關(guān)于英文說(shuō)課稿匯編7篇
作為一位優(yōu)秀的人民教師，編寫說(shuō)課稿是必不可少的，借助說(shuō)課稿可以提高教學(xué)質(zhì)量，取得良好的教學(xué)效果。我們應(yīng)該怎么寫說(shuō)課稿呢？以下是小編收集整理的英文說(shuō)課稿7篇，歡迎大家借鑒與參考，希望對(duì)大家有所幫助。
英文說(shuō)課稿 篇1
一、說(shuō)教材。
我這次授課的內(nèi)容是PEP教材五年級(jí)上冊(cè)Unit 2 My Days of the Week A部分的 Let’s start,Let’s learn and Let’s play.這一部分的教學(xué)是在學(xué)生已經(jīng)掌握許多課程名稱的基礎(chǔ)上進(jìn)行的有關(guān)星期單詞的詞匯課教學(xué)，也為以后能夠熟練運(yùn)用句型What day is it today? What do you have on Mondays?詢問(wèn)今天是星期幾和談?wù)撘恢軆?nèi)有關(guān)學(xué)校課程的安排等打下基礎(chǔ)。
二、說(shuō)學(xué)情。
本班三十五人，學(xué)生整體素質(zhì)有待提高，可是有大部分學(xué)生對(duì)英語(yǔ)的學(xué)習(xí)興趣較為濃厚，上課積極性較高。但是，由于學(xué)生本身知識(shí)積累較少，課堂上對(duì)問(wèn)題的理解不透徹，合作學(xué)習(xí)及獨(dú)立思考方面也表現(xiàn)不夠好。所以就要求我們教師更要做一個(gè)有心人，充分利用各種資源來(lái)提高課堂教學(xué)效率。
三、說(shuō)理念。
基于教材與學(xué)情，在本課我主要突出兩個(gè)理念：
1、整合各種資源，提高課堂效率。在這一課中我搜集整合了一些資源：一個(gè)自制的單詞轉(zhuǎn)盤、還準(zhǔn)備了學(xué)生喜歡的一些動(dòng)畫人物的圖片、自制的PPT以及錄音帶中外教的示范教讀等，讓他們渾然一體形成一條有效的資源鏈，最大限度地服務(wù)于課堂教學(xué)。
2、利用課堂主陣地，培養(yǎng)學(xué)生對(duì)四會(huì)單詞的聽(tīng)、說(shuō)、讀、寫以及綜合語(yǔ)言運(yùn)用能力。英語(yǔ)教學(xué)中培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力是英語(yǔ)教學(xué)的重要目標(biāo)之一。
四、說(shuō)教法學(xué)法。
根據(jù)詞匯教學(xué)的特點(diǎn)和學(xué)生的學(xué)情實(shí)際，在這一節(jié)課中我主要采用了任務(wù)型教學(xué)法和活動(dòng)法進(jìn)行教學(xué)。始終堅(jiān)持融詞匯教學(xué)于訓(xùn)練句型之中，倡導(dǎo)學(xué)生體驗(yàn)參與，讓學(xué)生在一個(gè)又一個(gè)的任務(wù)活動(dòng)中達(dá)成習(xí)得語(yǔ)言的目的。既培養(yǎng)了學(xué)生的學(xué)習(xí)興趣又為學(xué)生形成一定的綜合語(yǔ)言運(yùn)用能力起到了作用。
五、說(shuō)教學(xué)目標(biāo)：
1，能聽(tīng)懂問(wèn)句：What day is it today? What do we have on Mondays? 并能做出正確回答。
2, 能夠聽(tīng)、說(shuō)、讀、寫單詞：Monday, Tuesday, Wednesday, Thursday, Friday, 并能根據(jù)實(shí)際情況替換關(guān)鍵詞熟練運(yùn)用。
3，能夠運(yùn)用新的語(yǔ)言做 Let’s play 中的星期轉(zhuǎn)盤游戲。
4, 欣賞歌曲“ My Days of the Week ”。
六、說(shuō)教學(xué)重難點(diǎn)：
本課時(shí)的教學(xué)重點(diǎn)和難點(diǎn)是Let’s learn 部分的四會(huì)單詞：Monday, Tuesday,
Wednesday, Thursday, Friday, 要求學(xué)生結(jié)合所給句型替換關(guān)鍵詞，逐步達(dá)到聽(tīng)、說(shuō)、讀、寫四會(huì)掌握。
七、說(shuō)教學(xué)流程：
（一）Warm-up
1, 日�？谡Z(yǔ)練習(xí)
T: Hello! How are you ? Nice to meet you.
S: I’m fine, thank you. / Nice to meet you, too.
T: Who’s your English ?
S: Miss Li.
T: What’s she like?
S: ….
2, 欣賞歌曲“ My Days of the Week ”學(xué)生感知本單元的新語(yǔ)言。
�。ǘ㏄resentation
1, Let’s start
以我們的新同學(xué)Dora and Boot 要帶同學(xué)們?nèi)ヌ诫U(xiǎn)為情境，用新句子What classes do you like?
I like…把學(xué)生分成四組學(xué)習(xí)。同時(shí)還引出新課程：Moral Education ,Social Studies的學(xué)習(xí)。
2，Let’s learn
(Dora今天要帶我們?nèi)ツ杀�，得�?jīng)過(guò)小矮人的單詞橋和句型樂(lè)園。我們來(lái)看看怎么樣才能通過(guò)吧。)
�、判“说膯卧~橋
A, 聽(tīng)錄音，讓學(xué)生整體感知今天的學(xué)習(xí)內(nèi)容。
B, 學(xué)習(xí)Monday
�。ǔ鍪綧onday）T: What day is it today?
S: It’s Monday.
師范讀-----小老師帶讀------分組讀--------個(gè)別讀
C, 學(xué)習(xí)Tuesday
學(xué)習(xí)方法同學(xué)習(xí)Monday。
師范讀-----小老師帶讀------開(kāi)火車讀--------齊讀
D, 學(xué)習(xí)Wednesday
通過(guò)找單詞游戲突破Wednesday的讀音這一難點(diǎn)。
E, 學(xué)習(xí)Thursday
通過(guò)比較學(xué)習(xí)Tuesday和Thursday。
F, 學(xué)習(xí)Friday
利用French fries 遷移學(xué)習(xí)Friday.
在學(xué)習(xí)新單詞的過(guò)程中，始終把本課的新句子What day is it today? It’s… What do we have on Mondays? We have…貫穿始終，為以后的輸出奠定基礎(chǔ)。 G, 總結(jié)五個(gè)單詞的特點(diǎn)并識(shí)記。
H, 師范寫，生仿寫。師巡視指導(dǎo)。
(2)通過(guò)小矮人的單詞橋。
�。ㄈ〤onsolidation
句型樂(lè)園
玩轉(zhuǎn)盤，我最棒
規(guī)則：一位學(xué)生轉(zhuǎn)動(dòng)轉(zhuǎn)盤的指針指向某個(gè)星期單詞，問(wèn)：What day is it today
小組的其他學(xué)生用：It’s …進(jìn)行猜測(cè)。猜對(duì)之后，再問(wèn)What do we have on…/ We have… 誰(shuí)猜對(duì)，并說(shuō)對(duì)就是贏家。
師先示范-----小組長(zhǎng)帶領(lǐng)小組成員玩------小組展示。
�。ㄋ模㏒ummary and homework
師生共同歸納總結(jié)，評(píng)出優(yōu)勝小組，讓組長(zhǎng)給他們蓋章。
作業(yè)：1,把今天學(xué)習(xí)的內(nèi)容讀給家人聽(tīng)。
2，根據(jù)個(gè)人愛(ài)好設(shè)計(jì)一張個(gè)性化課程表。
英文說(shuō)課稿 篇2
Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:
Analyzing teaching material
The teaching methods
The studying methods
The teaching procedures
and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”
This unit is about It is made up of paragraphs.
The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.
The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.
The emotional aim is to help students understand and to develop
students’ sense of cooperative learning.
Then the teaching key points is to help the students get a general idea of the whole
And the teaching difficult points is to make students use their own words to express
According to the analysis above, I’ll try my best to carry out the following theories
while dealing with this lesson:
To make students the real masters of the class while I just act as a director.
To combine the language structure with the language functions.
And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:
The first teaching method I will use is communicative approach, since language is
used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.
The second teaching method I would like to use is task-based approach. 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.
The third teaching method I want to use is computer assisted language teaching.
Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.
And in order to practice my teaching methods better, the following teaching aids will be used:
A projector, a tape recorder, multimedia and of course the blackboard.
And then, I would like to talk about the studying methods. As students are poor in
cooperative learning skill, many students are not active in English class, and even
some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing,
thinking, and speaking. So, to make the students get the knowledge actively,
cooperative learning and task-based learning will be used.
Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.
Step 1 Lead-in
At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions,
the students will be eager to know something about and it’s the very time to naturally lead the class into
Step 2 Listening comprehensions
In this step, I will write several questions before listening to the text:
And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .
Step 3 skimming and scanning
In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each other.And then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.
Step 4 Retelling the passage
Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.
Step 7 Consolidation
In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.
Step 8 make a summary
I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.
And now let’s move to the last step
Step 9 Homework
1. Read the passage as frequently as you can
2. Find out some words and sentences you think are beautiful and recite them.
Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
That’s all of my teaching ideas about this lesson. Thanking you for your listening.
英文說(shuō)課稿 篇3
說(shuō)教材：
1. 教材內(nèi)容
本節(jié)教材重點(diǎn)圍繞節(jié)日展開(kāi)，圍繞人們經(jīng)常如何度過(guò)節(jié)日展開(kāi)話題。本課時(shí)要求學(xué)生能掌握四個(gè)節(jié)日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at …? I… .并能自由交流如何度過(guò)假日。在本課中did引導(dǎo)的一般疑問(wèn)句及回答也是新知之一。因?yàn)樵谇懊娴谌龁卧撼霈F(xiàn)了be 動(dòng)詞的過(guò)去式，所以學(xué)生在學(xué)習(xí)的時(shí)候這方面比較容易掌握。
2.教材的地位
本節(jié)課所選的教學(xué)內(nèi)容是牛津小學(xué)英語(yǔ)6A Unit 6。本單元教學(xué)圍繞節(jié)日兒展開(kāi)的。在詢問(wèn)節(jié)日這部分，學(xué)生已有了前面第三單元的知識(shí)鋪墊，比較易于深入與擴(kuò)展。這樣的安排，既體現(xiàn)了教材循序漸進(jìn)、由難到易的編排意思，又符合學(xué)生的知識(shí)水平和認(rèn)知水平。關(guān)于人們?nèi)绾味冗^(guò)節(jié)日這一話題，特別是西方的節(jié)日，。則需要學(xué)生課后及時(shí)收集資料。在實(shí)際教學(xué)中，本課采用舊話題先教新句型，再用句型引新知的方式展開(kāi)，這樣既便于學(xué)生接受掌握，也體現(xiàn)了教學(xué)內(nèi)容之間的連貫性。
說(shuō)目標(biāo)：
1. 教學(xué)目標(biāo)
新課程強(qiáng)調(diào)知識(shí)與技能、過(guò)程與方法、情感態(tài)度與價(jià)值觀三個(gè)角度的有機(jī)結(jié)合，本著這樣的認(rèn)識(shí)，我制定如下教學(xué)目標(biāo)。
[認(rèn)知目標(biāo)] 學(xué)生能聽(tīng)、說(shuō)、讀短語(yǔ)及單詞：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 ; 能運(yùn)用 When's … ? What do people usually do at …? Did you…last …? Yes , I did./ No, I didn't.等進(jìn)行口語(yǔ)交際。
[能力目標(biāo)]能用英語(yǔ)交流在假日中的活動(dòng)，部分同學(xué)能用英語(yǔ)流利介紹節(jié)日的有關(guān)情況。
[情感目標(biāo)] 通過(guò)活動(dòng)、游戲使學(xué)生產(chǎn)生學(xué)習(xí)英語(yǔ)的興趣;讓學(xué)生敢于、樂(lè)于開(kāi)口，積極參與交流。并讓學(xué)生在學(xué)習(xí)的過(guò)程中，培養(yǎng)他們的合作意識(shí)和競(jìng)爭(zhēng)意識(shí)。
2. 教學(xué)重難點(diǎn)
教學(xué)的重點(diǎn)是讓學(xué)生掌握詞組，能夠熟練的運(yùn)用詞組進(jìn)行交流，初步鍛煉學(xué)生運(yùn)用詞組描述節(jié)日的能力;難點(diǎn)是讓學(xué)生認(rèn)識(shí)時(shí)態(tài)的變化，及意識(shí)到詞組的不同運(yùn)用能造就語(yǔ)言的豐富性。
說(shuō)教法：
1. 教法設(shè)計(jì)
根據(jù)英語(yǔ)這門課本身的特點(diǎn)及六年級(jí)學(xué)生的興趣，我通過(guò)了設(shè)計(jì)具體形象的情景，以舊帶新，不斷滾動(dòng)知識(shí)點(diǎn)，以此來(lái)分散教學(xué)難點(diǎn)，讓學(xué)生直觀地感知與理解。同時(shí)創(chuàng)設(shè)數(shù)個(gè)任務(wù)活動(dòng)，從單詞到短語(yǔ)到句子到對(duì)話到片斷，使學(xué)生在師生、生生之間的多向交流中進(jìn)行有意義的練習(xí)與實(shí)踐，充分發(fā)揮他們的學(xué)習(xí)主體性，培養(yǎng)他們學(xué)習(xí)致用的能力。
2. 學(xué)法指導(dǎo)
引導(dǎo)學(xué)生通過(guò)比較、觀察、猜測(cè)的方法逐漸感悟新語(yǔ)言項(xiàng)目的功能，讓學(xué)生在多層次的練習(xí)中體會(huì)到學(xué)習(xí)英語(yǔ)時(shí)“運(yùn)用”的必要性，鼓勵(lì)學(xué)生積極思維，大膽嘗試。
3. 教學(xué)手段
根據(jù)本課的教學(xué)內(nèi)容、教學(xué)目標(biāo)、學(xué)生的年齡特征和心理特征，為了更好地激發(fā)學(xué)生的學(xué)習(xí)興趣，從而能積極主動(dòng)參與學(xué)習(xí)。教學(xué)中運(yùn)用多媒體課件、圖片等教學(xué)輔助手段，置抽象的句型于一個(gè)個(gè)生動(dòng)的情景、游戲之中，不僅使學(xué)習(xí)過(guò)程自然輕松，更能較好地啟智開(kāi)思。
說(shuō)過(guò)程：
1.熱身( Warm up)
(1)宣布本節(jié)課的學(xué)習(xí)方式：小組競(jìng)賽。以座位分成四個(gè)參賽小組，按每個(gè)同學(xué)的課堂表現(xiàn)為本組加星，課末評(píng)出WINNER。然后，開(kāi)始“每課一句”，本節(jié)課所教授的句子是“Lite is long if you know how to use it.”
[設(shè)計(jì)意圖] 學(xué)習(xí)方式的宣布讓學(xué)生對(duì)本節(jié)課充滿了興趣，激起了他們的斗志和為本組爭(zhēng)星的表現(xiàn)欲�！懊空n一句”是我在六年級(jí)開(kāi)始每堂課上設(shè)置的一個(gè)必備環(huán)節(jié)。這個(gè)環(huán)節(jié)主要教學(xué)生一些妙言警句。這些句子既豐富了學(xué)生的詞匯量，提高了他們的表達(dá)能力，同時(shí)也讓他們學(xué)到了地道的英語(yǔ)表達(dá)方式。從而為學(xué)習(xí)英語(yǔ)創(chuàng)設(shè)一個(gè)良好的氛圍。
2.以舊帶新 [lead in ]
提供話題Birthday，師生自由交流，然后用“How do you spend your birthday?”引出本課的新句型“What do you do on your birthday?” 進(jìn)而再導(dǎo)入“ Did you … last birthday? ”及回答。然后用Colour 話題引出句型My favourite …
[設(shè)計(jì)意圖] 通過(guò)舊知識(shí)滾出新知識(shí)，是我常用的教學(xué)方法之一。以舊帶新，學(xué)生可以比較輕松地掌握本課的句型。同時(shí)把新的句型和老話題融合一起。有助于培養(yǎng)學(xué)生的語(yǔ)言思維能力的開(kāi)放性。
3.呈現(xiàn)、操練(Presentation, Practice)
承接Colour話題，引出第一個(gè)節(jié)日：National Day。利用課件呈現(xiàn)中國(guó)國(guó)旗。教師引導(dǎo)的話如下：
T:My favourite is red . Because Chinese flag is red . The main colour in China is red on important days. I love China , so I like red. I like red , because I'm from china. Do you like China? Do you like red now?
S: Yes…
T： Do you know my country's birthday?
S: The first of October.
T: What holiday is on that day?
S: National Day.
[設(shè)計(jì)意圖] 找到話題與所授新知的契合點(diǎn)，讓學(xué)生很自然地從一個(gè)話題向另一個(gè)話題過(guò)渡，從而開(kāi)始了本節(jié)課Holiday的話題。同時(shí)英語(yǔ)并不是僅僅是一種工具，它是能夠表現(xiàn)出情感的。在此由紅色引出中國(guó)，由中國(guó)引出它的生日，簡(jiǎn)單的幾句帶有感染力的話就能激發(fā)學(xué)生的愛(ài)國(guó)熱情。
接著用在談?wù)撋諘r(shí)所學(xué)的句型讓學(xué)生談?wù)撘幌聡?guó)慶節(jié)，使所學(xué)知識(shí)處于不斷的滾動(dòng)復(fù)習(xí)鞏固之中。用Guess 猜下一個(gè)節(jié)日Halloween.猜出來(lái)之后，利用謎面鍛煉學(xué)生聽(tīng)與說(shuō)的能力。
[設(shè)計(jì)意圖]因?yàn)镠alloween節(jié)日在5A的書上有專門的一單元的介紹，所以雖然它是一個(gè)外國(guó)的節(jié)日，可是學(xué)生對(duì)它并不陌生。利用謎面，讓學(xué)生讀一讀，說(shuō)一說(shuō)，談一談。在此環(huán)節(jié)充分鍛煉學(xué)生的口語(yǔ)表達(dá)能力。
圣誕節(jié)的出示用一首輕快明了的CHANT作為引入，同時(shí)讓學(xué)生看一段配上音樂(lè)的介紹資料，然后用今天要掌握的句型來(lái)問(wèn)一問(wèn)。之后，出現(xiàn)了一個(gè)有關(guān)圣誕節(jié)的小故事，讓學(xué)生自由的閱讀，然后完成后面的題目。
[設(shè)計(jì)意圖] 在課中關(guān)注學(xué)生的注意力的放松。高輸入量的學(xué)習(xí)會(huì)讓學(xué)生很快有疲勞的感覺(jué)，從而降低學(xué)習(xí)效率。在此環(huán)節(jié)，設(shè)計(jì)了CHANT 和一段了解性文字的閱讀，就是給學(xué)生創(chuàng)設(shè)了一段休息的時(shí)間。然后再根據(jù)高年級(jí)學(xué)生的英語(yǔ)閱讀能力的培養(yǎng)需要，適時(shí)進(jìn)行一篇短文閱讀。
圣誕節(jié)后進(jìn)行春節(jié)的教學(xué)。用一封來(lái)自外國(guó)朋友的信引出春節(jié)。這是一個(gè)美國(guó)的朋友，她先介紹了一下人們?nèi)绾芜^(guò)圣誕的情況，然后向中國(guó)的朋友問(wèn)了三個(gè)有關(guān)春節(jié)的問(wèn)題：What holiday is the popular holiday in China? When is it ? What do people do on that day? 教師讓學(xué)生四人一組討論后再反饋回答。
[設(shè)計(jì)意圖] 在這兒出現(xiàn)了一封的書寫方式，同時(shí)很好地導(dǎo)出了下面的內(nèi)容，教師給學(xué)生提供了廣闊的自由想像和發(fā)揮的空間，讓學(xué)生運(yùn)用所學(xué)的語(yǔ)言進(jìn)行擴(kuò)展性的練習(xí)。
4. 拓展、鞏固(Extension , Consolidation)
(1) Listen and number
(2) Say out the holiday
將一些沒(méi)有學(xué)過(guò)的節(jié)日收集在一起，讓學(xué)生猜測(cè)出意思，并能說(shuō)出時(shí)間。
(3) Try your best
按自己的能力選做一題，題目要求由難到易，選擇不同程度的題所獲得的加星也不斷增加。
[設(shè)計(jì)意圖] 檢查一節(jié)課的教學(xué)效果，課外知識(shí)的拓展，豐富學(xué)生的知識(shí)面。選做題的設(shè)置，再次調(diào)動(dòng)起學(xué)生的積極性。本來(lái)無(wú)望獲勝的小組，此時(shí)又有了一次機(jī)會(huì)，不甘失敗的心理會(huì)讓他們充分發(fā)揮潛能;而本來(lái)勝利在望的小組，此時(shí)又有了危機(jī)感，讓他們不敢掉以輕心。于是一場(chǎng)比拼實(shí)力的競(jìng)爭(zhēng)又在無(wú)形之中展開(kāi)了。他們不斷調(diào)動(dòng)出潛能，能于同學(xué)互幫互助，一種為本組爭(zhēng)光的主人翁意識(shí)也在不斷膨脹中。從而形成了一個(gè)積極的參與氛圍。
5 課后作業(yè)(Homework)
(1) Look and write
(2) 用至少五句話介紹一個(gè)節(jié)日。
[設(shè)計(jì)意圖] 鞏固所學(xué)，將課內(nèi)的學(xué)習(xí)延伸到課外。
英文說(shuō)課稿 篇4
Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.
I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.
Part 1 Teaching Material
The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.
Part 2 Teaching Aims
According to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:
1.Knowledge objects
(1)The Ss can master the usage of the important words and expressions.
(2)The Ss can use the __________________ (grammar) in the proper situation.
(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.
2.Ability objects
(1) To develop the Ss’ abilities of listening, speaking, reading and writing
(2) To guide Ss to set up effective studying strategies.
(3) To improve the student’s reading ability, especially their skimming and scanning ability.
(4) To train the Ss’ abilities of studying by themselves and cooperating .
3.Emotion or moral objects
(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.
(2)Teach the Ss_________________________, put the moral education in the language study.
Part 3 the Important and Difficult Points
Based on the requirement of the syllabus.
The important points are__________________________ such as ______________.
The difficult points are_________________________ for example_____________.
Part 4 Teaching Methods
As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories.
1.Communicative Approach
2.Whole Language Teaching
3.Task-based Language Teaching
4.Total Situational Action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.
Part 5 Teaching Procedure
Step 1. Lead-in. (_____min)
___________________________________________________________________
Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.
(2) To set up suspense/develop interest in _______________.
Step 2. Pre-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Let Ss _____________________________________________________________
Task 2. (Individual work, pair work, group work, class work; _____min)
___________________________________________________________________
Now, let’s see what happened to the_______________/ let’s check whether it is right or not.
Purpose of my design: (1) to get to know something about the _________________.
(2) To have a better understanding about the importance of ___________________.
Step 3. While-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.
Para 1 ___________________
Para 2 ___________________
Para 3 ___________________
Task 2. (Individual work, pair work, group work, class work; _____min)
Scanning: Listen to the tape part by part to finish ___________________________.
Task 3. (Individual work, pair work, group work, class work; _____min)
Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.
Task 4. (Individual work, pair work, group work, class work; _____min)
Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.
Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “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.
Step 4. Post-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
(task1)Ask Ss to close books and finish the summary according their notes.
(task2)Retell the story /Sum up the passage in Ss’ own words according to the chart.
Task 2. (Individual work, pair work, group work, class work; _____min)
Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.
Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.
Step 5. Homework
1.__________________________________________________
2.__________________________________________________
Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
英文說(shuō)課稿 篇5
�。ㄒ唬┙滩牡牡匚患白饔�
本課是初一新教材第5單元的第一部分，教材內(nèi)容圍繞著描述人現(xiàn)在的活動(dòng)展開(kāi)，讓學(xué)生學(xué)會(huì)談?wù)撊巳藗冋诟墒裁�。本課的教學(xué)內(nèi)容與學(xué)生的實(shí)際生活密切相關(guān)，易于引發(fā)學(xué)生運(yùn)用簡(jiǎn)單的英語(yǔ)進(jìn)行交際和交流。在學(xué)習(xí)活動(dòng)中，學(xué)生能通過(guò)交換對(duì)不同人物活動(dòng)的描述，促進(jìn)學(xué)生之間和師生之間的情感交流，增進(jìn)情誼。
�。ǘ┙虒W(xué)目標(biāo)
1、知識(shí)目標(biāo)：What are u ding？ I a watching。What is he ding？ He is ding hewr。Is she reading？ N， she is ding her hewr。
2、能力目標(biāo)：
�。�1）、能抓住人物的主要特征來(lái)描述人物的外貌，并根據(jù)描述畫出人像。
�。�2）、能概括人物的外貌特征并根據(jù)人物特征推理出某一人物。
3、情感目標(biāo)：通過(guò)描述同學(xué)、教師或自己的偶像的外貌，表達(dá)自己的看法，使學(xué)生在人際交往中學(xué)會(huì)尊重和理解別人，學(xué)會(huì)交換不同的看法，了解他人的愛(ài)好，增進(jìn)情誼。
�。ㄈ┙虒W(xué)重點(diǎn)及難點(diǎn)
1、掌握并運(yùn)用描述人物活動(dòng)和地點(diǎn)的詞匯：watching， ding， eating cleaning， plaing， reading， swiing， shpping， pl， schl， all， librar
2、掌握并運(yùn)用簡(jiǎn)單的`英語(yǔ)交際句型：What are u ding？ I a watching。What is he ding？ He is ding hewr。Is she reading？ N， she is ding her hewr。
�。ㄋ模谭ㄔO(shè)計(jì)
對(duì)本課我主要采取了如下幾種教法：
1．聽(tīng)錄音。
聽(tīng)音是英語(yǔ)學(xué)習(xí)的重要方法，也是課堂教學(xué)的重要步驟。在聽(tīng)中可以感知，可以模仿。
2．重點(diǎn)解釋，個(gè)別操練。
在每一堂教學(xué)中，學(xué)生總會(huì)遇到一些難以理解的詞、句型、短語(yǔ)、句子或某一語(yǔ)法現(xiàn)象。如本課出現(xiàn)的一般過(guò)去時(shí)的用法等都需要教師個(gè)別解釋甚至創(chuàng)設(shè)語(yǔ)言情境進(jìn)行操練和舉例，以掃除自由交際過(guò)程中的“攔路虎”，為語(yǔ)言的進(jìn)一步學(xué)習(xí)奠定基礎(chǔ)。
3．指導(dǎo)學(xué)生展開(kāi)情景對(duì)話。
在第一部分和第二部分的教學(xué)過(guò)程中，要想辦法使人人開(kāi)口，使人人都有成功感。通過(guò)對(duì)話逐步達(dá)到對(duì)教材內(nèi)容的全部操練。。第三部分問(wèn)答游戲時(shí)，猜中的同學(xué)老師給予鼓勵(lì)，激勵(lì)更多的同學(xué)參與進(jìn)來(lái)
4．學(xué)生獨(dú)立操作。
首先要求學(xué)生根據(jù)師生示范獨(dú)立對(duì)話，隨后叫幾組分別站起來(lái)表演。這是深化課堂教學(xué)的重要舉措。
5． 我在教學(xué)過(guò)程中設(shè)計(jì)了填表和動(dòng)詞填空的練習(xí)，以檢查學(xué)生對(duì)本課的掌握情況。在整個(gè)教學(xué)活動(dòng)中，我還采用了幻燈片，對(duì)順利開(kāi)展教學(xué)活動(dòng)起到了很好的 輔助作用。
�。ㄎ澹畬W(xué)法指導(dǎo)：
我所采用的教法有助于學(xué)生掌握如下學(xué)法：
1．養(yǎng)成聽(tīng)的習(xí)慣。
學(xué)生要經(jīng)常聽(tīng)錄音，聽(tīng)教師講英語(yǔ)，聽(tīng)同學(xué)們講英語(yǔ)，這對(duì)學(xué)好英語(yǔ)大有好處。
2．科學(xué)儲(chǔ)備大量知識(shí)。
學(xué)生不掌握豐富的知識(shí)就不可能進(jìn)行很好的語(yǔ)言交流。所以學(xué)生必須了解語(yǔ)言規(guī)律，掌握豐富的詞匯，熟知語(yǔ)法規(guī)則，會(huì)熟練表達(dá)由各個(gè)話題而展開(kāi)的交際內(nèi)容。要學(xué)會(huì)在實(shí)踐中學(xué)，在應(yīng)用中學(xué)，這樣學(xué)來(lái)的知識(shí)記憶深刻、靈活度大。
3．及時(shí)鞏固，反復(fù)記憶。
凡教師在課堂上所講到的語(yǔ)言難點(diǎn)，學(xué)生應(yīng)及時(shí)整理，再次認(rèn)識(shí)并積極使用。對(duì)前面已學(xué)過(guò)的課文，學(xué)生要有安排地經(jīng)常復(fù)習(xí)，否則常常是學(xué)了新的，忘了舊的。
4．積極操練，重在口頭。
在課堂上，學(xué)生要積極參與教師設(shè)計(jì)的每個(gè)教學(xué)活動(dòng)，要大膽開(kāi)口，創(chuàng)造性地說(shuō)自己想說(shuō)的話。課后和其他同學(xué)及時(shí)進(jìn)行英語(yǔ)交流。只有這樣，才能將書本知識(shí)變成自己的知識(shí)和語(yǔ)言能力；也只有這樣，才能實(shí)現(xiàn)脫口說(shuō)英語(yǔ)的目的。（六）教學(xué)設(shè)計(jì)在上新課之前先復(fù)習(xí)動(dòng)詞的ing形式，和上節(jié)課的重點(diǎn)句型。通過(guò)對(duì)重點(diǎn)句型的變形導(dǎo)入新課。安排猜謎游戲幫助學(xué)生鞏固新知之新知識(shí)。然后翻開(kāi)課本學(xué)習(xí)2c，這樣可以降低學(xué)生學(xué)習(xí)難度，有利于學(xué)生更好的掌握新知識(shí)。接下來(lái)再講2a和2b，之后是3a和3b。講解4時(shí)，難度再次加大，因?yàn)樾枰獙W(xué)生用自己的語(yǔ)言講解圖片。于是我利用教材所給的圖片和問(wèn)題進(jìn)行引導(dǎo)，先讓學(xué)生觀察圖片，在就圖片回答問(wèn)題。問(wèn)題有答案之后，要求他們講述圖片，這個(gè)難度就大大降低了。最后我在就學(xué)生的講述進(jìn)行適當(dāng)?shù)囊龑?dǎo)和補(bǔ)充。下課前布置作業(yè)，結(jié)束課堂。在整個(gè)教學(xué)過(guò)程當(dāng)中，我有意識(shí)的降低教學(xué)難度，為學(xué)生更好的學(xué)習(xí)創(chuàng)造良好條件。
本課以素質(zhì)教育為目的，結(jié)合教材重點(diǎn)、難點(diǎn)及英語(yǔ)學(xué)科特點(diǎn)，利用多媒體輔助教學(xué)，以任務(wù)性教學(xué)為主，從視、聽(tīng)、說(shuō)等方面使學(xué)生得到鍛煉，在愉快、輕松的氛圍中溫故而知新，達(dá)到初步運(yùn)用英語(yǔ)交際的能力。由于缺少經(jīng)驗(yàn)，在教學(xué)過(guò)程中難免會(huì)出現(xiàn)不足，敬請(qǐng)各位專家老師不吝賜教，謝謝大家！
英文說(shuō)課稿 篇6
一、 說(shuō)教材
今天我說(shuō)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(tīng)、說(shuō)、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(guò)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(shuō)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(guò)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(wèn)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(shuō)教學(xué)目標(biāo)
1、語(yǔ)言知識(shí)目標(biāo)
(1) 讓學(xué)生能聽(tīng)、說(shuō)、認(rèn)、讀pen,pencil,book,bag等單詞。
(2) 通過(guò)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(tīng)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(guò)學(xué)習(xí)活動(dòng)，使學(xué)生有興趣聽(tīng)、說(shuō)英語(yǔ)，培養(yǎng)學(xué)生注意觀察、樂(lè)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(guò)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(shuō)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(shuō)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(shuō)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。
（一） 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(lè)趣及交流的意義，也通過(guò)小組成員之間“榮辱與共”的關(guān)系而形成同步學(xué)習(xí)的環(huán)境。
�。ǘ� 情境教學(xué)法
給學(xué)生不斷創(chuàng)設(shè)各種真實(shí)的場(chǎng)景，促使學(xué)生說(shuō)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(lái)也比較方便。
七、說(shuō)教學(xué)過(guò)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(shuō)過(guò)：“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(kāi)頭，不僅能使學(xué)生迅速地興奮起來(lái)，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(jiàn)面，有些害羞，要老師代問(wèn)，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(wèn)：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(wèn)，借以復(fù)習(xí)表示顏色的單詞。大力夸獎(jiǎng)樂(lè)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(shuō)、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(wèn)。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(wèn)，學(xué)生可用中文來(lái)回答。教師引導(dǎo)用“it’s a…”來(lái)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(lái)，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(lái)非常帶勁，能起到很好的鞏固作用。通過(guò)齊讀、指名讀、開(kāi)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(lái)，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(lái)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(wèn)，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(lái)提問(wèn)。對(duì)能正確使用this和 that來(lái)詢問(wèn)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(wèn)，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(kāi)書，結(jié)合課文插圖，聽(tīng)課文錄音，理解文意。
�。�2）再聽(tīng)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(lè)。
�。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(wèn)，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(guò)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(shuō)：呀，你真了不起！能說(shuō)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(lái)進(jìn)行問(wèn)答。提醒學(xué)生在問(wèn)時(shí)把圖片拿出來(lái)，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(tīng)，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(lái)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(lái)分享學(xué)習(xí)英語(yǔ)的快樂(lè)，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(lái)的喜悅，達(dá)到學(xué)以至用的目的。
八、說(shuō)設(shè)計(jì)說(shuō)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(guò)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(shuō)課稿 篇7
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.
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