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英文说课稿

时间:2021-03-08 09:22:08 英语 我要投稿

有关英文说课稿范文集锦9篇

  作为一名无私奉献的老师,时常会需要准备好说课稿,写说课稿能有效帮助我们总结和提升讲课技巧。怎么样才能写出优秀的说课稿呢?下面是小编收集整理的英文说课稿9篇,欢迎大家分享。

英文说课稿 篇1

  一,说教材(教材分析) Analyzing teaching material

  1. 说课型 lesson type (Dialogue/ reading/ listening/ revision)

  2. 本课在教材中的地位 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. 说教学指导思想 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. 说教学目标和要求 Teaching aims and demands (…be intended for Ss in key schools)

  1)认知目标 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)智能目标 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)德育目标 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. 说教学重点 teaching important points (生词,句型;培养阅读技能)

  a. New words and phrases

  b. Sentence pattern:

  If- clause

  c. improve their reading skills.

  d. Talking about problems of the Earth.

  6. 说教学难点 teaching difficult points (语法;发展交际能力)

  a. functional item:

  Supposition.

  b. Develop their communicative ability. Act out their own dialogue.

  7. 说教具 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,说教法 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,说学法 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,说教学过程Teaching procedures

  I. 复习 (Revision) 5min (Daily report; 词汇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. 呈现 (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. 对话 / 阅读 (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.

  * 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句;创设信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map.达到对课文的整体理解和掌握。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. 操练 (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)

  (Retell; act out; role play)

  V. 巩固 (Consolidation) 6m

  (Discussion; interview; press conference; debate; quiz)

  Activity 9:

  role play

  Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

  * The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

  Activity 10:

  Discussion

  Think of the question:

  Are we causing damage to the world?

  What should we do to save the earth and protect our environment especially in our daily life?

  Collect their answers and form a report.

  VI. 作业 (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:

 。What is Millie’s favorite hobby?(Painting)

 。What is Millie’s problem?(She doesn’t have enough time for hobbies and homework.)

 。When does Simon play football?(After school until late)

 。How 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!

英文说课稿 篇2

  【说教材】

  1。教材内容

  本课时的教材内容是有关职业的六个单词dctr fire fighter nurse ffice wrer plice fficer secretar taxi driver teacher 以及询问别人职业的句型What des ur father d? He is a …。

  2。教材的地位

  本课时教材是对前几册教材所学有关职业名称词汇的一个扩充和所学句型的拓展。使学生的词汇量在原来的基础上有一个提高,同时使他们掌握了多种询问职业的问答方式。

  【说教学目标】

  根据教材的内容和<<英语课程标准>>要求,我确定了以下教学目标以及教学重难点:

  1,知识目标:能够听, 说 ,读,写六个新授单词dctr fire fighter nurse ffice wrer plice fficer secretar taxi driver teacher能听,说,认读句型What des ur father d? He is a …。

  2,能力目标:学会使用句型What des ur father d?He is … 来询问和回答他人职业,并能使用句型What are u ging t be? I’ ging t be…来询问别人和表达自己的理想。

  3,情感目标:在课堂中培养学生积极用英语表达的习惯,以及在各项活动中培养学生积极与他人合作的精神。

  4,教学重难点:本课时的教学重点是使学生能够掌握6个四会单词和两个句型。教学难点是单词singer的语音教学。

  【说教法】

  1。教法设计

  小学英语教学应该把培养学生的学习兴趣,调动学生学习英语的主动性作为教学重点,根据学生的认知规律,我采用了游戏教学法和任务型教学法,让学生通过阅读,思考,猜谜,调查,交流和合作等方式学习和使用英语,完成学习任务。

  2. 学法指导

  在学习过程中,从学生的学习兴趣,生活经验和认知水平出发,倡导体验,实践,参与和交流的学习方式,培养学生的英语综合语言运用能力,主动思维,大胆实践,形成自主学习的能力。

  3。教学手段

  根据本课教材的特点,我除了采用常规的教学手段外,同时采用了多媒体现代教学技术,使学生的多种感官共同参与到整个学习过程中,激发学生的学习兴趣,提高课堂教学效率。

  【说设计】

  1. 导入设计

  (1)Let’s sing。。

  在热身时让学生一起唱四年级上第六单元的歌曲What des he d?这首歌曲与本课教学内容有着密切的关系。放在课前作为热身活动,能使学生更快地进入学习状态。同时也起到复习巩固的作用。

  (2)Rean and guess。通过阅读一段简单的文字来猜教师的一位新朋友来导入新课,旨在培养学生的阅读能力。

  (3) Guessing gae: What can Mr。 Cat d?,设计这样一个游戏的第一个目的是为了自然地过渡到本课的词汇教学;第二是为了充分调动学生参与活动的积极性。这是一个难度比较低的游戏,考虑到六年级学生普遍存在着害羞怕出错的心理,我认为这样一个低难度的游戏能充分调动他们的参与热情。

  2. 新课呈现

  (1)本课六个新授词汇我都以Mr。 Cat邻居的身份导入。其中我在部分单词的出现方式上稍做变化。以不同形式的猜谜方式引出,其中通过阅读文字引出赵薇actress的教学,以听歌曲的猜人物的方式引出周杰伦singer的教学,以看图片猜人物的方式引出杨红樱writer的教学,这样不仅能调动学生的多种感官共同参与到整个学习过程中,激发学生的学习兴趣,还大大地提高了课堂教学效率。同时在每个单词新授后我都安排了一个同样的环节让学生说说自己所知道的各个职业的一些名人。培养学生良好的口语表达能力。

  (2)单词拼读能力的训练和单词频度规律的总结。主要是训练学生对四会单词的拼读能力,其中有三个单词writer, singer,TV reprter的结尾三个字母都是er,给学生归纳总结有助于学生记忆。

  (3)Guessing gae: What des Mr Cat’s father d?这个游戏的主要目的还是为了进一步巩固这六个新单词的学习。考虑到六年级学生对于这种比较刺激的游戏都特别感兴趣,我把这个游戏设计成小组竞猜的形式,在此不仅复习了单词和句型,又满足了学生的好胜心理。

  (3)Let’s chan进一步巩固本课重点句型的学习。

  (4)Grup wr:我把书本上的形式稍做了改变。通过Mr Cat提问的方式导入,Which b is the st ppular nw?让学生通过调查来帮助Mr Cat解答问题,其中在调查前我让学生做一个预测,如果预测是对的每人可以得到一张书签作为奖励,以此来提高学生参与活动的积极性。

  3.回家作业。

英文说课稿 篇3

  The Introduction of the teaching plan

  for section B(1-2c) unit 5 (go for it)

  I have the honor to reveal my analysis of English lesson

  here. I’d like to say I’ll try my best not to let all of you down. As teachers ,if you want to have an excellent class of English ,especially an open class to many experts like all of you, we should have to dig into the teaching material ,analyze the teaching material. However, I think we should take these parts

  into consideration. ①Teaching material and the students ②teaching methods ③learning methods④procedures ⑤blackboard design and assessment .Ok, let me say something about my teaching plan for unit 5 section B. Today the first I’ll talk about is the first part “Analysis of the Teaching Material and students”

  Part One: Analysis of the Teaching Material and students

  (一) status and function

  The topic of this unit is about decision making. Such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken English. This unit is divided into two parts: Section A and Section

  B. Section B is divided into two periods. This period is the first lesson of Unit5 section B. It introduces new vocabulary while recycling the language presented in Section A. All activities help students integrate the new target language with the language studied in Section A. This recycling reinforces previous language learning while providing additional practice with newly learned language. It also increases the students listening and speaking ability by listening practice and pair work talking

  (二) Teaching Aims and Demands

  The teaching aims basis is established according to Ju

  nior School English syllabus provision. In accordance with the analysis of teaching material and the requirements of “go for it" English teaching syllabuses. The focus of teaching should be laid on grasping key vocabulary and structures, and developing the students’ ability of communication. So I’vedesigned the following aims and demands

  1. Knowledge objects

  Key vocabulary: agent; make money;

  travel around the world; get an education

  Target language:

  I think you should go to college

  But if I go to college, I’ll never become a great

  soccer player.

  2. Ability objects:

  To train students’ ability of listening and speaking

  To train students’ ability of communication

  3. Moral objects:

  Money isn’t everything.

  To be interested in taking part in activities in English class

  (三)Teaching key points and difficult points

  1. Key points:

  key phrases:

  travel around the world; make money; get an education key structures: I think you should …。If I… I’ll never…

  2. Difficult points:

  how to train and improve students’ listening ability.

  (四) Analysis of the students

  The Ss has learned English for about two years so far. Although they are all from the rural area, they can understand some words and some simple sentences. The Ss have taken a great interest in English now.

  1. The students don’t have large vocabulary.

  2. The students seldom communicate in English

  in normal times.

  3. The students are lacking in listening and speaking skills.

  4. The gap of the Ss’ knowledge level in the same class is quite wide

  (五) Teaching aids

  Multi-media computer, Tape recorder, some money and so on. They will be needed in this lesson.

  Part Two The Teaching Methods

  1. Communicative teaching method

  2. listening and speaking methods

  3. Task-based teaching method

  As we all know,the main instructional aims of learning English in the Junior Middle School is to train 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” ,“listening and speaking teaching method ” and “Task-based” teaching method. That is to say, I’ll let the Ss get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange some activities: free talking, listening and answering , oral practice, acting out and having a competition. Above all, 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 conversation.

  Part Three The Learning Method─cooperation

  The students will finish some tasks in limited time to improve their listening and speaking skills. The students will take part in some activities like working in pairs, discussing in pairs. Each unit in “Go for it” contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making mistakes.It can arouse students to think and to say what they want to say. Study will become more relaxed and pleased in this kind of environment.

  Part Four Teaching Procedure

  一Teaching steps

  Step 1 Leading in

  T: Good morning, boys and girls!

  Ss: Good morning, sir!

  T: (Take out a piece of bill) Look! What’s this?

  Ss: Money.

  T: Who likes it? Hands up?

  Ss: (Ss all put up their hands)

  T: (kiss the money) me, too. (Put the bill in the pocket)

  Ss: (Ss all laugh)

  T: (Show a man who is holding plenty of money)

  Ss: Wow.

  T: If I have so much money, I will give some to the poor students in our class, and if they work hard, I will give them more. If you have so much money, what will you do? Work in pairs and talk

  about it.

  (Students are talking about it in pairs; they have enough words to say)…

  (Talk about the question with many students.)

  T: S1, If you have so much money, what will you do?

  S1: If I have so much money, I will give some money to my

  parents.

  T: You are so kind. Don’t you want to travel around the world?( translate into Chinese if necessary; Teach: travel around the world)

  S1: I think I will.

  T: S2, what about you?

  S2: If I have so much money, I will buy some new clothes for my parents. They are very hard-working.

  T: That’s a good idea. Don’t you want to get an education? (Translate into Chinese if necessary; teach: get an education) S2: Yes, I am sure I will go to college.

  T: If you work hard, I think you will go to college.

  S2: I think so.

  T: S3, if you have so much money, what will you do?

  S3: I will open up a company and make more money.

  T: That’s great. May you success!

  S3: Thank you.

  ( Ask more students to talk about it )…

  T: If we have so much money, we will do a lot of things with the money. So money is very important for us; S4, do you think money is everything? (Translate into Chinese if necessary)

  S4: I think money isn’t everything.

  T: I agree with you. Money isn’t everything.

  Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss and at the same time it is necessary to provide situations to review learned knowledge for the next step and present some new words and phrases.

  Step 2 Study the phrases

  T shows the phrases in Activity 1 and let Ss read and learn.

  Step 3 Circle and survey

  1. T: Look at the things in Activity 1, which of the things are the most important to you? Circle three things.

  (Ss circle. Wait for a moment)

  T: What is the most important thing to you?

  S5: To go to college.( help if necessary)

  T: What’s the second?

  S5: …

  T: What’s the third?

  S5: …

  (Ask more students to say)

  2. T: Please work in groups of six, and count up the number of

  Show the most students in each item.

  _____ think _____ is the most important thing to them, ______ think _____ is the second important thing to them, and _____ think _____ is the third important thing to them.

  Purpose of my designing: To provide situations to review learned knowledge for the next step listening and make sure the Ss can grasp the key words and phrases and learn to express their own opinion

  Step 4 Listen and write “A” or “P”

  T: Look at the pictures in Activity 2a, we can see two pictures, the first picture is about Michael and a soccer agent (teach: agent), and the second picture is about Michael and his parents. And we will hear two conversations, Conversation One is about Michael and the soccer agent, Conversation Two is about Michael and his parents. Listen to the recording and write “A” or “P” in the blanks.

  A----- a soccer agent

  P----- Michael’s parents

  (Make sure they know the letters’ meaning)

  (T plays the recording for the first time, Ss listen. T plays the recording for the second time, Ss write “A” or “P”)

  Correct the answers with the students.

  Purpose of my designing: to give students practice n the target languages in spoken conversation

  Step 5 Listen and complete

  T: Look at the sentences in Activity 2b, read the sentences first. (Students read loudly)

  T: Listen to the recording, Listen to the first sentence as a model. (Play the recording; let them know the first sentence) now.

英文说课稿 篇4

  (一)教材的地位及作用

  本课是初一新教材第5单元的第一部分,教材内容围绕着描述人现在的活动展开,让学生学会谈论人人们正在干什么。本课的教学内容与学生的实际生活密切相关,易于引发学生运用简单的英语进行交际和交流。在学习活动中,学生能通过交换对不同人物活动的描述,促进学生之间和师生之间的情感交流,增进情谊。

  (二)教学目标

  1,知识目标:What are u ding? I a watching。What is he ding? He is ding hewr。Is she reading? N, she is ding her hewr。

  2,能力目标:

  (1),能抓住人物的主要特征来描述人物的外貌,并根据描述画出人像。

  (2),能概括人物的外貌特征并根据人物特征推理出某一人物。

  3,情感目标:通过描述同学,教师或自己的偶像的外貌,表达自己的看法,使学生在人际交往中学会尊重和理解别人,学会交换不同的看法,了解他人的爱好,增进情谊。

  (三)教学重点及难点

  1,掌握并运用描述人物活动和地点的词汇:watching, ding, eating cleaning, plaing, reading, swiing, shpping, pl, schl, all, librar

  2,掌握并运用简单的英语交际句型:What are u ding? I a watching。What is he ding? He is ding hewr。Is she reading? N, she is ding her hewr。

  (四).教法设计

  对本课我主要采取了如下几种教法:

  1.听录音。

  听音是英语学习的重要方法,也是课堂教学的重要步骤。在听中可以感知,可以模仿。

  2.重点解释,个别操练。

  在每一堂教学中,学生总会遇到一些难以理解的词,句型,短语,句子或某一语法现象。如本课出现的一般过去时的用法等都需要教师个别解释甚至创设语言情境进行操练和举例,以扫除自由交际过程中的“拦路虎”,为语言的进一步学习奠定基础。

  3.指导学生展开情景对话。

  在第一部分和第二部分的教学过程中,要想办法使人人开口,使人人都有成功感。通过对话逐步达到对教材内容的全部操练。。第三部分问答游戏时,猜中的同学老师给予鼓励,激励更多的同学参与进来

  4.学生独立操作。

  首先要求学生根据师生示范独立对话,随后叫几组分别站起来表演。这是深化课堂教学的重要举措。

  5. 我在教学过程中设计了填表和动词填空的练习,以检查学生对本课的掌握情况。在整个教学活动中,我还采用了幻灯片,对顺利开展教学活动起到了很好的 辅助作用。

  (五).学法指导:

  我所采用的教法有助于学生掌握如下学法:

  1.养成听的习惯。

  学生要经常听录音,听教师讲英语,听同学们讲英语,这对学好英语大有好处。

  2.科学储备大量知识。

  学生不掌握丰富的知识就不可能进行很好的语言交流。所以学生必须了解语言规律,掌握丰富的词汇,熟知语法规则,会熟练表达由各个话题而展开的交际内容。要学会在实践中学,在应用中学,这样学来的知识记忆深刻,灵活度大。

  3.及时巩固,反复记忆。

  凡教师在课堂上所讲到的语言难点,学生应及时整理,再次认识并积极使用。对前面已学过的课文,学生要有安排地经常复习,否则常常是学了新的,忘了旧的。

  4.积极操练,重在口头。

  在课堂上,学生要积极参与教师设计的每个教学活动,要大胆开口,创造性地说自己想说的话。课后和其他同学及时进行英语交流。只有这样,才能将书本知识变成自己的知识和语言能力;也只有这样,才能实现脱口说英语的目的。(六)教学设计在上新课之前先复习动词的ing形式,和上节课的重点句型。通过对重点句型的变形导入新课。安排猜谜游戏帮助学生巩固新知之新知识。然后翻开课本学习2c,这样可以降低学生学习难度,有利于学生更好的掌握新知识。接下来再讲2a和2b,之后是3a和3b。讲解4时,难度再次加大,因为需要学生用自己的语言讲解图片。于是我利用教材所给的图片和问题进行引导,先让学生观察图片,在就图片回答问题。问题有答案之后,要求他们讲述图片,这个难度就大大降低了。最后我在就学生的讲述进行适当的引导和补充。下课前布置作业,结束课堂。在整个教学过程当中,我有意识的降低教学难度,为学生更好的学习创造良好条件。

  本课以素质教育为目的,结合教材重点,难点及英语学科特点,利用多媒体辅助教学,以任务性教学为主,从视,听,说等方面使学生得到锻炼,在愉快,轻松的氛围中温故而知新,达到初步运用英语交际的能力。由于缺少经验,在教学过程中难免会出现不足,敬请各位专家老师不吝赐教,谢谢大家!

英文说课稿 篇5

  一, 说课标

  新课程标准的三维教学观,具体到英语学科就是要整合发展学生语言技能,语言知识,情感态度,学习策略和文化意识五个方面的素养,培养学生综合运用语言的能力。指出:“教师在教学才过程中应与学生积极互动,共同发展。教师应尊重学生的人格,关注个体差异,满足不同学生的学习需要,创设能引导学生主动参与的教育环境,激发学生的学习积极性,培养学生掌握和运用知识的态度和能力,使每个学生都能得到充分的发展。因此,本课的设计重点是:帮助学生形成自主,合作,探究的学习模式,掌握阅读的一些基本技巧,让每个学生在原有的基础上都学有所得。

  二,说教材

  (一) 教材地位和教学内容分析 本课是高一必修模块1第4单元的阅读课型,这单元围绕earthquakes这一主题开展听,说,读,写多种教学活动。Reading设计为本单元的第2课时。本课型是单元整体教学的重要环节,为学生的语言学习,语法学习提供了载体,并且是学生获取信息的主要来源。“Reading――― A NIGHT THE EARTH DIDN’T SLEEP” 具体描写1976年唐山大地震的震前,震中和震后。本篇文章词汇量大,运用了大量的动词,复杂的数字,出现许多定语从句,篇幅较长,并且采用一些修辞手法,对学生的语言阅读能力提出了更高的要求。但文章的结构较明显,较容易归纳出各部分的中心词。

  (二)教学目标

  1. 语言知识目标:

  a)使学生了解自然灾害的相关词汇,并掌握复杂数字的表达法。

  b)学习掌握与地震相关的词汇,如:shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等,以及 right away, at an end, dig out, give out, thousands of以及一些优美句子的赏析。

  2. 语言技能目标:

  a)阅读技能的训练:让学生学会克服生词障碍,通过略读,归纳出文章的大意;通过细读,理清文章的总体框架与脉络,归纳出各部分的中心词;通过查读,捕捉文章的重要细节,培养学生获取,处理信息的能力。

  b) 让学生复述课文,分析,感悟作者的写作意图。

  c) 让学生运用本节课所学词汇,知识,通过采访唐山大地震幸存者的形式进行小组活动,提高学生用英语进行创造性交流的能力。

  a)学会有关地震的知识,并能通过学习讨论懂得地震时的应急逃生,地震后如何科学救人和有关地震的形成和减少地震所造成的损失等一般知识。

  b)懂得地震无情人有情,即使发生了多么可怕的灾难,国家和解放军官兵都会不顾自身安危,奋力抢救,培养学生一方有难,八方支援的互助友爱精神。

  c)了解自然灾害会给人类带来严重的破坏性后果,让学生进一步感悟,领会到人类应与自然界和谐共处。

  d)培养学生的合作意识和“合作学习”的习惯。

  e)欣赏课文中优美句子,了解一些英语修辞手法,使学生在学习完课文之后得到一次美的享受,一次心灵的愉悦和升华。

  (三)教学重点和难点:

  1. 重点

  1)让学生了解唐山大地震,了解地震的成因,预兆,地震造成的损失,地震时的应急救生以及震后的救援。

  2)训练学生的阅读技巧,提高阅读能力。侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图,突出培养学生以下3个方面的能力:

  a.文章段落中心词把握能力。

  b.根据主题快速捕捉文章重点细节的能力。

  c.总结归纳能力。

  3)重点掌握有关地震的词汇,特别是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。 4)欣赏并理解课文中优美句子,让学生掌握一些英语修辞用法。

  2.难点

  1) 如何使学生养成科学的阅读习惯,提高阅读理解能力和语言水平。

  2) 如何使学生学会提取,筛选和重组文章中的信息,并灵活运用于语言实践中,达到语言实践能力的扩展与提高。

  三, 教学方法

  1,任务型语言教学法 任务型语言教学认为:人们使用语言的过程就是一个完成各种各样任务的过程。任务型学习强调通过“做中学”,“学中做”,使学生在完成任务的过程中习得语言。本课组织学生四至五人组成一个学习小组,进行一次就地震后幸存者的访问。该设计基于课文内容,但又不局限于课文的范畴,旨在贯彻“做中学”,“学中做”策略,吸引和组织他们积极参与,并通过讨论,交流和合作等方式,在自然,真实的情境中,完成任务,体会,掌握语言的应用,达到学以致用的目的。

  2.直观法(视听教学法) 充分利用多媒体教学手段,通过播放影视剪辑,与课文主题相关的图片,图表等直观手段,在充分调动学生学习兴趣的同时,降低学习难度,突破重难点。

  3.合作学习教学法 合作学习教学法是以小组活动为主体的一种教学活动,一种同伴之间的合作互动活动。合作学习教学法有利于改善课堂心理气氛,大面积提高学生的学业成绩,促进学生良好非智力品质的发展,调整学生的语言焦虑感。因此,本课打破传统的教师单向灌输,采用“四至五人组成一个学习小组”的课堂教学结构,来组织教学,旨在营造轻松的学习氛围,为积极学习提供有利的条件,让学生在完成任务的过程中通过互相交流,降低语言焦虑感,获得愉快的学习经历,从而对学习本身和所学内容产生兴趣感。

  四,教学过程

  STEP1 导入 lead-in 在课堂开始,我会给学生播放一段有冯小刚导演拍的电影《唐山大地震》的片段节选,让学生能通过电影能理解和体会到自然灾害给人类带来的巨大灾难。让后直接导入今天的课题。这个能激发学生去了解这篇文章的兴趣,积极加入课堂。

  Step2 pre-reading 读前 在这个环节我会在学生在读这篇文章之前给出几个问题。但是并不要求学生马上给出答案。而是要求在下一环节的阅读中找出答案。

  Step3 while reading 在这个环节当中我设计了3个活动 第一个活动 activity1 fast reading 给学生几分钟的时间,让后让学生快速阅读这篇文章,并找出在读前所给题的答案,在读完文章之后,让几个同学来进行回答。 第二个活动 activity2 scanning 放录音,让学生跟随录音快速阅读,并要求学生找出每一段落的中心句,并在读完之后,要求得出这篇文章的整体大意。并让学生起来进行回答 第三个答案:acrtivity3 task 在这一环节当中我会设计一个任务。任务类型为知识的抢答。 首先我会将整个班级分为若干个小组,每组有七到八个人。并选出小组长。这一环节中我设计了十个对错题,(true or false),要求学生以小组的形式进行抢答。并作出得分记录,最后还要评选出第一名。在抢答过程当中,我并不只单单是以游戏的形式来完成这一任务,只是简单的完成对错题,我会要求每组在抢答的过程当中,要对他们所选的答案进行解释说明为什么。让学生在这个过程当中真正玩有所得。

  Step 4 post-reading 这一环节我会把我们所读的这篇文章设计成一篇阅读题的模式,设计五道选择题,用幻灯片展示出来,并让学生进行选择。题目的设计会以文章的主旨大意和一些细节作为试题。这让学生能在这一环节当中对刚刚已经学习知识进行巩固。

  Step5 summary 在这一环节中我会整堂课做一个简短的总结,并再一次强调本次课的重难点。让学生明确本课的重点,再一次明确课堂目标。和引导学生对这篇文章的情感态度进行升华。

  Step6 homework 作业

  1,要求学生背诵本次课的重点词汇和短语

  2,要求完成相应联系。

  3,要求学生课后通过各种途径查到关于地震的常识,并去了解一些

英文说课稿 篇6

  一,教学目标与要求

  1,能听懂,会说:“I have a new water bottle. Can I see it? Sure. Here you are.” 并能在实际生活中运用。

  2,能听说读单词storybook和water bottle。

  3,学歌谣“I have a storybook . Me too.”

  二,教学重,难点分析

  重点:能听懂,会说:“I have ….”句型和单词storybook 和water bottle。

  难点:在实际生活中运用“I have….”句型。

  三,课前准备

  1.教师准备挂图,玩具,文具等实物,VCD,录音机。

  2,学生自备文具和自带一些小玩具

  四,教学步骤和建议

  1, 热身(Warm-up)

  (1),教师与学生进行日常口语会话练习。

  (2),复习上学期所学句型“I have a ….”教师拿出一个玩具汽车并说“I have a new car.”把它递给学生让他来说“I have a new car.”拿出多个玩具练习这个句型,让每一个学生都说一遍。

  2,新授(Presentation)

  (1),教师拿出一本故事书说“I have a new storybook.”,学生也拿出一本故事书说“I have a new storybook.”教师紧接着说“Can I see it.”学生答“Sure. Here you are.”和多个学生进行这个对话练习。

  (2),全班学生看本课VCD教学片。

  (3),通过观看教学片,在几遍后让学生试着跟读Just speak部分的内容。

  (4),学生跟读,教师纠正部分单词的发音。

  (5),学生分组分角色朗读,做到最快,最清晰,最大声。

  (6),请部分学生拿着水壶,故事书到前面表演对话。

  (7),去掉VCD的声音,让学生为教学片配音。

  (8),用图片展示生词storybook和water bottle,通过抢答游戏的方式让学生能听,说,读这两个单词,具体步骤如下:教师把图片快速从学生眼前闪过,然后学生举手抢答。答对者奖励一个小贴纸。

  (9),让学生使用所学过的玩具或文具对Just speak部分的对话进行改编并表演出来。例如:

  A: Hi, ….I have a new doll.

  B: Hi, …. I have a new ball.

  A: Oh, cool. Can I see it.

  B: Sure. Here you are.

  A: Wow! It's super.

  (10).听录音欣赏歌谣,在活跃的气氛中让学生跟着节奏学说歌谣。

  五,巩固与延伸(Consolidation and extension)

  1,打开质量监测完成对应的练习(教师给予一定的指导)。

  2,家庭作业:跟读课文,朗读歌谣。

英文说课稿 篇7

  一,分析教材

  1,教材内容要点:

  第一,定语从句的概念

  第二,定语从句的分类

  第三,定语从句的用法

  2,教材的地位和作用:

  定语从句是高中英语教学中的一个非常重要的语法,也是高考的一个热点。在英语里,定语从句可以使一个繁琐的句子变得非常简洁,同时,它在人们日常会话中出现的频率特别高。定语从句掌握地扎实与否关系到一个学生英语水平的高低。因此,定语从句的学习和掌握在英语学习中有着重要的意义。

  3,教学目的

  根据教学大纲的要求,通过这一节课的教学,要使学生知道什么是定语从句和定语从句的分类,掌握定语从句的用法。培养学生的观察能力,分析概括能力以及演绎推理能力等。还要培养学生探索求真知的精神,对学生进行实践观点的教育。

  4,教学的重点与难点

  定语从句是本课的主要内容,与日常英语的应用密切联系,所以定语从句的概念与运用是本节课的一个重点。对定语从句的复习,需要综合应用所学知识来解决原来的遗留问题,因而对句子分析和推理概括能力要求提高了。而高中生侧重于对直观现象进行具体,形象的思维来获得知识。因此这个知识点既是本节课的重点又是难点。

  培养学生的多种能力也是这节课的重点,这是素质教育对现代教学的要求。

  二,分析学生

  大多数学生上进心强,学习态度端正,有良好的学习习惯,但是缺乏一定的探索研究问题的能力。

  定语从句是学生在英语学习中比较常用的语法,也是他们必须掌握的内容。教学中要注意培养学生对英语的兴趣,充分发挥主体作用,迎合他们好奇,好动,好强的心理特点,调动他们学习的积极性和主动性。

  高中生的思维方式由形象思维向抽象思维过渡,因此在教学中应注意积极引导学生应用已掌握的基础知识,通过理论分析和推理判断来获得新知识,发展抽象思维能力。当然在此过程中仍需以一些感性认识作为依托,可以借助多媒体设备加强直观性和形象性,以便学生理解和掌握。

  三,教学方法

  这节课可综合应用提问,归纳,介绍,检查,讲授和讨论等多种形式的教学方法,提高课堂效率,培养学生对英语的兴趣,激发学生的求知欲望。充分体现以教师为主导,以学生为主体的原则。创设英语情境让学生参与语言实践,边动口边思考。从语言分析总结出结论以调动学生的积极性。

  四,教学程序

  教学中要以了解,学习研究英语的方法为基础,掌握知识为中心,培养能力为方向,紧抓重点突破难点,具体设计如下:

  1,新课导入:

  以创设问题情境导入新课。学源于思,思源于疑,一上课便以听歌曲填空的形式引入课题,引导学生分析歌词中的有关定语从句的句子,认真分析句子成分,使学生产生强烈的求知欲和好奇心,调动学生学习的积极性和主动性。

  2,讲授新课:

  任何语言学习都离不开语言实践。这节课主要采用讲授归纳的方法来建立定语从句的概念。我将一个定语从句列在投影上,让学生分析这个句子的成分,从而导出两个非常重要的内容----先行词和关系词,然后逐一解释。通过分析例句,培养了学生的分析能力,观察能力,增强了他们的感性认识。为了使学生能对定语从句有更进一步的认识,这里我又采用提问的方法让学生说出定语从句的分类,然后我对其进行进一步地解释和说明,让学生通过讲解概括,总结出定语从句的分类。在此基础上,我让同学们回答出定语从句中的关系代词有哪些,通过一些简单的例句,让学生知道每一个代词在句子中起什么作用以及用法。在讲解关系代词与介词时,我让学生自己归纳出它们的规律,提高学生的概括能力,从而达到复习的目的。

  在讲解关系词that和which,who和that,as和which这一环节时,我先让学说出它们的特殊用法,然后我再进一步加以阐述。从而,引出它们的特殊用法。

  一),that和which的特殊用法:

  1,有些情况下只用关系词that,而不宜用which。

  a,从句所修饰的词又被形容词最高级或序数词修饰时,只能用that引导从句。

  b,先行词是all,something,nothing,anything等不定代词时,只能用that。

  c,先行词既有人也有物时,只用that引出从句。

  d,先行词是one of,the one, 或用little,few, no, all, any, only, just, very作修饰时,只能用that。

  e,当主句已有疑问词 who或which时,只能用that。

  2,定语从句中宜用which而不宜用that的情况。

  a,当关系代词前面有介词时。

  b,在非限制性定语从句中。

  c,在一个句子中有两个定语从句,其中一个从句的关系代词用了that,另一个宜用which。

  二),who和that的特殊用法:

  who,that在许多情况下可以通用,但有时宜用who不用that。

  a,先行词是one(s),anyone,someone, those时,关系词使用who。

  b,在there be 句型中,先行词指人时,关系词用who。

  三),关系代词as和which的区别

  as和which所代表的都是整个句子所表示的内容,但是二者有两点不同之处:

  a,在形式上as引导的非限制定语从句可位于主句后面,也可位于主句之前;而which引导的非限制定语从句只能位于主句之后,不能位于主句的.前面。

  b,在意义上,as定语从句和主句的关系一般为一致关系,常译为“正如。”,“就象。”,而which定语从句和主句的关系是因果关系,或which从句是对主句的评论。因此,在意思通顺的情况下,which可代替as,而as许多时候不能代替which。

  针对关系副词的复习,因其难度不大,我直接采用讲解法,学生容易理解。关系副词是用来引导定语从句的,它和关系代词一样,具有数种作用。

  a,在从句中代替先行词。

  b,在句中作状语。

  c,连接作用,把两个句子连接成为一个带有定语从句的复合句。

  同时,在解释的过程中不断穿插练习,达到巩固复习的目的,体现精讲精练的教学原则和我校提出的“四转五让”原则。

  3,反馈和巩固

  在讲解完所有语法点之后,为了更加有效地巩固所复习的知识,我设计了两种有针对性的习题练习,让学生把掌握的知识运用于实际语言操作中,从而达到知能并重的目的。

  4,小结

  最后通过小结,以表格的形式把本节课所复习的语法点进行总结。

  5,板书设计

  GRAMMAR

  Attributive Clause

  6,布置作业

  Finish off the exercise paper.

  课后反思

  课后各位听课教师对本节课进行了点评,结合其他听课的评价及与其他教师的交流,谈谈个人的思考,具体如下:

  一),值得推介的几点

  1,重视基础语言知识,对于基础的语言知识讲得透,讲得到位。

  2,重视语言综合运用能力的培养。讲知识点时,能结合语境,提供情境,对于学生语言基础知识的综合运用起到了铺垫作用,对于学生发散思维能力的培养有很大的帮助。

  3,课堂教学有思想。教师拥有丰富资源,多媒体课件设计地实用,合理。讲授方法新颖独特,练习形式灵活多样。

  4,教师个人素质较好,能灵活应对任何突发教学情况,合理安排讲练比率。

  二),存在问题

  1,英语思维与汉语思维同时存在,相互干扰。偶尔用汉语组织教学好像省事,其实反而浪费时间和精力,不利于学生形成用英语思维的习惯,更影响交际速度。

  2,交际面有时过窄,很难训练到全部。很多学生只有听的份,没有说的机会,这是大班的局限,有些活动是为了顺利进行而局限于“好学生”身上,一些英语学困生被遗忘。时间长了,会使学生讨厌英语并放弃英语的学习。

  3,任务型教学活动有时设计地不是很好。活动要求有时不是很明确,活动设计不能从学生生活经验,兴趣爱好出发,活动形式有时单调,缺乏趣味性。

  三),几点想法

  1,千方百计,想方设法激发学生的学习兴趣,调动学生的学习积极性。有人说“掌握一门外语就比别人多活了一辈子。”因为你比别人多了解另一种语言背景下的政治历史,天文地理,风土人情等等。向学生多介绍经典音乐,视频,英文佳作等,在潜移默化中培养学生的学习兴趣。

  2,在课堂上注意学生的综合语言运用能力的培养。在基础的语言形式训练上提升交际品位,为学生创设丰富的语言环境,让学生产生交际的愿望和机会,使交际具有实际内容和实际意义。

  3,要继续学习,不断充电,提升自身的业务素质和人文素养。

英文说课稿 篇8

  一,说教材

  1.教材内容

  我说课的内容是人民教育出版社九年义务教育课程标准实验教科书四年级上册中的Unit2 My Schoolbag。这一单元呈现了教科书的名称。本单元通过一系列的活动与对话来讲解大家在日常生活中描述书本的单词和句子。本单元需要6个课时完成。我现在要说的是第一个课时。

  2.教材地位

  本课时是第二单元的第一课时,综观PEP教材,本课时首次出现教科书名称。本课时又是第二单元的重点,因此本课时的教学对第二单元的学习起着决定性的作用。

  二,说教学目标

  根据本课时内容的特点和四年级学生的年龄特点和任务型教学模式的要求。在教学过程设计中,特别关注全体学生的学习发展,注重互动,给孩子们学习英语的氛围,让他们运用语言进行交际,用英语做事情,让学生们在活动中参与体验和理解。因此我制定了以下教学目标:

  1,知识与能力

  a,能够听,说,认读本课时主要生词English book, math book, Chinese book, story-book, notebook, schoolbag。

  b,能够听懂,会说How many … do you have? I have….并能在实际情景中运用。

  c.能听懂指示语,并按照指令做出相应的动作,如:Put your English book on your head….

  2,过程与方法

  3,情感态度与价值观

  通过教学,逐渐达到培养孩子们的语感以及运用本单元语言内容做事情的目的,同时也让孩子们学会关爱社会,并且运用实际行动来表达自己的爱心的情感态度。

  三,教学重难点:

  本课时的重点是能够听,说,认读本课时主要生词English book, math book, Chinese book, story-book, notebook, schoolbag。语音的教学是这一环节的重点,预计学生初学时会出现较明显的语音错误,因此我要注意指导学生仔细听音,让学生观察老师的口型,认真模仿,及时结合学生发音进行评价纠误。另一方面,在所学单词中很多都于book有关,这些单词的书写形式有所不同,学生很容易出错,要及时相机指导,而且这些单词中还设计到合成词,如:school+book=schoolbook,所有的这些都要让学生抓住,抓牢。

  难点是能够听懂,会说How many … do you have? I have….并能在实际情景中运用。在这个句型设计到单词的复数形式,对于学生来说是个难点,要详解。

  四,说教法,学法

  1.教法设计

  四年级的学生的注意力很难持久,他们对新鲜事物比较感兴趣,还有他们的水平参差不齐,甚至有较大差距,因此我采用综合运用全身肢体反映法(TPR),情景导入法和任务型教学模式,使优秀的学生学得更好,使基础差的学生在课堂上多开口,使他们有所提高,以达到调动全班学生学习英语兴趣的目的。

  2. 学法指导

  新课标倡导“以人为本”,倡导自主,合作,探究的学习方式。本课时中教师充分考虑到学生的年龄特征,兴趣和认知水平,准备了直观,生动的教具,创设了宽松活泼的学习环境和真实有意义的活动场景,设计了多样的学生喜爱的教学活动,让学生在情境中感受英语,运用英语。

  五, 课前准备

  1,准备一台录音机及相关的磁带,便于学生更好的掌握语音及语调。

  2,准备相关的课件,让学生在形象逼真的氛围中更好的学习。

  3,准备与本课时相关的单词卡,便于学生反复认读。

  六,说教学程序

  我的教学思路有五步:

  Step1:Warming up 创设情景,引入新知

  (1) Sing a song.

  唱一唱学过的歌曲《In the classroom》,既活跃了气氛,又能使学生尽快地融入英语课堂学习的氛围。

  (2)通过听指令做动作(如:point to the window , point to the door ….)等复习第一单元的知识,同时为进入本单元的schoolbag作铺垫。

  Step2:. Presentation 激情引趣,学习新知

  (1)由point to the bag 导入课题 (板课题) 并引导学生说。

  (2)多媒体课件呈现所学新单词。学习单词按易到难,由浅入深原则逐一学习。先从大家熟悉的English book入手,然后到Chinese book, math book, notebook ,由于story-book比较难发音,因此安排在最后。

  (3)通过图片,单词卡片,课本让学生反复指认这些单词。

  (4)Guessing game .让学生快速抢猜单词。

  (5)教学句型:How many …do you have? I have….

  通过学生与老师 ,老师与老师之间的对话来加强学习,在同学们熟悉单词后,引导他们加入How many …do you have? I have….进行操练。

  Step3:. Play time 深化新知,体验参与

  (1) Let’s do.

  学生在老师的带领下进行let’s do. 需特别注意事物间的方位关系以及介词的用法:in, on, under, near(出示课件帮助理解).这部分是对所学单词的巩固并应用。

  (2) Let’s sing “Books and Pencils ”让句型化难为易。伴随着音乐的节拍,学生在轻松愉悦的气氛中学习兴趣浓厚,使得整节课在充满乐趣的氛围中度过。

  通过歌曲既巩固所学知识,又让学生在玩,唱中去习得语言。

  Step4: Practice. 巩固新知,运用新知

  我会设计一个场景,比如说在一张桌子上摆放一本英语书,三本数学书,五本故事书。让学生分成两组用今天所学的知识来简述,

  E.g. Show me your notebook

  Show me your English book

  E.g. __How many English books, math books, Chinese books, story-books, notebooks, schoolbags do you have?

  __I have。

  通过这样的练习,达到巩固新知,运用新知的目的。

  Step5: Extension完善新知,拓展延伸

  让学生用所学的句型和单词找一找身边的事物并延伸到课外。培养学生综合运用语言。让学生带这问题走出教室。

  七,教学反思

  本节课采用任务型教学,利用多媒体课件突出重点,突破难点,使教学内容形象生动有趣,学生易于接受;根据学生的年龄特征采用多种游戏活动,激发兴趣,激活思维。预计所有的学生都能理解和掌握六个新单词意义和读音,大多数学生能够用所学语句进行相关的对话,表达自己的认知情况。

  八,说板书设计

  板书分为两部分,即单词和句型。让学生对本课学习的知识清晰明了,突出教学目标的重难点,有利于学生理解吸收和记忆。

  Unit2 My Schoolbag

  schoolbag English book Chinese book,

  math book, notebook story-book,

  How many books do you have?

  --- I have 6.

英文说课稿 篇9

  Good morning, everyone,

  Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong’an Middle School, Congtai District of Handan.

  My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With Transportation”, and the topic of Lesson 37 is “Flying Donuts”. I have decided to say the lesson from six parts:

  Part One —— Analysis of the Teaching Material

  One: Status and Function

  1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.

  2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.

  3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.

  4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.

  Two: Teaching Aims and Demands

  The teaching aim's basis is established according to Junior School English syllabus' provision.

  1. Knowledge objects

  (1) To study the new words “fuel”, “oil” and “coal”.

  (2) To learn and master the phrases “think of, on the way to …, have fun”, etc.

  2. Ability objects

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

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

  (3) To develop the students’ abilities of communiation by learning the useful structures.

  3. Moral objects

  (1) Through different teaching methods to make students be interested in study.

  (2) Love to know more knowledge about tranportation and dare to express their opinions in English.

  (3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.

  Three: Teaching Keys and Difficult Points

  The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching material's position and function.

  1. Key points:

  (1).Be able to express words, phrases and sentences in English.

  (2). Know about the improvement of transportation and Danny’s invention.

  2. Difficult points:

  Be able to talk about their imaginary future transportation in oral English.

  Part Two —— The Teaching Methods

  Communicative teaching method; 2. Audio-visual teaching method;

  3. Task-based teaching method;

  4. Classified 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 and “Classified” teaching method. That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.

  In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.

  Part Three —— Studying ways

  1. Teach the students how to be successful language learners.

  2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.

  Part Four —— Teaching steps

  As this lesson plays an important part in the Engish teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.

  The entire steps are:

  Step1 Warm-up and Lead-in

  Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us?

  Purpose of my designing: In this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s leson has something to do with their discussion.

  Step2 Presentation

  1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.

  Purpose of my designing: After seeing the pictures, the students will know what they are and they can learn them quickly and easily.

  2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.

  Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.

  3. Text Learning and a Quiz

  I’ll use CAI to present the whole text. I’ll write the key points on the blackboard 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.

  After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don’t think so, have fun, a new kind of, on the way to school, and so on.

  Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.

  4. Key Structures and Difficult Points Learning

  First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all.

  For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases.

  Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.

  5. Read and Say

  Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud.

  Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more.

  Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.

  Part Five —— Summarize and Homework

  Ask the students such questions:

  What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let’s try!

  Then show them some exercises and help them to finish them.

  At last, tell the students what today’s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.

  Part Six —— Blackboard Designing

  Purpose of my designing: Presents the text key content clearly on the blackboard, favors the students to knowledge grasping.

  OK. That’s all. Thanks for listening to me and helping me.

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