關(guān)于英文說課稿范文匯總六篇

　　作為一無名無私奉獻的教育工作者，有必要進行細致的說課稿準備工作，借助說課稿可以有效提升自己的教學(xué)能力。我們該怎么去寫說課稿呢？下面是小編幫大家整理的英文說課稿6篇，歡迎大家借鑒與參考，希望對大家有所幫助。

英文說課稿 篇1

　　一、教學(xué)目標與要求

　　1、能聽懂、會說：“I have a new water bottle. Can I see it? Sure. Here you are.” 并能在實際生活中運用。

　　2、能聽說讀單詞storybook和water bottle。

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

　　二、教學(xué)重、難點分析

　　重點：能聽懂，會說：“I have ….”句型和單詞storybook 和water bottle。

　　難點：在實際生活中運用“I have….”句型。

　　三、課前準備

　　1.教師準備掛圖、玩具、文具等實物，VCD、錄音機。

　　2、學(xué)生自備文具和自帶一些小玩具

　　四、教學(xué)步驟和建議

　　1、 熱身(Warm-up)

　　(1)、教師與學(xué)生進行日常口語會話練習(xí)。

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

　　2、新授(Presentation)

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

　　(2)、全班學(xué)生看本課VCD教學(xué)片。

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

　　(4)、學(xué)生跟讀，教師糾正部分單詞的發(fā)音。

　　(5)、學(xué)生分組分角色朗讀，做到最快、最清晰、最大聲。

　　(6)、請部分學(xué)生拿著水壺、故事書到前面表演對話。

　　(7)、去掉VCD的聲音，讓學(xué)生為教學(xué)片配音。

　　(8)、用圖片展示生詞storybook和water bottle，通過搶答游戲的方式讓學(xué)生能聽、說、讀這兩個單詞，具體步驟如下：教師把圖片快速從學(xué)生眼前閃過，然后學(xué)生舉手搶答。答對者獎勵一個小貼紙。

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

　　A: Hi, ….I have a new doll.

　　B: Hi, …. I have a new ball.

　　A: Oh, cool. Can I see it.

　　B: Sure. Here you are.

　　A: Wow! It's super.

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

　　五、鞏固與延伸(Consolidation and extension)

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

　　2、家庭作業(yè)：跟讀課文，朗讀歌謠。

英文說課稿 篇2

　　Good afternoon, every one. It is my great honor to stand here to present my lesson. To make my presentation clearer, I will explain my lesson plan in the following parts

　　Part One: Analysis of the teaching material

　　Reading teaching is a very important part in English teaching. New Curriculum standard requires that students should get some kinds of information, enlarge their knowledge, enjoy and get gum, cultivate and develop their reading skills through reading.

　　The lesson I am going to talk about is the reading part in Chapter6 from Oxford English 7A. It is a story about a crew’s adventure on another planet. The title is Nobody wins. Part One of the story appears in Chapter 5 and students will know the result of the story in this chapter. Students only know part of the story in Chapter5, so they will be very interested and eager to know the result of the story. They may be very exciting when they know the result.

　　Part Two: Teaching aims

　　According to my understanding of the material and students, I establish the following teaching aims:

　　1. Students can read and understand the story.

　　2. Students can develop their guessing, skimming and scanning skills.

　　3. Students can build up their self-confidence and learn how to cooperate with others well.

　　Teaching key point and difficult point:

　　The key point of this lesson is to develop students’ scanning and skimming skills. The difficult point of this lesson is some difficult words in the story.

　　Part Three: Teaching equipment

　　CAI, tape recorder

　　Part Four: Teaching methods and learning methods

　　1. Communicative teaching method

　　2. Task-based" teaching method

　　3.Cooperative learning 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. To use these methods are helpful to develop the students’ abilities.

　　Part Five: Teaching procedures

　�。�1） Pre-reading activity:

　　Students act out part one of the story.

　　Students have learned part one of this story in Chapter 5. After learning Chapter 5, students know what the story is about but they don’t know the result of the story. The ending of part one is that the main character of the story says all of them will be alive. （The main characters were caught by a monster and trapped in a cage）。 After students act out part one of the story, I will raise a question to lead in my lesson: What’s the main character’s plan to save the crew from danger? Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.

　�。�2） While-reading activities:

　　Activity one: Guessing: Students often meet with some new words in reading. When

　　they see the new words, they are either frightened by the new words or they spend too

　　much time in looking up the words in the dictionary. It will be helpful to improve

　　students’ reading ability if they know how to guess the meaning of the words

　　according to the context. When they are doing this part, ask them to finish it by

　　themselves first and then ask them to discuss in groups.

　　Ask students to find the following words in the story and use them to replace the words in italics in the sentences.

　　immediately, secretly, attacked, escape

　　1. The captain’s men climbed into the kangaroos’ pockets and no one saw them.

　　2. After super, Gork went to bed and fell asleep at once.

　　3. Gork shouted because Nobody hit him.

　　4. They could not kill Gork. Otherwise, they could not get away.

　　Activity two: skimming （When students do the skimming task, they don’t need to read the whole story word by word and they don’t need to understand the whole story. The skimming task only requires students to read parts of the story and get the main information of the story. This skill will help students to develop the ability to find out the key words and key sentences to understand the main idea of the story. It is helpful to increase students’ reading speed. ）

　　Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.

　　1. Ask students to read the first and the last three paragraphs and answer the following questions:

　　a. What will they use to melt the bars of the cage?

　　b. Were they free?

　　2. Ask students to read the story quickly and give correct orders to the following sentences:

　　a. Then you’ll use it to kill Gork, Captain.

　　b. Gork, this is nobody.

　　c. You just had a bad dream.

　　d. We will use this laser torch to melt the bars of the cage.

　　e. We can’t kill him.

　　f. Nobody attacked and damaged my eye.

　　Activity Three: scanning （scanning is a kind of skill used to find out the main information in reading. When scanning, students don’t need to read the story word by word, they just need to scan the relative part of the story according to the information they need to find out. ）

　　Ask students to fill in the blanks according to the story.

　　Gork fell asleep. Captain King told his ________. They _____ from the cage. King shouted "This is _________" and use a ________ _______ to aim at Gork’s eye. The kangaroos did not help Gork because he said nobody ________ him. King and his friends _________ into the kangaroos’ pockets and escaped the cave.

　�。�3）Post-reading activity:

　　Students work in groups to tell Captain King’s plan to save them from the danger with the help of the given questions.

　　How did King call himself?

　　What did they use to melt the bars?

　　What hit Gork’s eye?

　　When the kangaroos came, what did Gork say?

　　After this activity, I will tell them the moral education of this story: When you are in danger, you should calm down, use your brain and try to think of some ways to save yourself from danger.

　�。�5）Homework: 1.Finish the exercise on page 74 and 75.

　　2. Write down the story in your own words.

　　The above is my presentation about my lesson plan. Thank you for listening.

英文說課稿 篇3

　　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4

　　Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.

　　Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.

　　Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands

　　1 Knowledge aims:

　�。�1）to help students to understand and master the words, phrases and sentence patterns.

　�。�2）to know some basic information about music

　　2 Ability aims:

　　(1) To improve the students’ organizing and using skills of English as the second language

　　(2) To understand the main idea, to scan for the needed information and to grasp the details

　　3 Emotional aims:

　　(1) Help students understand different type of music and how to form a band

　　(2) Develop students’ sense of cooperative learning

　　Fourthly, teaching key points is

　　1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.

　　2. To understand how Monkees formed, developed and succeed. Teaching difficult points is

　　1. The students use their own words to express their own ideas.

　　2. the prep+ whom/which attribute clause

　　According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.

　　a. Communicative Language Teaching

　　Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.

　　b. Task-based Language Teaching

　　A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.

　　c. Computer Assisted Language Teaching

　　Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.

　　Part 3 Learning Methods

　　Task-based, self-dependent and cooperative learning

　　Part 4 Teaching Procedure

　　Step One Lead-in

　　“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.

　　Question:

　　What kind of music they like?

　　Which band they know best?

　　The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2

　　Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.

　　Task 1 General idea

　　The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.

　　The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.

　　Task 2 Main idea of each paragraph

　　Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.

　　Step 3 Reading for comprehension

　　The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.

　　Step 4 Solving difficult language problems through reading

　　It’s important for language learners to learn important rules of

　　grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.

　　Step 5 Consolidation

　　Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehension

　　I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.

　　2 Discussion

　　During making discussion, the students will deepen their understanding of the main idea of the passage.

　　a. Why Monkees can be successful? Give reasons.

　　b. What’s the most important thing for a successful band? Why? Step 6 Homework

　　Ask the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.

　　Part 5 Blackboard design

　　Unit 4 Music

　　Passage The Band That Wasn’t

　　Topic Sentences:

　　1. Many people want to be famous as singers or musician

　　2. Form a band

　　3. Began as a TV

　　4. They became even more famous than the Beatles

　　Discussion:

　　a. Why Monkees can be successful? Give reasons.

　　b. What’s the most important thing for a successful band? Why?

　　In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.

英文說課稿 篇5

　　一、教材分析

　　本堂課是一堂中考復(fù)習(xí)課，如果從分析教材來講，本課話題主要是出現(xiàn)在仁愛英語九年級(下)Unit 5之中，主要講的是讓學(xué)生認識定語從句，了解定語從句的結(jié)構(gòu)，并能熟練的運用定語從句。但是對于一堂中考復(fù)習(xí)課來講，我覺得應(yīng)當從中考英語對本課話題的難易度要求以及考點的探究入手。從歷年的中考真題來看，對于定語從句的考察主要體現(xiàn)在單選題、完型填空和閱讀理解中。當然還有就是從作文之中體現(xiàn)出來。而且我們知道，如今的中考英語，更側(cè)重于在語境之中來考察語法和詞匯項目，強化對學(xué)生語言運用能力的考察。

　　二、教學(xué)目標

　　根據(jù)課程標準和我市中考英語的要求，堅持以學(xué)生為本，切實體現(xiàn)素質(zhì)教育，面向全體學(xué)生，立足基礎(chǔ)，設(shè)置練習(xí)注意難易度適中，這堂課是一堂中考復(fù)習(xí)課，本課設(shè)計從英文歌曲導(dǎo)入，在課堂之上，利用簡單習(xí)題小游戲，設(shè)置情景，情景之中學(xué)語法，以達到下列教學(xué)目標：

　　知識目標：復(fù)習(xí)和掌握定語從句中關(guān)系代詞和關(guān)系副詞的作用和功能，能準確選擇定語從句所需的關(guān)系代詞或關(guān)系副詞。從知識系統(tǒng)的歸納呈現(xiàn)入手，注重學(xué)生基礎(chǔ)知識的復(fù)習(xí)鞏固;這堂課又是一堂語法復(fù)習(xí)課本身具有一定的應(yīng)試成分。

　　能力目標：能較好地運用定語從句，能正確組織包含定語從句的復(fù)合句。注意培養(yǎng)學(xué)生運用所學(xué)的知識和技能分析、解決問題的能力。

　　德育目標：培養(yǎng)分析問題解決問題的能力，熱愛祖國，關(guān)心時政，學(xué)會競爭和合作，建立自信心和集體榮譽感。

　　情感目標：通過學(xué)習(xí)調(diào)動學(xué)習(xí)積極性，使學(xué)生體會到英語的趣味和實用性。激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，建立學(xué)習(xí)英語的成就感和自信心。讓他們成為課堂的主角，使學(xué)生懂得語法學(xué)習(xí)無處不在，使學(xué)生學(xué)在其中，樂在其中，并掌握一些應(yīng)試技巧。

　　三、教學(xué)重點難點

　　提高學(xué)生對語法復(fù)習(xí)的興趣和積極性，較好地掌握定語從句的用法，理解定語從句，運用知識點解題。

　　四、教學(xué)方法

　　《新課程標準》要求教師在教學(xué)中要以學(xué)生為主體，嘗試創(chuàng)新思維，聯(lián)系社會采用討論、協(xié)作、探究、競爭的教學(xué)模式，引導(dǎo)學(xué)生靈活運用所學(xué)語法知識。采用研究性學(xué)習(xí)方法，寓教于樂。檢驗一節(jié)課成功與否，不是教師講了多少，而是以學(xué)生的學(xué)習(xí)效果為評價標準。因此我借助多媒體，結(jié)合競賽形式，力求使枯燥的語法生動趣味化;并且考慮學(xué)生英語基礎(chǔ)的實際情況，教學(xué)過程也要體現(xiàn)素質(zhì)教育的全體性，因此設(shè)計任務(wù)循序漸進(如按“詞→句→文”遞進)，由淺入深，由易到難，導(dǎo)引學(xué)生參與整個學(xué)習(xí)過程，獲得更佳的學(xué)習(xí)效果及發(fā)展智力，提高思維，觀察，注意，記憶，想象，聯(lián)想等能力。

　　五、教學(xué)過程

　　本堂課主要分為五個步驟：

　　第一步：創(chuàng)設(shè)情景 歌曲導(dǎo)入

　　我選擇了英文歌曲《Lemon Tree》來導(dǎo)入本課的知識，請學(xué)生把歌曲最后一句空缺的詞填上。I wonder how I wonder why

　　Yesterday you told me 'bout the blue blue sky

　　Is just a yellow lemon tree (答案：that, that, that)

　　根據(jù)以上所說的2句I like the song whose name is Lemon Tree very much ? all that I can see is just a yellow lemon tree.請學(xué)生分析這兩個句子中劃線部分所出現(xiàn)的語法現(xiàn)象，由此導(dǎo)入到“定語從句”。簡單但動感的FLASH很符合學(xué)生的口味，學(xué)習(xí)興趣一下被調(diào)動起來。重要的是本歌的歌詞中含有定語從句，可以于歡快的節(jié)奏中導(dǎo)引學(xué)生輕松自然地進入語法話題。

　　第二步：知識呈現(xiàn)，鋪設(shè)階梯

　　呈現(xiàn)定語從句的定義和結(jié)構(gòu)使學(xué)生加深對定語從句的'結(jié)構(gòu)和關(guān)系代詞、關(guān)系副詞的印象，以便下面的競賽中更好的發(fā)揮。

　　第三步：要點提醒，操練運用

　　為了更好的調(diào)動學(xué)習(xí)積極性，加強學(xué)生思維能力、協(xié)作競爭能力及強化團體榮譽意識。在本環(huán)節(jié)中，我采取了競賽形式，把全班分成二大組，看哪方得分高。競賽內(nèi)容分為四部分：

　　第一部：基礎(chǔ)語法知識(必答)：以抽簽的方式選擇本組所答的題，所有的題都是有關(guān)定語從句的理論知識填空，包括定語從句中的先行詞、關(guān)聯(lián)詞、關(guān)聯(lián)詞的省略以及各個關(guān)聯(lián)詞的區(qū)別。使學(xué)生加深對定語從句的結(jié)構(gòu)和關(guān)系代詞、關(guān)系副詞的印象，以便下面的競賽中更好的發(fā)揮。對學(xué)生來說完成本項任務(wù)輕松、新鮮、又有一定的競爭，學(xué)生興趣又一次被調(diào)動。復(fù)習(xí)基礎(chǔ)理論知識，為以下的實際操練做較好的準備，提高準確率。

　　第二部：合并定語從句。貫徹由易漸難的原則，先從相對簡單的題型開練，重點鞏固關(guān)系代詞的選擇，并在第一題：The woman is our English teacher、He speaks English very well、→The woman who(that) speaks English very well is our English teacher

　　中點出另外一個知識點：定語從句中謂語動詞的數(shù)要與先行詞保持一致。鼓舞士氣，提高自信心。

　　第三部：辨析正誤，并說明原因。這部分主要是幫助學(xué)生區(qū)分關(guān)系代詞that和which的不通用的特殊情況。1.2題是幫助學(xué)生辨析只能使用that而不使用which的特例。兩個題并不能全部體現(xiàn)只能使用that而不使用which的特殊情況，所以在做完1、2題后全班一起總結(jié)，幫助他們將知識系統(tǒng)化。3、4題幫助學(xué)生區(qū)分只能使用which而不使用that的特殊情況。貫徹由易漸難的原則，簡單的關(guān)系代詞會用后，逐漸進入到關(guān)聯(lián)詞使用的特殊情況，是學(xué)生更全面的掌握定語從句。

　　第四部：格言英譯中(搶答)。有了以上幾部分的復(fù)習(xí)鞏固，學(xué)生已經(jīng)掌握了定語從句的必要知識點，本部分用英文表達幾句著名的格言，幫助學(xué)生將知識升華。有利于學(xué)生知識面的拓展，也為以后寫作做積累。

　　第四步：直擊中考，深入探究

　　本環(huán)節(jié)中我精選了歷年中考真題，少而精，體現(xiàn)難易度，并鞏固本課的定語從句，激起學(xué)生英語學(xué)習(xí)的成就感和自信心。

　　第五步：課后作業(yè)，鞏固所學(xué)

　　寫作在中考中占較大的比重，故平時要多加訓(xùn)練，承上所提奧運話題讓學(xué)生以感想并結(jié)合自身實際寫短文，進一步鍛煉在實際中運用定語從句的能力。而且本次教學(xué)活動關(guān)于定語

　　從句的任務(wù)設(shè)計理念是按“詞→句→文”循序漸進，所以寫作便是前面部分很好的延續(xù)和提高了。

　　六、課后反思

　　本堂課由于是公開課，雖然說已經(jīng)花了大量的時間做了充分的準備，但由于前面的時候有點緊張，本堂課的內(nèi)容大，以及課時的一些應(yīng)變做得不夠好，盡管說順利地完成了教學(xué)，但是感覺還是沒有達到自己預(yù)期的效果。比如說平時和學(xué)生口語的交流在本節(jié)課沒有充分的體現(xiàn)出來，互動不夠好;速度偏快，沒有給學(xué)生留下足夠的空白時間思考問題;作為重要教學(xué)輔助工具的黑板利用不夠。從整體上看，本節(jié)課將語法復(fù)習(xí)課揉入情景交際之中，注意語法課的實用性和趣味性的結(jié)合，應(yīng)該說是比較成功的一堂課。日后我將更加注意語法實用性和趣味性的探究，努力上好每種類型的課。

英文說課稿 篇6

　　the footsteps of the 20xx world expo is getting closer and closer to us, civilized and harmonious call is still ringing in my ears. shanghai, china obtained the right to host the world expo 20xx, expo 20xx shanghai china will be a world event, the development of shanghai's new round of golden opportunity, as it is an important embodiment of our national spirit.

　　world expo is a great influence and a long history of international activities, is the largest gathering of human beings. people from around the world gathered in one place display their products and skills, boast of their hometown and motherland. expo set the culmination of human civilization, which has a unique appeal, make you feel surging.

　　world expo is a platform, we are the masters. she put up a platform for us to let the world know us; she built a bridge for us, so we better communicate with the world. this platform may let us display self wantonly. we are the masters here, we have to landlord, let guest experience enthusiasm and happiness.

　　everyone to contribute for the expo, we are no exception, as a living piece of fertile land in pudong's teachers, we are proud and pride. in the vision of a better tomorrow, we have to do for the world expo will own a wonderful ability, we have through our hands, warm heart and sincerity to practical action to achieve the commitment of shanghai to the world. we should educate the many students: do not throw garbage anywhere, no spitting, no jaywalking ... ..., hello, thank you frequently mention, let the material on this city with the new york comparable to the spiritual civilization. educate our students to exciting 20xx, willing to shanghai's future by copies of power, if only planted a small tree, participants in the shanghai world expo foreign guests feel: this is a forest city, pollution-free city, ancient and civilized city. better city, better life! until the time of the 20xx expo, then, we want to become a glorious volunteers, to changing our foreign friends in shanghai and china's long history, a

　　bout our education for the world expo will contribute their efforts.

　　we expect the majority of teachers will be great enthusiasm for the world expo into practical action to meet the world expo, the expo will be a total growth, and the city of development, the development of shanghai devote their efforts to advance hand in hand with shanghai.

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