有關(guān)英文說(shuō)課稿范文七篇
作為一名教學(xué)工作者，通常會(huì)被要求編寫(xiě)說(shuō)課稿，是說(shuō)課取得成功的前提。我們?cè)撛趺慈?xiě)說(shuō)課稿呢？下面是小編為大家整理的英文說(shuō)課稿7篇，歡迎閱讀，希望大家能夠喜歡。
英文說(shuō)課稿 篇1
Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
（一） STATUS AND FUNCTION
1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain "four skills" request of listening, speaking, reading and writing. To start listing "Word Bank" and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.
2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.
3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
（二）ANALYSIS OF THE STUDENTS
The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.
（三）TEACHING AIMS AND DEMANDS
The teaching aim's basis is established according to Junior School English syllabus' provision.
1.Knowledge objects
�。�1） To make the Ss know how to use the affirmative sentence "This is. . . ." and the negative sentence "This is not…"Everyday expressions for "Apologies""I'm sorry""That's all right".
�。�2） To study the new words "six, hey, sorry, it’s, that’s", etc. by learning the dialogue of this lesson.
�。�3） To finish some exercises.
2.Ability objects
�。�1） To develop the Ss’ abilities of listening, speaking, reading and writing.
�。�2） To train the Ss’ ability of working in pairs.
�。�3） To develop the Ss’ abilities of communication by learning the useful structures.
3.Moral objects
�。�1） To enable the Ss to be polite and love life.
�。�2） To enable the Ss to look after their things well.
�。ㄋ模㏕EACHING KEY AND DIFFICULT POINTS
The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.
1.Key points:
（1）。To help the Ss to communicate with each other.
�。�2）。To enable the Ss to study in groups and co-operate skillfully.
�。�3）。To develop the Ss’ interest in English.
2.Difficult points:
�。�1） How to make dialogues and act them out.
�。�2） How to write the right whole sentences.
�。ㄎ澹� TEACHING AIDS
Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.
Part Two The Teaching Methods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based" teaching 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. So in this lesson I’ll mainly use "Communicative" teaching method, "Audio-visual" teaching method and "Task-based" teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.
Teaching special features
To use these methods are helpful to develop the Ss’ thought.
Part Three STUDYING WAYS
1.Teach the Ss how to be successful language learners.
2.Let the Ss pass "Observation—Imitation—Practice " to study language.
3.Teach the Ss how to master dialogues and how to communicate with others.
Teaching special features:
Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.
Part Four Teaching Procedure
I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.
Step1 Warm-up
1. Free talk between T and Ss .
Such as: Hi, I’m . . . . What’s your name?
This is … How do you do?
Who is he/she? How are you?
Who can count from 1to 5?
What’s this in English? etc.
2.A game: Ask the Ss to give T some school things. For example:
T: Give me your book.（ruler, box, pen, table, knife, etc.）
T: This is your book. This is not my book. It’s your book. etc.
In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.
Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.
Step2. Presentation
This course is very important. I’ll mainly talk about this step.
I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.
First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.
A: Hi, B. How are you today?
B: I’m fine, thank you. And you?
A: I’m fine, too. Oh, this is my bag.
B: No, this is not your bag. It’s my bag.
A: （Look closely） Oh, I’m sorry.
B: That’s all right.
�。ˋt the same time, C is running up and hitting A.）
C: Oh, I’m sorry.
A: That’s OK.
I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.
Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.
Step3.Practice
First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.
Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.
Step4.Production
In this step I’ll give the Ss a free space to show their abilities.
Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.
After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.
Purpose of my designing: "Task-based" teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.
2.Skill 1 Model 1.
I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.
Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.
3.Finish the Ss’ workbook.
Purpose of my designing: To check the knowledge Ss have learned in this lesson.
Step5.Homework:
（1）Recite the words as many as possible after class.
�。�2）Make a dialogue according to Sample A and write it in the exercise book.
Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
Blackboard Design
Lesson Six Sample ASix This is my…h(huán)ey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.
英文說(shuō)課稿 篇2
一、說(shuō)教材（教材分析） Analyzing teaching material
1. 說(shuō)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(shuō)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(shuō)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(shuō)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(shuō)教學(xué)難點(diǎn) teaching difficult points （語(yǔ)法；發(fā)展交際能力）
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 說(shuō)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(shuō)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(shuō)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(shuō)教學(xué)過(guò)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(duì)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(shí)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(duì)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?
（They 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(shuō)課稿 篇3
8B Unit 3 Online Travel
Reading Around the world in eight hours
Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.
Part One: Analysis of the Teaching Material
(一) Status and Function
This is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.
(二) Analysis of the students
Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer .Without much knowledge ,you won’t be able to learn computer well.
(三)Teaching aims and Demands
1.Knowledge objects
To understand the aim of an educational CD-ROM and what the character can do
To infer meaning from keywords, context and existing knowledge.
To master the Passive voice.
2.Ability objects
To develop the Ss’ abilities of listening, speaking, reading and writing.
To train the students how to use their own words to express their ideas.
(四)Teaching key and Difficult point
1. Key points
To review the Present perfect tense.
To learn the Passive voice.
To tell more about the CD-ROM.
To retell how the game is played
To understand the whole passage and answer teacher’s questions
2. Difficult points:
The Passive voice.
To retell how the game is played
(五) Teaching Equipment
Multi-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.
Part Two: The Teaching Methods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based” teaching 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. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.
To use these methods are helpful to develop the students’ abilities.
Part Three: Studying Procedures
Step 1
Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that t
he game is set in different countries and involves a tour around the world
Step 2
Tell students that the first paragraph of the reading passage explains the background to the game .Listen to the tape. Ask some questions to check understanding, eg.
What’s the name of the new educational CD-ROM?
What can it help you to do?
Who is the designer?
Step 3
Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.
Who is the main character of the game?
How old is he?
What does he like doing?
What was he doing when he fell asleep?
Step 4
Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41
Step 5
Ask some questions to check understanding, eg.
How can you earn a point?
What will happen if you have earned a point?
What will happen if you have earned enough points?
How many levels does the game have?
How long does it take you to finish the game?
What do the questions test?
What will you see on the screen when you reach a new place?
What can you learn about when you reach London?
What will you see when you pass a level?
What happened to the places you have visited?
Step 6
Read the whole passage and then ask some students to retell how the game is played(in 5steps)
1 See a golden cloud with instructions on it
2 See clouds with information about different places; See clouds with questions on them
3 Get a point every time you answer a question correctly
4 A cloud will come down and carry you off to a new place
5 See a world map. The old place is marked in bright purple
If possible, ask students to discuss what they have learned from the passage.(with their own words)
Step7 Use the following keywords to try to retell the passage.
Paragraph1.
a new educational CD-ROM, Around the world in Eight Hours.
Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM
Paragraph2.
Main character, love traveling, lie on the grass, fall asleep
Paragraph3.
be written on, different colors with questions on them
Every time you answer a question, earn enough points, come down, Carry off
Pargraph4
Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example
Paragraph 5
Be the best , get it in sold out
Step 8 Homework
1 Translating the following phrases:
1)同時(shí)
2) 過(guò)一關(guān)
3) 扮演…角色 4) 光盤的設(shè)計(jì)者
5) 一直廣受歡迎的游戲 6) 得到足夠的分?jǐn)?shù)
7) 睡著 8) 英語(yǔ)語(yǔ)法和詞匯
9) 在你的屏幕上 10) 檢驗(yàn)知識(shí)
11) 在市場(chǎng)上 12) 例如
13) 掉下來(lái) 14) 售完
2 Try to recite the text.
Design of the blackboard
1) The Present perfect tense. A new educational CD-ROM has just come out.
When you have earned enough points,….……..Carry you off to a place you have never visited before. The places you have visited are marked…
2) The Passive voice.
It is designed by Nancy Jackson. These words were written on it.
The places you have visited are marked in bright purple.
Get it now before it is sold out
英文說(shuō)課稿 篇4
這堂課的語(yǔ)言知識(shí)技能目標(biāo)是：
通過(guò)在創(chuàng)設(shè)買水果的情境的對(duì)話中，使學(xué)生能聽(tīng)懂、會(huì)說(shuō)：Do you like ….? / Yes，I do …. / No，I don’t. / What about …? / Let,s have some …這些句型。 并能在實(shí)際情境中運(yùn)用。
情感目標(biāo)是：
在小組內(nèi)用“What about …”向別人提意或詢問(wèn)，滲透人際間要有良好的溝通方式。
我這堂課總體的設(shè)計(jì)理念是采用了任務(wù)型教學(xué)的方式�！敖處煈�(yīng)該避免單純傳授語(yǔ)言知識(shí)的教學(xué)方法，盡量采用‘任務(wù)型’的教學(xué)途徑”，這是《英語(yǔ)課程標(biāo)準(zhǔn)》所指出的，所以全課始終在購(gòu)買水果的情境中進(jìn)行著，讓學(xué)生觸景生情，在完成購(gòu)買水果的任務(wù)中，學(xué)生愉快地學(xué)習(xí)英語(yǔ)。
為了很好的達(dá)成以上教學(xué)目標(biāo)，把教室布置成一個(gè)模擬購(gòu)買水果的情境：四個(gè)同學(xué)圍成一個(gè)小組，每組的桌上，放一個(gè)水果盆和一個(gè)用紙密封的水果籃，水果盆和水果籃中都放入“pear peach orange watermelon”的英語(yǔ)圖片。
過(guò)程：
在課的開(kāi)始部分，我組織一個(gè)對(duì)前一課時(shí)所學(xué)四個(gè)水果單詞的warm—up。為了提高學(xué)生學(xué)習(xí)的積極性，復(fù)習(xí)采用的方法是：每個(gè)小組桌子上放一個(gè)用紙密封的水果籃�；@中放入一些水果圖片，老師問(wèn)學(xué)生，Guess it ，pless. What’s in it? 學(xué)生不知是什么物品，都想去摸，自然就提高了學(xué)生的參與積極性，讓學(xué)生摸出一個(gè)圖片，說(shuō)出這個(gè)水果的英語(yǔ)單詞。先老師參與到其中一組，師生共同示范一次，然后每個(gè)小組，輪流從密封的水果籃里摸，摸到一個(gè)水果圖片，就說(shuō)出它的英語(yǔ)單詞，其他學(xué)生要聽(tīng)出他說(shuō)的單詞是否準(zhǔn)確。
�。ㄟ@種復(fù)習(xí)符合學(xué)生好奇心理，激發(fā)學(xué)生說(shuō)的欲望和聽(tīng)的興趣，擴(kuò)大參與面，實(shí)現(xiàn)生生互動(dòng)。）
復(fù)習(xí)之后，教師就用語(yǔ)言來(lái)創(chuàng)設(shè)一個(gè)購(gòu)買水果的情境，“Amy and Bai ling go to the fruit shop ，Which fruit they like best? Let’s have a look�！辈シ耪n件，讓學(xué)生整體感知課文“Let’s talk”部分。
先讓學(xué)生聽(tīng)兩遍課件中的課文朗讀，了解整個(gè)故事情節(jié)，并對(duì)本課所要學(xué)的句型有個(gè)初步的印象。聽(tīng)兩遍的過(guò)程，也是規(guī)范學(xué)生語(yǔ)言的過(guò)程。
之后，再播放一次課件，程度好的學(xué)生可以跟讀對(duì)話，給不同程度學(xué)生有不同的發(fā)展。
教師提出全文任務(wù)：Look ! So much fruits 。Do you like it？If you can say it well。The fruits is for you。有學(xué)習(xí)的目標(biāo)是任務(wù)型英語(yǔ)教學(xué)的基礎(chǔ)，也是激發(fā)學(xué)生學(xué)習(xí)興趣的途徑。
這篇課文中，學(xué)生要了解四個(gè)句型的意思，并達(dá)到會(huì)說(shuō)的程度是本課的重點(diǎn)，句型較多，也是學(xué)習(xí)的一個(gè)難點(diǎn)。為克服內(nèi)容多的難點(diǎn)，我將全文內(nèi)容整合，重新分組。這符合新課標(biāo)“教師要善于結(jié)合實(shí)際教學(xué)需要，靈活和有創(chuàng)造性地使用教材，對(duì)教材內(nèi)容進(jìn)行適當(dāng)調(diào)整”的精神。 我的引導(dǎo)過(guò)程具體分為三個(gè)環(huán)節(jié)。
第一環(huán)節(jié)：
教師參與到其中的一個(gè)小組，用“Do you like …？”的句型提問(wèn)，因?yàn)閷W(xué)生在上學(xué)期已經(jīng)接觸了“l(fā)ike”一詞，現(xiàn)在又有了前面三次聽(tīng)的機(jī)會(huì)，對(duì)本課所要學(xué)的對(duì)話有了一定的感知，預(yù)計(jì)有部分學(xué)生會(huì)回答“Yes，I do. 或 No，I don’t .”當(dāng)學(xué)生回答“Yes，I do.”時(shí)，我就說(shuō)：“Here you are .”同時(shí)也將水果遞給學(xué)生，在教師與學(xué)生、學(xué)生與學(xué)生的對(duì)話中，領(lǐng)悟了“Yes，I do.”和“Here you are .”的意思。
當(dāng)學(xué)生回答“No, I don’t.” 時(shí)，教師不把水果遞給他。通過(guò)這個(gè)過(guò)程的口語(yǔ)與演示，學(xué)生也會(huì)領(lǐng)悟到“No, I don’t.”的意思。
同時(shí)，進(jìn)行師問(wèn)生答的口語(yǔ)操練。師生對(duì)話要適當(dāng)增加，使學(xué)生對(duì)“Yes，I do.和No, I don’t”的句型有更多的操練機(jī)會(huì)。這樣，第一環(huán)節(jié)的目標(biāo)也就達(dá)到了。
第二環(huán)節(jié)：
由師問(wèn)生答的形式，變?yōu)樯鷨?wèn)師答。通過(guò)教師引導(dǎo)，讓學(xué)生用“Do you like …”提問(wèn)。因?yàn)�，學(xué)生要把“Do you like …”的音讀準(zhǔn)，有一定難度。因此，在起先學(xué)生說(shuō)這句式時(shí)，要發(fā)揮教師的主導(dǎo)作用，讓學(xué)生跟讀，注重學(xué)生發(fā)音的準(zhǔn)確。
在學(xué)生基本會(huì)用“Do you like …”提問(wèn)后，教師引導(dǎo)小組內(nèi)成員相互之間用“Do you like …與Yes或No”的句式進(jìn)行問(wèn)答，整個(gè)對(duì)話過(guò)程要留給學(xué)生足夠的時(shí)間，教師還要及時(shí)了解各組的對(duì)話情況，通過(guò)激勵(lì)與輔導(dǎo)形式，達(dá)到優(yōu)等生熟練、其他學(xué)生基本會(huì)說(shuō)的程度。
第三環(huán)節(jié)：
教師與學(xué)生合作當(dāng)一對(duì)顧客，起先還是運(yùn)用“Do you like …與Yes或No”進(jìn)行對(duì)話。當(dāng)學(xué)生說(shuō)“No，I don’t .”時(shí)，教師順勢(shì)引出“What about … ?”和“Let’s have some …”的句型。教師配以動(dòng)作演示，當(dāng)學(xué)生對(duì)這兩句口語(yǔ)有強(qiáng)烈刺激后，就組織學(xué)生自愿組合成一對(duì)顧客，進(jìn)行對(duì)話，要求在對(duì)方說(shuō)“No，I don’t .”時(shí)，要選擇另外水果圖片，并用“What about … ?”和“Let’s have some …”句型說(shuō)話。這一環(huán)節(jié)的重點(diǎn)就是操練這兩個(gè)句型，同時(shí)也實(shí)現(xiàn)了本課時(shí)的情感目標(biāo)——那就是人際間要有良好的溝通方式。
（以上三個(gè)教學(xué)環(huán)節(jié)，將本課要學(xué)的三類新句型，分層練習(xí)，一步一個(gè)句型，掌握一句，再學(xué)一句，學(xué)生頭緒清晰，學(xué)得輕松，效果自然就高了。）
朗讀:
在學(xué)生對(duì)所學(xué)四個(gè)句型基本掌握之后，組織學(xué)生通讀課文，熟讀對(duì)話。先教師一句一句領(lǐng)讀，再組織指名讀，自由讀。朗讀有利于提高口語(yǔ)表達(dá)能力，是新課程所提倡的最基本的學(xué)習(xí)策略。學(xué)生在各種形式的讀中，提高了英語(yǔ)口語(yǔ)水平。
操練:
最后操練部分：將各組水果圖片集中，整個(gè)教室組成一個(gè)模擬型的水果超市，操練分兩步：1、教師與學(xué)生配合示范練習(xí)：教師邀請(qǐng)一位學(xué)生組成一對(duì)購(gòu)物伙伴，走進(jìn)水果超市，要求相互間用“Do you like …？Yes, I do.和No, I don’t .What about pears?”和“Let’s have some …”這些句型進(jìn)行英語(yǔ)購(gòu)物，從而激發(fā)其他學(xué)生的操練欲望。2、學(xué)生之間配合購(gòu)物操練：讓少部分學(xué)生自愿當(dāng)營(yíng)業(yè)員，大部分當(dāng)顧客，兩位顧客組成一對(duì)購(gòu)物伙伴，走進(jìn)水果超市，進(jìn)行英語(yǔ)對(duì)話，如果學(xué)生說(shuō)得準(zhǔn)確，那么水果就可被取走。學(xué)生扮演的顧客與營(yíng)業(yè)員之間的角色要自由換位，以便讓每個(gè)學(xué)生對(duì)各類句型都能得到訓(xùn)練。
整堂課，教師樹(shù)立讓每個(gè)學(xué)生得到發(fā)展的理念，比如創(chuàng)設(shè)的活動(dòng)情境，有利于全體學(xué)生發(fā)展語(yǔ)言技能，提高實(shí)際語(yǔ)言運(yùn)用能力。優(yōu)等學(xué)生在聽(tīng)的基礎(chǔ)上就有自由嘗試說(shuō)的機(jī)會(huì)。組成學(xué)習(xí)小組學(xué)習(xí)口語(yǔ)，注重相互間的合作。全課有多次遞進(jìn)式的口語(yǔ)實(shí)踐機(jī)會(huì)。
注重把英語(yǔ)教學(xué)與情感教育有機(jī)結(jié)合。全課就是在寬松、民主、和諧的學(xué)習(xí)環(huán)境中完成活動(dòng)過(guò)程的，教師參與小組交流引導(dǎo)，關(guān)注學(xué)習(xí)困難學(xué)生的語(yǔ)言實(shí)踐。
英文說(shuō)課稿 篇5
一、 說(shuō)教材
今天我說(shuō)課的內(nèi)容是外研社的小學(xué)英語(yǔ)新標(biāo)準(zhǔn)三年級(jí)起始第一冊(cè)module 6 school, unit2 what’s this? 我采用多樣化的教學(xué)手段將聽(tīng)、說(shuō)、玩、唱溶于一體，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和愿望，使學(xué)生通過(guò)合作學(xué)習(xí)體驗(yàn)榮譽(yù)感和成就感，從而樹(shù)立自信心，發(fā)展自主學(xué)習(xí)的能力，形成初步用英語(yǔ)進(jìn)行簡(jiǎn)單日常交際的能力。
二、說(shuō)學(xué)情
三年級(jí)的學(xué)生于本期剛接觸英語(yǔ)，對(duì)學(xué)習(xí)英語(yǔ)充滿了好奇和興趣，渴望獲得更多的英語(yǔ)信息和知識(shí)。經(jīng)過(guò)本模塊第一單元的學(xué)習(xí)，學(xué)生已經(jīng)初步掌握了詢問(wèn)并識(shí)別物體的句型：what’s this? 和what’s that? 學(xué)生已掌握的知識(shí)和心理狀態(tài)為本節(jié)課的自主探究打下了基礎(chǔ)。
三、 說(shuō)教學(xué)目標(biāo)
1、語(yǔ)言知識(shí)目標(biāo)
(1) 讓學(xué)生能聽(tīng)、說(shuō)、認(rèn)、讀pen,pencil,book,bag等單詞。
(2) 通過(guò)學(xué)習(xí)讓學(xué)生熟練掌握句型 what’s this? 和what’s that?
2、學(xué)習(xí)技能目標(biāo)：
(1) 能聽(tīng)懂let’s do中的指令并做出相應(yīng)動(dòng)作,如point to the …
(2) 根據(jù)圖片或在場(chǎng)景下進(jìn)行簡(jiǎn)單的英語(yǔ)交流和表達(dá)，培養(yǎng)學(xué)生靈活運(yùn)用所學(xué)知識(shí)進(jìn)行交流的能力.
3、情感態(tài)度目標(biāo)
�。�1） 通過(guò)學(xué)習(xí)活動(dòng)，使學(xué)生有興趣聽(tīng)、說(shuō)英語(yǔ)，培養(yǎng)學(xué)生注意觀察、樂(lè)于模仿的良好習(xí)慣和主動(dòng)競(jìng)爭(zhēng)的竟識(shí)。
（2） 讓學(xué)生在鼓勵(lì)性評(píng)價(jià)的中樹(shù)立學(xué)習(xí)英語(yǔ)的自信心。
（3） 通過(guò)小組活動(dòng)培養(yǎng)學(xué)生合作交流的'能力，從而讓學(xué)生意識(shí)到學(xué)習(xí)英語(yǔ)的重要意義。
�。�4）充分利用教材所提供的學(xué)習(xí)資源，實(shí)現(xiàn)自由參與與創(chuàng)新，能主動(dòng)與他人交流，并克服交流中的困難，使交際順利進(jìn)行。
四、說(shuō)教學(xué)重難點(diǎn)
1、學(xué)習(xí)新單詞 pen,pencil,book,bag ，能正確認(rèn)讀。
2、鞏固已學(xué)句型：what’s this? 和what’s that? 并能用 it’s a…作出相應(yīng)的回答。
五、說(shuō)課前準(zhǔn)備
教具準(zhǔn)備：課文錄音；帶單詞的物品圖片；實(shí)物pen,pencil,book,bag；魔法包；獎(jiǎng)品（貼畫(huà)）。 學(xué)具準(zhǔn)備：?jiǎn)紊锲返膱D片（學(xué)生課前畫(huà)好）
六、說(shuō)教學(xué)策略
為了突破這一堂課的重、難點(diǎn)，根據(jù)小學(xué)生好奇、好勝、好動(dòng)、模仿力強(qiáng)、表現(xiàn)欲旺盛等生理和心理特點(diǎn)，我主要采取了以下教法和學(xué)法。
�。ㄒ唬� 小組活動(dòng)學(xué)習(xí)法
把全班分成四個(gè)大組（兩行為一組），分別用數(shù)量單詞命名，并書(shū)寫(xiě)在黑板的左邊或右邊。課堂各項(xiàng)教學(xué)活動(dòng)均以小組活動(dòng)為主線，結(jié)對(duì)或全班活動(dòng)為輔，學(xué)生互相交流、探究，共同完成學(xué)習(xí)任務(wù)，在合作中感受學(xué)習(xí)英語(yǔ)的樂(lè)趣及交流的意義，也通過(guò)小組成員之間“榮辱與共”的關(guān)系而形成同步學(xué)習(xí)的環(huán)境。
�。ǘ� 情境教學(xué)法
給學(xué)生不斷創(chuàng)設(shè)各種真實(shí)的場(chǎng)景，促使學(xué)生說(shuō)英語(yǔ)。
�。ㄈ� 課堂評(píng)價(jià)主要以鼓勵(lì)性評(píng)價(jià)為主。
課上恰當(dāng)使用激勵(lì)性評(píng)語(yǔ)和獎(jiǎng)勵(lì)個(gè)人貼畫(huà)、小組獎(jiǎng)的紅旗（畫(huà)在黑板上）的方法，讓學(xué)生渴望成功的心理得到滿足，這也是激勵(lì)學(xué)生積極投身英語(yǔ)學(xué)習(xí)的一個(gè)最簡(jiǎn)單而有效的方法。老師操作起來(lái)也比較方便。
七、說(shuō)教學(xué)過(guò)程
�。ㄒ唬嵘韽�(fù)習(xí)，營(yíng)造學(xué)習(xí)英語(yǔ)的氣氛。
1、歌曲導(dǎo)入，激發(fā)學(xué)生學(xué)習(xí)的興趣
教育家托爾斯泰說(shuō)過(guò)：“成功的教學(xué)所必須的不是強(qiáng)制，而是激發(fā)學(xué)生的興趣，激發(fā)學(xué)生參與學(xué)習(xí)的興趣，是新課導(dǎo)入的關(guān)鍵。精彩的課堂開(kāi)頭，不僅能使學(xué)生迅速地興奮起來(lái)，而且還會(huì)使學(xué)生把學(xué)習(xí)當(dāng)成一種自我需要，自然地進(jìn)入學(xué)習(xí)新知的情景。因此，在熱身的時(shí)候，首先讓學(xué)生演唱歌曲“plese stand up ”，并做上相應(yīng)的動(dòng)作，這樣的導(dǎo)入能很快吸引住學(xué)生，還渲染了學(xué)生學(xué)習(xí)英語(yǔ)的良好氣氛。同時(shí)，歌曲中的物品也可勾起學(xué)生們對(duì)已學(xué)物品單詞的回憶，對(duì)復(fù)習(xí)句型what’s this? 和what’s that?作好鋪墊。
2、復(fù)習(xí)舊知，培養(yǎng)自信
教師出示tom的圖片，談話向孩子們引出本節(jié)課的新朋友：“it’s tom.” ，并讓學(xué)生熱情地和他打招呼。告訴學(xué)生們他是amy的弟弟，今年才三歲。小tom有些物品不認(rèn)識(shí)，由于剛和大家見(jiàn)面，有些害羞，要老師代問(wèn)，讓孩子們幫幫他。孩子們對(duì)幫助他人都比較熱心，反應(yīng)都很積極。于是老師拿著tom的圖片，在教室里四處走動(dòng)，隨意拿起一件物品或指向一件物品，向?qū)W生提問(wèn)：what’s this? 或what’s that?讓學(xué)生作出相應(yīng)的回答。適時(shí)還可用what colour is it?進(jìn)行詢問(wèn)，借以復(fù)習(xí)表示顏色的單詞。大力夸獎(jiǎng)樂(lè)于助人的娃娃。這樣不僅復(fù)習(xí)了舊知識(shí)，渲染了學(xué)習(xí)英語(yǔ)的良好氣氛，而且滲透了思想品德教育。
�。ǘ⿻�(huì)話導(dǎo)入新知，促進(jìn)語(yǔ)言實(shí)際運(yùn)用能力的提高。
學(xué)生在一個(gè)平等尊重的氛圍中，他們的思維是放松的，敢于說(shuō)、敢于參與教學(xué)。教師要真心誠(chéng)意地把學(xué)生當(dāng)成學(xué)習(xí)的主人，努力提高“導(dǎo)”的藝術(shù)，從而在教學(xué)中恰到好處地去啟發(fā)、點(diǎn)拔、盡可能地給學(xué)生多一點(diǎn)思考的時(shí)間，多一點(diǎn)活動(dòng)的余地，多一點(diǎn)表現(xiàn)自己的機(jī)會(huì)，這樣才能使課堂氛圍充滿活力。因此，這個(gè)環(huán)節(jié)我是這樣設(shè)計(jì)的:
1、教師拿著tom的圖片繼續(xù)指向教室里的物品，向?qū)W生提問(wèn)。課前教師在離講臺(tái)較近的墻壁兩側(cè)和較遠(yuǎn)的后墻兩邊分別貼上pen,pencil和book,bag的圖片，分別使用what’s this? 和
what’s that?向?qū)W生提問(wèn)，學(xué)生可用中文來(lái)回答。教師引導(dǎo)用“it’s a…”來(lái)回答，自然引出新單詞，進(jìn)行單詞教學(xué)。
2、游戲——變一變。
老師先出示魔法包，把實(shí)物pen,pencil,book,bag一件件地特意讓學(xué)生看到之后，再把它們放進(jìn)“魔法包”中，然后讓一名學(xué)生上臺(tái)，從“魔法包”中握住一件物品，讓其余學(xué)生猜是什么。若猜對(duì)了就把物品拿出來(lái)，并讓另一名學(xué)生上臺(tái)找出相應(yīng)的單詞卡片，全班進(jìn)行單詞練讀。學(xué)生們對(duì)“魔法包”充滿了好奇，而所學(xué)的單詞又是孩子們非常熟悉的文具物品，從而學(xué)習(xí)起來(lái)非常帶勁，能起到很好的鞏固作用。通過(guò)齊讀、指名讀、開(kāi)火車讀、看口形猜單詞等多種形式的操練，孩子們能十分輕松地掌握單詞的認(rèn)讀。對(duì)讀得對(duì)、讀得好的個(gè)人和小組要給以及時(shí)的鼓勵(lì)，調(diào)動(dòng)學(xué)習(xí)的興趣和積極性。
�。ㄈ┏尸F(xiàn)新知,合作互動(dòng)。
在小學(xué)英語(yǔ)課堂中使學(xué)生保持一種積極的緊張感，能夠激發(fā)他們學(xué)習(xí)的外部動(dòng)機(jī)，引發(fā)他們一系列的自主活動(dòng)，促進(jìn)外部動(dòng)機(jī)向內(nèi)部動(dòng)機(jī)的轉(zhuǎn)化。
1、游戲——say and point
請(qǐng)四位學(xué)生上來(lái)，分別站在四個(gè)不同的方位，手里分別拿著實(shí)物pen,pencil,book,bag再請(qǐng)一名學(xué)生發(fā)出指令：point to the…其余學(xué)生做出相應(yīng)的動(dòng)作，以達(dá)到對(duì)新單詞的熟練掌握。這個(gè)活動(dòng)完全由學(xué)生來(lái)操作，既鍛煉了學(xué)生的膽量和能力，又激發(fā)了學(xué)生學(xué)習(xí)的興趣。
2、演一演。這個(gè)部分是由學(xué)生導(dǎo)學(xué)。指派一生扮演tom，在教室隨意走動(dòng)，指向任一物品，用what’s this? 和what’s that?進(jìn)行詢問(wèn)，其余學(xué)生扮演amy作答，以答到操練句型的目的。為了激發(fā)學(xué)生學(xué)習(xí)的積極性和主動(dòng)性，可多抽幾名學(xué)生扮演tom練習(xí)。這個(gè)環(huán)節(jié)主要是操練學(xué)生能正確使用what’s this? 和what’s that?來(lái)提問(wèn)。對(duì)能正確使用this和 that來(lái)詢問(wèn)的學(xué)生要加以大力表?yè)P(yáng)和獎(jiǎng)勵(lì)。
3、小組活動(dòng)：ask and answer
以學(xué)習(xí)小組（四人）為單位，擺出pen,pencil,book,bag等文具，可故意將其中的一件放遠(yuǎn)一些。然后指派一人分別用what’s this? 和what’s that?進(jìn)行詢問(wèn)，其他學(xué)生作答。依次輪流進(jìn)行，借以達(dá)到熟練掌握句型的目的。若組內(nèi)成員不懂，其他成員幫助，團(tuán)結(jié)一心，完成任務(wù)。教師巡視指導(dǎo)。
4、學(xué)習(xí)課文 what’s this?
�。�1）學(xué)生打開(kāi)書(shū)，結(jié)合課文插圖，聽(tīng)課文錄音，理解文意。
�。�2）再聽(tīng)錄音，生逐句模仿讀。教師適時(shí)正音。
�。�3）趣味操練——多種形式賽讀：男女生分角色讀；指名分角色讀；小組賽讀。優(yōu)勝者分別獎(jiǎng)個(gè)人貼畫(huà)、獎(jiǎng)小組小紅旗。各種方式的賽讀，從多方面激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，培養(yǎng)自信心，讓他們感受到成功的快樂(lè)。
（四）鞏固新知，拓展練習(xí)。
1、完成運(yùn)用任務(wù)（1）：賽一賽——將sb24頁(yè)的activity 3設(shè)計(jì)為一個(gè)搶答賽。
教師出示單色物品，用what’s this?詢問(wèn)，學(xué)生搶答。在這個(gè)環(huán)節(jié)，教師要注意引導(dǎo)學(xué)生加上顏色作答。不僅鞏固了新知，也復(fù)習(xí)了舊知。這個(gè)練習(xí)有一定的難度，教師要多加誘導(dǎo)，多給孩子思考的余地。通過(guò)努力，相信孩子們一定能完成得很好的。對(duì)答得對(duì)的要大加贊揚(yáng)和獎(jiǎng)勵(lì)，比如說(shuō)：呀，你真了不起！能說(shuō)那么長(zhǎng)的英語(yǔ)句子了！太棒了！
2、完成運(yùn)用任務(wù)2：將sb 25頁(yè)的activity 5設(shè)計(jì)為小組活動(dòng)——show and ask
學(xué)生展示出課前畫(huà)好的單色物品圖片，在小組內(nèi)互相用的what’s this? 和what’s that?來(lái)進(jìn)行問(wèn)答。提醒學(xué)生在問(wèn)時(shí)把圖片拿出來(lái)，做出合適的動(dòng)作；在答時(shí)盡量加上表示顏色的詞，教師巡視指導(dǎo)。 此任務(wù)的設(shè)計(jì)，重視了對(duì)學(xué)生思維能力、觀察能力的培養(yǎng)，特別是對(duì)學(xué)生合作學(xué)習(xí)能力的培養(yǎng)，讓學(xué)生們?cè)趲熒�，生生，小組等不同的合作方式中，學(xué)會(huì)傾聽(tīng)，學(xué)會(huì)評(píng)價(jià)，為學(xué)生的終身學(xué)習(xí)奠定基礎(chǔ)。
�。ㄎ澹� 課堂小結(jié)和課堂延伸
1、總結(jié)小組的戰(zhàn)利品，（包括個(gè)人的貼畫(huà)和黑板上小組的小紅旗）學(xué)生掌聲祝賀并鼓勵(lì)未獲勝的小組繼續(xù)努力，為激發(fā)下節(jié)課的學(xué)習(xí)氣氛打下基礎(chǔ)。
2、布置課外作業(yè)——我來(lái)當(dāng)當(dāng)小老師。
將所學(xué)的單詞或英語(yǔ)句子教教你的家人或朋友。并將你當(dāng)小老師的情況在下節(jié)英語(yǔ)課上向老師和同學(xué)匯報(bào)。
此環(huán)節(jié)將課堂延伸至課外，培養(yǎng)了學(xué)生的運(yùn)用能力，讓孩子的家人和朋友也來(lái)分享學(xué)習(xí)英語(yǔ)的快樂(lè)，從而更加激發(fā)孩子學(xué)習(xí)英語(yǔ)的欲望，真切體驗(yàn)學(xué)習(xí)英語(yǔ)的成功帶來(lái)的喜悅，達(dá)到學(xué)以至用的目的。
八、說(shuō)設(shè)計(jì)說(shuō)明
本節(jié)課不論是新知的呈現(xiàn)，還是游戲的設(shè)計(jì)，都是以學(xué)生的自主探究學(xué)習(xí)為中心的，充分調(diào)動(dòng)了學(xué)生學(xué)習(xí)英語(yǔ)的積極性，讓學(xué)生全員積極參與到課堂，在玩中學(xué)，學(xué)中用，提高了課堂實(shí)效，培養(yǎng)了學(xué)生學(xué)習(xí)英語(yǔ)的興趣。我相信通過(guò)這樣的教學(xué)方式，充分讓學(xué)生主體參與、體驗(yàn)感悟、游戲鞏固，是一定能圓滿實(shí)現(xiàn)課堂教學(xué)任務(wù)的。
附：板書(shū)設(shè)計(jì)
Module 6 School Unit 2 What’s this? What’s this?
It’s a red pen. yellow pencil. What’s that?
It’s a blue bag. green book.
英文說(shuō)課稿 篇6
各位老師下午好！
今天我說(shuō)課的內(nèi)容是初中英語(yǔ)教材八年級(jí)Unit 4 Topic 1 Plants and animals are impontant to us
一、本話題的分析
本話題圍繞談?wù)摳枋鲎匀唤绲娘L(fēng)光 動(dòng)植物及生存資源——---森林跟水引入本話題的主要語(yǔ)法項(xiàng)目：形容詞的比較級(jí)跟最高級(jí)；為今后學(xué)習(xí)現(xiàn)代科技跟歷史遺跡的知識(shí)打下基礎(chǔ)，同時(shí)通過(guò)Which do you like better/best?以及Paiwork的反復(fù)操練，進(jìn)一步提高學(xué)生，聽(tīng)、說(shuō)、讀、寫(xiě)綜合素質(zhì)能力。
二、教學(xué)目標(biāo)：
�。�1）知識(shí)目標(biāo)：
The hens are much/a little smaller than the cons/geese.,The mice are the smallest of them.
�。�2）學(xué)習(xí)單詞：
Wolf. bear sheep goose rabbit snake rose nature forest protect land ocean sea
能力目標(biāo)：提高學(xué)生，聽(tīng)、說(shuō)、讀、寫(xiě)及知識(shí)自學(xué)的綜合能力。 情感目標(biāo)：培養(yǎng)學(xué)生熱愛(ài)自然，保護(hù)自然的環(huán)境意識(shí)。 本話題所須課時(shí)：4節(jié)課。
三、重點(diǎn)與難點(diǎn)：
重點(diǎn)：學(xué)習(xí)形容詞的比較級(jí)跟最高級(jí)的用法以及用簡(jiǎn)單的英語(yǔ)語(yǔ)句描述跟談?wù)摯笞匀弧?/p>
難點(diǎn)：
1、多音節(jié)形容詞的比較級(jí)跟最高級(jí)以及形容詞比較級(jí)的不規(guī)則變化。
2、談?wù)摰厍蛏纤Y源跟熱帶雨林的基本狀況，以及它們對(duì)于地球上生物的重要性。
教材處理：
根據(jù)以上對(duì)教材的分析，同時(shí)針對(duì)中國(guó)學(xué)生學(xué)習(xí)外語(yǔ)存在一定困難的實(shí)際情況。首先給學(xué)生創(chuàng)造外語(yǔ)語(yǔ)言氣氛，身臨其境地把學(xué)生帶到所設(shè)計(jì)的語(yǔ)言情景中，同時(shí)激發(fā)學(xué)生學(xué)習(xí)興趣：使學(xué)生在參與后一系列活動(dòng)中，掌握知識(shí)。最后通過(guò)做游戲?qū)W(xué)生所學(xué)知識(shí)點(diǎn)進(jìn)行訓(xùn)練，從而達(dá)到鞏固知識(shí)的目的。
四、教學(xué)跟學(xué)法：
通過(guò)五步教學(xué)法：情景教學(xué)活動(dòng)家，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進(jìn)地深化教學(xué)內(nèi)容。展開(kāi)以教師為主導(dǎo)，以學(xué)生為主體的師生雙邊教學(xué)活動(dòng)。
1、教學(xué)手段：
本話題采用掛圖、錄音、圖片、文字、圖表跟韻率，使抽象的語(yǔ)言變得直觀，為學(xué)生運(yùn)用英語(yǔ)進(jìn)行交際創(chuàng)設(shè)情景，實(shí)現(xiàn)師生互動(dòng)，生生互動(dòng)跟人機(jī)互動(dòng)的多向互動(dòng)，增加了直觀性跟趣味性，加大了課堂密度，提高了教學(xué)效果。
2、學(xué)生指導(dǎo)
新制定的《仁愛(ài)英語(yǔ)》把"培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，樹(shù)立自信心，培養(yǎng)良好學(xué)習(xí)習(xí)慣跟形成有效策略，發(fā)展自主學(xué)習(xí)跟合作精神"放在了首位，根據(jù)依據(jù)課改的精神，遵循學(xué)生的認(rèn)識(shí)規(guī)律，從單詞—句子—情景對(duì)話—實(shí)際應(yīng)用，采取循序漸進(jìn)的原則，由淺入深，由易到難。情景興趣教學(xué)。多以問(wèn)答形式出現(xiàn)。
如何使用英語(yǔ)，如何在理解的基礎(chǔ)上習(xí)得語(yǔ)言。在用中學(xué)，學(xué)中用。學(xué)會(huì)自己自主推測(cè)發(fā)現(xiàn)歸納提高，提高學(xué)習(xí)自主性跟學(xué)習(xí)能力。寓素質(zhì)教育于語(yǔ)言教學(xué)之中。
五、教學(xué)程序：
1、新課導(dǎo)入
為了激發(fā)"學(xué)生的學(xué)習(xí)興趣，引起注意，拉近師生距離，設(shè)計(jì)一個(gè)語(yǔ)言情景，給學(xué)生一種身臨其境的感覺(jué)，導(dǎo)入正課。
2、新課的講解
在講新課時(shí)，合理整合教材，系統(tǒng)的樹(shù)立知識(shí)，將形容詞的比較級(jí)跟最高級(jí)在一系列既關(guān)聯(lián)又相對(duì)獨(dú)立的語(yǔ)境中詳細(xì)講解，反復(fù)演練，使學(xué)生全面掌握，任務(wù)性聽(tīng)力訓(xùn)練：Listen and write以及Pair work ,充分地調(diào)動(dòng)了學(xué)生的積極性，吸引了全體學(xué)生的注意力，達(dá)到了教育教學(xué)目的，培養(yǎng)學(xué)生思想素質(zhì)、情感素質(zhì)跟英語(yǔ)語(yǔ)言素質(zhì)。
3、反復(fù)操練跟鞏固應(yīng)用
為了調(diào)動(dòng)學(xué)生的積極性，利用work alone,pair work, Group work 等多種不同方式操練鞏固。使學(xué)生處于積極思維的狀態(tài)之中，全方位，多角度培養(yǎng)學(xué)生運(yùn)用英語(yǔ)的能力。
4、反饋練習(xí)
本話題將游戲與練習(xí)有機(jī)結(jié)合，融為一體，設(shè)計(jì)游戲，讓學(xué)生們以對(duì)話跟游戲的形式；進(jìn)行練習(xí)，寓教于樂(lè)，極大地激發(fā)學(xué)生學(xué)習(xí)興趣，同時(shí)鞏固了學(xué)生所學(xué)的知識(shí)。
5、歸納總結(jié)
本話題除了板書(shū)所呈觀的重點(diǎn)內(nèi)容外，又把本話題內(nèi)容以練習(xí)的方式，巧妙地鞏固了本話題重點(diǎn)，難點(diǎn)，進(jìn)一步鞏固，加強(qiáng)對(duì)本話題內(nèi)容的理解跟運(yùn)用。
6、展示板書(shū)
本話題以素質(zhì)教育為目的，結(jié)合教材重點(diǎn)、難點(diǎn)及英語(yǔ)學(xué)科特點(diǎn)，利用多種輔助教學(xué)，從視、聽(tīng)、說(shuō)等方面使學(xué)生得到鍛煉，在愉快輕松的氛圍中溫故而知新，達(dá)到初步運(yùn)用英語(yǔ)交際的能力。
7、布置作業(yè)
以上，我僅從說(shuō)教材、說(shuō)學(xué)情、說(shuō)教法、說(shuō)學(xué)法、說(shuō)教學(xué)程序上說(shuō)明了"教什么"跟"怎么教",闡明了"為什么這樣教".希望各位老師對(duì)本次說(shuō)課提出寶貴意見(jiàn)，謝謝！
英文說(shuō)課稿 篇7
Good morning, teachers. Today I’m very glad to show my teaching plan here. The lesson I’m going to talk about is from lesson 1, unit 1, PEP book 1. Generally, I’ll teach this lesson from the following aspects: teaching material, teaching aims, teaching and learning methods, teaching procedures and blackboard designing.
Firstly, let’s look at the teaching material. This unit discusses about the stationery. And this lesson is the first one of this unit. It consists of two parts: Let’s learn and Let’s do. In Let’s learn, it requires Ss to master the new words "pencil, pen, crayon, ruler, eraser". Ss have learned some words about stationery. They’re still very interested in that. So they’ll be interested in this new lesson.
Secondly, let’s talk about the teaching aims. The New Curriculum Standard points out that the objective of English in the basic educational stage is to develop Ss’ ability of language using. According to that and the teaching material, I’d like to make the following aims:
First, knowledge aims: Enable Ss to master the new words "pencil, pen, crayon, ruler, eraser" and the structure "I like…".
Second, ability aims: Develop Ss’ basic ability of listening and speaking. Enable them to use the structure freely in the real situation.
Third, emotion aims: Develop Ss’ consciousness of cooperation and competition.
Fourth, learning strategy aims: Enable Ss to pay attention to the observation and communication.
Fifth, culture aims: Make Ss understand the differences between Chinese and English culture.
According to the analysis of material and the characteristics of pupils, I think the teaching importance of this lesson is the 5 new words and the new structure. The teaching difficulty is to use the words and the structure freely in the real situation.
Thirdly, I’d like to analyze Ss and show you my teaching and learning methods.
Grade 3 is the first year to learn English. Ss are very curious about English. They’re active and competitive. Also, they are good at imitating. But, their attention can’t be kept long. So it requires us to use attractive teaching manners to hold Ss’ attention. Based on the psychoanalysis and Ss’ interests, I mainly use the task-based approach, which embodies the idea of the New Curriculum Standard and can help Ss keep their passion for English. In order to help Ss finish the task efficiently, I’ve prepared activities such as TPR, chanting, singing, game, etc. I also arrange individual work, pair work and group work for Ss to practice. Besides, praise is very important. When they have a chance to speak, and have done a good job, they can get a star or something like that on their books. It’s very important to keep Ss’ interests.
Fourthly, we come to the most important part—the teaching procedures. It can be divided into 5 steps: warm-up, presentation, practice, extension and homework.
First, let’s look at step 1 "Warm-up".
In this part, I’ll get the Ss to sing a song and do some revision.
The purpose of singing a song is to attract Ss’ attention and make a relaxing atmosphere for Ss to concentrate on the English class. The revision aims to help Ss review the words and sentences they have learned before and get them prepared for the new lesson.
Step 2 "Presentation".
As we know, children are characterized by image thinking. They can understand the content easily with the help of the gestures. After the new words are taught, a small conclusion can help them master better. And chant is a good way to strengthen their memory and make the poor feel confident, as well as their pronunciation and intonation. The chant in this part is like this: A pen, a pencil, I can see. A pen, a pencil, for you and me. And it’s necessary to present the new words in different ways to avoid boredom and tediousness.
Step 3 "Practice".
Traditionally, there aren’t many chances offered for Ss to talk in the class. That’s not a proper way to learn English. So I’ll try some activities in my lesson, such as games and role play. Games aim to stimulate Ss’ interests in English and strengthen their memories of what’s been learned before. And also train their consciousness of cooperation and competition. Role play is a good way to improve their ability of language using.
Step 4 is Extension.
This step is very important and necessary. I mainly put key points and difficulties in this part. Also, I’ll praise Ss’ behavior in this class.
It can make Ss know more clearly about what they have learned in this class, and proper complements can help them hold their interests.
Step 5 "Homework".
（1） Listen and read the new words after class.
（2） Finish the exercise book.
Ss will forget the new lessen soon if they don’t practice. It’s necessary to give some proper assignment. And it’s also an important feedback.
Fifthly, I’ll show you my blackboard designing. I divide the whole class into 4 groups. Each group can get a star when any one of them does a good job. And that’s a competition that can keep their attention. （Write the new words and the structure on the board.）
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