關(guān)于英文說課稿模板集合八篇

　　作為一名優(yōu)秀的教育工作者，就有可能用到說課稿，說課稿是進(jìn)行說課準(zhǔn)備的文稿，有著至關(guān)重要的作用。快來參考說課稿是怎么寫的吧！以下是小編為大家整理的英文說課稿8篇，歡迎閱讀，希望大家能夠喜歡。

英文說課稿 篇1

　　Good afternoon, teachers. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is the second reading of Unit 10, Book I. I’ll be ready to begin with this lesson from six parts: Analysis of the students, analysis of the teaching material, the teaching aims, the teaching & learning methods, the teaching aids and the teaching procedures. First, let me talk about my students.

　　Part I Analysis of ss

　　My students are from Grade One in vocational schools.

　　No.1 They have a poor vocabulary, little motivation to learn initially and no confidence in expressing themselves.

　　No.2 There are distinct individual among them.

　　No.3 They are quick in thinking and long for victory. They may raise interest in the topic because of its familiarity, and are eager to know these differences.

　　No.4 In my class, ss will be given a preview plan to understand the reading, progressive tasks in competition to ensure overall participation.

　　Part II Analysis of the teaching material

　　Our textbook is taken from English Book I for vocational schools. It emphasizes on interest and utility.

　　Since some information about cultural differences has been mentioned in previous units, this unit will focus on introducing individual differences and building the sense of cross-cultural communication.

　　Reading II will demonstrate cultural differences further and occupies an important position. It will take up two periods, and I’ll deal with the second period for reading comprehension, and concentrate on ss’ abilities of reading and using English fluently.

　　Part III Teaching aims

　　No.1 Teaching aims

　　After studying the teaching material and analyzing ss’ present situations, I think the teaching aims are the followings:

　　1. Knowledge aims

　　1) To master some key words and expressions: awkward, courtesy, direct, misunderstand, as soon as, keep doing sth, etc..

　　2) To understand the gist of the reading, work out the writer’s opinions after reading, and complete relevant tasks.

　　3) To retell the reading and try to talk with partners about differences in table manners with the purpose of using the language fluently.

　　2. Ability aims

　　1) To better reading strategies to promote reading ability with the help of skimming, scanning and other reading techniques.

　　2) To improve ability of using English fluently as well as logical thinking after dealing with tasks.

　　3) To foster the ability of cooperation in group activities.

　　3. Emotion aims

　　1) To have a general knowledge of differences in table manners, esp. between Chinese and American cultures, and foster the sense of cross-cultural communication.

　　No.2 key & difficult points

　　1. Key Points

　　1) To get the information from the reading;

　　2) To communicate with partners fluently.

　　2. Difficult Points

　　1) How to improve the reading abilities because my students are weak in English, esp. in reading strategies.

　　2) How to help ss put their learning into practice with references.

　　Part IV Teaching &Learning methods

　　A good method requires that the teacher act as a guide while ss as the real masters in class. In my class, ss are mainly guided by tasks progressively.

　　1. So according to the analysis of the teaching material and the students’ learning background, I will use the following teaching methods.

　　1) Task-based language teaching

　　2) Activity teaching

　　3) Delamination teaching

　　4) Question-and-Answer activity teaching

　　2. The learning methods are the followings:

　　1) Cooperative learning

　　2) Autonomous Learning

　　Part V Teaching aids

　　No.1 Multi-media

　　No.2 Non-testing evaluation

　　1). A piece of paper to evaluate themselves.

　　Part VI Teaching procedures.

　　No.1 As for the concrete procedures, it includes 5 parts.

　　Task II:checking words & answering questions. Ss will have a matching for words and meanings to check words and then they may pose any questions they met in preview. Ss finish it before class and present keys on the blackboard. Some music will be played to calm ss down and create a situation to learn English.

　　Purposes: The easy item may help them build confidence.

　　Task II: Lead-in. Ss may watch a video about cultural differences, and then finish the sentence with brainstorming. This item is open to answers. As far as students get to the point, their group may get marks.

　　Purposes: Brainstorming may activate ss and catch their attention quickly. At the same time, it may act as a foreshadowing for the reading.

　　Task III: Presentation with tasks. It includes two items.

　　Item I: (skimming) Ss look through the reading in 2 minutes, and then finish the multiple choices on their own.

　　Purposes: This task will train ss to get quick information and foster a good reading habit.

　　Item II: (careful reading) In order to cope with the reading clearly, there are three portions. Portion A is for Para1. It is about the writer’s experience in China, and then there are some questions. Portion B is for Para2. It is about a Chinese staying in America, and then there are some multiple choices. Portion C is for Para3. It is about solutions, and then ss rectify the table. Similarly, they read individually, and then discuss in groups to get an agreed answer. Representatives will be sent to the bb to present keys.

　　Purposes: The three portions will help ss work out the writer’s opinions clearly. Cooperative learning will help them overcome difficult words or sentences and find the feeling of success when they can get keys without too much guide from the teacher. And praise goes first no matter how they do. Till now, ss may realize cultural differences further.

　　Task IV: Consolidation in time. It includes 3 items: Five statements for ss to check their understanding about the reading, a dialogue to check how they can transfer input to output and a short passage to tell them whether they have made progress in reading. Similarly, ss do them on their own, and then discuss problems in groups.

　　Purposes: The three items will give a clear reflection to ss.

　　Last task, I will make a conclusion of this period, encourage ss to build the sense of cross-cultural communication, and then do some extension: Watch another video about differences between China and the West, and discuss whether the points from the video are reasonable or not. The item is also open to keys. Ss are encouraged to write down notes.

　　Purposes: This task will help ss dare to speak because of the good input about cultural differences from the reading. Each one may have a chance to express them, and experience the feeling of success. In the process of communicating, they help and encourage each other, and use the language gradually. It will help ss transfer passive learning into active acquisition and see the meaning of learning.

　　No.2 Design of writing on the blackboard

　　When in Rome, do as the Romans do A foreigner stays in China awkward.

　　Do as the Romans do.

　　A Chinese in America indirect.

　　No.3 After class, to ss, they have two assignments:

　　1. Ss finish the table to evaluate themselves.

　　2. Ss surf the Internet for more information about cultural differences, such as sending and accepting gifts, introducing people, etc., and then write down answers.

　　Purposes: The first one may help ss to reflect themselves, and the latter one may help ss extend their learning of cross cultures. Writing actually is necessary for all steps. After class, they may do it more relaxed. When finishing it, they may pay more attention to the written language and then improve their English.

　　No.4 Reflection after teaching.

　　On the one hand, ss can be guided by tasks progressively, and act well. They also have foster cooperation in group activities. On the other hand, the teacher needs to pay more attention to individual differences and ensure overall participation. The teacher also needs to improve the ability of monitoring the class efficiently.

英文說課稿 篇2

　　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3

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

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

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

　　1 Knowledge aims:

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

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

　　2 Ability aims:

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

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

　　3 Emotional aims:

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

　　(2) Develop students’ sense of cooperative learning

　　Fourthly, teaching key points is

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

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

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

　　2. the prep+ whom/which attribute clause

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

　　a. Communicative Language Teaching

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

　　b. Task-based Language Teaching

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

　　c. Computer Assisted Language Teaching

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

　　Part 3 Learning Methods

　　Task-based, self-dependent and cooperative learning

　　Part 4 Teaching Procedure

　　Step One Lead-in

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

　　Question:

　　What kind of music they like?

　　Which band they know best?

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

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

　　Task 1 General idea

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

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

　　Task 2 Main idea of each paragraph

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

　　Step 3 Reading for comprehension

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

　　Step 4 Solving difficult language problems through reading

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

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

　　Step 5 Consolidation

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

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

　　2 Discussion

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

　　a. Why Monkees can be successful? Give reasons.

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

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

　　Part 5 Blackboard design

　　Unit 4 Music

　　Passage The Band That Wasn’t

　　Topic Sentences:

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

　　2. Form a band

　　3. Began as a TV

　　4. They became even more famous than the Beatles

　　Discussion:

　　a. Why Monkees can be successful? Give reasons.

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

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

英文說課稿 篇4

　　一、教材分析：

　　教材概述：

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

　　單元內(nèi)容分析：

　　本單元的標(biāo)題為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(xué)習(xí)跟運(yùn)用目標(biāo)語言"介紹人物跟識(shí)別人物"

　　本單元的教學(xué)內(nèi)容：

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

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

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

　　4.詢問，辨認(rèn)人物的疑問句形式 Is this/that…？

　　二、教學(xué)設(shè)計(jì)思路

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

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

　　分課分析：

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

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

　　教學(xué)重點(diǎn)：

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

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

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

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

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

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

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

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

　　教學(xué)重點(diǎn)：

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

　　2） 掌握并制作家譜

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

　　第四課時(shí) section B 4, self check

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

　　活運(yùn)用知識(shí)的能力

　　教學(xué)重點(diǎn)： 書信的格式

　　教學(xué)難點(diǎn)： 以書信的形式介紹家人

　　三、教學(xué)目標(biāo)

　　1.語言知識(shí)目標(biāo)

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

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

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

　　3） 學(xué)會(huì)初步運(yùn)用 this that 的疑問句形式詢問辨認(rèn)人物

　　2.語言技能目標(biāo)

　　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(xué)生的發(fā)展思維能力，激發(fā)學(xué)生的想象力。

　　3.情感目標(biāo)

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

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

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

　　4.文化意識(shí)

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

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

　　5.學(xué)習(xí)策略目標(biāo)

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

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

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

　　四、教學(xué)原則

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

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

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

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

　　五、教學(xué)方法

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

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

　　六、任務(wù)特點(diǎn)：

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

　　第一課時(shí) 識(shí)別家庭成員及其稱謂。

　　第二課時(shí) 相互問答，介紹家庭成員。

　　第三課時(shí) 制作家譜并描述家庭成員

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

英文說課稿 篇5

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

　　First, let me talk the teaching material. Part 1 Teaching Material:

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

　　By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about

　　(1) the good character to be a successful person

　　(2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming.

　　(3)Charlie Chaplin and his humor English jokes

　　(4)Different body language and the similarities in body language which make the others understand our feelings.

　　(5)Theme park but also learning ability in English .

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

　�。ˋs we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新課程標(biāo)準(zhǔn)和教學(xué)大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:

　　1.Knowledge objects:

　　(1)the students can hear, read, and use the main sentence patterns.

　　(2) the students can understand the content of the lesson:

　　(3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects:

　　Ability objects of this section are

　　(1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.

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

　　(4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability.

　　3.Emotion objects:

　　By reading A Student of African wildlife /why not carry on the good work, students can learn from

　　(1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful.

　　(2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.

英文說課稿 篇6

　　一、說教材。

　　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提高課堂教學(xué)效率。

　　三、說理念。

　　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、說、讀、寫以及綜合語言運(yùn)用能力。英語教學(xué)中培養(yǎng)學(xué)生的綜合語言運(yùn)用能力是英語教學(xué)的重要目標(biāo)之一。

　　四、說教法學(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言運(yùn)用能力起到了作用。

　　五、說教學(xué)目標(biāo)：

　　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(shí)際情況替換關(guān)鍵詞熟練運(yùn)用。

　　3，能夠運(yùn)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(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、說、讀、寫四會(huì)掌握。

　　七、說教學(xué)流程：

　�。ㄒ唬￤arm-up

　　1, 日�？谡Z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言。

　�。ǘ�）Presentation

　　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�仙堡，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。)

　�、判“�人的單詞橋

　　A, 聽錄音，讓學(xué)生整體感知今天的學(xué)習(xí)內(nèi)容。

　　B, 學(xué)習(xí)Monday

　　（出示Monday）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------開火車讀--------齊讀

　　D, 學(xué)習(xí)Wednesday

　　通過找單詞游戲突破Wednesday的讀音這一難點(diǎn)。

　　E, 學(xué)習(xí)Thursday

　　通過比較學(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)通過小矮人的單詞橋。

　�。ㄈ�）Consolidation

　　句型樂園

　　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：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What do we have on…/ We have… 誰猜對(duì)，并說對(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。

　　（四）Summary 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。

　　2，根據(jù)個(gè)人愛好設(shè)計(jì)一張個(gè)性化課程表。

英文說課稿 篇7

　　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8

　　Good morning, everyone !

　　I’m No.____ candidate. Nice to meet you! （鞠躬）

　　Today my topic is about ________________________,(板書) I will analyze the lesson from the six parts.：analysis of teaching

　　material, teaching aims and demands, student analysis, teaching met

　　hods, learning methods and procedures. （下面我將從教材、教學(xué)目

　　標(biāo)和要求、學(xué)情、教法、學(xué)法、教學(xué)程序等幾個(gè)方面進(jìn)行說課。） Part 1 Analysis of the teaching material .

　　Status and functions :

　　The topic of this unit is about________________. It is from the unit ______of PEP English < go for it> the _______semester of grade ______. This is an interesting topic for students .So all the activities in this unit are helpful to raise students’ learning interest. As we all know, interest is the best teacher for students .This unit includes two sections (section A and section B). I will finish section A from 1a to Grammar Focus in this period. Let students learn happily and easily. All the activities in this lesson are designed to help Ss consolidate the language points in this unit.

　　Part 2 Teaching Aims and Demands

　　Knowledge objects:

　　The Ss can master the usage of the important words, expressions and

　　sentences.

　　____________________________________________________

　　____________________________________________________

　　____________________________________________________

　　The Ss can use the patterns to express their thoughts in the proper

　　situation.

　　The Ss can understand the content of the lesson, talk about

　　Ability objects:

　　To develop the Ss’ abilities of listening, speaking, reading and writing.

　　To improve the student’s reading ability.

　　To guide Ss to set up effective studying strategies.

　　Emotion or moral objects:

　　By studying this lesson, the students and put the

　　moral education in the language study.

　　In order to achieve these aims, we must be clear about the important

　　points and difficult points:

　　The important points：

　�。�1）

　�。�2）

　　（3）

　　The difficult points：

　　（1）

　�。�2）

　　Part３ Teaching Methods

　　In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of English language. So in this unit， I’ll mainly use “Communicative” Approach(交際教學(xué)法), “Task-based” language teaching (任務(wù)教學(xué)法). The Situational Approach(情景教學(xué)法) .

　　Part４ The Studying of Students and learning Methods

　　Most of the students are from the countryside, and most of them are poor in cooperative learning skills. Some students are not active in the class, and some students don’t like English. Therefore, I’ll make Ss get the knowledge actively by probe study and cooperative study and let the Ss pass "Observation—Imitation—Practice " to study.

　　Part５ Teaching Procedure

　　Period 1(1a--- Grammar Focus)

　　Step 1 warming up

　　It will cost 3 minutes

　　In this step , I’ll ask students to have a free talk with the knowledge they have learnt last lesson . In this way , students will pay their attention to our class easily , and their speaking

　　ability will be improved .

　　Step 2 leading in

　　It will cost 2minutes .

　　I’ll show some pictures about__________________, and tell something about _________, these can form a relaxing atmosphere and let the students get ready for the next step . Step 3 presentation

　　It’ll cost 20 minutes

　　I’ll show some words and sentences ,and ask students to guess the meaning of new words , with the help of PPT . I’ll set a real situation to help the class learn new words and sentence pattern .students can follow the tape recorder reading words and text .

　　Situational approach is used here .

　　Step 4 practice

　　It’ll cost 10 minutes

　　In this step , I’ll divide the whole class into 4groups to have a competition by reading the dialog and role-playing . Then ,I’ll ask students to make a new dialog to check if they can use new words and sentence pattern correctly .

　　Task-based teaching method is used here，and students’ cooperation ability will be well developed .

　　Step 5 summary

　　It’ll cost 5 minutes .

　　In this step ,I’ll guide students to conclude key words and sentence pattern to wide their knowledge

　　In the end ,I’ll give some homework ,go over today’s lesson and preview next lesson , go to the library or search the internet for some information ,then write a short passage .

　　Ok ,that’s all for my lesson ,Thank you a lot for listening .

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