關(guān)于英文說課稿匯編六篇

　　作為一位兢兢業(yè)業(yè)的人民教師，常常需要準(zhǔn)備說課稿，是說課取得成功的前提。優(yōu)秀的說課稿都具備一些什么特點(diǎn)呢？下面是小編整理的英文說課稿6篇，歡迎閱讀，希望大家能夠喜歡。

英文說課稿 篇1

　　一、分析教材

　　1、教材內(nèi)容要點(diǎn)：

　　第一、定語從句的概念

　　第二、定語從句的分類

　　第三、定語從句的用法

　　2、教材的地位和作用：

　　定語從句是高中英語教學(xué)中的一個(gè)非常重要的語法，也是高考的一個(gè)熱點(diǎn)。在英語里，定語從句可以使一個(gè)繁瑣的句子變得非常簡潔，同時(shí)，它在人們?nèi)粘�會話中出現(xiàn)的頻率特別高。定語從句掌握地扎實(shí)與否關(guān)系到一個(gè)學(xué)生英語水平的高低。因此，定語從句的學(xué)習(xí)和掌握在英語學(xué)習(xí)中有著重要的意義。

　　3、教學(xué)目的

　　根據(jù)教學(xué)大綱的要求，通過這一節(jié)課的教學(xué)，要使學(xué)生知道什么是定語從句和定語從句的分類，掌握定語從句的用法。培養(yǎng)學(xué)生的觀察能力、分析概括能力以及演繹推理能力等。還要培養(yǎng)學(xué)生探索求真知的精神，對學(xué)生進(jìn)行實(shí)踐觀點(diǎn)的教育。

　　4、教學(xué)的重點(diǎn)與難點(diǎn)

　　定語從句是本課的主要內(nèi)容，與日常英語的應(yīng)用密切聯(lián)系，所以定語從句的概念與運(yùn)用是本節(jié)課的一個(gè)重點(diǎn)。對定語從句的復(fù)習(xí)，需要綜合應(yīng)用所學(xué)知識來解決原來的遺留問題，因而對句子分析和推理概括能力要求提高了。而高中生側(cè)重于對直觀現(xiàn)象進(jìn)行具體、形象的思維來獲得知識。因此這個(gè)知識點(diǎn)既是本節(jié)課的重點(diǎn)又是難點(diǎn)。

　　培養(yǎng)學(xué)生的多種能力也是這節(jié)課的重點(diǎn)，這是素質(zhì)教育對現(xiàn)代教學(xué)的要求。

　　二、分析學(xué)生

　　大多數(shù)學(xué)生上進(jìn)心強(qiáng)，學(xué)習(xí)態(tài)度端正，有良好的學(xué)習(xí)習(xí)慣，但是缺乏一定的探索研究問題的能力。

　　定語從句是學(xué)生在英語學(xué)習(xí)中比較常用的語法，也是他們必須掌握的內(nèi)容。教學(xué)中要注意培養(yǎng)學(xué)生對英語的興趣，充分發(fā)揮主體作用，迎合他們好奇、好動、好強(qiáng)的心理特點(diǎn)，調(diào)動他們學(xué)習(xí)的積極性和主動性。

　　高中生的思維方式由形象思維向抽象思維過渡，因此在教學(xué)中應(yīng)注意積極引導(dǎo)學(xué)生應(yīng)用已掌握的基礎(chǔ)知識，通過理論分析和推理判斷來獲得新知識，發(fā)展抽象思維能力。當(dāng)然在此過程中仍需以一些感性認(rèn)識作為依托，可以借助多媒體設(shè)備加強(qiáng)直觀性和形象性，以便學(xué)生理解和掌握。

　　三、教學(xué)方法

　　這節(jié)課可綜合應(yīng)用提問、歸納、介紹、檢查、講授和討論等多種形式的教學(xué)方法，提高課堂效率，培養(yǎng)學(xué)生對英語的興趣，激發(fā)學(xué)生的求知欲望。充分體現(xiàn)以教師為主導(dǎo)，以學(xué)生為主體的原則。創(chuàng)設(shè)英語情境讓學(xué)生參與語言實(shí)踐，邊動口邊思考。從語言分析總結(jié)出結(jié)論以調(diào)動學(xué)生的積極性。

　　四、教學(xué)程序

　　教學(xué)中要以了解、學(xué)習(xí)研究英語的方法為基礎(chǔ)，掌握知識為中心，培養(yǎng)能力為方向，緊抓重點(diǎn)突破難點(diǎn)，具體設(shè)計(jì)如下：

　　1、新課導(dǎo)入：

　　以創(chuàng)設(shè)問題情境導(dǎo)入新課。學(xué)源于思，思源于疑，一上課便以聽歌曲填空的形式引入課題，引導(dǎo)學(xué)生分析歌詞中的有關(guān)定語從句的句子，認(rèn)真分析句子成分，使學(xué)生產(chǎn)生強(qiáng)烈的求知欲和好奇心，調(diào)動學(xué)生學(xué)習(xí)的積極性和主動性。

　　2、講授新課：

　　任何語言學(xué)習(xí)都離不開語言實(shí)踐。這節(jié)課主要采用講授歸納的方法來建立定語從句的概念。我將一個(gè)定語從句列在投影上，讓學(xué)生分析這個(gè)句子的成分，從而導(dǎo)出兩個(gè)非常重要的內(nèi)容----先行詞和關(guān)系詞，然后逐一解釋。通過分析例句，培養(yǎng)了學(xué)生的分析能力、觀察能力，增強(qiáng)了他們的感性認(rèn)識。為了使學(xué)生能對定語從句有更進(jìn)一步的認(rèn)識，這里我又采用提問的方法讓學(xué)生說出定語從句的分類，然后我對其進(jìn)行進(jìn)一步地解釋和說明，讓學(xué)生通過講解概括，總結(jié)出定語從句的分類。在此基礎(chǔ)上，我讓同學(xué)們回答出定語從句中的關(guān)系代詞有哪些，通過一些簡單的例句，讓學(xué)生知道每一個(gè)代詞在句子中起什么作用以及用法。在講解關(guān)系代詞與介詞時(shí)，我讓學(xué)生自己歸納出它們的規(guī)律，提高學(xué)生的概括能力，從而達(dá)到復(fù)習(xí)的目的。

　　在講解關(guān)系詞that和which、who和that、as和which這一環(huán)節(jié)時(shí)，我先讓學(xué)說出它們的特殊用法，然后我再進(jìn)一步加以闡述。從而，引出它們的特殊用法。

　　一）、that和which的特殊用法：

　　1、有些情況下只用關(guān)系詞that,而不宜用which。

　　a、從句所修飾的詞又被形容詞最高級或序數(shù)詞修飾時(shí),只能用that引導(dǎo)從句。

　　b、先行詞是all,something,nothing,anything等不定代詞時(shí)，只能用that。

　　c、先行詞既有人也有物時(shí),只用that引出從句。

　　d、先行詞是one of,the one, 或用little,few, no, all, any, only, just, very作修飾時(shí)，只能用that。

　　e、當(dāng)主句已有疑問詞 who或which時(shí)，只能用that。

　　2、定語從句中宜用which而不宜用that的情況。

　　a、當(dāng)關(guān)系代詞前面有介詞時(shí)。

　　b、在非限制性定語從句中。

　　c、在一個(gè)句子中有兩個(gè)定語從句，其中一個(gè)從句的關(guān)系代詞用了that，另一個(gè)宜用which。

　　二）、who和that的特殊用法：

　　who、that在許多情況下可以通用，但有時(shí)宜用who不用that。

　　a、先行詞是one(s),anyone,someone, those時(shí)，關(guān)系詞使用who。

　　b、在there be 句型中，先行詞指人時(shí)，關(guān)系詞用who。

　　三)、關(guān)系代詞as和which的區(qū)別

　　as和which所代表的都是整個(gè)句子所表示的內(nèi)容,但是二者有兩點(diǎn)不同之處：

　　a、在形式上as引導(dǎo)的非限制定語從句可位于主句后面,也可位于主句之前；而which引導(dǎo)的'非限制定語從句只能位于主句之后，不能位于主句的前面。

　　b、在意義上，as定語從句和主句的關(guān)系一般為一致關(guān)系，常譯為“正如……”，“就象……”，而which定語從句和主句的關(guān)系是因果關(guān)系，或which從句是對主句的評論。因此，在意思通順的情況下，which可代替as，而as許多時(shí)候不能代替which。

　　針對關(guān)系副詞的復(fù)習(xí)，因其難度不大，我直接采用講解法，學(xué)生容易理解。關(guān)系副詞是用來引導(dǎo)定語從句的，它和關(guān)系代詞一樣，具有數(shù)種作用。

　　a、在從句中代替先行詞。

　　b、在句中作狀語。

　　c、連接作用，把兩個(gè)句子連接成為一個(gè)帶有定語從句的復(fù)合句。

　　同時(shí)，在解釋的過程中不斷穿插練習(xí)，達(dá)到鞏固復(fù)習(xí)的目的,體現(xiàn)精講精練的教學(xué)原則和我校提出的“四轉(zhuǎn)五讓”原則。

　　3、反饋和鞏固

　　在講解完所有語法點(diǎn)之后，為了更加有效地鞏固所復(fù)習(xí)的知識，我設(shè)計(jì)了兩種有針對性的習(xí)題練習(xí)，讓學(xué)生把掌握的知識運(yùn)用于實(shí)際語言操作中，從而達(dá)到知能并重的目的。

　　4、小結(jié)

　　最后通過小結(jié)，以表格的形式把本節(jié)課所復(fù)習(xí)的語法點(diǎn)進(jìn)行總結(jié)。

　　5、板書設(shè)計(jì)

　　GRAMMAR

　　Attributive Clause

　　6、布置作業(yè)

　　Finish off the exercise paper.

　　課后反思

　　課后各位聽課教師對本節(jié)課進(jìn)行了點(diǎn)評，結(jié)合其他聽課的評價(jià)及與其他教師的交流，談?wù)剛�(gè)人的思考，具體如下：

　　一)、值得推介的幾點(diǎn)

　　1、重視基礎(chǔ)語言知識，對于基礎(chǔ)的語言知識講得透，講得到位。

　　2、重視語言綜合運(yùn)用能力的培養(yǎng)。講知識點(diǎn)時(shí)，能結(jié)合語境，提供情境，對于學(xué)生語言基礎(chǔ)知識的綜合運(yùn)用起到了鋪墊作用，對于學(xué)生發(fā)散思維能力的培養(yǎng)有很大的幫助。

　　3、課堂教學(xué)有思想。教師擁有豐富資源，多媒體課件設(shè)計(jì)地實(shí)用、合理。講授方法新穎獨(dú)特，練習(xí)形式靈活多樣。

　　4、教師個(gè)人素質(zhì)較好，能靈活應(yīng)對任何突發(fā)教學(xué)情況，合理安排講練比率。

　　二)、存在問題

　　1、英語思維與漢語思維同時(shí)存在，相互干擾。偶爾用漢語組織教學(xué)好像省事，其實(shí)反而浪費(fèi)時(shí)間和精力，不利于學(xué)生形成用英語思維的習(xí)慣，更影響交際速度。

　　2、交際面有時(shí)過窄，很難訓(xùn)練到全部。很多學(xué)生只有聽的份，沒有說的機(jī)會，這是大班的局限，有些活動是為了順利進(jìn)行而局限于“好學(xué)生”身上，一些英語學(xué)困生被遺忘。時(shí)間長了，會使學(xué)生討厭英語并放棄英語的學(xué)習(xí)。

　　3、任務(wù)型教學(xué)活動有時(shí)設(shè)計(jì)地不是很好�；顒右�求有時(shí)不是很明確，活動設(shè)計(jì)不能從學(xué)生生活經(jīng)驗(yàn)，興趣愛好出發(fā)，活動形式有時(shí)單調(diào)，缺乏趣味性。

　　三)、幾點(diǎn)想法

　　1、千方百計(jì)、想方設(shè)法激發(fā)學(xué)生的學(xué)習(xí)興趣，調(diào)動學(xué)生的學(xué)習(xí)積極性。有人說“掌握一門外語就比別人多活了一輩子�！币�?yàn)槟惚葎e人多了解另一種語言背景下的政治歷史、天文地理、風(fēng)土人情等等。向?qū)W生多介紹經(jīng)典音樂、視頻、英文佳作等，在潛移默化中培養(yǎng)學(xué)生的學(xué)習(xí)興趣。

　　2、在課堂上注意學(xué)生的綜合語言運(yùn)用能力的培養(yǎng)。在基礎(chǔ)的語言形式訓(xùn)練上提升交際品位，為學(xué)生創(chuàng)設(shè)豐富的語言環(huán)境，讓學(xué)生產(chǎn)生交際的愿望和機(jī)會，使交際具有實(shí)際內(nèi)容和實(shí)際意義。

　　3、要繼續(xù)學(xué)習(xí)，不斷充電，提升自身的業(yè)務(wù)素質(zhì)和人文素養(yǎng)。

英文說課稿 篇2

　　Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.

　　I. Contents:

　　Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about What’s in the schoolbag? and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many n.(pl.) do you have? And the answer: I have 23 n.(pl.)

　　II. Teaching aims

　　1. Aims on the knowledge

　　(1) To enable the Ss to understand and speak: My schoolbag is heavy. What’s in it? Thank you sooooooo much. Make sure that Ss can use these sentences in real situations.

　　(2) To help Ss to finish the survey.

　　(3) Let Ss finish the assessment of Let’s check in this unit.

　　2. Aims on the abilities

　　(1) To develop Ss’ abilities of listening and speaking.

　　(2) To train the Ss’ ability of working in groups.

　　(3) To foster Ss’ abilities of communication and their innovation.

　　3. Aims on the emotion

　　(1)To foster Ss’ consciousness of good co-operation and proper competition.

　　(2) To lead Ss to show their loveliness to the poor.

　　III. Key-points of this lesson

　　(1) To help Ss ask and answer the question: What’s in it?

　　(2) To enable Ss to study in groups and co-operate skillfully.

　　(3) To develop Ss’ interest in English.

　　IV. Difficult points

　　(1) To help the Ss ask and answer the question What’s in it? and make sure they can use the plural nouns correctly.

　　(2) To finish the survey by themselves.

　　V. Teaching methods

　　As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use Task-based teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.

英文說課稿 篇3

　　Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）。 It is made up of four parts.

　　Part 1 My understanding of this lesson

　　The analysis of the teaching material:

　　This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the ocean and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the ocean better, love the ocean and save the ocean and the life of the ocean.

　　Teaching aims:

　　1. Knowledge aim: Understand the main idea of the text.

　　2. Ability aim: Retell the text in their own words.

　　3. Emotional aim: Make the Ss love the life of the ocean and do something to stop it being polluted.

　　Key points / Teaching important points:

　　How to understand the text better.

　　Teaching difficult points:

　　1. Use you own words to retell the text.

　　2. Discuss the pollution of the ocean and how to save the ocean.

　　Something about the Ss:

　　1. The Ss have known something about the ocean and ocean life through the Internet and other ways.

　　2. They are lack of vocabulary.

　　3. They don’t often use English to express themselves and communicate with others.

　　4. Some Ss are not active in the class because they are afraid of making mistakes.

　　Part 2 My teaching theories, methods and aids

　　Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.

　　Teaching method:

　　Double activities teaching method

　　Question-and-answer activity teaching method

　　Watch-and-listen activity

　　Free discussion method

　　Pair work or individual work method

　　Teaching aids:

　　1. a projector

　　2. a tape recorder

　　3. multimedia

　　4. the blackboard

　　Part 3. Teaching steps / procedures

　　I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

　　The entire steps are:

　　Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）， Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework

　　Step 1 Greetings

　　Greet the whole class as usual.

　　Step 2. Revision

　　1. Ask students some questions to revise the last lesson（show them on the screen）。

　　a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）

　　b. What is coral? Why are corals not found in deep water?

　　c. Why is the Dead Sea called the Dead Sea?

　　2. Check the homework（made a survey about the ocean or ocean life by surfing the Internet or asking for help from other people）。 Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.

　　Step 3. Lead-in and preparation for reading

　　Show them some pictures and letm talk each other, and then use the pictures about ocean and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.

　　Purpose: Arouse the students’ interest of study.

　　Bring in new subject: Life in the oceans.

　　Step 4. Fast reading

　　Read the passage as quickly as they can. I show the questions on the screen and letm get the main idea of each paragraph:

　　1. Why can living things live in such oceans around the Antarctica?

　　2. What does the whale feed on?

　　3. What is the difference between the sperm whale and other whales?

　　Method: Read the text individually, use question—and—answer activity.

　　Purpose: Improve the students’ reading ability.

　　Understand the general idea of each paragraph.

　　Step 5. Listening（book closed）

　　1. Listen to the tape then do an exercise（wb page 90, part 1）

　　2. True or false exercise.（on the screen）

　　Train the Ss’ listening ability and prepare for later exercises.

　　Step 6. Intensive reading

　　Read the passage carefully again and answer some detailed questions on the screen.

　　1. How much does a whale eat at a time?

　　2. Do all the whales feed on small fish?

　　3. How deep can a sperm whale dive?

　　It is also called depth reading or study reading. It means reading for detailed information.

　　Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.

　　Step 7. Preparation for details of the text on the screen

　　1. …its heart slows to half its normal speed.

　　slow-v. to become / make slower.

　　2. …using sound wave

　　Present participle used as adverbial.

　　3. provide sth. for sb.

　　provide sb. with sth.

　　4. at a time: each time

　　5. grow to a length of…

　　Purpose: Train the Ss’ ability of understanding and using laguage.

　　Step 8. Consolidation

　　1. Find out the topic sentences.

　　2. Retell the passage according to the topic sentences.

　　Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to letm have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.

　　Step 9. Discussion

　　Show them some pictures about the polluted ocean and many living things which are in danger and ask them: What are their opinions about it? In order to letm have free choice, I give them another topic: The ocean is being polluted. What should they do?

　　Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The ocean is in danger!

　　I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.

　　Step 10. Homework

　　Write an article Saving the ocean. I want to improve the ability of their writing. At the same time, train the ability of do-it-youself and looking up the information by themseleves.

　　Part 4. Blackboard design

　　Unit 16 Lesson 63

　　Topic Sentences:

　　1. Some living things can live in Antarctica.（what）

　　2. The whale feeds on small fish.（what）

　　3. The sperm whale feeds on squid.（difference）

　　Discussion:

　　1. The whales are in danger. What’s you opinion about it?

　　2. The ocean is being polluted. What should we do?

　　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. The discussion is of the difficulty.

　　I want to make the design inductive, instructive and artistic.

英文說課稿 篇4

　　1. content of teaching materials

　　This section focuses on festivals and focuses on how people usually spend their holidays.This class requires students to master the National, Day, Halloween, Christmas, Spring, Festival and What do people usually do at of...I?...And free to talk about how to spend the holidays.In this class, did leads to general questions and answers as well as new ones.Because the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.

　　2. status of teaching materials

　　The selected course in this class is English 6A Unit 6 in Oxford primary school.The teaching of this unit revolves around festivals.In this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and expansion.This arrangement reflects not only the progressive meaning of teaching materials, but also the students' knowledge level and cognitive level.On how people spend their holidays, especially in Western festivals,.Students are required to collect information in time after class.In the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.

　　Say target:

　　1. teaching objectives

　　The new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, I set the following teaching objectives: three.

　　[Objective] to students' cognitive spoken phrases and words: visit relatives and friends, go to parties, dress up in costumes, ware masks, make pumping lanterns, eat lots of delicious food, National Day, Christmas, Halloween, Spring, Festival, favourite; can use When's s...What, do, people, usually, do, at...Did you?....last...Yes, I, did./, No, I, didn, T. and so on.

　　Ability to communicate in English on holidays, and some students can introduce the festival in English fluently.

　　[Objective] through activities and games, students are interested in learning English. Students are encouraged and willing to talk and participate actively in communication.And let students cultivate their sense of cooperation and competition in the process of learning.

　　2. teaching difficulties

　　The focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise Festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language.

　　Doctrine of teaching:

　　1. teaching method design

　　According to the characteristics of this English class itself and the sixth grade students' interest, I through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and understand.At the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use.

　　2. learning method guidance

　　To guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning English "use" the necessity, to encourage students to think actively, bold attempt.

　　3. teaching means

　　According to the teaching content, teaching objectives, students' age characteristics and psychological characteristics, in order to better stimulate students' interest in learning, so as to actively participate in learning.Multimedia courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case.

　　Say process:

　　1. warm up (Warm up)

　　(1) announce the way of study in this lesson: group competition.The seats are divided into four teams, each of which is based on the class performance of each student. At the end of the class, WINNER is added.Then, begin "one sentence for each class". The sentences taught in this class are "Lite is long if you know how to use it.""

　　[design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the group's performance."One sentence for each class" is an essential part of every class I started in grade six.This section mainly teaches students some clever words and phrases.These sentences not only enrich students' vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in english.So as to create a good atmosphere for learning english.

　　2. take the old with the new [lead in]

　　Provide topic Birthday, free communication between teachers and students, and then use the "How do you your birthday spend" to draw the new sentence pattern of this lesson "What do you on your birthday do", and then import "Did you"..."Last birthday?" and answer.Then use the Colour topic to elicit the sentence pattern My favourite....

　　[design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching methods.With new students, students can master the sentence patterns more easily.At the same time, combine the new sentences with the old ones.It helps to cultivate students' open thinking ability.

英文說課稿 篇5

　　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(xué)指導(dǎo)思想 teaching guideline

　　（Teaching 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(xué)目標(biāo)和要求 Teaching aims and demands （…be intended for Ss in key schools）

　　1）認(rèn)知目標(biāo) 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(biāo) 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(biāo) 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(xué)重點(diǎn) 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(xué)難點(diǎn) 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(xué)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(xué)過程Teaching procedures

　　I. 復(fù)習(xí) （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(dá)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

　�。―iscussion; 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）

　�、赪hat is Millie’s problem?（She doesn’t have enough time for hobbies and homework.）

　�、踂hen does Simon play football?（After school until late）

　�、蹾ow 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6

　　Unit 10 Ifyou go to the party, you’ll have a great time!

　　Reading 說課稿

　　Ⅰ. The analysis of the teaching material

　　This lesson is a reading passage which focused on the topic of sharing your problems with others when you have worries.The students will learn that it’s normal to have trouble. Talking to someonecan help a lot. Such a topic is related to our daily life, so it is easy toarouse the students’ learning interest.

　　Teaching objectives:

　　A.knowledge objective:

　　a. Students can master the usage of the keywords and phrases: teenager, normal, unless, mistake, angry, careful, careless,in half, keep…to oneself, etc.

　　b. Students can understand the main idea ofthe article.

　　B. abilityobjective:

　　a. Students can use the proper reading skillssuch as anticipating, skimming, scanning to achieve the reading tasks.

　　b.Studentscan use the new words and phrase to finish the exercise.

　　C. emotionalobjective:

　　a. To develop the spirit of cooperationthrough teamwork and pair-discussion.

　　b. To arouse students’ interest in Englishlearning.

　　c. To help students get the proper ways tosolve problems.

　　Key and difficult points:

　　A. keypoints:

　　a. To master the usageof the key words and phrases.

　　b. To use the properreading skills to achieve the reading tasks.

　　B. difficultpoint:

　　Enable students to use the new words andphrases to express their ideas in daily life.

　　Ⅱ. Theanalysis of students

　　The Students have been learning English forsome years. They understand some words and simple sentences. They are curiousand active. They enjoy learning through cooperation in a relaxing atmosphere. However,their English learning levels are different from each other. Most of them don’thave enough English to express what to do when they have problems. They need theteacher’s help and encouragement in their further study.

　　Ⅲ. Teaching methods

　　In this lesson, I will use audio-visualteaching method, communicative teaching method and task-based teaching method.Besides, (www..Com)multimedia, blackboard, tape recorder are needed as the teaching aids.

　　Ⅳ. Teaching procedures

　　Step 1 Warming-up （5 minutes）

　　Play a video. Students watch it and talk about thefollowing questions:

　　What kind of things do they worry about?

　　What will you do if you have the same problem?

　　Step 2 Pre-reading （8 minutes）

　　1. Show some funny pictures and sentences onPPT. Lead students to guess the meaning of the new words. Learn the new wordsand phrases.

　　2. According to the picture on the textbook,ask students to predict the main idea of the passage.

　　Step 3 While-reading （18 minutes）

　　1. Skim the passage quickly and choose the main idea（a, b or c）。

　　2. Scan the article and find the answers to the questionsin 2c in pairs.

　　3. Read carefully and finish the mind map.

　　Students these days often have_______ with their_____ and ______.

　　Some people believe_________________________________.

　　Laura’s problem:__________________________

　　At first, she______________________________.

　　In the end, she____________ and her parents______________.

　　and her parents______.

　　Laura’s opinion:

　　____________

　　Robert Hunt feels the same way as Laura.

　　It’s best not to______________________________.

　　The first step is to___________________________.

　　In English, we say that _______________________.

　　Step 4 Post-reading （10 minutes）

　　1. Solve difficulties in groups. Just now students metsome difficult points while reading. Now they can work them out in groups. The Teacher will help to solve the problem that they can’t solve by themselves.

　　2. Finish 2 tasks.

　　Task 1: Fill in the blanks with the new words andphrases.

　　Task 2: Make a survey. Let each student ask 2-3 groupmembers some questions and take note of their answers. Then make a report.（Students can use the mind map to finish this task. ）

　　Step5 Summing up （3minutes）

　　Ask students to summarize what they have learned in this class. And the teacher will complete what the students summary.

　　Step 6 Homework （1 minute）

　　Level A: Choose 10words and phrase to make your own sentences.

　　Level B: Complete your report and write it down.

　　Ⅴ. Blackboard designing

　　I will divide the blackboard into 3 parts:

　　Unit 10 If you go to the party, you’ll have a great time!

　　key words and phrases

　　key sentence structures

　　mistake, careful, careless, understanding, unless, in half, keep… to oneself

　　…

　　If …， they will…

　　It is best （not） to do sth.

　　Unless… , I will…

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