英文說課稿匯編8篇
作為一名辛苦耕耘的教育工作者，總歸要編寫說課稿，寫說課稿能有效幫助我們總結和提升講課技巧。那要怎么寫好說課稿呢？以下是小編為大家整理的英文說課稿8篇，僅供參考，大家一起來看看吧。
英文說課稿 篇1
一、分析教材
1、教材內容要點：
第一、定語從句的概念
第二、定語從句的分類
第三、定語從句的用法
2、教材的地位和作用：
定語從句是高中英語教學中的一個非常重要的語法，也是高考的一個熱點。在英語里，定語從句可以使一個繁瑣的句子變得非常簡潔，同時，它在人們日常會話中出現的頻率特別高。定語從句掌握地扎實與否關系到一個學生英語水平的高低。因此，定語從句的學習和掌握在英語學習中有著重要的意義。
3、教學目的
根據教學大綱的要求，通過這一節課的教學，要使學生知道什么是定語從句和定語從句的分類，掌握定語從句的用法。培養學生的觀察能力、分析概括能力以及演繹推理能力等。還要培養學生探索求真知的精神，對學生進行實踐觀點的教育。
4、教學的重點與難點
定語從句是本課的主要內容，與日常英語的應用密切聯系，所以定語從句的概念與運用是本節課的一個重點。對定語從句的復習，需要綜合應用所學知識來解決原來的遺留問題，因而對句子分析和推理概括能力要求提高了。而高中生側重于對直觀現象進行具體、形象的思維來獲得知識。因此這個知識點既是本節課的重點又是難點。
培養學生的多種能力也是這節課的重點，這是素質教育對現代教學的要求。
二、分析學生
大多數學生上進心強，學習態度端正，有良好的學習習慣，但是缺乏一定的探索研究問題的能力。
定語從句是學生在英語學習中比較常用的語法，也是他們必須掌握的內容。教學中要注意培養學生對英語的興趣，充分發揮主體作用，迎合他們好奇、好動、好強的心理特點，調動他們學習的積極性和主動性。
高中生的思維方式由形象思維向抽象思維過渡，因此在教學中應注意積極引導學生應用已掌握的基礎知識，通過理論分析和推理判斷來獲得新知識，發展抽象思維能力。當然在此過程中仍需以一些感性認識作為依托，可以借助多媒體設備加強直觀性和形象性，以便學生理解和掌握。
三、教學方法
這節課可綜合應用提問、歸納、介紹、檢查、講授和討論等多種形式的教學方法，提高課堂效率，培養學生對英語的興趣，激發學生的求知欲望。充分體現以教師為主導，以學生為主體的原則。創設英語情境讓學生參與語言實踐，邊動口邊思考。從語言分析總結出結論以調動學生的積極性。
四、教學程序
教學中要以了解、學習研究英語的方法為基礎，掌握知識為中心，培養能力為方向，緊抓重點突破難點，具體設計如下：
1、新課導入：
以創設問題情境導入新課。學源于思，思源于疑，一上課便以聽歌曲填空的形式引入課題，引導學生分析歌詞中的有關定語從句的句子，認真分析句子成分，使學生產生強烈的求知欲和好奇心，調動學生學習的積極性和主動性。
2、講授新課：
任何語言學習都離不開語言實踐。這節課主要采用講授歸納的方法來建立定語從句的概念。我將一個定語從句列在投影上，讓學生分析這個句子的成分，從而導出兩個非常重要的內容----先行詞和關系詞，然后逐一解釋。通過分析例句，培養了學生的分析能力、觀察能力，增強了他們的感性認識。為了使學生能對定語從句有更進一步的認識，這里我又采用提問的方法讓學生說出定語從句的分類，然后我對其進行進一步地解釋和說明，讓學生通過講解概括，總結出定語從句的分類。在此基礎上，我讓同學們回答出定語從句中的關系代詞有哪些，通過一些簡單的例句，讓學生知道每一個代詞在句子中起什么作用以及用法。在講解關系代詞與介詞時，我讓學生自己歸納出它們的規律，提高學生的概括能力，從而達到復習的目的。
在講解關系詞that和which、who和that、as和which這一環節時，我先讓學說出它們的特殊用法，然后我再進一步加以闡述。從而，引出它們的特殊用法。
一）、that和which的特殊用法：
1、有些情況下只用關系詞that,而不宜用which。
a、從句所修飾的詞又被形容詞最高級或序數詞修飾時,只能用that引導從句。
b、先行詞是all,something,nothing,anything等不定代詞時，只能用that。
c、先行詞既有人也有物時,只用that引出從句。
d、先行詞是one of,the one, 或用little,few, no, all, any, only, just, very作修飾時，只能用that。
e、當主句已有疑問詞 who或which時，只能用that。
2、定語從句中宜用which而不宜用that的情況。
a、當關系代詞前面有介詞時。
b、在非限制性定語從句中。
c、在一個句子中有兩個定語從句，其中一個從句的關系代詞用了that，另一個宜用which。
二）、who和that的特殊用法：
who、that在許多情況下可以通用，但有時宜用who不用that。
a、先行詞是one(s),anyone,someone, those時，關系詞使用who。
b、在there be 句型中，先行詞指人時，關系詞用who。
三)、關系代詞as和which的區別
as和which所代表的都是整個句子所表示的內容,但是二者有兩點不同之處：
a、在形式上as引導的非限制定語從句可位于主句后面,也可位于主句之前；而which引導的非限制定語從句只能位于主句之后，不能位于主句的前面。
b、在意義上，as定語從句和主句的關系一般為一致關系，常譯為“正如……”，“就象……”，而which定語從句和主句的關系是因果關系，或which從句是對主句的評論。因此，在意思通順的情況下，which可代替as，而as許多時候不能代替which。
針對關系副詞的復習，因其難度不大，我直接采用講解法，學生容易理解。關系副詞是用來引導定語從句的，它和關系代詞一樣，具有數種作用。
a、在從句中代替先行詞。
b、在句中作狀語。
c、連接作用，把兩個句子連接成為一個帶有定語從句的復合句。
同時，在解釋的過程中不斷穿插練習，達到鞏固復習的目的,體現精講精練的教學原則和我校提出的“四轉五讓”原則。
3、反饋和鞏固
在講解完所有語法點之后，為了更加有效地鞏固所復習的知識，我設計了兩種有針對性的習題練習，讓學生把掌握的知識運用于實際語言操作中，從而達到知能并重的目的。
4、小結
最后通過小結，以表格的形式把本節課所復習的語法點進行總結。
5、板書設計
GRAMMAR
Attributive Clause
6、布置作業
Finish off the exercise paper.
課后反思
課后各位聽課教師對本節課進行了點評，結合其他聽課的評價及與其他教師的交流，談談個人的思考，具體如下：
一)、值得推介的幾點
1、重視基礎語言知識，對于基礎的語言知識講得透，講得到位。
2、重視語言綜合運用能力的培養。講知識點時，能結合語境，提供情境，對于學生語言基礎知識的綜合運用起到了鋪墊作用，對于學生發散思維能力的培養有很大的幫助。
3、課堂教學有思想。教師擁有豐富資源，多媒體課件設計地實用、合理。講授方法新穎獨特，練習形式靈活多樣。
4、教師個人素質較好，能靈活應對任何突發教學情況，合理安排講練比率。
二)、存在問題
1、英語思維與漢語思維同時存在，相互干擾。偶爾用漢語組織教學好像省事，其實反而浪費時間和精力，不利于學生形成用英語思維的習慣，更影響交際速度。
2、交際面有時過窄，很難訓練到全部。很多學生只有聽的份，沒有說的機會，這是大班的局限，有些活動是為了順利進行而局限于“好學生”身上，一些英語學困生被遺忘。時間長了，會使學生討厭英語并放棄英語的學習。
3、任務型教學活動有時設計地不是很好�；顒右笥袝r不是很明確，活動設計不能從學生生活經驗，興趣愛好出發，活動形式有時單調，缺乏趣味性。
三)、幾點想法
1、千方百計、想方設法激發學生的學習興趣，調動學生的學習積極性。有人說“掌握一門外語就比別人多活了一輩子。”因為你比別人多了解另一種語言背景下的政治歷史、天文地理、風土人情等等。向學生多介紹經典音樂、視頻、英文佳作等，在潛移默化中培養學生的學習興趣。
2、在課堂上注意學生的綜合語言運用能力的培養。在基礎的語言形式訓練上提升交際品位，為學生創設豐富的語言環境，讓學生產生交際的愿望和機會，使交際具有實際內容和實際意義。
3、要繼續學習，不斷充電，提升自身的業務素質和人文素養。
英文說課稿 篇2
Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the
teaching procedure,and Blackboard design.First, let me talk about the teaching material.
Part 1 Teaching Material:
This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新課程標準和教學
大綱), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:
1.Knowledge objects:
a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.
c)The Ss can use the patterns to express their thoughts in the proper situation.
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 Improve the student’s reading ability, especially their skimming and scanning ability.
3.Emotion or moral objects:
a)By completing the task,the Ss increase their interest and set up self-confidence in science;
b)Teach the Ss what is “science”, put the moral education in the language study.
now,let’s come to the Important points and the Difficult points.
Well, how to achieve the teaching objects better, how to stress
the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .
Part 2 Teaching Methods:
In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交際教學法), “Whole language
teaching” (整體語言教學法)and “Task-based” language teaching (任務教學法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(現代社會交際教學理論), I adopt the TSA method(情景教學) and TBLT method (語言任務教學)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —
activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use
language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.
英文說課稿 篇3
Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:
Analyzing teaching material
The teaching methods
The studying methods
The teaching procedures
and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”
This unit is about It is made up of paragraphs.
The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.
The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.
The emotional aim is to help students understand and to develop
students’ sense of cooperative learning.
Then the teaching key points is to help the students get a general idea of the whole
And the teaching difficult points is to make students use their own words to express
According to the analysis above, I’ll try my best to carry out the following theories
while dealing with this lesson:
To make students the real masters of the class while I just act as a director.
To combine the language structure with the language functions.
And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:
The first teaching method I will use is communicative approach, since language is
used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.
The second teaching method I would like to use is task-based approach. A task
resembles activities which our students or other people carry out in everyday life.
Learners should be given opportunities to reflect on what they have learned and how well they are doing.
The third teaching method I want to use is computer assisted language teaching.
Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.
And in order to practice my teaching methods better, the following teaching aids will be used:
A projector, a tape recorder, multimedia and of course the blackboard.
And then, I would like to talk about the studying methods. As students are poor in
cooperative learning skill, many students are not active in English class, and even
some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing,
thinking, and speaking. So, to make the students get the knowledge actively,
cooperative learning and task-based learning will be used.
Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.
Step 1 Lead-in
At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions,
the students will be eager to know something about and it’s the very time to naturally lead the class into
Step 2 Listening comprehensions
In this step, I will write several questions before listening to the text:
And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .
Step 3 skimming and scanning
In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each other.And then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.
Step 4 Retelling the passage
Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.
Step 7 Consolidation
In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.
Step 8 make a summary
I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.
And now let’s move to the last step
Step 9 Homework
1. Read the passage as frequently as you can
2. Find out some words and sentences you think are beautiful and recite them.
Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
That’s all of my teaching ideas about this lesson. Thanking you for your listening.
英文說課稿 篇4
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
2) 過一關
3) 扮演…角色 4) 光盤的設計者
5) 一直廣受歡迎的游戲 6) 得到足夠的分數
7) 睡著 8) 英語語法和詞匯
9) 在你的屏幕上 10) 檢驗知識
11) 在市場上 12) 例如
13) 掉下來 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
英文說課稿 篇5
Good morning, everyone !
I’m No.____ candidate. Nice to meet you! （鞠躬）
Today my topic is about ________________________,(板書) I will analyze the lesson from the six parts.：analysis of teaching
material, teaching aims and demands, student analysis, teaching met
hods, learning methods and procedures. （下面我將從教材、教學目
標和要求、學情、教法、學法、教學程序等幾個方面進行說課。） Part 1 Analysis of the teaching material .
Status and functions :
The topic of this unit is about________________. It is from the unit ______of PEP English < go for it> the _______semester of grade ______. This is an interesting topic for students .So all the activities in this unit are helpful to raise students’ learning interest. As we all know, interest is the best teacher for students .This unit includes two sections (section A and section B). I will finish section A from 1a to Grammar Focus in this period. Let students learn happily and easily. All the activities in this lesson are designed to help Ss consolidate the language points in this unit.
Part 2 Teaching Aims and Demands
Knowledge objects:
The Ss can master the usage of the important words, expressions and
sentences.
____________________________________________________
____________________________________________________
____________________________________________________
The Ss can use the patterns to express their thoughts in the proper
situation.
The Ss can understand the content of the lesson, talk about
Ability objects:
To develop the Ss’ abilities of listening, speaking, reading and writing.
To improve the student’s reading ability.
To guide Ss to set up effective studying strategies.
Emotion or moral objects:
By studying this lesson, the students and put the
moral education in the language study.
In order to achieve these aims, we must be clear about the important
points and difficult points:
The important points：
�。�1）
（2）
�。�3）
The difficult points：
�。�1）
�。�2）
Part３ Teaching Methods
In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of English language. So in this unit， I’ll mainly use “Communicative” Approach(交際教學法), “Task-based” language teaching (任務教學法). The Situational Approach(情景教學法) .
Part４ The Studying of Students and learning Methods
Most of the students are from the countryside, and most of them are poor in cooperative learning skills. Some students are not active in the class, and some students don’t like English. Therefore, I’ll make Ss get the knowledge actively by probe study and cooperative study and let the Ss pass "Observation—Imitation—Practice " to study.
Part５ Teaching Procedure
Period 1(1a--- Grammar Focus)
Step 1 warming up
It will cost 3 minutes
In this step , I’ll ask students to have a free talk with the knowledge they have learnt last lesson . In this way , students will pay their attention to our class easily , and their speaking
ability will be improved .
Step 2 leading in
It will cost 2minutes .
I’ll show some pictures about__________________, and tell something about _________, these can form a relaxing atmosphere and let the students get ready for the next step . Step 3 presentation
It’ll cost 20 minutes
I’ll show some words and sentences ,and ask students to guess the meaning of new words , with the help of PPT . I’ll set a real situation to help the class learn new words and sentence pattern .students can follow the tape recorder reading words and text .
Situational approach is used here .
Step 4 practice
It’ll cost 10 minutes
In this step , I’ll divide the whole class into 4groups to have a competition by reading the dialog and role-playing . Then ,I’ll ask students to make a new dialog to check if they can use new words and sentence pattern correctly .
Task-based teaching method is used here，and students’ cooperation ability will be well developed .
Step 5 summary
It’ll cost 5 minutes .
In this step ,I’ll guide students to conclude key words and sentence pattern to wide their knowledge
In the end ,I’ll give some homework ,go over today’s lesson and preview next lesson , go to the library or search the internet for some information ,then write a short passage .
Ok ,that’s all for my lesson ,Thank you a lot for listening .
英文說課稿 篇6
一、說教材
１、教材的地位及作用：
第二冊第五單元第二節課， 本單元圍繞做"比較"( Makingcomparison) 這個題材開展多種教學活動，它與上一單元聯系緊密，是它的延續。本節課是本單元的.重點，表示數量的some,few的比較。通過學習的比較等級，進一步加深對比較等級的語法現象的理解與運用。同時通過some,few比較等級在陳述句與疑問句中的操練，進一步提高學生聽、說、讀、寫綜合素質能力。
２、教學目標：（知識目標、能力目標、德育目標）
知識目標：
(１)學習、掌握some,few的比較等級；
(２)學習單詞strong。
能力目標：提高學生聽、說、讀、寫及知識自學的綜合能力。
德育目標：教育學生熱愛勞動。不臀藁?No pains,no gains)。
確立教學目標的依據：
根據英語教學大綱規定，通過聽、說、讀、寫的訓練，使學生獲得英語基礎知識與為交際初步運用英語的能力，激發學生的學習興趣，為進一步學習打好初步的基礎。此外，根據我國國情與外語教學大綱的要求，現階段外語教學的素質教育主要包括思想素質教育、目的語素質教育、潛在外語能力的培養、非智力因素的培養等四方面。
３、重點與難點：
重點：學習表示數量some, a few的比較等級。
難點：some, a few的比較等級在實際生活中的應用。
確立重點與難點的依據：
根據教學大綱的要求，及本課在教材中所處的地位與作用。
二、說分析
根據以上對教材的分析，同時針對中國學生學習外語存在一定困難的實際情況。首先給學生創造外語語言氛圍，身臨其境地把學生帶到農場里。同時激發學生學習興趣，使學生在參與農場的一系列活動中，掌握知識。最后通過做游戲對學生所學知識點進行訓練，從而達到鞏固知識的目的。
三、說教法：
通過五步教學法，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進地深化教學內容。展開以教師為主導，以學生為主體的師生雙邊活動。
四、說手段：
主要以現代化電教手段－－多媒體輔助教學，貫穿整個教學過程。增加了直觀性與趣味性，加大了課堂密度，提高了教學效果。
五、說過程：
１、新課導入
為了激發學生的學習興趣，引起注意，拉近師生距離，首先告訴學生這節課我將帶他們去一個有趣的地方，并請他們依據我的提示猜測要去哪里？ 當學生猜出去農場時，我們便"上車"， 一路歡歌(PickingApples)去農場。隨著"嘎"的剎車聲，電腦打出農場全景， 給學生一種身臨其境的感覺，導入正課。
２、新課的講解
本課利用多媒體教學手段展示了一幅幅色彩逼真、形象生動的畫面，配有汽車聲、動物的叫聲，栩栩如生。以學生在農場里勞動為主線，通過樹上結多少蘋果，學生摘多少蘋果，卡車運多少蘋果筐，以及勞動后學生吃多少蘋果的比較，將some,few的比較等級在一系列既關聯又相對獨立的語境中詳細講解，反復演練，使學生全面掌握。其中多媒體展示的動畫部分更具特色，充分地調動了學生的積極性，吸引了全體學生的注意力，達到了教育教學目的，培養學生思想素質、情感素質與英語語言素質。
３、反復操練與鞏固應用
為了調動學生的積極性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多種不同方式操練鞏固。使學生處于積極思維的狀態之中，全方位、多角度培養學生運用英語的能力。
４、反饋練習
本課的又一次高潮是將游戲與練習有機結合，融為一體。設計下棋游戲，棋盤為２０個格，每格均為在蘋果園里勞動的情景，并配有本課的重點－－比較等級的練習題。棋盤的上一男一女分別代表男生與女生兩大組，值得一提的是決定男女生在棋盤上走幾步的轉盤，是用本課重點詞匯fewest,fewer,a few,some,more與most組成，使學生在玩中進一步體會數量some,a few的比較等級的運用。學生通過轉輪，邊做游戲邊做練習，寓教于樂，極大地激發學生學習興趣，同時鞏固了學生所學的知識。
５、歸納總結
本課除了板書所呈現的重點內容外，又把本課內容濃縮成韻律詩形式，巧妙地總結本課重點、難點，學生又通過優美的旋律、音韻動力聽的節奏。進一步鞏固，加強對本課內容的理解與運用。
６、展示板書
Unit 5 Lesson 18
Kate some apples.
Jim has more apples than Kate.
Meimei the most of all.
The first truck a few baskets.
The second one is carrying fewer tham the first.
The third one the fewest of all.
本課以素質教育為目的，結合教材重點、難點及英語學科特點，利用多媒體輔助教學，從視、聽、說等方面使學生得到鍛煉，在愉快、輕松的氛圍中溫故而知新，達到初步運用英語交際的能力。由于缺少經驗，在教學過程中難免會出現不足，敬請各位老師不吝賜。
英文說課稿 篇7
Today I’m going to talk about lesson 62 of Unit 11, NEW START Primary English, Book
7. This lesson includes three parts: “listen and number”“ask and answer” and “let's write” .
First. Aims on the knowledge
(1) To make students understand and speak: ：“Eiffel tower、Disneyland、Big ben、Opera house.and what is his city famous for”
(2) To help Ss to finish the blank. In page 23.
2. Aims on the abilities
(1) To develop Ss’ abilities of listening and speaking.
(2) To develop the Ss’ ability of working in groups..
3. Aims on the emotion
(1) To lead Ss to show the famous building in their hometown，develop their country emotion.
Second. Key-points of this lesson
(1) To help Ss ask and answer the question: What is his city famous for?
(2) To make Ss to study in groups and develop Ss’ interest in English.
3.rd. Difficult points
To help the Ss ask and answer the question “What is his city famous for?” and make sure they can use it。.
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to improve the 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（安排、準備） four kinds of activities: singing, guessing game, finishing a survey and having a competition（競賽）. Students should prepare（準備） some school things（學具）. VI. Teaching procedures（程序）。
I’ll finish this lesson in six steps.
Step 1Step 2. Step 3. Step 4.Step 5. Step 6.
1. chant 聽錄音，一邊拍手一邊唱
2. 出示人物圖，進行提問：Where is he live / she?
Where does he / she come from? Where does he / she live?
回答出單詞即可，復習上一課詞匯。
老師：Binbin comes from China. He lives in Beijing.
Do you know what is Beijing famous for?
Beijing is famous for Tian’an man square.
What else do you know about Beijing.
請學生說出北京的一些著名景點
a) 出示各景點卡片，帶讀正音。
b) 完成Part A Write the number 后訂正答案 c) 兩人一組利用圖片做國家和城市的游戲
…is famous for ……或……is in ……
Tokyo is famous for cherry blossom.
Cherry blossom is in Tokyo.
4．提問：Where does …come from?
Where does he /she live?
What is his /her famous for?
請學生回答，老師出板書，帶讀。
做問答練習
5．These are Pen’s Pal . Which pen pal do you want to have? 讓學生用一張卡片進行練習
英文說課稿 篇8
一、 說教材
(一) 教材地位、作用
本課內容是本單元的核心教學內容是 “現在進行時”，主要學習句子What are you doing ?I’m … .What is he/she doing? He/She is …. 本單元出現了八個單詞，都是動詞的現在進行時態今天這一課是第一課時。所以今天的內容主要是呈現并操練八個單詞，順便結合句型進行交際活動。
(二) 教學目標
教學目標是教學活動的出發點和歸宿，根據新課標以及大綱要求，結合以上分析，我確定本課的教學目標如下：
1、 認知目標：
(1) 能正確聽、說、讀、寫詞匯playing shopping studying painting eating runningsleeping writing
(2)正確聽、說、讀、句型 What are you doing ?I’m … .What is he/she doing? He/She is ….
2、 能力目標：
(1)培養學生的觀察力，分析能力。
(2)培養學生的創造能力、發展學生個性。
3、情感目標：
(1)激發學生的學習興趣，提高學習的積極性。
(2)激發學生的參與意識，綜合運用語言知識的意識，團結合作的意識。
(三)教學重點：
能正確聽、說、讀、寫詞匯 playing shopping studying painting eating runningsleeping writing
(四)教學難點：
正確運用人稱代詞進行交流。
二、說教法、學法
愛因斯坦曾說過：“興趣是最好的老師”.因此，英語教學一開始，就應當注意培養學生對這門學科的興趣，保持強烈的好奇心和旺盛的求知欲。這就要求我們教師采用靈活多樣的教學法，激發學生的學習興趣，充分調動他們學習的積極性。所以，我采用情景法、多媒體輔助教學法、交際法等進行教學。
1、 情景法
2、 情景法強調語言在情景中的應用，讓學生身臨其境地學習英語，使教學在生動活潑的情景中進行。學生在輕松的情景下，容易學到知識與運用知識。
3、 多媒體輔助教學法
多媒體輔助教學集圖象、聲音、文字于一體，使教學內容更生
4、 動、形象，吸引學生的注意力，使其在輕松、愉快的氛圍中接受新的知識。
5、交際法
學習英語，目的在于用英語進行交際。英語要作為交際工具來教，也要作為交際工具來學，做到學用統一。在教學中，我遵循這一原則，提供較真實的情景。如：在引入新課時教師和一學生正在打籃球，讓學生體會現在進行時，活學或用所學知識。這樣，激發了學生的學習興趣，活躍了課堂氣氛，又培養了學生的語言交際能力。
本堂課主要以現代化電教手段—多媒體輔助教學，貫穿整個教學過程。增加了直觀性和趣味性，加大了課堂密度，提高了教學效果。我根據本堂課的教學目標、要求看圖說出他/她/我在做什么，設計了生活化的情景，讓學生在實際情景中運用所學知識。同時通過多媒體的運用，設計各種小游戲，記憶看等多種形式的演練，讓學生在玩中學，樂中學。
三、說教學程序
Step1 Free talk
師生交流，既復習舊知，又很好地拉近了師生間的距離，為下面的合作學習打下基礎。
Step 2 Lead in
首先教師和一學生在打籃球。
設計思路： 每一堂課的開頭很重要，要在上課一開始就吸引學生的注意力，調動他們的興趣，這樣便容易開展下面的內容。學生都喜歡玩，看到老師在課堂上打籃球立刻會吸引學生的注意力，學唱歌曲迎合了兒童的心理需求，從而促使他們在輕松自如的情況下，主動地學習。所以課前的預備活動，既活躍了課堂氣氛，又緩解了學生的緊張情緒。
Step3、 Presentation
結合單詞句型操練時，設計幾個有競賽的游戲，學生在玩游戲中既開心又可以鞏固所學的單詞和句型。根據多媒體音、形、色、像圖文并茂的優勢，提供不同的時間，給 學生創設了學習練說的機會，這樣的練習，既保持了學生的學習積極性，又使學生體驗到了知識收獲后的滿足。
Step 4、sing a song and finish activity
這一環節，根據兒童認知特點，學唱歌曲迎合了兒童的心理需求，從而促使他們在輕松自如的情況下，主動地學習。歌詞正好與所學的句型一致。這一環節讓學生在聽、說、讀方面得到練習、鞏固. 培養學生良好的語音，語調和語感。
Step 5、播放FLASH動畫
這一活動的設計，是對本課教學的有利鞏固，學生都非常喜歡Gogo這個淘氣的小生物和他的朋友們，學生學過的句型都在動畫里出現，大部分學生都能看懂，學生見老師提出的問題自己能回答，使學生體驗到了知識收獲后的滿足。
五、說板書設計
設計思路：
板書要求清晰、明了，體現教學的重點與難點，這里將本課的主要內容呈現在黑板上，同時這也有利于學生學習與運用對話。
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