英文說課稿匯編八篇
作為一名辛苦耕耘的教育工作者，時常要開展說課稿準備工作，認真擬定說課稿，那么什么樣的說課稿才是好的呢？以下是小編收集整理的英文說課稿8篇，僅供參考，大家一起來看看吧。
英文說課稿 篇1
i am an ordinary teacher, loyal to the party's education, in 23 years teaching career, from time to time to an excellent standard of teachers themselves, diligent, conscientious, loving students, comrades united in the ordinary post some achievements made by students, parents, colleagues, leadership at home.
a temper of thought, improve the state
as a teacher, i know that learning is a lifelong thing, only to continuous learning in order to advance with the times in terms of ideology, a strong man in business financing can be a qualified teacher of the people's republic of china. in the two decades of work, i have always conscientiously study marxism-leninism mao zedong thought, deng xiaoping theory and "three represents" important thought, in the face of major stand firm and clear-cut, with the party central committee at all times maintain a high degree of unity, faithful to the party's education . usually pay attention to the current study the party's principles, policies, concerned with national issues, and learn the use of political theory to guide their practice. the rostrum in the foot, i earnestly implement the party's education line, principles and policies, in strict accordance with the party's education policy, curriculum teaching, teacher and dedicated work to do a good job teaching. in any position, i have a high sense of responsibility and dedication to all of the enthusiasm into the work to foster the ideals, moral, disciplined, educated a new generation of successors for the term of office,志存高遠, love post jobs, willing to devote themselves, and willingly fulfill their sacred duty of teaching.
second, business skills, to join the curriculum
as an experienced teacher, i do not have the results in the stagnation of the past, high standards and strict requirements to treat myself, i am seriously in teaching classes, classes seriously, get their brains working, studying business, with an open mind to consult colleagues;批改作業(yè)timely patiently counseling students, for students of martial law and degrees, in good faith with the students to get along with the students to communicate with love. i think that students should be dependent on the teachers, experienced teachers teaching, but also a close friend, the elderly should be respected. with love and like it, the students always love my class, classroom teaching performance classes year round at the forefront of the same year. i brought the students in each class exams are among the best, not a student in my belief that hard work behind the fertile ground in education, i taught many classes as advanced classes.
i am diligent in learning, good at business, willing to devote themselves. every curriculum reform at the forefront of curriculum reform, teaching experience as a school, a rich old teachers, i am their own lack of knowledge, learning things naturally become the first to bear the brunt. the use of spare time, multi-data collection, reading newspapers, changing concepts of education, understanding the new trends in curriculum reform. over the years, i am constantly active learning curriculum theory, master, "new curriculum," the basic spirit, reading a lot of quality education and the new curriculum reform theory books, to make their own educational philosophy has always been ahead of the times, and better serve the educational and teaching work, teaching more than the award-winning paper, which i am teaching papers <>, education and scientific research papers in national evaluation activities, was a national first prize; in second national education work papers cup competition awarded first prize評優(yōu)activities, and published in the <> publications; my instructional design "leaves", "gently to "by" contemporary chinese education teaching and research papers (case) "evaluation of the vetting committee, won the" unesco national results, "the first prize, and published in the" journal of teaching and research and practice "(monthly) october XX (total no. 25) on; i wrote, "into the curriculum to reflect the new" has been acclaimed experts; there i wrote "i am so backward into health" and "use of resources to fully exploit the extra-curricular teaching resources" and other papers also autonomous prefecture in western hunan education thesis assessment activities were given the second prize, third prize. in their own learning, i is not far behind, and actively participate in further their studies in a variety of training and has passed the computer early, mid-level training examinations, such as putonghua proficiency test.
英文說課稿 篇2
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 (新課程標準和教學大綱), 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，每個單元都設計成一個或幾個與該單元話題有關的任務，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系的描述，增進學生關心熱愛家人的情感，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，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
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5
一 說教材：新英語課程標準指出，基礎教育階段英語課程的總體目標是培養(yǎng)學生的綜合語言運用能力。而綜合語言運用能力又以學生語言技能、語言知識、情感態(tài)度、學習策略和文化意識五個方面的綜合素養(yǎng)為基礎。
《新課標》倡導任務型教學模式，以發(fā)展學生的語言實踐能力為主線，突出語言的交際功能及其工具性特點；以培養(yǎng)學生用英語進行交際功能為最終目的，注意學生學習興趣的培養(yǎng)。
因此我采用“任務——探究——創(chuàng)造”型教學方法，讓學生在有趣，開放式的語言環(huán)境中，學會觀察，思考，討論和總結(jié)，在“用”中發(fā)展思維能力、創(chuàng)新意識和各種語言應用能力。
聯(lián)系任教的內(nèi)容而言，這是一節(jié)情景對話課，圍繞“征詢意見”這一日常用語展開。在第三課中，學生已經(jīng)能用“ would you like some...?”進行詢問。能聽懂會說chicken，pop, milk, a sandwich。本課時的教學內(nèi)容為用“What would you like？”進行征詢意見。根據(jù)這一安排和學生的整體認識水平，從知識教學、能力培養(yǎng)等方面考慮，我確立本課時的教學目標為：
1、知識目標: 能聽懂會說I’m hungry. What would you like?Yes, I’d like…..
2、能力目標: 聽懂會說hamburger、French fries、pizza、pop。
3、情感目標: 能運用所學句型進行對話表演和口語交際，激發(fā)學生學習英語的興趣，培養(yǎng)學生的英語學習能力。
4 本課時的教學重點是：能聽懂會說 I’m hungry. What would you like? No, I’d like…..聽懂會說hamburger、French fries、pizza、pop。教學難點是能用“What would you like？”征詢別人意見以及hamburger, French fries的正確發(fā)音。
5 學情分析:
6 教具準備: 錄音機,卡片,多媒體
二教學方法：
討論法，講授法，演示法，練習法
三教學程序：
為實現(xiàn)以上目標，我是這樣設計教學過程的：
（一）、Warming up
1、Sing some songs.
2、Play a game.快速呈現(xiàn)食物圖片，做問答。
(通過唱唱、問答的形式，不僅吸引學生的注意力，調(diào)動積極性，而且營造了學習英語的氛圍。同時也為本課的教學作了知識的鋪墊，構建了知識表象。)
�。ǘ�、Revision
�。ňo接著教師摸著肚子，作饑餓狀）引導學生一起說出I’m hungry，圍繞呈現(xiàn)的圖片快速對話。
�。ㄒ詫υ挼男问�，喚起學生的記憶，使學生熟練運用舊知，同時對I’m hungry進行了滲透。）
（三）、Presentation
1、依次呈現(xiàn)some bread、some juice的圖片。
T: Would you like some bread?
S: Yes, please
2、T: I’m thirsty.（教師作干渴狀，引導學生邊做邊說I’m thirsty.）
T: Would you like some juice?
S: Yes,please.
T: Here you are.
通過已掌握的句型新授hamburger, French fries pizza ,pop。
(利用舊知，在已熟練了的交際語境中學習新單詞，同時配以相應的圖片，加深了對單詞的理解，也降低了難度。并即使由師生操練轉(zhuǎn)向生生操練，由模仿提高到運用，這符合學生的認知規(guī)律。)
3、（呈現(xiàn)以上四幅新授圖片）Make out some dialogues.
(將單詞融進有實際意義的對話中，充分體現(xiàn)在交際中教，在運用中學的理念，通過這種方式便于學生的理解和運用。)
4、（請一名較突出的學生引導作干渴狀）：
S:I’m thirsty. I want to drink.
T: What would you like, please?
S: I’d like some pop, please!
(教師作饑餓狀)：
T：I’m hungry. I want to eat.
S: What would you like, please?
T: I’d like some French fries, please!
(在說的過程中予以圖片加以配合，幫助理解；由模仿到練習，反復刺激學生的感官，增強學生對新知的理解和運用。)
（四）、Practise
1、Listen to the tape and read after the tape.
2、Act out the dialogue.
(在聽讀的過程中培養(yǎng)學生良好的學習習慣，通過演演的形式讓學生在情景中練習達到掌握的目的。)
�。ㄎ澹�、consolidation
1、Make a survey.
2、Who’s the best?
(師生示范表演為學生提供一個可操作的模式，以任務型的活動方式，通過合作學習，并予以評價知道，給學生提供平等的說英語的機會，鼓勵學生在競賽中學，這樣既創(chuàng)造了輕松愉快、自然和諧的課堂氣氛，又促進了交際活動的展開。通過“Apple Tree”的評價總結(jié)，讓學生認識到集體目標的實現(xiàn)離不開個人的努力，激發(fā)其進一步追求成功的欲望。)
�。�、Homework
1、Read after the tape recording.
2、Make up a dialoguein pairs.
（將課內(nèi)的學習延伸到課外，維持學生的學習興趣。）
教學的對象是三年級學生，他們活潑好動，喜歡直觀形象的事物，對游戲、競賽、動畫特別感興趣。教師在教學時應堅持以聽說為主的原則，注意啟發(fā)、引導和幫助學生通過說、唱、動、游戲等方式積極、主動、大膽、愉快地參與教學活動。
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.
VI. Teaching procedures and purposes of my designing.
I’ll finish this lesson in five steps.
Step 1. Warm-up and preview
1. Free talk between T and Ss about things in the classroom.
2. Sing the song together: Books and pencils.
3. Do some TPR, for example: Show me your English book. Show me your crayon.
4. Review the numbers by asking: “How many crayons do you have?”
Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.
Step 2. Presentation
Now I’ll mainly talk about this step.
1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.”
(1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.
(2) T: My schoolbag is heavy.
Open the bag and say: “What’s in it? What’s in my schoolbag?”
Take out a Chinese book. Then do the action again. Let the Ss read the sentence.
2. Play a guessing game. Divide the whole class into four groups to have a competition.
Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.
3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.
Girl: My schoolbag is heavy.
Boy: What’s in it?
Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.
Boy: What will you do?
Girl: They are for the poor.
Boy: Great! I’ll bring some school things too.
The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.
4. Mention that we should take care of the poor.
5. Play the cassette. Let the Ss listen and imitate the dialogue.
Pay attention to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.
Step 3. Practice
Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.
Step 4. Assessment
Help Ss finish “Let’s check” of this unit and workbook.
Purpose: To check the knowledge Ss have learned in this period.
Step 5. Add-activity
1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.
2. Take care of everything they have.
Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned
英文說課稿 篇6
一、分析教材
1、教材內(nèi)容要點：
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中的一個非常重要的語法，也是高考的一個熱點。在英語里，定語從句可以使一個繁瑣的句子變得非常簡潔，同時，它在人們?nèi)粘捴谐霈F(xiàn)的頻率特別高。定語從句掌握地扎實與否關系到一個學生英語水平的高低。因此，定語從句的學習和掌握在英語學習中有著重要的意義。
3、教學目的
根據(jù)教學大綱的要求，通過這一節(jié)課的教學，要使學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)學生探索求真知的精神，對學生進行實踐觀點的教育。
4、教學的重點與難點
定語從句是本課的主要內(nèi)容，與日常英語的應用密切聯(lián)系，所以定語從句的概念與運用是本節(jié)課的一個重點。對定語從句的復習，需要綜合應用所學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)象進行具體、形象的思維來獲得知識。因此這個知識點既是本節(jié)課的重點又是難點。
培養(yǎng)學生的多種能力也是這節(jié)課的重點，這是素質(zhì)教育對現(xiàn)代教學的要求。
二、分析學生
大多數(shù)學生上進心強，學習態(tài)度端正，有良好的學習習慣，但是缺乏一定的探索研究問題的能力。
定語從句是學生在英語學習中比較常用的語法，也是他們必須掌握的內(nèi)容。教學中要注意培養(yǎng)學生對英語的興趣，充分發(fā)揮主體作用，迎合他們好奇、好動、好強的心理特點，調(diào)動他們學習的積極性和主動性。
高中生的思維方式由形象思維向抽象思維過渡，因此在教學中應注意積極引導學生應用已掌握的基礎知識，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。當然在此過程中仍需以一些感性認識作為依托，可以借助多媒體設備加強直觀性和形象性，以便學生理解和掌握。
三、教學方法
這節(jié)課可綜合應用提問、歸納、介紹、檢查、講授和討論等多種形式的教學方法，提高課堂效率，培養(yǎng)學生對英語的興趣，激發(fā)學生的求知欲望。充分體現(xiàn)以教師為主導，以學生為主體的原則。創(chuàng)設英語情境讓學生參與語言實踐，邊動口邊思考。從語言分析總結(jié)出結(jié)論以調(diào)動學生的積極性。
四、教學程序
教學中要以了解、學習研究英語的方法為基礎，掌握知識為中心，培養(yǎng)能力為方向，緊抓重點突破難點，具體設計如下：
1、新課導入：
以創(chuàng)設問題情境導入新課。學源于思，思源于疑，一上課便以聽歌曲填空的形式引入課題，引導學生分析歌詞中的有關定語從句的句子，認真分析句子成分，使學生產(chǎn)生強烈的求知欲和好奇心，調(diào)動學生學習的積極性和主動性。
2、講授新課：
任何語言學習都離不開語言實踐。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。我將一個定語從句列在投影上，讓學生分析這個句子的成分，從而導出兩個非常重要的內(nèi)容----先行詞和關系詞，然后逐一解釋。通過分析例句，培養(yǎng)了學生的分析能力、觀察能力，增強了他們的感性認識。為了使學生能對定語從句有更進一步的認識，這里我又采用提問的方法讓學生說出定語從句的分類，然后我對其進行進一步地解釋和說明，讓學生通過講解概括，總結(jié)出定語從句的分類。在此基礎上，我讓同學們回答出定語從句中的關系代詞有哪些，通過一些簡單的例句，讓學生知道每一個代詞在句子中起什么作用以及用法。在講解關系代詞與介詞時，我讓學生自己歸納出它們的規(guī)律，提高學生的概括能力，從而達到復習的目的。
在講解關系詞that和which、who和that、as和which這一環(huán)節(jié)時，我先讓學說出它們的特殊用法，然后我再進一步加以闡述。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,只能用that引導從句。
b、先行詞是all,something,nothing,anything等不定代詞時，只能用that。
c、先行詞既有人也有物時,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，只能用that。
e、當主句已有疑問詞 who或which時，只能用that。
2、定語從句中宜用which而不宜用that的情況。
a、當關系代詞前面有介詞時。
b、在非限制性定語從句中。
c、在一個句子中有兩個定語從句，其中一個從句的關系代詞用了that，另一個宜用which。
二）、who和that的特殊用法：
who、that在許多情況下可以通用，但有時宜用who不用that。
a、先行詞是one(s),anyone,someone, those時，關系詞使用who。
b、在there be 句型中，先行詞指人時，關系詞用who。
三)、關系代詞as和which的區(qū)別
as和which所代表的都是整個句子所表示的內(nèi)容,但是二者有兩點不同之處：
a、在形式上as引導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系一般為一致關系，常譯為“正如……”，“就象……”，而which定語從句和主句的關系是因果關系，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許多時候不能代替which。
針對關系副詞的復習，因其難度不大，我直接采用講解法，學生容易理解。關系副詞是用來引導定語從句的，它和關系代詞一樣，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，把兩個句子連接成為一個帶有定語從句的復合句。
同時，在解釋的過程中不斷穿插練習，達到鞏固復習的目的,體現(xiàn)精講精練的教學原則和我校提出的“四轉(zhuǎn)五讓”原則。
3、反饋和鞏固
在講解完所有語法點之后，為了更加有效地鞏固所復習的知識，我設計了兩種有針對性的習題練習，讓學生把掌握的知識運用于實際語言操作中，從而達到知能并重的目的。
4、小結(jié)
最后通過小結(jié)，以表格的形式把本節(jié)課所復習的`語法點進行總結(jié)。
5、板書設計
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)課進行了點評，結(jié)合其他聽課的評價及與其他教師的交流，談談個人的思考，具體如下：
一)、值得推介的幾點
1、重視基礎語言知識，對于基礎的語言知識講得透，講得到位。
2、重視語言綜合運用能力的培養(yǎng)。講知識點時，能結(jié)合語境，提供情境，對于學生語言基礎知識的綜合運用起到了鋪墊作用，對于學生發(fā)散思維能力的培養(yǎng)有很大的幫助。
3、課堂教學有思想。教師擁有豐富資源，多媒體課件設計地實用、合理。講授方法新穎獨特，練習形式靈活多樣。
4、教師個人素質(zhì)較好，能靈活應對任何突發(fā)教學情況，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存在，相互干擾。偶爾用漢語組織教學好像省事，其實反而浪費時間和精力，不利于學生形成用英語思維的習慣，更影響交際速度。
2、交際面有時過窄，很難訓練到全部。很多學生只有聽的份，沒有說的機會，這是大班的局限，有些活動是為了順利進行而局限于“好學生”身上，一些英語學困生被遺忘。時間長了，會使學生討厭英語并放棄英語的學習。
3、任務型教學活動有時設計地不是很好�；顒右笥袝r不是很明確，活動設計不能從學生生活經(jīng)驗，興趣愛好出發(fā)，活動形式有時單調(diào)，缺乏趣味性。
三)、幾點想法
1、千方百計、想方設法激發(fā)學生的學習興趣，調(diào)動學生的學習積極性。有人說“掌握一門外語就比別人多活了一輩子�！币驗槟惚葎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)學生的學習興趣。
2、在課堂上注意學生的綜合語言運用能力的培養(yǎng)。在基礎的語言形式訓練上提升交際品位，為學生創(chuàng)設豐富的語言環(huán)境，讓學生產(chǎn)生交際的愿望和機會，使交際具有實際內(nèi)容和實際意義。
3、要繼續(xù)學習，不斷充電，提升自身的業(yè)務素質(zhì)和人文素養(yǎng)。
英文說課稿 篇7
《My home》是小學英語四年級上冊的第四單元。本單元的教學內(nèi)容都是圍繞"家"這一學生喜聞樂見的主題展開的。本節(jié)課是第四單元的第一課時，教學內(nèi)容是要學習有關房間的五個單詞及進行簡單的對家的介紹，本課時是本單元的重點，所以首先應讓學生掌握各個房間的名稱，再通過Let’s do等TPR活動進行鞏固操練，本節(jié)課掌握的好壞程度，直接會影響到本單元后階段有關"描述和詢問東西在哪里"的對話和故事的掌握，因此在本單元教學中具有舉足輕重的地位。
Theaching goal:
1.能夠聽、說、認讀五個有關房間的單詞 study, kitchen, bedroom, bathroom, living room.
2.能夠用This is my home. You can see a living room…句型簡單介紹房子。
3.能夠聽懂"Let’s do"的指令，并做出相應的動作。
4. 培養(yǎng)學生對家的熱愛，提高學生的口語表達能力和交際能力。
Theaching key:
熟練認讀有關房間的五個單詞。
Theaching difficulty:單詞bathroom, living room,的正確發(fā)音。
Theaching aid: Cards Tape recorder CAI
Theaching method: TPR Pairwork Groupwork
Theaching steps
Step 1 Warm-up
1. Good morning. Boys and girls. How are you? Nice to meet you.
2.Let’s sing《In the Classroom》，OK?
Step 2 Preview
1.Show the CAI（door ,window） What’s this? This is my home, there are many room are there? Do you visit my home? Now, let’s study Unit4 《My Home》。
Step 3 Presentation
1.（Show the CAI）。 This is my home, you can see a bedroom, a living room, a study ,a kitchen and a bathroom
2.Look ,what’s this?（客廳） There are five words on the blackboard, listen to me and guess, which word is "living room"?Teach"living room". There is a TV in the living room. What can you do in the living room? Teach"watch TV".Chant "living room,living room , watch TV."
3.（Show the CAI）。 .Look ,what’s this?（書房） Listen to me and guess, which word is "study"?Teach"study". There are many books in the study. What can you do in the study? Teach"read a book".Chant "study,study, read a book".
4.（Show the CAI）。 .Look ,what’s this?（廚房） Listen to me and guess, Which word is "kitchen"?Teach"kitchen". What can you do in the study? Teach"have a snack".Chant "kitchen ,kitchen,have a snack".
5.（Show the CAI）。 .Look ,what’s this?（bathroom） Listen to me and guess, which word is "bathroom"?Teach"bathroom". What can you do in the bathroom? Teach"take a shower".Chant "bathroom ,bathroom ,take a shower".
6.（Show the CAI）。 .Look ,what’s this?（bed ） What’s this? （room） What’s this? （bedroom）Teach"bedroom". There is a bed in the bedroom. What can you do in the bedroom? Teach"have a sleep".Chant "bedroom bedroom, have a sleep"
7.Listen to the tape and read after the tape.
8.Let’s do.
Show the "Go to the ", put the "living room, study , kitchen, bathroom, bedroom" on, then T act "Go to the living room, watch TV. Go to the study, read a book. Go to the kitchen,have a snack. Go to the bathroom ,take a shower. Go to the bedroom, have a sleep".
Now let’s do, ok? Follow me.
Step 4 Practice
Now, this group is team one, this group is team two. Let’s go,ok?
1.炸地雷： Let’s play a game, Ok? Who can read? Read together.
2.Close your eyes, what’s missing? Guess, then tell us.
3.Now,look at the screen, Guess, what’s this? （Show the CAI ） The student guess.
4.look, this is my home,you can see a bedroom, a living room, a study ,a kitchen and a bathroom.
Who can do like me ? Tell us what’s your room like?
The students look and say.
Homework:
1.Tell your home to your friend.2. Prepare the"Lets talk."
五、Blackblard design:
Unit4 My Home
living room watch TV
study read a book
kitchen have a snack
bathroom take a shower
bedroom have a sleep
英文說課稿 篇8
說教材：
1. 教材內(nèi)容
本節(jié)教材重點圍繞節(jié)日展開，圍繞人們經(jīng)常如何度過節(jié)日展開話題。本課時要求學生能掌握四個節(jié)日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at …? I… .并能自由交流如何度過假日。在本課中did引導的一般疑問句及回答也是新知之一。因為在前面第三單元己出現(xiàn)了be 動詞的過去式，所以學生在學習的時候這方面比較容易掌握。
2.教材的地位
本節(jié)課所選的教學內(nèi)容是牛津小學英語6A Unit 6。本單元教學圍繞節(jié)日兒展開的。在詢問節(jié)日這部分，學生已有了前面第三單元的知識鋪墊，比較易于深入與擴展。這樣的安排，既體現(xiàn)了教材循序漸進、由難到易的編排意思，又符合學生的知識水平和認知水平。關于人們?nèi)绾味冗^節(jié)日這一話題，特別是西方的節(jié)日，。則需要學生課后及時收集資料。在實際教學中，本課采用舊話題先教新句型，再用句型引新知的方式展開，這樣既便于學生接受掌握，也體現(xiàn)了教學內(nèi)容之間的連貫性。
說目標：
1. 教學目標
新課程強調(diào)知識與技能、過程與方法、情感態(tài)度與價值觀三個角度的有機結(jié)合，本著這樣的認識，我制定如下教學目標。
[認知目標] 學生能聽、說、讀短語及單詞：visit relatives and friends , go to parties, dress up in costumes, ware masks , make pumping lanterns, eat lots of delicious food , National Day, Christmas, Halloween, Spring Festival , favourite ; 能運用 When's … ? What do people usually do at …? Did you…last …? Yes , I did./ No, I didn't.等進行口語交際。
[能力目標]能用英語交流在假日中的活動，部分同學能用英語流利介紹節(jié)日的有關情況。
[情感目標] 通過活動、游戲使學生產(chǎn)生學習英語的興趣;讓學生敢于、樂于開口，積極參與交流。并讓學生在學習的過程中，培養(yǎng)他們的合作意識和競爭意識。
2. 教學重難點
教學的重點是讓學生掌握詞組，能夠熟練的運用詞組進行交流，初步鍛煉學生運用詞組描述節(jié)日的能力;難點是讓學生認識時態(tài)的變化，及意識到詞組的不同運用能造就語言的豐富性。
說教法：
1. 教法設計
根據(jù)英語這門課本身的特點及六年級學生的興趣，我通過了設計具體形象的情景，以舊帶新，不斷滾動知識點，以此來分散教學難點，讓學生直觀地感知與理解。同時創(chuàng)設數(shù)個任務活動，從單詞到短語到句子到對話到片斷，使學生在師生、生生之間的多向交流中進行有意義的練習與實踐，充分發(fā)揮他們的學習主體性，培養(yǎng)他們學習致用的能力。
2. 學法指導
引導學生通過比較、觀察、猜測的方法逐漸感悟新語言項目的功能，讓學生在多層次的練習中體會到學習英語時“運用”的必要性，鼓勵學生積極思維，大膽嘗試。
3. 教學手段
根據(jù)本課的教學內(nèi)容、教學目標、學生的年齡特征和心理特征，為了更好地激發(fā)學生的學習興趣，從而能積極主動參與學習。教學中運用多媒體課件、圖片等教學輔助手段，置抽象的句型于一個個生動的情景、游戲之中，不僅使學習過程自然輕松，更能較好地啟智開思。
說過程：
1.熱身( Warm up)
(1)宣布本節(jié)課的學習方式：小組競賽。以座位分成四個參賽小組，按每個同學的課堂表現(xiàn)為本組加星，課末評出WINNER。然后，開始“每課一句”，本節(jié)課所教授的句子是“Lite is long if you know how to use it.”
[設計意圖] 學習方式的宣布讓學生對本節(jié)課充滿了興趣，激起了他們的斗志和為本組爭星的表現(xiàn)欲�！懊空n一句”是我在六年級開始每堂課上設置的一個必備環(huán)節(jié)。這個環(huán)節(jié)主要教學生一些妙言警句。這些句子既豐富了學生的詞匯量，提高了他們的表達能力，同時也讓他們學到了地道的英語表達方式。從而為學習英語創(chuàng)設一個良好的氛圍。
2.以舊帶新 [lead in ]
提供話題Birthday，師生自由交流，然后用“How do you spend your birthday?”引出本課的新句型“What do you do on your birthday?” 進而再導入“ Did you … last birthday? ”及回答。然后用Colour 話題引出句型My favourite …
[設計意圖] 通過舊知識滾出新知識，是我常用的教學方法之一。以舊帶新，學生可以比較輕松地掌握本課的句型。同時把新的句型和老話題融合一起。有助于培養(yǎng)學生的語言思維能力的開放性。
3.呈現(xiàn)、操練(Presentation, Practice)
承接Colour話題，引出第一個節(jié)日：National Day。利用課件呈現(xiàn)中國國旗。教師引導的話如下：
T:My favourite is red . Because Chinese flag is red . The main colour in China is red on important days. I love China , so I like red. I like red , because I'm from china. Do you like China? Do you like red now?
S: Yes…
T： Do you know my country's birthday?
S: The first of October.
T: What holiday is on that day?
S: National Day.
[設計意圖] 找到話題與所授新知的契合點，讓學生很自然地從一個話題向另一個話題過渡，從而開始了本節(jié)課Holiday的話題。同時英語并不是僅僅是一種工具，它是能夠表現(xiàn)出情感的。在此由紅色引出中國，由中國引出它的生日，簡單的幾句帶有感染力的話就能激發(fā)學生的愛國熱情。
接著用在談論生日時所學的句型讓學生談論一下國慶節(jié)，使所學知識處于不斷的滾動復習鞏固之中。用Guess 猜下一個節(jié)日Halloween.猜出來之后，利用謎面鍛煉學生聽與說的能力。
[設計意圖]因為Halloween節(jié)日在5A的書上有專門的一單元的介紹，所以雖然它是一個外國的節(jié)日，可是學生對它并不陌生。利用謎面，讓學生讀一讀，說一說，談一談。在此環(huán)節(jié)充分鍛煉學生的口語表達能力。
圣誕節(jié)的出示用一首輕快明了的CHANT作為引入，同時讓學生看一段配上音樂的介紹資料，然后用今天要掌握的句型來問一問。之后，出現(xiàn)了一個有關圣誕節(jié)的小故事，讓學生自由的閱讀，然后完成后面的題目。
[設計意圖] 在課中關注學生的注意力的放松。高輸入量的學習會讓學生很快有疲勞的感覺，從而降低學習效率。在此環(huán)節(jié)，設計了CHANT 和一段了解性文字的閱讀，就是給學生創(chuàng)設了一段休息的時間。然后再根據(jù)高年級學生的英語閱讀能力的培養(yǎng)需要，適時進行一篇短文閱讀。
圣誕節(jié)后進行春節(jié)的教學。用一封來自外國朋友的信引出春節(jié)。這是一個美國的朋友，她先介紹了一下人們?nèi)绾芜^圣誕的情況，然后向中國的朋友問了三個有關春節(jié)的問題：What holiday is the popular holiday in China? When is it ? What do people do on that day? 教師讓學生四人一組討論后再反饋回答。
[設計意圖] 在這兒出現(xiàn)了一封的書寫方式，同時很好地導出了下面的內(nèi)容，教師給學生提供了廣闊的自由想像和發(fā)揮的空間，讓學生運用所學的語言進行擴展性的練習。
4. 拓展、鞏固(Extension , Consolidation)
(1) Listen and number
(2) Say out the holiday
將一些沒有學過的節(jié)日收集在一起，讓學生猜測出意思，并能說出時間。
(3) Try your best
按自己的能力選做一題，題目要求由難到易，選擇不同程度的題所獲得的加星也不斷增加。
[設計意圖] 檢查一節(jié)課的教學效果，課外知識的拓展，豐富學生的知識面。選做題的設置，再次調(diào)動起學生的積極性。本來無望獲勝的小組，此時又有了一次機會，不甘失敗的心理會讓他們充分發(fā)揮潛能;而本來勝利在望的小組，此時又有了危機感，讓他們不敢掉以輕心。于是一場比拼實力的競爭又在無形之中展開了。他們不斷調(diào)動出潛能，能于同學互幫互助，一種為本組爭光的主人翁意識也在不斷膨脹中。從而形成了一個積極的參與氛圍。
5 課后作業(yè)(Homework)
(1) Look and write
(2) 用至少五句話介紹一個節(jié)日。
[設計意圖] 鞏固所學，將課內(nèi)的學習延伸到課外。
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