有關英文說課稿范文5篇
作為一名默默奉獻的教育工作者，常常要根據教學需要編寫說課稿，借助說課稿可以讓教學工作更科學化。那么寫說課稿需要注意哪些問題呢？下面是小編幫大家整理的英文說課稿5篇，僅供參考，大家一起來看看吧。
英文說課稿 篇1
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2
一、說教材。
我這次授課的內容是PEP教材五年級上冊Unit 2 My Days of the Week A部分的 Let’s start,Let’s learn and Let’s play.這一部分的教學是在學生已經掌握許多課程名稱的基礎上進行的有關星期單詞的詞匯課教學，也為以后能夠熟練運用句型What day is it today? What do you have on Mondays?詢問今天是星期幾和談論一周內有關學校課程的安排等打下基礎。
二、說學情。
本班三十五人，學生整體素質有待提高，可是有大部分學生對英語的學習興趣較為濃厚，上課積極性較高。但是，由于學生本身知識積累較少，課堂上對問題的理解不透徹，合作學習及獨立思考方面也表現不夠好。所以就要求我們教師更要做一個有心人，充分利用各種資源來提高課堂教學效率。
三、說理念。
基于教材與學情，在本課我主要突出兩個理念：
1、整合各種資源，提高課堂效率。在這一課中我搜集整合了一些資源：一個自制的單詞轉盤、還準備了學生喜歡的一些動畫人物的圖片、自制的PPT以及錄音帶中外教的示范教讀等，讓他們渾然一體形成一條有效的資源鏈，最大限度地服務于課堂教學。
2、利用課堂主陣地，培養學生對四會單詞的聽、說、讀、寫以及綜合語言運用能力。英語教學中培養學生的綜合語言運用能力是英語教學的重要目標之一。
四、說教法學法。
根據詞匯教學的特點和學生的學情實際，在這一節課中我主要采用了任務型教學法和活動法進行教學。始終堅持融詞匯教學于訓練句型之中，倡導學生體驗參與，讓學生在一個又一個的任務活動中達成習得語言的目的。既培養了學生的學習興趣又為學生形成一定的綜合語言運用能力起到了作用。
五、說教學目標：
1，能聽懂問句：What day is it today? What do we have on Mondays? 并能做出正確回答。
2, 能夠聽、說、讀、寫單詞：Monday, Tuesday, Wednesday, Thursday, Friday, 并能根據實際情況替換關鍵詞熟練運用。
3，能夠運用新的語言做 Let’s play 中的星期轉盤游戲。
4, 欣賞歌曲“ My Days of the Week ”。
六、說教學重難點：
本課時的教學重點和難點是Let’s learn 部分的四會單詞：Monday, Tuesday,
Wednesday, Thursday, Friday, 要求學生結合所給句型替換關鍵詞，逐步達到聽、說、讀、寫四會掌握。
七、說教學流程：
�。ㄒ唬￤arm-up
1, 日�？谡Z練習
T: Hello! How are you ? Nice to meet you.
S: I’m fine, thank you. / Nice to meet you, too.
T: Who’s your English ?
S: Miss Li.
T: What’s she like?
S: ….
2, 欣賞歌曲“ My Days of the Week ”學生感知本單元的新語言。
（二）Presentation
1, Let’s start
以我們的新同學Dora and Boot 要帶同學們去探險為情境，用新句子What classes do you like?
I like…把學生分成四組學習。同時還引出新課程：Moral Education ,Social Studies的學習。
2，Let’s learn
(Dora今天要帶我們去魔仙堡，得經過小矮人的單詞橋和句型樂園。我們來看看怎么樣才能通過吧。)
�、判“说膯卧~橋
A, 聽錄音，讓學生整體感知今天的學習內容。
B, 學習Monday
（出示Monday）T: What day is it today?
S: It’s Monday.
師范讀-----小老師帶讀------分組讀--------個別讀
C, 學習Tuesday
學習方法同學習Monday。
師范讀-----小老師帶讀------開火車讀--------齊讀
D, 學習Wednesday
通過找單詞游戲突破Wednesday的讀音這一難點。
E, 學習Thursday
通過比較學習Tuesday和Thursday。
F, 學習Friday
利用French fries 遷移學習Friday.
在學習新單詞的過程中，始終把本課的新句子What day is it today? It’s… What do we have on Mondays? We have…貫穿始終，為以后的輸出奠定基礎。 G, 總結五個單詞的特點并識記。
H, 師范寫，生仿寫。師巡視指導。
(2)通過小矮人的單詞橋。
（三）Consolidation
句型樂園
玩轉盤，我最棒
規則：一位學生轉動轉盤的指針指向某個星期單詞，問：What day is it today
小組的其他學生用：It’s …進行猜測。猜對之后，再問What do we have on…/ We have… 誰猜對，并說對就是贏家。
師先示范-----小組長帶領小組成員玩------小組展示。
�。ㄋ模㏒ummary and homework
師生共同歸納總結，評出優勝小組，讓組長給他們蓋章。
作業：1,把今天學習的內容讀給家人聽。
2，根據個人愛好設計一張個性化課程表。
英文說課稿 篇3
一、說教材（教材分析） Analyzing teaching material
1. 說課型 lesson type （Dialogue/ reading/ listening/ revision）
2. 本課在教材中的地位 status and function
Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.
3. 說教學指導思想 teaching guideline
�。═eaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model）
4. 說教學目標和要求 Teaching aims and demands （…be intended for Ss in key schools）
1）認知目標 knowledge objects
a. Enable the Ss to remember the following new words & phrases:
Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room left…
Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
2）智能目標 ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
f. Train them with some effective learning methods to optimize Ss’ learning results.
3）德育目標 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 out environment.
e. Encourage the Ss to do something to save the earth.
5. 說教學重點 teaching important points （生詞、句型；培養閱讀技能）
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 說教學難點 teaching difficult points （語法；發展交際能力）
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 說教具 teaching aids （multi-media computer, software, OHP）
The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.
二、說教法 Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、說學法 Study methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.
四、說教學過程Teaching procedures
I. 復習 （Revision） 5min （Daily report; 詞匯diagram; brainstorming; activate schemata）
Activity 1: Imagination
1）。 Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （Wash it? Or throw it away?）
2）。 Suppose you catch a bad cold, what’s to be done?
3）。 Suppose your bike is broken, what’s to be done?
4）。 And suppose the earth, on which we all live, is damaged, what’s to be done?
* What can you think of when you see "pollution" this word?（waste, environment, air, water, factory, desert, climate… Try to activate the Ss schemata regarding the topic of pollution.）
II. 呈現 （Presentation） 5min
Activity 2: Presentation
Play the song "Earth Song" sung by Michael Jackson. （Create an atmosphere）
A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.
* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
III. 對話 / 閱讀 （Dialogue）18m
1. Pre- reading
Activity 3: Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4: Read and answer
2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.
* 閱讀： Pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 識別關鍵詞key words;確定主題句；創設信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map.達到對課文的整體理解和掌握。So that they can have a good understanding of the whole text.）
3. Post- reading
Activity 5: Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
IV. 操練 （Practice） 10m
Activity 6: Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7: Acting out
Activity 8: Drill – Supposition
Purpose: Practise the functional item of Supposition. （P. 33 Part 2; P.113, wb Ex. 3）
（Retell; act out; role play）
V. 鞏固 （Consolidation） 6m
�。―iscussion; interview; press conference; debate; quiz）
Activity 9: role play
Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
* The Ss are encouraged to use the words and expression_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
Activity 10: Discussion
Think of the question: Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.
VI. 作業 （Homework） 1m （Writing; continue the story; recite; retell）
Write a letter to the mayor, telling him sth. about the pollution around your school.
五、說板書Blackboard design
英文說課稿 篇4
Good afternoon, teachers. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is the second reading of Unit 10, Book I. I’ll be ready to begin with this lesson from six parts: Analysis of the students, analysis of the teaching material, the teaching aims, the teaching & learning methods, the teaching aids and the teaching procedures. First, let me talk about my students.
Part I Analysis of ss
My students are from Grade One in vocational schools.
No.1 They have a poor vocabulary, little motivation to learn initially and no confidence in expressing themselves.
No.2 There are distinct individual among them.
No.3 They are quick in thinking and long for victory. They may raise interest in the topic because of its familiarity, and are eager to know these differences.
No.4 In my class, ss will be given a preview plan to understand the reading, progressive tasks in competition to ensure overall participation.
Part II Analysis of the teaching material
Our textbook is taken from English Book I for vocational schools. It emphasizes on interest and utility.
Since some information about cultural differences has been mentioned in previous units, this unit will focus on introducing individual differences and building the sense of cross-cultural communication.
Reading II will demonstrate cultural differences further and occupies an important position. It will take up two periods, and I’ll deal with the second period for reading comprehension, and concentrate on ss’ abilities of reading and using English fluently.
Part III Teaching aims
No.1 Teaching aims
After studying the teaching material and analyzing ss’ present situations, I think the teaching aims are the followings:
1. Knowledge aims
1) To master some key words and expressions: awkward, courtesy, direct, misunderstand, as soon as, keep doing sth, etc..
2) To understand the gist of the reading, work out the writer’s opinions after reading, and complete relevant tasks.
3) To retell the reading and try to talk with partners about differences in table manners with the purpose of using the language fluently.
2. Ability aims
1) To better reading strategies to promote reading ability with the help of skimming, scanning and other reading techniques.
2) To improve ability of using English fluently as well as logical thinking after dealing with tasks.
3) To foster the ability of cooperation in group activities.
3. Emotion aims
1) To have a general knowledge of differences in table manners, esp. between Chinese and American cultures, and foster the sense of cross-cultural communication.
No.2 key & difficult points
1. Key Points
1) To get the information from the reading;
2) To communicate with partners fluently.
2. Difficult Points
1) How to improve the reading abilities because my students are weak in English, esp. in reading strategies.
2) How to help ss put their learning into practice with references.
Part IV Teaching &Learning methods
A good method requires that the teacher act as a guide while ss as the real masters in class. In my class, ss are mainly guided by tasks progressively.
1. So according to the analysis of the teaching material and the students’ learning background, I will use the following teaching methods.
1) Task-based language teaching
2) Activity teaching
3) Delamination teaching
4) Question-and-Answer activity teaching
2. The learning methods are the followings:
1) Cooperative learning
2) Autonomous Learning
Part V Teaching aids
No.1 Multi-media
No.2 Non-testing evaluation
1). A piece of paper to evaluate themselves.
Part VI Teaching procedures.
No.1 As for the concrete procedures, it includes 5 parts.
Task II:checking words & answering questions. Ss will have a matching for words and meanings to check words and then they may pose any questions they met in preview. Ss finish it before class and present keys on the blackboard. Some music will be played to calm ss down and create a situation to learn English.
Purposes: The easy item may help them build confidence.
Task II: Lead-in. Ss may watch a video about cultural differences, and then finish the sentence with brainstorming. This item is open to answers. As far as students get to the point, their group may get marks.
Purposes: Brainstorming may activate ss and catch their attention quickly. At the same time, it may act as a foreshadowing for the reading.
Task III: Presentation with tasks. It includes two items.
Item I: (skimming) Ss look through the reading in 2 minutes, and then finish the multiple choices on their own.
Purposes: This task will train ss to get quick information and foster a good reading habit.
Item II: (careful reading) In order to cope with the reading clearly, there are three portions. Portion A is for Para1. It is about the writer’s experience in China, and then there are some questions. Portion B is for Para2. It is about a Chinese staying in America, and then there are some multiple choices. Portion C is for Para3. It is about solutions, and then ss rectify the table. Similarly, they read individually, and then discuss in groups to get an agreed answer. Representatives will be sent to the bb to present keys.
Purposes: The three portions will help ss work out the writer’s opinions clearly. Cooperative learning will help them overcome difficult words or sentences and find the feeling of success when they can get keys without too much guide from the teacher. And praise goes first no matter how they do. Till now, ss may realize cultural differences further.
Task IV: Consolidation in time. It includes 3 items: Five statements for ss to check their understanding about the reading, a dialogue to check how they can transfer input to output and a short passage to tell them whether they have made progress in reading. Similarly, ss do them on their own, and then discuss problems in groups.
Purposes: The three items will give a clear reflection to ss.
Last task, I will make a conclusion of this period, encourage ss to build the sense of cross-cultural communication, and then do some extension: Watch another video about differences between China and the West, and discuss whether the points from the video are reasonable or not. The item is also open to keys. Ss are encouraged to write down notes.
Purposes: This task will help ss dare to speak because of the good input about cultural differences from the reading. Each one may have a chance to express them, and experience the feeling of success. In the process of communicating, they help and encourage each other, and use the language gradually. It will help ss transfer passive learning into active acquisition and see the meaning of learning.
No.2 Design of writing on the blackboard
When in Rome, do as the Romans do A foreigner stays in China awkward.
Do as the Romans do.
A Chinese in America indirect.
No.3 After class, to ss, they have two assignments:
1. Ss finish the table to evaluate themselves.
2. Ss surf the Internet for more information about cultural differences, such as sending and accepting gifts, introducing people, etc., and then write down answers.
Purposes: The first one may help ss to reflect themselves, and the latter one may help ss extend their learning of cross cultures. Writing actually is necessary for all steps. After class, they may do it more relaxed. When finishing it, they may pay more attention to the written language and then improve their English.
No.4 Reflection after teaching.
On the one hand, ss can be guided by tasks progressively, and act well. They also have foster cooperation in group activities. On the other hand, the teacher needs to pay more attention to individual differences and ensure overall participation. The teacher also needs to improve the ability of monitoring the class efficiently.
英文說課稿 篇5
一、 說課標
新課程標準的三維教學觀，具體到英語學科就是要整合發展學生語言技能、語言知識、情感態度、學習策略和文化意識五個方面的素養，培養學生綜合運用語言的能力。指出：“教師在教學才過程中應與學生積極互動、共同發展。教師應尊重學生的人格，關注個體差異，滿足不同學生的學習需要，創設能引導學生主動參與的教育環境，激發學生的學習積極性，培養學生掌握和運用知識的態度和能力，使每個學生都能得到充分的發展。因此，本課的設計重點是：幫助學生形成自主、合作、探究的學習模式，掌握閱讀的一些基本技巧，讓每個學生在原有的基礎上都學有所得。
二、說教材
�。ㄒ唬� 教材地位和教學內容分析 本課是高一必修模塊1第4單元的閱讀課型，這單元圍繞earthquakes這一主題開展聽、說、讀、寫多種教學活動。Reading設計為本單元的第2課時。本課型是單元整體教學的重要環節，為學生的語言學習、語法學習提供了載體，并且是學生獲取信息的主要來源�！癛eading――― A NIGHT THE EARTH DIDN’T SLEEP” 具體描寫1976年唐山大地震的震前、震中和震后。本篇文章詞匯量大，運用了大量的動詞、復雜的`數字，出現許多定語從句，篇幅較長，并且采用一些修辭手法，對學生的語言閱讀能力提出了更高的要求。但文章的結構較明顯，較容易歸納出各部分的中心詞。
（二）教學目標
1. 語言知識目標：
a)使學生了解自然災害的相關詞匯，并掌握復雜數字的表達法。
b)學習掌握與地震相關的詞匯，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以及一些優美句子的賞析。
2. 語言技能目標：
a)閱讀技能的訓練：讓學生學會克服生詞障礙，通過略讀，歸納出文章的大意；通過細讀，理清文章的總體框架與脈絡，歸納出各部分的中心詞；通過查讀，捕捉文章的重要細節，培養學生獲取、處理信息的能力。
b) 讓學生復述課文，分析、感悟作者的寫作意圖。
c) 讓學生運用本節課所學詞匯、知識，通過采訪唐山大地震幸存者的形式進行小組活動，提高學生用英語進行創造性交流的能力。
a）學會有關地震的知識，并能通過學習討論懂得地震時的應急逃生，地震后如何科學救人和有關地震的形成和減少地震所造成的損失等一般知識。
b）懂得地震無情人有情，即使發生了多么可怕的災難，國家和解放軍官兵都會不顧自身安危，奮力搶救，培養學生一方有難、八方支援的互助友愛精神。
c）了解自然災害會給人類帶來嚴重的破壞性后果，讓學生進一步感悟、領會到人類應與自然界和諧共處。
d）培養學生的合作意識和“合作學習”的習慣。
e）欣賞課文中優美句子，了解一些英語修辭手法，使學生在學習完課文之后得到一次美的享受，一次心靈的愉悅和升華。
�。ㄈ┙虒W重點和難點：
1． 重點
1）讓學生了解唐山大地震，了解地震的成因、預兆、地震造成的損失，地震時的應急救生以及震后的救援。
2）訓練學生的閱讀技巧，提高閱讀能力。側重培養學生對文章的整體性結構的把握和挖掘作者寫作的意圖，突出培養學生以下3個方面的能力：
a.文章段落中心詞把握能力。
b.根據主題快速捕捉文章重點細節的能力。
c.總結歸納能力。
3）重點掌握有關地震的詞匯，特別是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。 4）欣賞并理解課文中優美句子，讓學生掌握一些英語修辭用法。
2．難點
1) 如何使學生養成科學的閱讀習慣，提高閱讀理解能力和語言水平。
2) 如何使學生學會提取、篩選和重組文章中的信息，并靈活運用于語言實踐中，達到語言實踐能力的擴展與提高。
三、 教學方法
1、任務型語言教學法 任務型語言教學認為：人們使用語言的過程就是一個完成各種各樣任務的過程。任務型學習強調通過“做中學”、“學中做”，使學生在完成任務的過程中習得語言。本課組織學生四至五人組成一個學習小組，進行一次就地震后幸存者的訪問。該設計基于課文內容，但又不局限于課文的范疇，旨在貫徹“做中學”、“學中做”策略，吸引和組織他們積極參與，并通過討論、交流和合作等方式，在自然、真實的情境中，完成任務，體會、掌握語言的應用，達到學以致用的目的。
2．直觀法（視聽教學法） 充分利用多媒體教學手段，通過播放影視剪輯，與課文主題相關的圖片、圖表等直觀手段，在充分調動學生學習興趣的同時，降低學習難度，突破重難點。
3．合作學習教學法 合作學習教學法是以小組活動為主體的一種教學活動，一種同伴之間的合作互動活動。合作學習教學法有利于改善課堂心理氣氛、大面積提高學生的學業成績、促進學生良好非智力品質的發展，調整學生的語言焦慮感。因此，本課打破傳統的教師單向灌輸，采用“四至五人組成一個學習小組”的課堂教學結構，來組織教學，旨在營造輕松的學習氛圍，為積極學習提供有利的條件，讓學生在完成任務的過程中通過互相交流，降低語言焦慮感，獲得愉快的學習經歷，從而對學習本身和所學內容產生興趣感。
四、教學過程
STEP1 導入 lead-in 在課堂開始，我會給學生播放一段有馮小剛導演拍的電影《唐山大地震》的片段節選，讓學生能通過電影能理解和體會到自然災害給人類帶來的巨大災難。讓后直接導入今天的課題。這個能激發學生去了解這篇文章的興趣，積極加入課堂。
Step2 pre-reading 讀前 在這個環節我會在學生在讀這篇文章之前給出幾個問題。但是并不要求學生馬上給出答案。而是要求在下一環節的閱讀中找出答案。
Step3 while reading 在這個環節當中我設計了3個活動 第一個活動 activity1 fast reading 給學生幾分鐘的時間，讓后讓學生快速閱讀這篇文章，并找出在讀前所給題的答案，在讀完文章之后，讓幾個同學來進行回答。 第二個活動 activity2 scanning 放錄音，讓學生跟隨錄音快速閱讀，并要求學生找出每一段落的中心句，并在讀完之后，要求得出這篇文章的整體大意。并讓學生起來進行回答 第三個答案：acrtivity3 task 在這一環節當中我會設計一個任務。任務類型為知識的搶答。 首先我會將整個班級分為若干個小組，每組有七到八個人。并選出小組長。這一環節中我設計了十個對錯題，（true or false）,要求學生以小組的形式進行搶答。并作出得分記錄，最后還要評選出第一名。在搶答過程當中，我并不只單單是以游戲的形式來完成這一任務，只是簡單的完成對錯題，我會要求每組在搶答的過程當中，要對他們所選的答案進行解釋說明為什么。讓學生在這個過程當中真正玩有所得。
Step 4 post-reading 這一環節我會把我們所讀的這篇文章設計成一篇閱讀題的模式，設計五道選擇題，用幻燈片展示出來，并讓學生進行選擇。題目的設計會以文章的主旨大意和一些細節作為試題。這讓學生能在這一環節當中對剛剛已經學習知識進行鞏固。
Step5 summary 在這一環節中我會整堂課做一個簡短的總結，并再一次強調本次課的重難點。讓學生明確本課的重點，再一次明確課堂目標。和引導學生對這篇文章的情感態度進行升華。
Step6 homework 作業
1、要求學生背誦本次課的重點詞匯和短語
2、要求完成相應聯系。
3、要求學生課后通過各種途徑查到關于地震的常識，并去了解一些
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