有關(guān)英文說課稿模板合集八篇

　　作為一名專為他人授業(yè)解惑的人民教師，時常需要用到說課稿，說課稿是進(jìn)行說課準(zhǔn)備的文稿，有著至關(guān)重要的作用。怎樣寫說課稿才更能起到其作用呢？下面是小編為大家收集的英文說課稿8篇，希望對大家有所幫助。

英文說課稿 篇1

　　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2

　　一.教學(xué)要求：

　　1、能聽懂日常用語That’s my new ruler. It’s very nice.要求讀音正確，語調(diào)自然。

　　2、能運用句型That’s my…It’s very…對物品進(jìn)行簡單描述，語音語調(diào)正確。

　　3、低年級學(xué)生的英語學(xué)習(xí)方法引導(dǎo)。

　　二.教學(xué)重點：

　　1、培養(yǎng)學(xué)生的學(xué)習(xí)興趣，能聽懂日常用語That’s my new ruler. It’s very nice.等。

　　2、培養(yǎng)學(xué)生的觀察能力。

　　三.教學(xué)準(zhǔn)備：

　　詞語卡片、小黑板

　　四.教學(xué)過程：

　　A. greeting

　　繼續(xù)鞏固用英語組織教學(xué)讓學(xué)生初步聽懂課堂基本用語，例如Class begins, Stand up, Sit down, please. Hello , boys and girls.并且做出相應(yīng)的反應(yīng)。

　　B. Free talk

　　T：Class begings.

　　S1: Stand up.

　　T: Hello, boys and girls.

　　Ss: Hello, Miss Jiang.

　　T: Hi, What’s your name?

　　S: Hello, my name is ….

　　T：How are you?

　　S1: I’m fine, thank you.

　　T: Nice to meet you.

　　S1: Nice to meet you， too.

　　開起小火車，一個接一個和后面的小朋友打招呼。

　　C、Presentation

　　1) 教師拿出一本新的英語書用Is this …?問學(xué)生，再指著遠(yuǎn)處講臺上的一把新的尺子，Is that … ? 提問，從而呈現(xiàn)That’s my new …

　　T：Is this a book?

　　Ss: Yes, it is.

　　T: This is my new book.

　　T: (指遠(yuǎn)處)Is that a ruler?

　　Ss: Yes , it is.

　　T: Good. That’s my new ruler.

　　讓學(xué)生通過This is my new book.和 That’s my new ruler. 的對比。體會 this 和 that 的不同含義和用法。

　　2)教new 這個單詞時，教師用新、舊物品作比較。

　　T: Look, this is an old book.

　　T: Look, that’s a new book.

　　在學(xué)生操練new 之后，再讓學(xué)生用new 進(jìn)行組詞操練：a new bag, a new book等。

　　D、Learn to say

　　1)放錄音讓學(xué)生跟讀的方式學(xué)習(xí)對話內(nèi)容。在學(xué)生跟讀時，要他們盡量模仿錄音中的語音、語調(diào)。

　　2)引導(dǎo)學(xué)生采用分角色朗讀、分組朗讀等多種形式練習(xí)，進(jìn)行課文對話操練。

　　3)在班級中開展“小擂臺”比賽，看誰領(lǐng)讀得好，誰就成為“小擂主”。

　　E、Practise

　　1)在學(xué)生聽、讀對話后，教室組織學(xué)生運用實物、圖片、多媒體等直觀手段，創(chuàng)設(shè)情境，進(jìn)行多層次的操練。

　　S1: That’s my new pencil.

　　S2: It’s red. It’s very nice.

　　F、Assign homework

　　(1)聽錄音，朗讀。

　　五.板書設(shè)計：

　　Unit 4 My nice ruler

　　——That’s my new ruler.

　　——It’s very nice.☆教學(xué)調(diào)整☆

　　教學(xué)反思：

　　課 題：Unit 4 My nice ruler

英文說課稿 篇3

　　8B Unit 3 Online Travel

　　Reading Around the world in eight hours

　　Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.

　　Part One: Analysis of the Teaching Material

　　(一) Status and Function

　　This is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.

　　(二) Analysis of the students

　　Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer .Without much knowledge ,you won’t be able to learn computer well.

　　(三)Teaching aims and Demands

　　1.Knowledge objects

　　To understand the aim of an educational CD-ROM and what the character can do

　　To infer meaning from keywords, context and existing knowledge.

　　To master the Passive voice.

　　2.Ability objects

　　To develop the Ss’ abilities of listening, speaking, reading and writing.

　　To train the students how to use their own words to express their ideas.

　　(四)Teaching key and Difficult point

　　1. Key points

　　To review the Present perfect tense.

　　To learn the Passive voice.

　　To tell more about the CD-ROM.

　　To retell how the game is played

　　To understand the whole passage and answer teacher’s questions

　　2. Difficult points:

　　The Passive voice.

　　To retell how the game is played

　　(五) Teaching Equipment

　　Multi-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.

　　Part Two: The Teaching Methods

　　1. Communicative teaching method

　　2. Audio-visual teaching method

　　3. Task-based” teaching method

　　As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.

　　To use these methods are helpful to develop the students’ abilities.

　　Part Three: Studying Procedures

　　Step 1

　　Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that t

　　he game is set in different countries and involves a tour around the world

　　Step 2

　　Tell students that the first paragraph of the reading passage explains the background to the game .Listen to the tape. Ask some questions to check understanding, eg.

　　What’s the name of the new educational CD-ROM?

　　What can it help you to do?

　　Who is the designer?

　　Step 3

　　Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.

　　Who is the main character of the game?

　　How old is he?

　　What does he like doing?

　　What was he doing when he fell asleep?

　　Step 4

　　Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41

　　Step 5

　　Ask some questions to check understanding, eg.

　　How can you earn a point?

　　What will happen if you have earned a point?

　　What will happen if you have earned enough points?

　　How many levels does the game have?

　　How long does it take you to finish the game?

　　What do the questions test?

　　What will you see on the screen when you reach a new place?

　　What can you learn about when you reach London?

　　What will you see when you pass a level?

　　What happened to the places you have visited?

　　Step 6

　　Read the whole passage and then ask some students to retell how the game is played(in 5steps)

　　1 See a golden cloud with instructions on it

　　2 See clouds with information about different places; See clouds with questions on them

　　3 Get a point every time you answer a question correctly

　　4 A cloud will come down and carry you off to a new place

　　5 See a world map. The old place is marked in bright purple

　　If possible, ask students to discuss what they have learned from the passage.(with their own words)

　　Step7 Use the following keywords to try to retell the passage.

　　Paragraph1.

　　a new educational CD-ROM, Around the world in Eight Hours.

　　Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM

　　Paragraph2.

　　Main character, love traveling, lie on the grass, fall asleep

　　Paragraph3.

　　be written on, different colors with questions on them

　　Every time you answer a question, earn enough points, come down, Carry off

　　Pargraph4

　　Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example

　　Paragraph 5

　　Be the best , get it in sold out

　　Step 8 Homework

　　1 Translating the following phrases:

　　1)同時

　　2) 過一關(guān)

　　3) 扮演…角色 4) 光盤的設(shè)計者

　　5) 一直廣受歡迎的游戲 6) 得到足夠的分?jǐn)?shù)

　　7) 睡著 8) 英語語法和詞匯

　　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4

　　Dealing with trouble

　　Good morning/afternoon everyone, I’m NO ----. it’s my great honor to present my lesson here. Today, I’m going to talk about the reading part of chpter 3 from Oxford English 8A, Shanghai Education Press. The title of the reading passage is “Dealing with trouble” . To make my presentation much clearer, I’d like to divide the teaching structure inti 5 parts: analysis of teaching material, analysis of students, analysis of teaching and learning methods, teaching procedure and blackbored design. Now I am about to present them one by one.

　　1.Analysis of teaching material

　　The first part is the analysis of teaching material

　　This text is about a diary of a boy, which content is focused on how the boy’s father dealt with a trouble. This kind of topic is related to Ss’ daily life, so the Ss will love to read the dairy and desire to speak out their ideas. That’s say, the text offer a good chance for Ss to improve reading skills and their spoken English. Besides, Ss are going to learn some new words and phrases from the text, which are helpful for their further English study in future. According to the students’ English level and the demands of the New Standard English, I divide my lesson objectives into three categories: knowledge objects,ability objects and moral objects. in the first place, knowledge objects include to learn new words and key expression by guessing and teacher’s guidance; to grasp the general idea of the whole passage and be able to retell the main idea of the passage; to get familiar with the simple past tense.

　　Ability objects contain to improve Ss’ ability of getting imformation by scanning and skimming; to develop Ss’ ability to describ an event that happened in our daily life; and cultivate Ss’ ability to discover, analyze and solve problem.

　　At last moves to moral objects. The moral objects are to cultivate Ss’ awareness to help people who are in trpuble and to help Ss’to realize the important of safety, try to learn how to pretect themselves in danger.

　　Based on the objectives, I make the teaching key points and difficult points as follow. Teaching key points include the vocabulary and some phrases, such as argument/ argue, dial, steal, notice, robbery, detail, railing hold out, in handcuffs, be afraid of, go on, shout at,

　　stare at, and run away. To improve Ss’ reading skills and encourage them to talk about troubles they met in their daily life are another teahing key points.

　　While the teaching difficult points are to retell the story with the help of some key words, to write a dairy with the simple past tense.

　　2.the sencond part is analysis of students.

　　The students in Grade 8 have the ability to complete tasks by cooperating with one another, They can work together to solve some troubles and they can share the pleasure of learning

　　English. As junior middle school students, they can’t keep their attention for a long time. Then I will use , some games, some competition, some real objects etc. to attract their attention. During the period of learning English, they have the enthusiasm and interest to take part in the class

　　activities English teaching should face all the students, to some students who are poor at English, I’ll give them some easy jobs and let the better students help them so that all the students can experience the pleasure of success. Let the students grasp the help rules, it’s better for them to protect themselves.

　　3.Then I move to the third part analysis of teaching and learning methods.

　　As we know, it’s the best way for the junior students to learn English mainly by tasks. So with the help of the multi-media and balckboard, I’ll use the task-based teaching approach

　　together with the communicative teaching method ,the situational teaching method , competition method and audio-viual methods. The students can learn in a more interesting and easier way. I’ll organize enough activities for the students to learn by group work, pair work, team work, competition ,etc. These activities can cultivate the students’ sense of unity and cooperation. I’ll use the learner-centered method .I’ll act as a director while the students act as the real master of the class. I’ll try to use some encouraging and polite remarks such as “well done”, “you did a good job”, etc. to help every student make a progress in my class. Let the students enjoy the process of learning English. I’ll pay attention to both the formative assessment and the

　　summative assessment. The students can get comprehensive language using skills by autonomic learning, cooperating, exploring, etc.

　　4.Teaching procedure is the forth part of my teaching structure.

　　In order to achieve my teaching aims successfully I divide my teaching procedure into 6 steps: lead- in, pre-reading, while-reading, post-reading ,summary and homework.

英文說課稿 篇5

　　一．說教材：

　　《birthdays》是譯林英語五下的最后一個單元。本課時主要講授的是第一板塊Story time的內(nèi)容。主要圍繞“過生日”這一話題，通過問詢和討論在生日里所做的事情展開對話。

　　教學(xué)大綱對Story time的要求是通過對話、短文、故事等，幫助學(xué)生掌握基本的英語語言知識，發(fā)展基本的英語聽、說、讀、寫技能，初步形成用英語與他人交流的能力，進(jìn)一步促進(jìn)思維能力的發(fā)展，同時提高學(xué)生的綜合人文素質(zhì)。所以本課的主要目標(biāo)是培養(yǎng)學(xué)生靈活運用所學(xué)知識進(jìn)行語言表達(dá)的能力。

　　二．說教學(xué)目標(biāo)：

　　針對這些要求，我設(shè)定了本課時的教學(xué)目標(biāo)是：

　　1. 學(xué)生能流利朗讀并理解story time。

　　2. 學(xué)生能聽懂、會讀句型" When's your birthday? It's on the eleventh of May. It's on the eighth of April."

　　3. 學(xué)生能運用句型"What do you do on your birthday? I usually..."正確問答生日活動。

　　而本課有比較明顯的中西文化區(qū)別，所以針對這一特征，設(shè)定情感和文化目標(biāo)為：

　　1. 能理解中西方生日文化的去別和融合。

　　2. 能懂得感恩父母。

　　三：說教學(xué)方法：

　　教法：

　　1. 問答式教學(xué)法：它能充分發(fā)揮師生兩方面的積極性，用此法可啟發(fā)學(xué)生思維，培養(yǎng)學(xué)生分析問題、解決問題的能力和口頭表達(dá)能力，激發(fā)其學(xué)習(xí)的主動性、積極性。

　　2. 討論式教學(xué)法：通過對教學(xué)主題的自由討論，得出在生日經(jīng)常做的事情。在討論的過程中運用所學(xué)的語言。不僅能幫助學(xué)生正確運用語言，也能創(chuàng)建比較自由舒適的課堂環(huán)境。

　　3. 情境教學(xué)法：給學(xué)生創(chuàng)建比較真實的語言環(huán)境，在情境中學(xué)習(xí)課文的內(nèi)容。

　　學(xué)法：

　　1. 聽選法：要求學(xué)生在聽的過程中完成信息的采集。幫助學(xué)生鍛煉聽取信息的能力。

　　2. 速讀法：以快速閱讀為基礎(chǔ)，找出與給出主題相關(guān)的內(nèi)容，幫助學(xué)生練習(xí)泛讀能力。

　　3. 精讀法：細(xì)讀課文，找出細(xì)節(jié)內(nèi)容。在這一部分，學(xué)生需要對課文進(jìn)行分析，并找出正確的答案。鍛煉學(xué)生對文本的分析運用能力。

　　四：說教學(xué)過程：

　　本課時是本單元的第一課時，主要教學(xué)過程如下：

　　課前活動：

　　一、熱身活動

　　為了幫助學(xué)生進(jìn)入學(xué)習(xí)狀態(tài)，設(shè)計如下的課前活動。

　　1. 解釋卡片和獎勵機(jī)制。

　　2. Listen to the song< Happy birthday to you>

　　3. Say a chant< The months chant>

　　二、引入課題

　　1. 正是上課，首先出示本課的學(xué)習(xí)目標(biāo)，讓學(xué)生對本節(jié)課需要掌握得內(nèi)容有比較清晰的了解。

　　2. 討論月份，引入主題。

　　T: boys and girls. There are twelve months in a year. Which month do you like best?

　　S: I like…

　　T: I like October best. Because my birthday is in October. Do you want to know?

　　You can ask“ When’s your birthday? ”引入生日討論。

　　連讀，板書。

　　Put in order

　　先出示打亂的生日活動，觀看聽老師的生日活動，然后完成排序練習(xí)。

　　以上引入課題：birthdays

　　三、處理文本

　　為了幫助學(xué)生鍛煉聽、說、讀的能力，設(shè)計了如下的處理文本的活動。

　　a. (放視頻，完成連線)

　　b.聽錄音，說出所做的事情。（板書）

　　c. 速讀課文，找出Mike做的事

　　d. 精讀

　　Read the text carefully and try to find the answers.

　　1）Who do they spend their birthdays with?(他們和誰一起度過生日？)

　　2）What do they eat?

　　文化滲透：Chinese people usually spend their birthdays with their families, they often eat noodles. Western people usually spend their birthdays with their friends, they often eat birthday cakes.

　　3）T: They do different things on their birthdays.

　　Are they happy on their birthdays?

　　S: Yes.

　　How can you know?

　　找出句子: We have a great time. We have a lot of fun.

　　四、練讀課文。

　　練讀課文時比較枯燥的，所以設(shè)計了多樣的練讀方法。

　　1）跟讀，注意語音語調(diào)，特別是重音。

　　2）三人多樣練讀，請兩組示范。

　　3）齊讀。

　　五、復(fù)述課文

　　復(fù)述課文是比較有效的檢驗學(xué)生是否掌握課文內(nèi)容的方法，所以在本部分設(shè)計了逐層遞進(jìn)的復(fù)述方法。

　　1）看板書，復(fù)述。

　　2）去掉動詞詞組，復(fù)述。

　　六、你的生日

　　讓學(xué)生正式運用本節(jié)課所學(xué)的知識，進(jìn)行豐富的討論活動。

　　T: We know Su Hai, Su Yang and Mike’s birthdays. Now, it’s your turn to share your birthdays.

　　1)提供表格，讓學(xué)生先選一選。

　　2)根據(jù)選擇,和同桌說一說。

　　3)請學(xué)生說一說。

　　文化滲透：隨著時代的發(fā)展，中國的生日文化已經(jīng)吸納了很多西方元素，中西方生日文化的差異已經(jīng)不是很明顯了。

　　T: Now we also eat birthday cakes and have a birthday party with our friends. So with the development of the world, the differences between China and western countries are getting smaller and smaller.

　　七、情感教育

　　幫助學(xué)生學(xué)會感恩父母并且對本課的內(nèi)容進(jìn)行書寫訓(xùn)練。

　　Your birthdays are wonderful. Your parents remember your birthday and prepare a lot of presents for you. But I have a question. Do you know your parents’ birthdays. Who knows? Hands up! Not all of us know the birthdays of our Parents. But our parents is the most important people in our life. Boys and girls, Let’s design some birthday activities for your parents’ birthdays. Write down your ideas.

　　八、評價和回家作業(yè)

　　針對上課是出示的學(xué)習(xí)目標(biāo)，讓學(xué)生對自己這節(jié)課的學(xué)習(xí)效果進(jìn)行評價和反饋。知道自己的薄弱點在哪兒。針對這些評價內(nèi)容，設(shè)計回家作業(yè)。

　　(必做)1. Listen to the tape and read after it three times.

　　2. Write down more ideas for your parents’ birthdays.

　　(選做)1. Try to retell the story.

　　2. Write down your parents’ birthday dates.

　　五：說板書

　　本課的板書采用了和課文相關(guān)的蛋糕和面條，并在上面貼上對用人物的活動詞組，輔以頭像幫助理解。非常的生動，讓學(xué)生對本課的內(nèi)容有比較直觀的理解。

英文說課稿 篇6

　　這堂課的語言知識技能目標(biāo)是：

　　通過在創(chuàng)設(shè)買水果的情境的對話中，使學(xué)生能聽懂、會說：Do you like ….? / Yes，I do …. / No，I don’t. / What about …? / Let,s have some …這些句型。 并能在實際情境中運用。

　　情感目標(biāo)是：

　　在小組內(nèi)用“What about …”向別人提意或詢問，滲透人際間要有良好的溝通方式。

　　我這堂課總體的設(shè)計理念是采用了任務(wù)型教學(xué)的方式。“教師應(yīng)該避免單純傳授語言知識的教學(xué)方法，盡量采用‘任務(wù)型’的教學(xué)途徑”，這是《英語課程標(biāo)準(zhǔn)》所指出的，所以全課始終在購買水果的情境中進(jìn)行著，讓學(xué)生觸景生情，在完成購買水果的任務(wù)中，學(xué)生愉快地學(xué)習(xí)英語。

　　為了很好的達(dá)成以上教學(xué)目標(biāo)，把教室布置成一個模擬購買水果的情境：四個同學(xué)圍成一個小組，每組的桌上，放一個水果盆和一個用紙密封的水果籃，水果盆和水果籃中都放入“pear peach orange watermelon”的英語圖片。

　　過程：

　　在課的開始部分，我組織一個對前一課時所學(xué)四個水果單詞的'warm—up。為了提高學(xué)生學(xué)習(xí)的積極性，復(fù)習(xí)采用的方法是：每個小組桌子上放一個用紙密封的水果籃。籃中放入一些水果圖片，老師問學(xué)生，Guess it ，pless. What’s in it? 學(xué)生不知是什么物品，都想去摸，自然就提高了學(xué)生的參與積極性，讓學(xué)生摸出一個圖片，說出這個水果的英語單詞。先老師參與到其中一組，師生共同示范一次，然后每個小組，輪流從密封的水果籃里摸，摸到一個水果圖片，就說出它的英語單詞，其他學(xué)生要聽出他說的單詞是否準(zhǔn)確。

　　（這種復(fù)習(xí)符合學(xué)生好奇心理，激發(fā)學(xué)生說的欲望和聽的興趣，擴(kuò)大參與面，實現(xiàn)生生互動。）

　　復(fù)習(xí)之后，教師就用語言來創(chuàng)設(shè)一個購買水果的情境，“Amy and Bai ling go to the fruit shop ，Which fruit they like best? Let’s have a look。”播放課件，讓學(xué)生整體感知課文“Let’s talk”部分。

　　先讓學(xué)生聽兩遍課件中的課文朗讀，了解整個故事情節(jié)，并對本課所要學(xué)的句型有個初步的印象。聽兩遍的過程，也是規(guī)范學(xué)生語言的過程。

　　之后，再播放一次課件，程度好的學(xué)生可以跟讀對話，給不同程度學(xué)生有不同的發(fā)展。

　　教師提出全文任務(wù)：Look ! So much fruits 。Do you like it？If you can say it well。The fruits is for you。有學(xué)習(xí)的目標(biāo)是任務(wù)型英語教學(xué)的基礎(chǔ)，也是激發(fā)學(xué)生學(xué)習(xí)興趣的途徑。

　　這篇課文中，學(xué)生要了解四個句型的意思，并達(dá)到會說的程度是本課的重點，句型較多，也是學(xué)習(xí)的一個難點。為克服內(nèi)容多的難點，我將全文內(nèi)容整合，重新分組。這符合新課標(biāo)“教師要善于結(jié)合實際教學(xué)需要，靈活和有創(chuàng)造性地使用教材，對教材內(nèi)容進(jìn)行適當(dāng)調(diào)整”的精神。 我的引導(dǎo)過程具體分為三個環(huán)節(jié)。

　　第一環(huán)節(jié)：

　　教師參與到其中的一個小組，用“Do you like …？”的句型提問，因為學(xué)生在上學(xué)期已經(jīng)接觸了“l(fā)ike”一詞，現(xiàn)在又有了前面三次聽的機(jī)會，對本課所要學(xué)的對話有了一定的感知，預(yù)計有部分學(xué)生會回答“Yes，I do. 或 No，I don’t .”當(dāng)學(xué)生回答“Yes，I do.”時，我就說：“Here you are .”同時也將水果遞給學(xué)生，在教師與學(xué)生、學(xué)生與學(xué)生的對話中，領(lǐng)悟了“Yes，I do.”和“Here you are .”的意思。

　　當(dāng)學(xué)生回答“No, I don’t.” 時，教師不把水果遞給他。通過這個過程的口語與演示，學(xué)生也會領(lǐng)悟到“No, I don’t.”的意思。

　　同時，進(jìn)行師問生答的口語操練。師生對話要適當(dāng)增加，使學(xué)生對“Yes，I do.和No, I don’t”的句型有更多的操練機(jī)會。這樣，第一環(huán)節(jié)的目標(biāo)也就達(dá)到了。

　　第二環(huán)節(jié)：

　　由師問生答的形式，變?yōu)樯鷨枎煷稹Ｍㄟ^教師引導(dǎo)，讓學(xué)生用“Do you like …”提問。因為，學(xué)生要把“Do you like …”的音讀準(zhǔn)，有一定難度。因此，在起先學(xué)生說這句式時，要發(fā)揮教師的主導(dǎo)作用，讓學(xué)生跟讀，注重學(xué)生發(fā)音的準(zhǔn)確。

　　在學(xué)生基本會用“Do you like …”提問后，教師引導(dǎo)小組內(nèi)成員相互之間用“Do you like …與Yes或No”的句式進(jìn)行問答，整個對話過程要留給學(xué)生足夠的時間，教師還要及時了解各組的對話情況，通過激勵與輔導(dǎo)形式，達(dá)到優(yōu)等生熟練、其他學(xué)生基本會說的程度。

　　第三環(huán)節(jié)：

　　教師與學(xué)生合作當(dāng)一對顧客，起先還是運用“Do you like …與Yes或No”進(jìn)行對話。當(dāng)學(xué)生說“No，I don’t .”時，教師順勢引出“What about … ?”和“Let’s have some …”的句型。教師配以動作演示，當(dāng)學(xué)生對這兩句口語有強(qiáng)烈刺激后，就組織學(xué)生自愿組合成一對顧客，進(jìn)行對話，要求在對方說“No，I don’t .”時，要選擇另外水果圖片，并用“What about … ?”和“Let’s have some …”句型說話。這一環(huán)節(jié)的重點就是操練這兩個句型，同時也實現(xiàn)了本課時的情感目標(biāo)——那就是人際間要有良好的溝通方式。

　　（以上三個教學(xué)環(huán)節(jié)，將本課要學(xué)的三類新句型，分層練習(xí)，一步一個句型，掌握一句，再學(xué)一句，學(xué)生頭緒清晰，學(xué)得輕松，效果自然就高了。）

　　朗讀:

　　在學(xué)生對所學(xué)四個句型基本掌握之后，組織學(xué)生通讀課文，熟讀對話。先教師一句一句領(lǐng)讀，再組織指名讀，自由讀。朗讀有利于提高口語表達(dá)能力，是新課程所提倡的最基本的學(xué)習(xí)策略。學(xué)生在各種形式的讀中，提高了英語口語水平。

　　操練:

　　最后操練部分：將各組水果圖片集中，整個教室組成一個模擬型的水果超市，操練分兩步：1、教師與學(xué)生配合示范練習(xí)：教師邀請一位學(xué)生組成一對購物伙伴，走進(jìn)水果超市，要求相互間用“Do you like …？Yes, I do.和No, I don’t .What about pears?”和“Let’s have some …”這些句型進(jìn)行英語購物，從而激發(fā)其他學(xué)生的操練欲望。2、學(xué)生之間配合購物操練：讓少部分學(xué)生自愿當(dāng)營業(yè)員，大部分當(dāng)顧客，兩位顧客組成一對購物伙伴，走進(jìn)水果超市，進(jìn)行英語對話，如果學(xué)生說得準(zhǔn)確，那么水果就可被取走。學(xué)生扮演的顧客與營業(yè)員之間的角色要自由換位，以便讓每個學(xué)生對各類句型都能得到訓(xùn)練。

　　整堂課，教師樹立讓每個學(xué)生得到發(fā)展的理念，比如創(chuàng)設(shè)的活動情境，有利于全體學(xué)生發(fā)展語言技能，提高實際語言運用能力。優(yōu)等學(xué)生在聽的基礎(chǔ)上就有自由嘗試說的機(jī)會。組成學(xué)習(xí)小組學(xué)習(xí)口語，注重相互間的合作。全課有多次遞進(jìn)式的口語實踐機(jī)會。

　　注重把英語教學(xué)與情感教育有機(jī)結(jié)合。全課就是在寬松、民主、和諧的學(xué)習(xí)環(huán)境中完成活動過程的，教師參與小組交流引導(dǎo)，關(guān)注學(xué)習(xí)困難學(xué)生的語言實踐。

英文說課稿 篇7

　　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8

　　Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.

　　Part One Analysis of the Teaching Material

　　（一） STATUS AND FUNCTION

　　1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain "four skills" request of listening, speaking, reading and writing. To start listing "Word Bank" and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.

　　2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

　　3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

　　（二）ANALYSIS OF THE STUDENTS

　　The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

　　（三）TEACHING AIMS AND DEMANDS

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

　　1.Knowledge objects

　　（1） To make the Ss know how to use the affirmative sentence "This is. . . ." and the negative sentence "This is not…"Everyday expressions for "Apologies""I'm sorry""That's all right".

　　（2） To study the new words "six, hey, sorry, it’s, that’s", etc. by learning the dialogue of this lesson.

　　（3） To finish some exercises.

　　2.Ability objects

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

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

　　（3） To develop the Ss’ abilities of communication by learning the useful structures.

　　3.Moral objects

　　（1） To enable the Ss to be polite and love life.

　　（2） To enable the Ss to look after their things well.

　　（四）TEACHING KEY AND DIFFICULT POINTS

　　The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.

　　1.Key points:

　　（1）。To help the Ss to communicate with each other.

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

　　（3）。To develop the Ss’ interest in English.

　　2.Difficult points:

　　（1） How to make dialogues and act them out.

　　（2） How to write the right whole sentences.

　　（五） TEACHING AIDS

　　Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.

　　Part Two The Teaching Methods

　　1. Communicative teaching method

　　2. Audio-visual teaching method

　　3. Task-based" teaching method

　　As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" teaching method, "Audio-visual" teaching method and "Task-based" teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

　　Teaching special features

　　To use these methods are helpful to develop the Ss’ thought.

　　Part Three STUDYING WAYS

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

　　2.Let the Ss pass "Observation—Imitation—Practice " to study language.

　　3.Teach the Ss how to master dialogues and how to communicate with others.

　　Teaching special features:

　　Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.

　　Part Four Teaching Procedure

　　I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.

　　Step1 Warm-up

　　1. Free talk between T and Ss .

　　Such as: Hi, I’m . . . . What’s your name?

　　This is … How do you do?

　　Who is he/she? How are you?

　　Who can count from 1to 5?

　　What’s this in English? etc.

　　2.A game: Ask the Ss to give T some school things. For example:

　　T: Give me your book.（ruler, box, pen, table, knife, etc.）

　　T: This is your book. This is not my book. It’s your book. etc.

　　In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.

　　Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.

　　Step2. Presentation

　　This course is very important. I’ll mainly talk about this step.

　　I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.

　　First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.

　　A: Hi, B. How are you today?

　　B: I’m fine, thank you. And you?

　　A: I’m fine, too. Oh, this is my bag.

　　B: No, this is not your bag. It’s my bag.

　　A: （Look closely） Oh, I’m sorry.

　　B: That’s all right.

　　（At the same time, C is running up and hitting A.）

　　C: Oh, I’m sorry.

　　A: That’s OK.

　　I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.

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

　　Step3.Practice

　　First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.

　　Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.

　　Step4.Production

　　In this step I’ll give the Ss a free space to show their abilities.

　　Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.

　　After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.

　　Purpose of my designing: "Task-based" teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.

　　2.Skill 1 Model 1.

　　I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.

　　Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.

　　3.Finish the Ss’ workbook.

　　Purpose of my designing: To check the knowledge Ss have learned in this lesson.

　　Step5.Homework:

　　（1）Recite the words as many as possible after class.

　　（2）Make a dialogue according to Sample A and write it in the exercise book.

　　Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.

　　Blackboard Design

　　Lesson Six Sample ASix This is my…h(huán)ey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.

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