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英文說課稿集合六篇

　　作為一名無私奉獻的老師，通常需要準備好一份說課稿，借助說課稿可以有效提高教學效率。那么應當如何寫說課稿呢？以下是小編精心整理的英文說課稿6篇，歡迎閱讀與收藏。

英文說課稿集合六篇

英文說課稿篇1

　　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，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，真正體現了在"在做中學""在學中用"的教學理念。

　　單元內容分析：

　　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構與語言功能與不同的學習任務有機的結合，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驗，讓學生在用中學，在學中用。

　　根據語言學習的認知規律；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：復數指示代詞these those 家庭成員的復數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）培養良好的聽說讀寫能力

　　2）通過創設情景，培養學生的發展思維能力，激發學生的想象力。

　　3.情感目標

　　1），創設真實情景，激發學生學習英語的興趣，培養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，培養學生綜合語言運用能力。

　　4. 情感性原則激發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，或學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性評價。

英文說課稿篇2

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

　　I. Contents:

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

　　II. Teaching aims

　　1. Aims on the knowledge

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

　　(2) To help Ss to finish the survey.

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

　　2. Aims on the abilities

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

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

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

　　3. Aims on the emotion

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

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

　　III. Key-points of this lesson

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

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

　　(3) To develop Ss’ interest in English.

　　IV. Difficult points

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

　　(2) To finish the survey by themselves.

　　V. Teaching methods

　　As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishin

　　g 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 intonat

　　ion. 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3

　　a. New wrds and phrases

　　b. Sentence pattern: If- clause

　　c. iprve their reading sills.

　　d. Taling abut prbles f the Earth.

　　6. 說教學難點 teaching difficult pints (語法；發展交際能力)

　　a. functinal ite: Suppsitin.

　　b. Develp their cunicative abilit. Act ut their wn dialgue.

　　7. 說教具 teaching aids (ulti-edia cputer, sftware, OHP)

　　The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.

　　二、說教法 Teaching ethds

　　Five step ethd; audi-vide; cunicative apprach;

　　Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.

　　三、說學法 Stud ethds

　　1. Teach Ss hw t be successful language learners.

　　2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;

　　3. Get the Ss t fr gd learning habits.

　　四、說教學過程Teaching prcedures

　　I. 復習 (Revisin) 5in (Dail reprt; 詞匯diagra; brainstring; activate scheata)

　　Activit 1: Iaginatin

　　1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)

　　2). Suppse u catch a bad cld, what’s t be dne?

　　3). Suppse ur bie is bren, what’s t be dne?

　　4). And suppse the earth, n which we all live, is daaged, what’s t be dne?

　　* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)

　　II. 呈現 (Presentatin) 5in

　　Activit 2: Presentatin

　　Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)

　　A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.

　　Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.

　　* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.

　　III. 對話 / 閱讀 (Dialgue)18

　　1. Pre- reading

　　Activit 3: Predictin

　　1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:

　　What d u thin is discussed at the cnference?

　　2. While- reading

　　Activit 4: Read and answer

　　2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.

　　* 閱讀: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 識別關鍵詞e wrds；確定主題句；創設信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。達到對課文的整體理解和掌握。S that the can have a gd understanding f the whle text.)

　　3. Pst- reading

　　Activit 5: Language fcus

　　While Ss are answering the Qs, the teacher deals with se e language pints.

　　a. is being caused b. and s n c. g n ding

　　d. be fit fr e. standing r f. if- clause

　　IV. 操練 (Practice) 10

　　Activit 6: Retell

　　Use ur wn wrds t retell the dialgue in the 3rd persn.

　　Activit 7: Acting ut

　　Activit 8: Drill – Suppsitin

　　Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)

　　(Retell; act ut; rle pla)

　　V. 鞏固 (Cnslidatin) 6

　　(Discussin; interview; press cnference; debate; quiz)

　　Activit 9: rle pla

　　Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.

　　* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.

　　Activit 10: Discussin

　　Thin f the questin: Are we causing daage t the wrld?

　　What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?

　　Cllect their answers and fr a reprt.

　　VI. 作業 (Hewr) 1 (Writing; cntinue the str; recite; retell)

　　Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.

　　五、說板書Blacbard design

英文說課稿篇4

　　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5

　　一、教材分析

　　本堂課是一堂中考復習課，如果從分析教材來講，本課話題主要是出現在仁愛英語九年級(下)Unit 5之中，主要講的是讓學生認識定語從句，了解定語從句的結構，并能熟練的運用定語從句。但是對于一堂中考復習課來講，我覺得應當從中考英語對本課話題的難易度要求以及考點的探究入手。從歷年的中考真題來看，對于定語從句的考察主要體現在單選題、完型填空和閱讀理解中。當然還有就是從作文之中體現出來。而且我們知道，如今的中考英語，更側重于在語境之中來考察語法和詞匯項目，強化對學生語言運用能力的考察。

　　二、教學目標

　　根據課程標準和我市中考英語的要求，堅持以學生為本，切實體現素質教育，面向全體學生，立足基礎，設置練習注意難易度適中，這堂課是一堂中考復習課，本課設計從英文歌曲導入，在課堂之上，利用簡單習題小游戲，設置情景，情景之中學語法，以達到下列教學目標：

　　知識目標：復習和掌握定語從句中關系代詞和關系副詞的作用和功能，能準確選擇定語從句所需的關系代詞或關系副詞。從知識系統的歸納呈現入手，注重學生基礎知識的復習鞏固;這堂課又是一堂語法復習課本身具有一定的應試成分。

　　能力目標：能較好地運用定語從句，能正確組織包含定語從句的復合句。注意培養學生運用所學的知識和技能分析、解決問題的能力。

　　德育目標：培養分析問題解決問題的能力，熱愛祖國，關心時政，學會競爭和合作，建立自信心和集體榮譽感。

　　情感目標：通過學習調動學習積極性，使學生體會到英語的趣味和實用性。激發和培養學生學習英語的興趣，建立學習英語的成就感和自信心。讓他們成為課堂的主角，使學生懂得語法學習無處不在，使學生學在其中，樂在其中，并掌握一些應試技巧。

　　三、教學重點難點

　　提高學生對語法復習的興趣和積極性，較好地掌握定語從句的用法，理解定語從句，運用知識點解題。

　　四、教學方法

　　《新課程標準》要求教師在教學中要以學生為主體，嘗試創新思維，聯系社會采用討論、協作、探究、競爭的教學模式，引導學生靈活運用所學語法知識。采用研究性學習方法，寓教于樂。檢驗一節課成功與否，不是教師講了多少，而是以學生的學習效果為評價標準。因此我借助多媒體，結合競賽形式，力求使枯燥的語法生動趣味化;并且考慮學生英語基礎的實際情況，教學過程也要體現素質教育的全體性，因此設計任務循序漸進(如按“詞→句→文”遞進)，由淺入深，由易到難，導引學生參與整個學習過程，獲得更佳的學習效果及發展智力，提高思維，觀察，注意，記憶，想象，聯想等能力。

　　五、教學過程

　　本堂課主要分為五個步驟：

　　第一步：創設情景歌曲導入

　　我選擇了英文歌曲《Lemon Tree》來導入本課的知識，請學生把歌曲最后一句空缺的詞填上。I wonder how I wonder why

　　Yesterday you told me 'bout the blue blue sky

　　Is just a yellow lemon tree (答案：that, that, that)

　　根據以上所說的2句I like the song whose name is Lemon Tree very much ? all that I can see is just a yellow lemon tree.請學生分析這兩個句子中劃線部分所出現的語法現象，由此導入到“定語從句”。簡單但動感的FLASH很符合學生的口味，學習興趣一下被調動起來。重要的是本歌的歌詞中含有定語從句，可以于歡快的節奏中導引學生輕松自然地進入語法話題。

　　第二步：知識呈現，鋪設階梯

　　呈現定語從句的定義和結構使學生加深對定語從句的結構和關系代詞、關系副詞的印象，以便下面的競賽中更好的發揮。

　　第三步：要點提醒，操練運用

　　為了更好的調動學習積極性，加強學生思維能力、協作競爭能力及強化團體榮譽意識。在本環節中，我采取了競賽形式，把全班分成二大組，看哪方得分高。競賽內容分為四部分：

　　第一部：基礎語法知識(必答)：以抽簽的方式選擇本組所答的題，所有的題都是有關定語從句的理論知識填空，包括定語從句中的先行詞、關聯詞、關聯詞的省略以及各個關聯詞的區別。使學生加深對定語從句的結構和關系代詞、關系副詞的印象，以便下面的競賽中更好的發揮。對學生來說完成本項任務輕松、新鮮、又有一定的競爭，學生興趣又一次被調動。復習基礎理論知識，為以下的實際操練做較好的準備，提高準確率。

　　第二部：合并定語從句。貫徹由易漸難的原則，先從相對簡單的題型開練，重點鞏固關系代詞的選擇，并在第一題：The woman is our English teacher、He speaks English very well、→The woman who(that) speaks English very well is our English teacher

　　中點出另外一個知識點：定語從句中謂語動詞的數要與先行詞保持一致。鼓舞士氣，提高自信心。

　　第三部：辨析正誤，并說明原因。這部分主要是幫助學生區分關系代詞that和which的不通用的特殊情況。1.2題是幫助學生辨析只能使用that而不使用which的特例。兩個題并不能全部體現只能使用that而不使用which的特殊情況，所以在做完1、2題后全班一起總結，幫助他們將知識系統化。3、4題幫助學生區分只能使用which而不使用that的特殊情況。貫徹由易漸難的原則，簡單的關系代詞會用后，逐漸進入到關聯詞使用的特殊情況，是學生更全面的掌握定語從句。

　　第四部：格言英譯中(搶答)。有了以上幾部分的復習鞏固，學生已經掌握了定語從句的必要知識點，本部分用英文表達幾句著名的格言，幫助學生將知識升華。有利于學生知識面的拓展，也為以后寫作做積累。

　　第四步：直擊中考，深入探究

　　本環節中我精選了歷年中考真題，少而精，體現難易度，并鞏固本課的定語從句，激起學生英語學習的成就感和自信心。

　　第五步：課后作業，鞏固所學

　　寫作在中考中占較大的比重，故平時要多加訓練，承上所提奧運話題讓學生以感想并結合自身實際寫短文，進一步鍛煉在實際中運用定語從句的能力。而且本次教學活動關于定語

　　從句的任務設計理念是按“詞→句→文”循序漸進，所以寫作便是前面部分很好的延續和提高了。

　　六、課后反思

　　本堂課由于是公開課，雖然說已經花了大量的時間做了充分的準備，但由于前面的時候有點緊張，本堂課的內容大，以及課時的一些應變做得不夠好，盡管說順利地完成了教學，但是感覺還是沒有達到自己預期的效果。比如說平時和學生口語的交流在本節課沒有充分的體現出來，互動不夠好;速度偏快，沒有給學生留下足夠的空白時間思考問題;作為重要教學輔助工具的黑板利用不夠。從整體上看，本節課將語法復習課揉入情景交際之中，注意語法課的實用性和趣味性的結合，應該說是比較成功的一堂課。日后我將更加注意語法實用性和趣味性的探究，努力上好每種類型的課。

英文說課稿篇6

　　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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