎn)，所以首先應(yīng)讓學(xué)生掌握各個(gè)房間的名稱(chēng)，再通過(guò)Let’s do等TPR活動(dòng)進(jìn)行鞏固操練，本節(jié)課掌握的好壞程度，直接會(huì)影響到本單元后階段有關(guān)"描述和詢(xún)問(wèn)東西在哪里"的對(duì)話和故事的掌握，因此在本單元教學(xué)中具有舉足輕重的地位。

　　Theaching goal:

　　1.能夠聽(tīng)、說(shuō)、認(rèn)讀五個(gè)有關(guān)房間的單詞 study, kitchen, bedroom, bathroom, living room.

　　2.能夠用This is my home. You can see a living room…句型簡(jiǎn)單介紹房子。

　　3.能夠聽(tīng)懂"Let’s do"的指令，并做出相應(yīng)的動(dòng)作。

　　4. 培養(yǎng)學(xué)生對(duì)家的熱愛(ài)，提高學(xué)生的口語(yǔ)表達(dá)能力和交際能力。

　　Theaching key:

　　熟練認(rèn)讀有關(guān)房間的五個(gè)單詞。

　　Theaching difficulty:單詞bathroom, living room,的正確發(fā)音。

　　Theaching aid: Cards Tape recorder CAI

　　Theaching method: TPR Pairwork Groupwork

　　Theaching steps

　　Step 1 Warm-up

　　1. Good morning. Boys and girls. How are you? Nice to meet you.

　　2.Let’s sing《In the Classroom》，OK?

　　Step 2 Preview

　　1.Show the CAI（door ,window） What’s this? This is my home, there are many room are there? Do you visit my home? Now, let’s study Unit4 《My Home》。

　　Step 3 Presentation

　　1.（Show the CAI）。 This is my home, you can see a bedroom, a living room, a study ,a kitchen and a bathroom

　　2.Look ,what’s this?（客廳） There are five words on the blackboard, listen to me and guess, which word is "living room"?Teach"living room". There is a TV in the living room. What can you do in the living room? Teach"watch TV".Chant "living room,living room , watch TV."

　　3.（Show the CAI）。 .Look ,what’s this?（書(shū)房） Listen to me and guess, which word is "study"?Teach"study". There are many books in the study. What can you do in the study? Teach"read a book".Chant "study,study, read a book".

　　4.（Show the CAI）。 .Look ,what’s this?（廚房） Listen to me and guess, Which word is "kitchen"?Teach"kitchen". What can you do in the study? Teach"have a snack".Chant "kitchen ,kitchen,have a snack".

　　5.（Show the CAI）。 .Look ,what’s this?（bathroom） Listen to me and guess, which word is "bathroom"?Teach"bathroom". What can you do in the bathroom? Teach"take a shower".Chant "bathroom ,bathroom ,take a shower".

　　6.（Show the CAI）。 .Look ,what’s this?（bed ） What’s this? （room） What’s this? （bedroom）Teach"bedroom". There is a bed in the bedroom. What can you do in the bedroom? Teach"have a sleep".Chant "bedroom bedroom, have a sleep"

　　7.Listen to the tape and read after the tape.

　　8.Let’s do.

　　Show the "Go to the ", put the "living room, study , kitchen, bathroom, bedroom" on, then T act "Go to the living room, watch TV. Go to the study, read a book. Go to the kitchen,have a snack. Go to the bathroom ,take a shower. Go to the bedroom, have a sleep".

　　Now let’s do, ok? Follow me.

　　Step 4 Practice

　　Now, this group is team one, this group is team two. Let’s go,ok?

　　1.炸地雷： Let’s play a game, Ok? Who can read? Read together.

　　2.Close your eyes, what’s missing? Guess, then tell us.

　　3.Now,look at the screen, Guess, what’s this? （Show the CAI ） The student guess.

　　4.look, this is my home,you can see a bedroom, a living room, a study ,a kitchen and a bathroom.

　　Who can do like me ? Tell us what’s your room like?

　　The students look and say.

　　Homework:

　　1.Tell your home to your friend.2. Prepare the"Lets talk."

　　五、Blackblard design:

　　Unit4 My Home

　　living room watch TV

　　study read a book

　　kitchen have a snack

　　bathroom take a shower

　　bedroom have a sleep

【關(guān)于英文說(shuō)課稿模板錦集6篇】相關(guān)文章：

關(guān)于英文說(shuō)課稿模板錦集9篇06-03

關(guān)于英文說(shuō)課稿模板錦集九篇03-16

關(guān)于英文說(shuō)課稿模板錦集八篇03-16

關(guān)于英文說(shuō)課稿模板錦集10篇03-12

關(guān)于英文說(shuō)課稿模板錦集7篇03-12

關(guān)于英文說(shuō)課稿模板錦集8篇03-09

關(guān)于英文說(shuō)課稿模板錦集七篇03-14

關(guān)于英文說(shuō)課稿模板錦集十篇03-05

英文說(shuō)課稿模板錦集9篇03-15