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有關(guān)英文說課稿集合八篇
在教學工作者實際的教學活動中，時常需要用到說課稿，編寫說課稿是提高業(yè)務素質(zhì)的有效途徑。那么說課稿應該怎么寫才合適呢？以下是小編為大家整理的英文說課稿8篇，僅供參考，大家一起來看看吧。
英文說課稿 篇1
Good morning, everyone! It’s my honor to present my lesson plan here. The teaching material comes from PEP Go for it 8B U6. The title of the reading part is I’ve been studying history in China. History is the topic of this passage. The story is narrated by an Australian, Leo, who tells his life in China, his family history and his study of history. This reading mainly focuses on developing Ss’ reading skill, especially scanning. So this is one of the language focuses. As for the content, because of many new words and phrases in the context and Ss’ lack of the knowledge about “history”, it is a little difficult for them to understand the passage. So the Ss may have a bit difficulty in retelling the passage in the last activity role-play. Thus I rearrange the material like this: The 3 questions in pre-reading are modified. I’ll choose some easier and funnier questions to lead Ss into the topic History. The grammar review in Exercise 3b, 3c is not the language focus in this lesson, thus it’s considered as the homework.
According to the New English Curriculum, the teaching should not only focus on the development of Ss’ reading strategy, also the Ss’ interest in English. So I apply communicative approach, making use of real-life situations to motivate their desire to communicate in meaningful ways about meaningful topics. Ss will enjoy their participation in this lesson by discussion and role-playing. As for the teaching aids, PPT, blackboard and audio tape are needed.
Based on those analyses, I set the following 5 teaching objectives. By the end of the class, Ss will be able to:
1. Linguistic knowledge
Master new words and expressions, such as emperor, dynasty, capital etc. (this is the language focus)
Be familiar with the topic history.
2. Language skills
Develop their reading skills, especially scanning. (This is the language focus I’ve mentioned before.)
Tell Mike Leo’s life in Harbin during the role-playing. (This is the anticipated difficulty.)
3. Affects
Love our country by learning more about Chinese history.
4. Cultural awareness
Know more about history of other countries.
5. Learning strategy
Learn to get more information both from books and the Internet.
Ok, now let’s move to the most important part: teaching procedure. I adopt 3-stage model: pre-reading, while-reading and post-reading. The duration is 45 minutes.
In pre-reading stage, there’re 2 activities for 9mins. I’d like to introduce Leo to Ss as a new friend. The first activity is Leo’s self-introduction through a short record. The record is prepared before the class with some key information about Leo. As a foreigner, Leo loves Chinese history very much, so he has many questions to ask Ss. The first one is about the emperors and the dynasties. Ss should be able to do the match between them. Those emperors are all famous characters in the Chinese history, such as Tang Taizong, Cheng Jisihan, Kang Xi and so on. The second one is about the famous capitals in the history. Ss should pick out the city which was not the capital in the history. By the way, I will provide some information about Harbin, which is the city where Leo lives. This introduction can also build Ss’ knowledge structure. This kind of lead-in could be funnier and easier, and the comfortable atmosphere can help Ss’ to acquire new knowledge easily.
In the second stage while-reading, there are 2 steps; they are fast-reading for 6mins and careful-reading for 15mins. There’re 2 activities in fast-reading: skimming for the main idea of each paragraph and scanning for the specific and important information to fill in the blanks. These tasks can help them get the general idea of the passage.
In careful-reading step, I’ll guide them to learn the passage paragraph by paragraph, from Leo’s introduction to Leo’ s family history, and Leo’s study of history, the last is Leo’s dream. Different tasks are designed for Ss: For the first paragraph, Ss are asked to find some key words about Leo: Australian, Jewish, etc. For the second paragraph, Ss are required to fill in the time table about Leo’s family history. As for Leo’s study, Ss are asked to make a comparison between Leo and his friends. The last is Leo’s dream, I’ll ask Ss several simple questions. I will make sure that Ss won’t be bored by the tasks and participate in all the activities actively.
In post-reading, there’re 2 activities for 14mins: discussion for 5mins and role-playing for 9mins. I’ll ask Ss two questions: Q1: Why are some old buildings in Harbin built in Russian style? Q2: Why does Leo want to go to Beijing for the Olympic Games in 20xx? What can we infer from that? Ss are supposed to learn more about the history of China and other countries, and develop their patriotic feeling. The role-playing is Leo’s talking with his friend Mike. They are talking about Leo’ life, work and the future plan. What Ss have learned in this lesson is needed in the talking. In order to lower the degree of the difficulty, I’ll provide some sentence structures, some questions and key words. So this can be considered as a review of the whole lesson. And this is the right time to practice Ss’ oral English and they should talk in the correct tense to practice the grammar we have learned before.
The last minute is for explaining homework: Suppose that Leo’s friend Mike is coming China for the Olympic Games, we should give him some tips. Ss are asked to get more information through the books and the Internet, and then write down at least 3 tips in the following structure: If you want to go to the Great Wall, you will have to take No.15 bus…. This task comes from Exercise 3b, 3c. Ss can not only review adverbial clauses of condition introduced by If according to the requirements of the teaching material but also enjoy learning with the given situation. As time’s limited in the class, the task is left as the homework.
Finally, making a good use of the blackboard can help Ss learn better. So this is my blackboard design: the title is in the middle of the blackboard, the left part is for some information related to Leo and also the structure of the whole passage, the right part is for some new words and expressions.
英文說課稿 篇2
這堂課的語言知識技能目標是：
通過在創(chuàng)設(shè)買水果的情境的對話中，使學生能聽懂、會說：Do you like ….? / Yes，I do …. / No，I don’t. / What about …? / Let,s have some …這些句型。 并能在實際情境中運用。
情感目標是：
在小組內(nèi)用“What about …”向別人提意或詢問，滲透人際間要有良好的溝通方式。
我這堂課總體的設(shè)計理念是采用了任務型教學的方式�！敖處煈摫苊鈫渭儌魇谡Z言知識的教學方法，盡量采用‘任務型’的教學途徑”，這是《英語課程標準》所指出的，所以全課始終在購買水果的情境中進行著，讓學生觸景生情，在完成購買水果的任務中，學生愉快地學習英語。
為了很好的達成以上教學目標，把教室布置成一個模擬購買水果的情境：四個同學圍成一個小組，每組的桌上，放一個水果盆和一個用紙密封的水果籃，水果盆和水果籃中都放入“pear peach orange watermelon”的英語圖片。
過程：
在課的開始部分，我組織一個對前一課時所學四個水果單詞的warm—up。為了提高學生學習的積極性，復習采用的方法是：每個小組桌子上放一個用紙密封的水果籃。籃中放入一些水果圖片，老師問學生，Guess it ，pless. What’s in it? 學生不知是什么物品，都想去摸，自然就提高了學生的參與積極性，讓學生摸出一個圖片，說出這個水果的英語單詞。先老師參與到其中一組，師生共同示范一次，然后每個小組，輪流從密封的水果籃里摸，摸到一個水果圖片，就說出它的英語單詞，其他學生要聽出他說的單詞是否準確。
�。ㄟ@種復習符合學生好奇心理，激發(fā)學生說的欲望和聽的興趣，擴大參與面，實現(xiàn)生生互動。）
復習之后，教師就用語言來創(chuàng)設(shè)一個購買水果的情境，“Amy and Bai ling go to the fruit shop ，Which fruit they like best? Let’s have a look。”播放課件，讓學生整體感知課文“Let’s talk”部分。
先讓學生聽兩遍課件中的課文朗讀，了解整個故事情節(jié)，并對本課所要學的句型有個初步的印象。聽兩遍的過程，也是規(guī)范學生語言的過程。
之后，再播放一次課件，程度好的學生可以跟讀對話，給不同程度學生有不同的發(fā)展。
教師提出全文任務：Look ! So much fruits 。Do you like it？If you can say it well。The fruits is for you。有學習的目標是任務型英語教學的基礎(chǔ)，也是激發(fā)學生學習興趣的途徑。
這篇課文中，學生要了解四個句型的意思，并達到會說的程度是本課的重點，句型較多，也是學習的一個難點。為克服內(nèi)容多的難點，我將全文內(nèi)容整合，重新分組。這符合新課標“教師要善于結(jié)合實際教學需要，靈活和有創(chuàng)造性地使用教材，對教材內(nèi)容進行適當調(diào)整”的精神。 我的引導過程具體分為三個環(huán)節(jié)。
第一環(huán)節(jié)：
教師參與到其中的一個小組，用“Do you like …？”的句型提問，因為學生在上學期已經(jīng)接觸了“l(fā)ike”一詞，現(xiàn)在又有了前面三次聽的機會，對本課所要學的對話有了一定的感知，預計有部分學生會回答“Yes，I do. 或 No，I don’t .”當學生回答“Yes，I do.”時，我就說：“Here you are .”同時也將水果遞給學生，在教師與學生、學生與學生的對話中，領(lǐng)悟了“Yes，I do.”和“Here you are .”的意思。
當學生回答“No, I don’t.” 時，教師不把水果遞給他。通過這個過程的口語與演示，學生也會領(lǐng)悟到“No, I don’t.”的意思。
同時，進行師問生答的口語操練。師生對話要適當增加，使學生對“Yes，I do.和No, I don’t”的句型有更多的操練機會。這樣，第一環(huán)節(jié)的目標也就達到了。
第二環(huán)節(jié)：
由師問生答的形式，變?yōu)樯鷨枎煷�。通過教師引導，讓學生用“Do you like …”提問。因為，學生要把“Do you like …”的音讀準，有一定難度。因此，在起先學生說這句式時，要發(fā)揮教師的主導作用，讓學生跟讀，注重學生發(fā)音的準確。
在學生基本會用“Do you like …”提問后，教師引導小組內(nèi)成員相互之間用“Do you like …與Yes或No”的句式進行問答，整個對話過程要留給學生足夠的時間，教師還要及時了解各組的對話情況，通過激勵與輔導形式，達到優(yōu)等生熟練、其他學生基本會說的程度。
第三環(huán)節(jié)：
教師與學生合作當一對顧客，起先還是運用“Do you like …與Yes或No”進行對話。當學生說“No，I don’t .”時，教師順勢引出“What about … ?”和“Let’s have some …”的句型。教師配以動作演示，當學生對這兩句口語有強烈刺激后，就組織學生自愿組合成一對顧客，進行對話，要求在對方說“No，I don’t .”時，要選擇另外水果圖片，并用“What about … ?”和“Let’s have some …”句型說話。這一環(huán)節(jié)的重點就是操練這兩個句型，同時也實現(xiàn)了本課時的情感目標——那就是人際間要有良好的溝通方式。
�。ㄒ陨先齻�教學環(huán)節(jié)，將本課要學的三類新句型，分層練習，一步一個句型，掌握一句，再學一句，學生頭緒清晰，學得輕松，效果自然就高了。）
朗讀:
在學生對所學四個句型基本掌握之后，組織學生通讀課文，熟讀對話。先教師一句一句領(lǐng)讀，再組織指名讀，自由讀。朗讀有利于提高口語表達能力，是新課程所提倡的最基本的學習策略。學生在各種形式的讀中，提高了英語口語水平。
操練:
最后操練部分：將各組水果圖片集中，整個教室組成一個模擬型的水果超市，操練分兩步：1、教師與學生配合示范練習：教師邀請一位學生組成一對購物伙伴，走進水果超市，要求相互間用“Do you like …？Yes, I do.和No, I don’t .What about pears?”和“Let’s have some …”這些句型進行英語購物，從而激發(fā)其他學生的操練欲望。2、學生之間配合購物操練：讓少部分學生自愿當營業(yè)員，大部分當顧客，兩位顧客組成一對購物伙伴，走進水果超市，進行英語對話，如果學生說得準確，那么水果就可被取走。學生扮演的顧客與營業(yè)員之間的角色要自由換位，以便讓每個學生對各類句型都能得到訓練。
整堂課，教師樹立讓每個學生得到發(fā)展的理念，比如創(chuàng)設(shè)的活動情境，有利于全體學生發(fā)展語言技能，提高實際語言運用能力。優(yōu)等學生在聽的基礎(chǔ)上就有自由嘗試說的機會。組成學習小組學習口語，注重相互間的合作。全課有多次遞進式的口語實踐機會。
注重把英語教學與情感教育有機結(jié)合。全課就是在寬松、民主、和諧的學習環(huán)境中完成活動過程的，教師參與小組交流引導，關(guān)注學習困難學生的語言實踐。
英文說課稿 篇3
一、教材分析：
教材概述：
《新目標英語》Go for it !每個單元包括section A , section B,跟 self check三個，部分其中A 部分是基本的語言內(nèi)容，B部分是知識的擴展跟綜合的語言運用。Self check 部分是讓學生用來自我檢測本單元所學的語言知識。教材突出語言使用能力的培養(yǎng)，它采用任務型語言教學模式，每個單元都設(shè)計成一個或幾個與該單元話題有關(guān)的任務，讓學生在完成任務的過程中，使用英語獲取信息，進行交流，真正體現(xiàn)了在"在做中學""在學中用"的教學理念。
單元內(nèi)容分析：
本單元的`標題為This 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，學習跟運用目標語言"介紹人物跟識別人物"
本單元的教學內(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.詢問，辨認人物的疑問句形式 Is this/that…？
二、教學設(shè)計思路
《新目標英語》中的具體語言目標是通過各種各樣的tasks來實現(xiàn)的，學生需要運用具體而特定的行動來完成一定的交際任務，整個教學過程中就是各種語言結(jié)構(gòu)與語言功能與不同的學習任務有機的結(jié)合，因此，本單元我將始終引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得跟積累相應的學習經(jīng)驗，讓學生在用中學，在學中用。
根據(jù)語言學習的認知規(guī)律；由淺入深，由已知到未知，本單元計劃用四個課時。
分課分析：
第一課時： Section A, 1a, 1b, 1c, 2a, and 2b
利用教學圖片跟制作多媒體課件來展開課堂pair work ,group work等口語交際活動，引導學生學會運用指示代詞介紹人物，幫助學生掌握家庭人員的稱謂，區(qū)分單指跟復指。
教學重點：
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 難 點： 復數(shù)指示代詞these those 家庭成員的 復數(shù)形式及它們在句中的正確運用。
第二課時： Section A 2c , 2d , 3a , 3b, 3c , 4,
利用照片跟多媒體游戲， 復習鞏固家庭成員的稱謂， 運用this /that…疑問句形式，辨認人物。
教 學 重 點： 掌握句型Is that/this……？及其肯定跟否定回答。
第三課時： Section B 1, 2a, 2b, 2c, 3a, 3b, and 3c
復習猜詞游戲鞏固跟教學更多的家庭成員的詞匯，通過制作家譜，進一步明確家庭成員間的關(guān)系。
教學重點：
1）詞匯 uncle aunt cousin son daughter dear thanks for photo here
2） 掌握并制作家譜
3）擴充詞匯 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece
第四課時 section B 4, self check
通過小組活動跟知識檢測，促使學生不斷地使用所學內(nèi)容，從而提高他們靈
活運用知識的能力
教學重點： 書信的格式
教學難點： 以書信的形式介紹家人
三、教學目標
1.語言知識目標
1）學習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.
補充詞匯 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece
2） 學會初步運用指示代詞 this that these those 介紹他人
3） 學會初步運用 this that 的疑問句形式詢問辨認人物
2.語言技能目標
1）培養(yǎng)良好的聽說讀寫能力
2）通過創(chuàng)設(shè)情景，培養(yǎng)學生的發(fā)展思維能力，激發(fā)學生的想象力。
3.情感目標
1），創(chuàng)設(shè)真實情景，激發(fā)學生學習英語的興趣，培養(yǎng)學生積極主動的學習精神。
2）通過小組間良性的競爭與合作，培養(yǎng)友好互助的精神。
3）通過對家庭成員之間關(guān)系的描述，增進學生關(guān)心熱愛家人的情感，促進學生彼此之間的相互了解，增進友誼。
4.文化意識
1） 了解英語國家中不同性別常用的名字及家庭成員之間的稱呼習俗，了解中西方在家庭成員稱呼上的文化差異，拓展學生的視野。
2） 跨學科學習，利用多媒體跟卡通圖片，強化視覺能力，拓展語言藝術(shù)，培養(yǎng)審美意識。
5.學習策略目標
1）幫助學生明確學習目的，指導學生做好預習
2）利用不同方法收集卡通圖片 或家人照片，供上課小組活動使用
3）通過小組討論，競賽，游戲等多種形式，確立learning by doing learning for using 的學習英語的思想。
四、教學原則
1. 活動性原則 提倡學生主動參與，體驗，交流，合作，探究等多種學習。
2. 合作性原則 以學生為主體，師生合作，生生合作，體現(xiàn)教與學的互動，交往。
3. 任務型原則 運用任務型的教學途徑，培養(yǎng)學生綜合語言運用能力。
4. 情感性原則 激發(fā)學生學習英語的興趣跟始終保持良好的學習情緒。
五、教學方法
1.提問引入法 通過提問，集體，分組，分行回答，或?qū)W生逐個回答的形式開展教學，檢查 跟鞏固新舊知識。
2.交際功能法 通過集體，分組，兩人，個人操練等形式，達到交際的目的，促進語言實際運用能力的提高。
六、任務特點：
在本單元的教學活動中，每課都圍繞一個中心任務而進行。
第一課時 識別家庭成員及其稱謂。
第二課時 相互問答，介紹家庭成員。
第三課時 制作家譜并描述家庭成員
第四課時 以短信的形式向朋友介紹家庭成員，以quiz的形式對本單元的學習做終結(jié)性評價。
英文說課稿 篇4
一、說教材（教材分析） Analyzing teaching material
1. 說課型 lesson type （Dialogue/ reading/ listening/ revision）
2. 本課在教材中的地位 status and function
Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.
3. 說教學指導思想 teaching guideline
�。═eaching syllabus:
Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills:
develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model）
4. 說教學目標和要求 Teaching aims and demands （…be intended for Ss in key schools）
1）認知目標 knowledge objects
a. Enable the Ss to remember the following new words & phrases:
Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room left…
Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
2）智能目標 ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
f. Train them with some effective learning methods to optimize Ss’ learning results.
3）德育目標 moral objects
a. Arouse their interest in learning English;
b. Help them to understand the background of pollution.
c. Enable the students to love our earth and the nature.
d. Be aware of the importance of stopping pollution & protecting our environment.
e. Encourage the Ss to do something to save the earth.
5. 說教學重點 teaching important points （生詞、句型；培養(yǎng)閱讀技能）
a. New words and phrases
b. Sentence pattern:
If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 說教學難點 teaching difficult points （語法；發(fā)展交際能力）
a. functional item:
Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 說教具 teaching aids （multi-media computer, software, OHP）
The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.
二、說教法 Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning:
New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、說學法 Study methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.
四、說教學過程Teaching procedures
I. 復習 （Revision） 5min （Daily report; 詞匯diagram; brainstorming; activate schemata）
Activity 1:
Imagination
1） Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （Wash it? Or throw it away?）
2） Suppose you catch a bad cold, what’s to be done?
3） Suppose your bike is broken, what’s to be done?
4） And suppose the earth, on which we all live, is damaged, what’s to be done?
* What can you think of when you see "pollution" this word?（waste, environment, air, water, factory, desert, climate… Try to activate the Ss schemata regarding the topic of pollution.）
II. 呈現(xiàn) （Presentation） 5min
Activity 2:
Presentation
Play the song "Earth Song" sung by Michael Jackson. （Create an atmosphere）
A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.
* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
III. 對話 / 閱讀 （Dialogue）18m
1. Pre- reading
Activity 3:
Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4:
Read and answer
2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills:
skim & scan. Pay attention to the pronunciation, stress & intonation.
* 閱讀： Pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 識別關(guān)鍵詞key words;確定主題句；創(chuàng)設(shè)信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map.達到對課文的整體理解和掌握。So that they can have a good understanding of the whole text.）
3. Post- reading
Activity 5:
Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
IV. 操練 （Practice） 10m
Activity 6:
Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7:
Acting out
Activity 8:
Drill – Supposition
Purpose:
Practise the functional item of Supposition. （P. 33 Part 2; P.113, wb Ex. 3）
�。≧etell; act out; role play）
V. 鞏固 （Consolidation） 6m
（Discussion; interview; press conference; debate; quiz）
Activity 9:
role play
Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
Activity 10:
Discussion
Think of the question:
Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.
VI. 作業(yè) （Homework） 1m （Writing; continue the story; recite; retell）
Write a letter to the mayor, telling him sth. about the pollution around your school.
A Brief Instruction to the topic of "What should I do?"
Shangyuan Middle School Li Yi Cai
Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic" What should I do?"I will divide the instruction into seven parts:
they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.
Part 1 Teaching material analysis
This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.
Part 2 Teaching aims
1.Aims of the knowledge:
�。�1）To know the spelling of some words and usage of some phrases.
（2）To learn something about Millie’s and Simon’s problems.
�。�3）To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.
2.Aims of the ablilities:
�。�1）To improve the ability of getting information by reading.
�。�2）To improve the ability of retelling the story.
3.Aims of the emotion:
（1）To understand how to write about problems and to express feelings.
�。�2）To ask for advice to solve the problems.
Part 3 Teaching emphasis
1.To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.
2.To get the ability of general reading and getting information.
Part 4 Teaching difficulties
1.To recognize and understand vocabulary about problems.
2.To ask for advice
Part 5 Teaching methods
In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is "Learning by doing,learning by using".Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.
Part 6 Teaching aids
Projector,slide show,tape recorder and blackboard
Part 7 Teaching procedure
Step Ⅰ。Lead-in
The purpose is to arouse the students’interest of study.
Let’s have a free talk.
T:Have you got problems?
S:Yes.
T:What is it?
S:Eating too much makes me unhealthy.
T:What about you?
S:……
Step Ⅱ。Presentation
The purpose is to develop the skills of skimming and how to gain the main idea of the articles.
1.Ask students to read two letters and answer the following questions:
�、賅hat is Millie’s favorite hobby?（Painting）
②What is Millie’s problem?（She doesn’t have enough time for hobbies and homework.）
�、踂hen does Simon play football?（After school until late）
④How do his parents feel about it?
�。═hey don’t like this and ask him to go home before 6 p.m.）
2.Ask students if there are words that they do not know.
Explain some new words briefly.
deal;choice;complete;refuse;accept;spare;doubt;whether;
Step Ⅲ。Practice
The purpose is to develop the skills of scanning and how to gain the details from the articles.
1.Listen to the tape and answer some question about "True"or"False".
2.Ask students to read the articles again and explain some important phrases.
How to solve the problems;hand in;on time;at the moment;
can’t find any time for my hobbies;feel bad;give up;
achieve a balance between the two;hear form;make unhappy
Step Ⅳ。Retelling
The purpose is to develop the skills of retelling with the key words
1.Ask students to make sentences with phrases that we have learned.
2.Try to retell the outline of the articles.
3.Encourage students to say something about themselves.
Step Ⅴ。Summary and homework
The purpose is to give the students a clear idea of how to express their problems and revise the articles.
1.Ask students to revise the words and phrases
2.Ask students to write a letter about himself after class.
During my teaching,I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.
Thank you!
英文說課稿 篇5
【說教材】
1。教材內(nèi)容
本課時的教材內(nèi)容是有關(guān)職業(yè)的六個單詞dctr fire fighter nurse ffice wrer plice fficer secretar taxi driver teacher 以及詢問別人職業(yè)的句型What des ur father d？ He is a …。
2。教材的地位
本課時教材是對前幾冊教材所學有關(guān)職業(yè)名稱詞匯的一個擴充和所學句型的拓展。使學生的詞匯量在原來的基礎(chǔ)上有一個提高，同時使他們掌握了多種詢問職業(yè)的問答方式。
【說教學目標】
根據(jù)教材的內(nèi)容和<<英語課程標準>>要求，我確定了以下教學目標以及教學重難點：
1、知識目標：能夠聽、 說 、讀、寫六個新授單詞dctr fire fighter nurse ffice wrer plice fficer secretar taxi driver teacher能聽、說、認讀句型What des ur father d？ He is a …。
2、能力目標：學會使用句型What des ur father d？He is … 來詢問和回答他人職業(yè)，并能使用句型What are u ging t be？ I’ ging t be…來詢問別人和表達自己的理想。
3、情感目標：在課堂中培養(yǎng)學生積極用英語表達的習慣，以及在各項活動中培養(yǎng)學生積極與他人合作的精神。
4、教學重難點：本課時的教學重點是使學生能夠掌握6個四會單詞和兩個句型。教學難點是單詞singer的語音教學。
【說教法】
1。教法設(shè)計
小學英語教學應該把培養(yǎng)學生的學習興趣、調(diào)動學生學習英語的主動性作為教學重點，根據(jù)學生的認知規(guī)律，我采用了游戲教學法和任務型教學法，讓學生通過閱讀、思考、猜謎、調(diào)查、交流和合作等方式學習和使用英語，完成學習任務。
2． 學法指導
在學習過程中，從學生的學習興趣、生活經(jīng)驗和認知水平出發(fā)，倡導體驗、實踐、參與和交流的學習方式，培養(yǎng)學生的英語綜合語言運用能力，主動思維，大膽實踐，形成自主學習的能力。
3。教學手段
根據(jù)本課教材的特點，我除了采用常規(guī)的教學手段外，同時采用了多媒體現(xiàn)代教學技術(shù)，使學生的多種感官共同參與到整個學習過程中，激發(fā)學生的學習興趣，提高課堂教學效率。
【說設(shè)計】
1． 導入設(shè)計
（1）Let’s sing。。
在熱身時讓學生一起唱四年級上第六單元的歌曲What des he d？這首歌曲與本課教學內(nèi)容有著密切的關(guān)系。放在課前作為熱身活動，能使學生更快地進入學習狀態(tài)。同時也起到復習鞏固的作用。
�。�2）Rean and guess。通過閱讀一段簡單的文字來猜教師的一位新朋友來導入新課，旨在培養(yǎng)學生的閱讀能力。
�。�3） Guessing gae： What can Mr。 Cat d？，設(shè)計這樣一個游戲的第一個目的是為了自然地過渡到本課的詞匯教學；第二是為了充分調(diào)動學生參與活動的積極性。這是一個難度比較低的游戲，考慮到六年級學生普遍存在著害羞怕出錯的心理，我認為這樣一個低難度的游戲能充分調(diào)動他們的參與熱情。
2． 新課呈現(xiàn)
�。�1）本課六個新授詞匯我都以Mr。 Cat鄰居的身份導入。其中我在部分單詞的出現(xiàn)方式上稍做變化。以不同形式的猜謎方式引出，其中通過閱讀文字引出趙薇actress的教學，以聽歌曲的猜人物的方式引出周杰倫singer的教學，以看圖片猜人物的方式引出楊紅櫻writer的教學，這樣不僅能調(diào)動學生的多種感官共同參與到整個學習過程中，激發(fā)學生的學習興趣，還大大地提高了課堂教學效率。同時在每個單詞新授后我都安排了一個同樣的環(huán)節(jié)讓學生說說自己所知道的各個職業(yè)的一些名人。培養(yǎng)學生良好的口語表達能力。
�。�2）單詞拼讀能力的訓練和單詞頻度規(guī)律的總結(jié)。主要是訓練學生對四會單詞的拼讀能力，其中有三個單詞writer， singer，TV reprter的結(jié)尾三個字母都是er，給學生歸納總結(jié)有助于學生記憶。
�。�3）Guessing gae： What des Mr Cat’s father d？這個游戲的主要目的還是為了進一步鞏固這六個新單詞的學習。考慮到六年級學生對于這種比較刺激的游戲都特別感興趣，我把這個游戲設(shè)計成小組競猜的形式，在此不僅復習了單詞和句型，又滿足了學生的好勝心理。
（3）Let’s chan進一步鞏固本課重點句型的學習。
�。�4）Grup wr：我把書本上的形式稍做了改變。通過Mr Cat提問的方式導入，Which b is the st ppular nw？讓學生通過調(diào)查來幫助Mr Cat解答問題，其中在調(diào)查前我讓學生做一個預測，如果預測是對的每人可以得到一張書簽作為獎勵，以此來提高學生參與活動的積極性。
3．回家作業(yè)。
英文說課稿 篇6
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7
（英文萬能版）
● Good morning, my dear judges. I am number_______. I’m glad to interpret my teaching design here.
● My teaching content today is Part of Unit of PEP Primary English, Book This unit is mainly about Now, I will explain the lesson from the following aspects.
1. 教學內(nèi)容 (Contents)
Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit .
It includes , ____ and . In section 1, it mainly deals with these key words,
2. 教學對象(talk about the students)
Secondly, it is about the students. Our students are in Grade
They are active and curious, interested in new things.
After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language.
They have learnt English for years, and have already known
It is not difficult for them to understand and use the language
3. 教學目標 (Teaching aims)
So, I set the following aims.
By the end of the lesson, students will be able to read, recognize, and use these words:
And, these sentences:
By the end of the lesson,
①Ss can understand the and get useful information from the through attentive listening / reading.
�、赟s are able to talk about
③Ss can use to give suggestions on
�、躍s’ abilities of listening and speaking will be developed.
(Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is
①to help students cultivate and foster their abilities of working in groups.
�、趖o foster Ss’ consciousness of good-cooperation and proper competition.
�、踭o help Ss cultivate their abilities to analyze and solve problems independently.
④to foster Ss’ initiative and creativeness.
�、輙o help Ss to recognize and identify the differences between Chinese and English cultures on
�、辴o help Ss know some and comprehend the
�、賢o make sure that Ss can useCorrectly and skillfully. to develop Ss’ interest in English. ②The difficult point is:
The pronunciation of
4.教法學法(Teaching methods)
Fourthly, it talks about teaching methods.
In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on.
5. 教學過程
�、� 具體steps 根據(jù)具體內(nèi)容定；
一般分為：warming up lead inpresentationconsolidationhomework
�、诎鍟鴖teps ＋ purpose 說明； ③如有可能，同時完成layout設(shè)計;
Next, let’s focus on the teaching procedures. I will finish the lesson in steps.
It will cost about mins.
After greeting with the Ss, I will begin the lesson by singing the song
together with the Ss. Purpose:
The purpose of this is to form a better English learning surrounding for the Ss, and, at the same time, it provides situations to review the learnt
knowledge for the next step.
It will cost about mins.
With the help of the PPT, I set a situation of
by to stimulate the Ss’ interest of the lesson.
By playing the PPT, IAnd then, (板書layout)
The purpose of this is to present the new words and sentences in the situation, which relates to the Ss’ real life experiences, to help the Ss understand the language easily and naturally.
After presenting each new word (by the guessing game), I will impart the knowledge of pronunciation rules in teaching the new words.
It is called Phonics.
It can facilitate the Ss’ abilities to pronounce the words, and help them to remember the spelling of the words.
�。C械上口； 有意義操練； let’s do; 課文對話表演;）
It will cost mins, including
Due to the Ss’ age, I make
The purpose of this is to draw the whole Ss’ attention to the spelling of the words.
It is to help Ss to learn through a true situation.
In this step, I will give Ss a free space to show their abilities.
I will Then,
Task-based teaching method and Communicative language teaching are used here.
The activity is to develop Ss’ ability of communication, and also, their ability of cooperation will be well developed.
Making a new dialogue is to check if Ss can use correctly and skillfully.
�。ǹ偨Y(jié)上課內(nèi)容； 德育滲透； 作業(yè)布置；）
In this step, I will guide the Ss to conclude the key words And sentences
And also, I will
The purpose of this is to stimulate Ss’ interest of learning English and wide their knowledge about communication across cultures.
6.板書再次介紹（Talking about the blackboard design again）
And, this is my layout design.
That’s all for my teaching design. Thank you a lot for listening.
英文說課稿 篇8
一、說教材。
我這次授課的內(nèi)容是PEP教材五年級上冊Unit 2 My Days of the Week A部分的 Let’s start,Let’s learn and Let’s play.這一部分的教學是在學生已經(jīng)掌握許多課程名稱的基礎(chǔ)上進行的有關(guān)星期單詞的詞匯課教學，也為以后能夠熟練運用句型What day is it today? What do you have on Mondays?詢問今天是星期幾和談論一周內(nèi)有關(guān)學校課程的安排等打下基礎(chǔ)。
二、說學情。
本班三十五人，學生整體素質(zhì)有待提高，可是有大部分學生對英語的學習興趣較為濃厚，上課積極性較高。但是，由于學生本身知識積累較少，課堂上對問題的理解不透徹，合作學習及獨立思考方面也表現(xiàn)不夠好。所以就要求我們教師更要做一個有心人，充分利用各種資源來提高課堂教學效率。
三、說理念。
基于教材與學情，在本課我主要突出兩個理念：
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：一個自制的單詞轉(zhuǎn)盤、還準備了學生喜歡的一些動畫人物的圖片、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，最大限度地服務于課堂教學。
2、利用課堂主陣地，培養(yǎng)學生對四會單詞的聽、說、讀、寫以及綜合語言運用能力。英語教學中培養(yǎng)學生的綜合語言運用能力是英語教學的重要目標之一。
四、說教法學法。
根據(jù)詞匯教學的特點和學生的學情實際，在這一節(jié)課中我主要采用了任務型教學法和活動法進行教學。始終堅持融詞匯教學于訓練句型之中，倡導學生體驗參與，讓學生在一個又一個的任務活動中達成習得語言的目的。既培養(yǎng)了學生的學習興趣又為學生形成一定的綜合語言運用能力起到了作用。
五、說教學目標：
1，能聽懂問句：What day is it today? What do we have on Mondays? 并能做出正確回答。
2, 能夠聽、說、讀、寫單詞：Monday, Tuesday, Wednesday, Thursday, Friday, 并能根據(jù)實際情況替換關(guān)鍵詞熟練運用。
3，能夠運用新的語言做 Let’s play 中的星期轉(zhuǎn)盤游戲。
4, 欣賞歌曲“ My Days of the Week ”。
六、說教學重難點：
本課時的教學重點和難點是Let’s learn 部分的四會單詞：Monday, Tuesday,
Wednesday, Thursday, Friday, 要求學生結(jié)合所給句型替換關(guān)鍵詞，逐步達到聽、說、讀、寫四會掌握。
七、說教學流程：
�。ㄒ唬￤arm-up
1, 日常口語練習
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 ”學生感知本單元的新語言。
�。ǘ㏄resentation
1, Let’s start
以我們的新同學Dora and Boot 要帶同學們?nèi)ヌ诫U為情境，用新句子What classes do you like?
I like…把學生分成四組學習。同時還引出新課程：Moral Education ,Social Studies的學習。
2，Let’s learn
(Dora今天要帶我們?nèi)ツ杀�，得�?jīng)過小矮人的單詞橋和句型樂園。我們來看看怎么樣才能通過吧。)
⑴小矮人的單詞橋
A, 聽錄音，讓學生整體感知今天的學習內(nèi)容。
B, 學習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--------個別讀
C, 學習Tuesday
學習方法同學習Monday。
師范讀-----小老師帶讀------開火車讀--------齊讀
D, 學習Wednesday
通過找單詞游戲突破Wednesday的讀音這一難點。
E, 學習Thursday
通過比較學習Tuesday和Thursday。
F, 學習Friday
利用French fries 遷移學習Friday.
在學習新單詞的過程中，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)五個單詞的特點并識記。
H, 師范寫，生仿寫。師巡視指導。
(2)通過小矮人的單詞橋。
�。ㄈ〤onsolidation
句型樂園
玩轉(zhuǎn)盤，我最棒
規(guī)則：一位學生轉(zhuǎn)動轉(zhuǎn)盤的指針指向某個星期單詞，問：What day is it today
小組的其他學生用：It’s …進行猜測。猜對之后，再問What do we have on…/ We have… 誰猜對，并說對就是贏家。
師先示范-----小組長帶領(lǐng)小組成員玩------小組展示。
�。ㄋ模㏒ummary and homework
師生共同歸納總結(jié)，評出優(yōu)勝小組，讓組長給他們蓋章。
作業(yè)：1,把今天學習的內(nèi)容讀給家人聽。
2，根據(jù)個人愛好設(shè)計一張個性化課程表。
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