有關(guān)英文說課稿范文（通用10篇）
作為一名教職工，常常需要準(zhǔn)備說課稿，說課稿可以幫助我們提高教學(xué)效果。那么優(yōu)秀的說課稿是什么樣的呢？下面是小編為大家收集的英文說課稿，僅供參考，希望能夠幫助到大家。
英文說課稿 篇1
一、教材分析：
教材概述：
《新目標(biāo)英語(yǔ)》Go for it !每個(gè)單元包括section A , section B,跟 self check三個(gè)，部分其中A 部分是基本的語(yǔ)言內(nèi)容，B部分是知識(shí)的擴(kuò)展跟綜合的語(yǔ)言運(yùn)用。Self check 部分是讓學(xué)生用來自我檢測(cè)本單元所學(xué)的語(yǔ)言知識(shí)。教材突出語(yǔ)言使用能力的培養(yǎng)，它采用任務(wù)型語(yǔ)言教學(xué)模式，每個(gè)單元都設(shè)計(jì)成一個(gè)或幾個(gè)與該單元話題有關(guān)的任務(wù)，讓學(xué)生在完成任務(wù)的過程中，使用英語(yǔ)獲取信息，進(jìn)行交流，真正體現(xiàn)了在"在做中學(xué)""在學(xué)中用"的教學(xué)理念。
單元內(nèi)容分析：
本單元的標(biāo)題為This is my sister ,教材以family members 為中心話題，圍繞著"介紹家人跟朋友"展開，學(xué)習(xí)跟運(yùn)用目標(biāo)語(yǔ)言"介紹人物跟識(shí)別人物"
本單元的教學(xué)內(nèi)容：
1.掌握詞匯 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend. 等
2.補(bǔ)充詞匯 husband wife son-in-law daughter-in-law mother-in -law father-in -law, nephew , niece等
3.介紹他人的句型 This/That is… , These/Those are…
4.詢問，辨認(rèn)人物的疑問句形式 Is this/that…？
二、教學(xué)設(shè)計(jì)思路
《新目標(biāo)英語(yǔ)》中的具體語(yǔ)言目標(biāo)是通過各種各樣的tasks來實(shí)現(xiàn)的，學(xué)生需要運(yùn)用具體而特定的行動(dòng)來完成一定的交際任務(wù)，整個(gè)教學(xué)過程中就是各種語(yǔ)言結(jié)構(gòu)與語(yǔ)言功能與不同的學(xué)習(xí)任務(wù)有機(jī)的結(jié)合，因此，本單元我將始終引導(dǎo)學(xué)生通過完成具體的任務(wù)活動(dòng)來學(xué)習(xí)語(yǔ)言，讓學(xué)生為了特定的學(xué)習(xí)目的去實(shí)施特定的語(yǔ)言行動(dòng)，通過完成特定的交際任務(wù)來獲得跟積累相應(yīng)的學(xué)習(xí)經(jīng)驗(yàn)，讓學(xué)生在用中學(xué)，在學(xué)中用。
根據(jù)語(yǔ)言學(xué)習(xí)的認(rèn)知規(guī)律；由淺入深，由已知到未知，本單元計(jì)劃用四個(gè)課時(shí)。
分課分析：
第一課時(shí)： Section A, 1a, 1b, 1c, 2a, and 2b
利用教學(xué)圖片跟制作多媒體課件來展開課堂pair work ,group work等口語(yǔ)交際活動(dòng)，引導(dǎo)學(xué)生學(xué)會(huì)運(yùn)用指示代詞介紹人物，幫助學(xué)生掌握家庭人員的稱謂，區(qū)分單指跟復(fù)指。
教學(xué)重點(diǎn)：
1）詞匯father ,mother ,grandfather, grandmother , brother ,sister , uncle ,aunt ,parent（s），grandparent（S） friend,these, those
2）句型 This/That is… , These/Those are…
教 學(xué) 難 點(diǎn)： 復(fù)數(shù)指示代詞these those 家庭成員的 復(fù)數(shù)形式及它們?cè)诰渲械恼_運(yùn)用。
第二課時(shí)： Section A 2c , 2d , 3a , 3b, 3c , 4,
利用照片跟多媒體游戲， 復(fù)習(xí)鞏固家庭成員的稱謂， 運(yùn)用this /that…疑問句形式，辨認(rèn)人物。
教 學(xué) 重 點(diǎn)： 掌握句型Is that/this……？及其肯定跟否定回答。
第三課時(shí)： Section B 1, 2a, 2b, 2c, 3a, 3b, and 3c
復(fù)習(xí)猜詞游戲鞏固跟教學(xué)更多的家庭成員的詞匯，通過制作家譜，進(jìn)一步明確家庭成員間的關(guān)系。
教學(xué)重點(diǎn)：
1）詞匯 uncle aunt cousin son daughter dear thanks for photo here
2） 掌握并制作家譜
3）擴(kuò)充詞匯 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece
第四課時(shí) section B 4, self check
通過小組活動(dòng)跟知識(shí)檢測(cè)，促使學(xué)生不斷地使用所學(xué)內(nèi)容，從而提高他們靈
活運(yùn)用知識(shí)的能力
教學(xué)重點(diǎn)： 書信的格式
教學(xué)難點(diǎn)： 以書信的形式介紹家人
三、教學(xué)目標(biāo)
1.語(yǔ)言知識(shí)目標(biāo)
1）學(xué)習(xí)并掌握與家庭成員有關(guān)的詞匯 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend.
補(bǔ)充詞匯 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece
2） 學(xué)會(huì)初步運(yùn)用指示代詞 this that these those 介紹他人
3） 學(xué)會(huì)初步運(yùn)用 this that 的疑問句形式詢問辨認(rèn)人物
2.語(yǔ)言技能目標(biāo)
1）培養(yǎng)良好的聽說讀寫能力
2）通過創(chuàng)設(shè)情景，培養(yǎng)學(xué)生的發(fā)展思維能力，激發(fā)學(xué)生的想象力。
3.情感目標(biāo)
1），創(chuàng)設(shè)真實(shí)情景，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，培養(yǎng)學(xué)生積極主動(dòng)的學(xué)習(xí)精神。
2）通過小組間良性的競(jìng)爭(zhēng)與合作，培養(yǎng)友好互助的精神。
3）通過對(duì)家庭成員之間關(guān)系的描述，增進(jìn)學(xué)生關(guān)心熱愛家人的情感，促進(jìn)學(xué)生彼此之間的相互了解，增進(jìn)友誼。
4.文化意識(shí)
1） 了解英語(yǔ)國(guó)家中不同性別常用的名字及家庭成員之間的稱呼習(xí)俗，了解中西方在家庭成員稱呼上的文化差異，拓展學(xué)生的視野。
2） 跨學(xué)科學(xué)習(xí)，利用多媒體跟卡通圖片，強(qiáng)化視覺能力，拓展語(yǔ)言藝術(shù)，培養(yǎng)審美意識(shí)。
5.學(xué)習(xí)策略目標(biāo)
1）幫助學(xué)生明確學(xué)習(xí)目的，指導(dǎo)學(xué)生做好預(yù)習(xí)
2）利用不同方法收集卡通圖片 或家人照片，供上課小組活動(dòng)使用
3）通過小組討論，競(jìng)賽，游戲等多種形式，確立learning by doing learning for using 的學(xué)習(xí)英語(yǔ)的思想。
四、教學(xué)原則
1. 活動(dòng)性原則 提倡學(xué)生主動(dòng)參與，體驗(yàn)，交流，合作，探究等多種學(xué)習(xí)。
2. 合作性原則 以學(xué)生為主體，師生合作，生生合作，體現(xiàn)教與學(xué)的互動(dòng)，交往。
3. 任務(wù)型原則 運(yùn)用任務(wù)型的教學(xué)途徑，培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力。
4. 情感性原則 激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣跟始終保持良好的學(xué)習(xí)情緒。
五、教學(xué)方法
1.提問引入法 通過提問，集體，分組，分行回答，或?qū)W生逐個(gè)回答的形式開展教學(xué)，檢查 跟鞏固新舊知識(shí)。
2.交際功能法 通過集體，分組，兩人，個(gè)人操練等形式，達(dá)到交際的目的，促進(jìn)語(yǔ)言實(shí)際運(yùn)用能力的提高。
六、任務(wù)特點(diǎn)：
在本單元的教學(xué)活動(dòng)中，每課都圍繞一個(gè)中心任務(wù)而進(jìn)行。
第一課時(shí) 識(shí)別家庭成員及其稱謂。
第二課時(shí) 相互問答，介紹家庭成員。
第三課時(shí) 制作家譜并描述家庭成員
第四課時(shí) 以短信的形式向朋友介紹家庭成員，以quiz的形式對(duì)本單元的學(xué)習(xí)做終結(jié)性評(píng)價(jià)。
英文說課稿 篇2
The lesson I am going to talk about is from the teaching materialBook One ,Unit 8.the third part that is used by the kids in Grade One .
一、Analysis of the teaching material （說教材）
This is a dialogue that happens in the fruit shop .several sentences surround selling and buying the fruit will be learned .During the first and the second part in this unit ,the kids have understood simple instructions and act accordingly ,and they can say simple words ,phrases or sentences by looking at objects and the pictures .eg: lychee, banana, apple,"What’s this ?It’s an apple."In Unit seven ,we grasped the numbers from one to ten .The main language points in this unit is to make sentences using the fruit and numbers freely and communicate with others in English in the fruit shop. And pay close attention to the single and plural forms of the nouns .According to the kids’ English level and the corresponding content in the daily life ,I give them some extra extending .To train their ability of communicate with the others in English ,I prepare the following design .
Teaching aims （教學(xué)目標(biāo)）
1. knowledge and skill aims :（知識(shí)技能目標(biāo)）
Review the names of the ten different kinds of fruit and recognize the numbers from one to ten .
Understand simple instructions about the numbers and act accordingly.
Practice English and communicate with others in the situation.
2. Equip them with the emotion ,attitude and value goals :（情感、態(tài)度、價(jià)值目標(biāo)）
Cultivate the spirit of co-operations in the group work
Bring up the good quality of protect and make friends with the animals .
Teaching importance :（教學(xué)重點(diǎn)）
1. Make sentences using the fruit and the numbers . "Six oranges ,please .’
2. Distinguish the difference between the single form and the plural forms of the nouns ."one apple / two apples …"
3. The sentences used when selling and buying the fruit in a fruit shop.
Teaching difficulties :（教學(xué)難點(diǎn)）
1. Distinguish the difference between the single and the plural forms of the nouns .
2. Train their ability of communicating with others in English .
Teaching aids ;（教具準(zhǔn)備）
Multimedia , flash cards ,fresh fruit and arrangements and decorations of the fruit shop .
Teaching methods :（教學(xué)方法）
Task objective teaching method .TPR method , performance and games methods .
二、Analysis of the learners :（說學(xué)習(xí)者）
We are facing the 5 to 6-year-old little kids who just graduated from the kindergarten ,and they can not tell the difference between kindergarten and the primary school. sometimes they even don’t know how to behave in the class. So ,I think the most important thing for me to do is to attract their interests and make them love English and feel confident in this subject .so ,I will play some interesting games with them ,show them the funny cartoon movie and role the plays in the text or have a competation. we should not only focus on the language point itself ,but also set up the real circumstance where I can encourage them to express themselves better .What I try my best to do is to arouse the kids’ interests and protect their enthusiasm.
三、Analysis of the teaching methods （說教法）
says that during the Foundation Education period ,the total goal for English lesson is to improve the pupils’ ability of comprehensive using language .It promotes task teaching structure .According to the little kids’ physical and psychological characteristics of keeping curios ,active and imitating and showing themselves .I adopt the "task –research—construct " teaching methods and organize the class to focus on the importance and solve the difficulties .I give the pupils an open and relaxed circumstance in which they can learn to observe ,think and discuss .during this procedure ,the pupils’ ability of thinking and using language is developed very well .
四、Analysis of the teaching procedures .（說教學(xué)過程）
1. Warm up .（歌曲熱身）
All the class sing English song "Ten little Indian boys " to arouse their interests and help them to step into English learning circumstance happily.
2. Review the fruit and the numbers those we learned in the first and the second part in this unit .（復(fù)習(xí)數(shù)字和水果）
A. Watch a funny video . and answer the questions .（learn more fruit and practice more sentence patterns eg: strawberry / watermelon/ pineapple /cherry） ask some questions .
What’s this ?
What colour is it ?
How many bananas are there ?
Do you like eating bananas ?
What is your favourite fruit ?
Encourage them to open their mouth and speak English as much as they can .
B. Play guessing game .to review the spelling of the words using the basic pronunciation knowledge .
C. Play a game named "up and down ".emphasis on distinguishing the single and plural forms of the nouns .
3. Guide the pupils to the main teaching points .（引入新課）To comprehensive use the numbers and the fruit that is a needed in a fruit shop .Ask two volunteers to come to the front and choose the right number cards and stick it beside the right fruit according to the other pupils’ instructions .The quicker one will be the winner .
Eg: Six oranges ,please .
4. Time to practice for all the class （全體同學(xué)操練）。The pupils choose the right cards they have prepared and put them up above their heads when they hear the teacher’s instructions and give them to the teaching answering loudly: "Here you are .’
5. Watch a video （觀看多媒體，了解本課故事情節(jié)），understand what’s happening in the story ,（This part is important, reasonable and effective）and guide them to protect and make friends with the animals .
Present the situation of a fruit shop .the teacher will act a shopkeeper and invite a better pupil to be the customer and finish all the buying steps .
Shopkeeper : Good morning .
Customer : Good morning .
Shopkeeper : Can I help you ?
Customer : Yes ,six oranges ,please .
Shopkeeper : Here you are .
Customer : Thank you very much .
Shopkeeper : You are welcome .
6. Consolidation and Practice（鞏固和練習(xí)）
Group work : Divide the class into eight groups and every group will be decorated into a fruit shop, ask one pupil to be the shopkeeper and the other members in this group will be the customers .Encourage them to buy and sell the fruit with what they learned in this part ,I design a real situation that is common in our daily life and the kids will not feel uncomfortable or unfamiliar with it, The teacher will go around the class and supply the help to the unable ones .In such a peace and pleasant situation they like to speak the dialogue they learned to express themselves .They can feel the success and become confident in speaking English .
7. Conclusion （總結(jié)）
The teacher would lead the class to read the sentences on the board and ask some more difficult questions .Maybe the pupils can not understand them clearly ,but it doesn’t matter .we just give the pupils more information about the language and give them the better language circumstances that can help them in the future learning .
8. Homework : （家庭作業(yè)）
Encourage the pupils to design a little fruit shop at home and teach their family the dialogue in the fruit shop .When they practice this , they should take photos and show the other pupils the next day .
In this lesson , what I design （not only the presentation of the main teaching points ,but also the activities） attract the pupils interests .They learn and practice while playing . I think it’s really a good lesson of high quality.
Black design （ 板書設(shè)計(jì)）
英文說課稿 篇3
Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good 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 the teaching material. Part 1 Teaching Material:
This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）
By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings. (5)Theme park but also learning ability in English .
A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.
（As we 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(biāo)準(zhǔn)和教學(xué)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: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.
(2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. 3.Emotion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.
英文說課稿 篇4
一、教材分析
本堂課是一堂中考復(fù)習(xí)課，如果從分析教材來講，本課話題主要是出現(xiàn)在仁愛英語(yǔ)九年級(jí)(下)Unit 5之中，主要講的是讓學(xué)生認(rèn)識(shí)定語(yǔ)從句，了解定語(yǔ)從句的結(jié)構(gòu)，并能熟練的運(yùn)用定語(yǔ)從句。但是對(duì)于一堂中考復(fù)習(xí)課來講，我覺得應(yīng)當(dāng)從中考英語(yǔ)對(duì)本課話題的難易度要求以及考點(diǎn)的探究入手。從歷年的中考真題來看，對(duì)于定語(yǔ)從句的考察主要體現(xiàn)在單選題、完型填空和閱讀理解中。當(dāng)然還有就是從作文之中體現(xiàn)出來。而且我們知道，如今的中考英語(yǔ)，更側(cè)重于在語(yǔ)境之中來考察語(yǔ)法和詞匯項(xiàng)目，強(qiáng)化對(duì)學(xué)生語(yǔ)言運(yùn)用能力的考察。
二、教學(xué)目標(biāo)
根據(jù)課程標(biāo)準(zhǔn)和我市中考英語(yǔ)的要求，堅(jiān)持以學(xué)生為本，切實(shí)體現(xiàn)素質(zhì)教育，面向全體學(xué)生，立足基礎(chǔ)，設(shè)置練習(xí)注意難易度適中，這堂課是一堂中考復(fù)習(xí)課，本課設(shè)計(jì)從英文歌曲導(dǎo)入，在課堂之上，利用簡(jiǎn)單習(xí)題小游戲，設(shè)置情景，情景之中學(xué)語(yǔ)法，以達(dá)到下列教學(xué)目標(biāo)：
知識(shí)目標(biāo)：復(fù)習(xí)和掌握定語(yǔ)從句中關(guān)系代詞和關(guān)系副詞的作用和功能，能準(zhǔn)確選擇定語(yǔ)從句所需的關(guān)系代詞或關(guān)系副詞。從知識(shí)系統(tǒng)的歸納呈現(xiàn)入手，注重學(xué)生基礎(chǔ)知識(shí)的復(fù)習(xí)鞏固;這堂課又是一堂語(yǔ)法復(fù)習(xí)課本身具有一定的應(yīng)試成分。
能力目標(biāo)：能較好地運(yùn)用定語(yǔ)從句，能正確組織包含定語(yǔ)從句的復(fù)合句。注意培養(yǎng)學(xué)生運(yùn)用所學(xué)的知識(shí)和技能分析、解決問題的能力。
德育目標(biāo)：培養(yǎng)分析問題解決問題的能力，熱愛祖國(guó)，關(guān)心時(shí)政，學(xué)會(huì)競(jìng)爭(zhēng)和合作，建立自信心和集體榮譽(yù)感。
情感目標(biāo)：通過學(xué)習(xí)調(diào)動(dòng)學(xué)習(xí)積極性，使學(xué)生體會(huì)到英語(yǔ)的趣味和實(shí)用性。激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，建立學(xué)習(xí)英語(yǔ)的成就感和自信心。讓他們成為課堂的主角，使學(xué)生懂得語(yǔ)法學(xué)習(xí)無處不在，使學(xué)生學(xué)在其中，樂在其中，并掌握一些應(yīng)試技巧。
三、教學(xué)重點(diǎn)難點(diǎn)
提高學(xué)生對(duì)語(yǔ)法復(fù)習(xí)的興趣和積極性，較好地掌握定語(yǔ)從句的用法，理解定語(yǔ)從句，運(yùn)用知識(shí)點(diǎn)解題。
四、教學(xué)方法
《新課程標(biāo)準(zhǔn)》要求教師在教學(xué)中要以學(xué)生為主體，嘗試創(chuàng)新思維，聯(lián)系社會(huì)采用討論、協(xié)作、探究、競(jìng)爭(zhēng)的教學(xué)模式，引導(dǎo)學(xué)生靈活運(yùn)用所學(xué)語(yǔ)法知識(shí)。采用研究性學(xué)習(xí)方法，寓教于樂。檢驗(yàn)一節(jié)課成功與否，不是教師講了多少，而是以學(xué)生的學(xué)習(xí)效果為評(píng)價(jià)標(biāo)準(zhǔn)。因此我借助多媒體，結(jié)合競(jìng)賽形式，力求使枯燥的語(yǔ)法生動(dòng)趣味化;并且考慮學(xué)生英語(yǔ)基礎(chǔ)的實(shí)際情況，教學(xué)過程也要體現(xiàn)素質(zhì)教育的全體性，因此設(shè)計(jì)任務(wù)循序漸進(jìn)(如按“詞→句→文”遞進(jìn))，由淺入深，由易到難，導(dǎo)引學(xué)生參與整個(gè)學(xué)習(xí)過程，獲得更佳的學(xué)習(xí)效果及發(fā)展智力，提高思維，觀察，注意，記憶，想象，聯(lián)想等能力。
五、教學(xué)過程
本堂課主要分為五個(gè)步驟：
第一步：創(chuàng)設(shè)情景 歌曲導(dǎo)入
我選擇了英文歌曲《Lemon Tree》來導(dǎo)入本課的知識(shí)，請(qǐng)學(xué)生把歌曲最后一句空缺的詞填上。I wonder how I wonder why
Yesterday you told me bout the blue blue sky
Is just a yellow lemon tree (答案：that, that, that)
根據(jù)以上所說的2句I like the song whose name is Lemon Tree very much ? all that I can see is just a yellow lemon tree.請(qǐng)學(xué)生分析這兩個(gè)句子中劃線部分所出現(xiàn)的語(yǔ)法現(xiàn)象，由此導(dǎo)入到“定語(yǔ)從句”。簡(jiǎn)單但動(dòng)感的FLASH很符合學(xué)生的口味，學(xué)習(xí)興趣一下被調(diào)動(dòng)起來。重要的是本歌的歌詞中含有定語(yǔ)從句，可以于歡快的節(jié)奏中導(dǎo)引學(xué)生輕松自然地進(jìn)入語(yǔ)法話題。
第二步：知識(shí)呈現(xiàn)，鋪設(shè)階梯
呈現(xiàn)定語(yǔ)從句的定義和結(jié)構(gòu)使學(xué)生加深對(duì)定語(yǔ)從句的結(jié)構(gòu)和關(guān)系代詞、關(guān)系副詞的印象，以便下面的競(jìng)賽中更好的發(fā)揮。
第三步：要點(diǎn)提醒，操練運(yùn)用
為了更好的調(diào)動(dòng)學(xué)習(xí)積極性，加強(qiáng)學(xué)生思維能力、協(xié)作競(jìng)爭(zhēng)能力及強(qiáng)化團(tuán)體榮譽(yù)意識(shí)。在本環(huán)節(jié)中，我采取了競(jìng)賽形式，把全班分成二大組，看哪方得分高。競(jìng)賽內(nèi)容分為四部分：
第一部：基礎(chǔ)語(yǔ)法知識(shí)(必答)：以抽簽的方式選擇本組所答的題，所有的題都是有關(guān)定語(yǔ)從句的理論知識(shí)填空，包括定語(yǔ)從句中的先行詞、關(guān)聯(lián)詞、關(guān)聯(lián)詞的省略以及各個(gè)關(guān)聯(lián)詞的區(qū)別。使學(xué)生加深對(duì)定語(yǔ)從句的結(jié)構(gòu)和關(guān)系代詞、關(guān)系副詞的印象，以便下面的競(jìng)賽中更好的發(fā)揮。對(duì)學(xué)生來說完成本項(xiàng)任務(wù)輕松、新鮮、又有一定的競(jìng)爭(zhēng)，學(xué)生興趣又一次被調(diào)動(dòng)。復(fù)習(xí)基礎(chǔ)理論知識(shí)，為以下的實(shí)際操練做較好的準(zhǔn)備，提高準(zhǔn)確率。
第二部：合并定語(yǔ)從句。貫徹由易漸難的原則，先從相對(duì)簡(jiǎn)單的題型開練，重點(diǎn)鞏固關(guān)系代詞的選擇，并在第一題：The woman is our English teacher、He speaks English very well、→The woman who(that) speaks English very well is our English teacher
中點(diǎn)出另外一個(gè)知識(shí)點(diǎn)：定語(yǔ)從句中謂語(yǔ)動(dòng)詞的數(shù)要與先行詞保持一致。鼓舞士氣，提高自信心。
第三部：辨析正誤，并說明原因。這部分主要是幫助學(xué)生區(qū)分關(guān)系代詞that和which的不通用的特殊情況。1.2題是幫助學(xué)生辨析只能使用that而不使用which的特例。兩個(gè)題并不能全部體現(xiàn)只能使用that而不使用which的特殊情況，所以在做完1、2題后全班一起總結(jié)，幫助他們將知識(shí)系統(tǒng)化。3、4題幫助學(xué)生區(qū)分只能使用which而不使用that的特殊情況。貫徹由易漸難的原則，簡(jiǎn)單的關(guān)系代詞會(huì)用后，逐漸進(jìn)入到關(guān)聯(lián)詞使用的特殊情況，是學(xué)生更全面的掌握定語(yǔ)從句。
第四部：格言英譯中(搶答)。有了以上幾部分的復(fù)習(xí)鞏固，學(xué)生已經(jīng)掌握了定語(yǔ)從句的必要知識(shí)點(diǎn)，本部分用英文表達(dá)幾句著名的格言，幫助學(xué)生將知識(shí)升華。有利于學(xué)生知識(shí)面的拓展，也為以后寫作做積累。
第四步：直擊中考，深入探究
本環(huán)節(jié)中我精選了歷年中考真題，少而精，體現(xiàn)難易度，并鞏固本課的定語(yǔ)從句，激起學(xué)生英語(yǔ)學(xué)習(xí)的成就感和自信心。
第五步：課后作業(yè)，鞏固所學(xué)
寫作在中考中占較大的比重，故平時(shí)要多加訓(xùn)練，承上所提奧運(yùn)話題讓學(xué)生以感想并結(jié)合自身實(shí)際寫短文，進(jìn)一步鍛煉在實(shí)際中運(yùn)用定語(yǔ)從句的能力。而且本次教學(xué)活動(dòng)關(guān)于定語(yǔ)
從句的任務(wù)設(shè)計(jì)理念是按“詞→句→文”循序漸進(jìn)，所以寫作便是前面部分很好的延續(xù)和提高了。
六、課后反思
本堂課由于是公開課，雖然說已經(jīng)花了大量的時(shí)間做了充分的準(zhǔn)備，但由于前面的時(shí)候有點(diǎn)緊張，本堂課的內(nèi)容大，以及課時(shí)的一些應(yīng)變做得不夠好，盡管說順利地完成了教學(xué)，但是感覺還是沒有達(dá)到自己預(yù)期的效果。比如說平時(shí)和學(xué)生口語(yǔ)的交流在本節(jié)課沒有充分的體現(xiàn)出來，互動(dòng)不夠好;速度偏快，沒有給學(xué)生留下足夠的空白時(shí)間思考問題;作為重要教學(xué)輔助工具的黑板利用不夠。從整體上看，本節(jié)課將語(yǔ)法復(fù)習(xí)課揉入情景交際之中，注意語(yǔ)法課的實(shí)用性和趣味性的結(jié)合，應(yīng)該說是比較成功的一堂課。日后我將更加注意語(yǔ)法實(shí)用性和趣味性的探究，努力上好每種類型的課。
英文說課稿 篇5
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(biāo)準(zhǔn)和教學(xué)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(xué)法）， "Whole language teaching" （整體語(yǔ)言教學(xué)法）and "Task-based" language teaching （任務(wù)教學(xué)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(xiàn)代社會(huì)交際教學(xué)理論）， I adopt the TSA method（情景教學(xué)） and TBLT method （語(yǔ)言任務(wù)教學(xué)）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.
Part 3 Studying Methods:
Our students are almost from the countryside. They are lack of geography knowledge and the cultural background of those foreign countries.As senior students ,they have a certain ability to read . And the beautiful places are most attractive and easily arouse students learning emotion.As for the learning methods, they are poor in cooperative learning skills.Some students are not active in the class ,and some students don’t like English.therefore, I ’ll have Ss study in a relaxed atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc. And make preparation for completing the new study task.After feeling and understanding the language points, let Ss get the knowledge actively by probe study and cooperative study. In a word,we’ll
1.Teach the Ss how to be successful language learners.
2.Let the Ss pass "Observation—Imitation—Practice "（觀察—模仿—實(shí)踐三步教學(xué)法） to study language.
3.Teach the Ss how to master dialogues and how to communicate with others.
Part 4 Teaching Procedure:
Step 1 Lead-in.
As we all know ,Benjamin Franklin is a famous politician and writer.But today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite.
1）。 Group competition
In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.
2）。 Group work
A match competition. Match Column B with Column A correctly.give more examples to make Ss get information.
Purpose of my design:To get to know something about the story of famous scientists.
To have a better understanding about the importance of experiments in science.It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.
英文說課稿 篇6
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7
Ⅰ. The analysis of the teaching material
This lesson is a reading passage which focused on the topic of sharing your problems with others when you have worries.The students will learn that it’s normal to have trouble. Talking to someonecan help a lot. Such a topic is related to our daily life, so it is easy toarouse the students’ learning interest.
Teaching objectives:
A.knowledge objective:
a. Students can master the usage of the keywords and phrases: teenager, normal, unless, mistake, angry, careful, careless,in half, keep…to oneself, etc.
b. Students can understand the main idea ofthe article.
B. abilityobjective:
a. Students can use the proper reading skillssuch as anticipating, skimming, scanning to achieve the reading tasks.
b.Studentscan use the new words and phrase to finish the exercise.
C. emotionalobjective:
a. To develop the spirit of cooperationthrough teamwork and pair-discussion.
b. To arouse students’ interest in Englishlearning.
c. To help students get the proper ways tosolve problems.
Key and difficult points:
A. keypoints:
a. To master the usageof the key words and phrases.
b. To use the properreading skills to achieve the reading tasks.
B. difficultpoint:
Enable students to use the new words andphrases to express their ideas in daily life.
Ⅱ. Theanalysis of students
The Students have been learning English forsome years. They understand some words and simple sentences. They are curiousand active. They enjoy learning through cooperation in a relaxing atmosphere. However,their English learning levels are different from each other. Most of them don’thave enough English to express what to do when they have problems. They need theteacher’s help and encouragement in their further study.
Ⅲ. Teaching methods
In this lesson, I will use audio-visualteaching method, communicative teaching method and task-based teaching method.Besides, (www..Com)multimedia, blackboard, tape recorder are needed as the teaching aids.
Ⅳ. Teaching procedures
Step 1 Warming-up （5 minutes）
Play a video. Students watch it and talk about thefollowing questions:
What kind of things do they worry about?
What will you do if you have the same problem?
Step 2 Pre-reading （8 minutes）
1. Show some funny pictures and sentences onPPT. Lead students to guess the meaning of the new words. Learn the new wordsand phrases.
2. According to the picture on the textbook,ask students to predict the main idea of the passage.
Step 3 While-reading （18 minutes）
1. Skim the passage quickly and choose the main idea（a, b or c）。
2. Scan the article and find the answers to the questionsin 2c in pairs.
3. Read carefully and finish the mind map.
Students these days often have_______ with their_____ and ______.
Some people believe_________________________________.
Laura’s problem:__________________________
At first, she______________________________.
In the end, she____________ and her parents______________.
and her parents______.
Laura’s opinion:
____________
Robert Hunt feels the same way as Laura.
It’s best not to______________________________.
The first step is to___________________________.
In English, we say that _______________________.
Step 4 Post-reading （10 minutes）
1. Solve difficulties in groups. Just now students metsome difficult points while reading. Now they can work them out in groups. The Teacher will help to solve the problem that they can’t solve by themselves.
2. Finish 2 tasks.
Task 1: Fill in the blanks with the new words andphrases.
Task 2: Make a survey. Let each student ask 2-3 groupmembers some questions and take note of their answers. Then make a report.（Students can use the mind map to finish this task. ）
Step5 Summing up （3minutes）
Ask students to summarize what they have learned in this class. And the teacher will complete what the students summary.
Step 6 Homework （1 minute）
Level A: Choose 10words and phrase to make your own sentences.
Level B: Complete your report and write it down.
Ⅴ. Blackboard designing
I will divide the blackboard into 3 parts:
Unit 10 If you go to the party, you’ll have a great time!
key words and phrases
key sentence structures
mistake, careful, careless, understanding, unless, in half, keep… to oneself
…
If …， they will…
It is best （not） to do sth.
Unless… , I will…
英文說課稿 篇8
（一）教材的地位及作用
本課是初一新教材第5單元的第一部分，教材內(nèi)容圍繞著描述人現(xiàn)在的活動(dòng)展開，讓學(xué)生學(xué)會(huì)談?wù)撊巳藗冋诟墒裁础１菊n的教學(xué)內(nèi)容與學(xué)生的實(shí)際生活密切相關(guān)，易于引發(fā)學(xué)生運(yùn)用簡(jiǎn)單的英語(yǔ)進(jìn)行交際和交流。在學(xué)習(xí)活動(dòng)中，學(xué)生能通過交換對(duì)不同人物活動(dòng)的描述，促進(jìn)學(xué)生之間和師生之間的.情感交流，增進(jìn)情誼。
（二）教學(xué)目標(biāo)
1、知識(shí)目標(biāo)：What are u ding？ I a watching。What is he ding？ He is ding hewr。Is she reading？ N， she is ding her hewr。
2、能力目標(biāo)：
（1）、能抓住人物的主要特征來描述人物的外貌，并根據(jù)描述畫出人像。
（2）、能概括人物的外貌特征并根據(jù)人物特征推理出某一人物。
3、情感目標(biāo)：通過描述同學(xué)、教師或自己的偶像的外貌，表達(dá)自己的看法，使學(xué)生在人際交往中學(xué)會(huì)尊重和理解別人，學(xué)會(huì)交換不同的看法，了解他人的愛好，增進(jìn)情誼。
（三）教學(xué)重點(diǎn)及難點(diǎn)
1、掌握并運(yùn)用描述人物活動(dòng)和地點(diǎn)的詞匯：watching， ding， eating cleaning， plaing， reading， swiing， shpping， pl， schl， all， librar
2、掌握并運(yùn)用簡(jiǎn)單的英語(yǔ)交際句型：What are u ding？ I a watching。What is he ding？ He is ding hewr。Is she reading？ N， she is ding her hewr。
（四）．教法設(shè)計(jì)
對(duì)本課我主要采取了如下幾種教法：
1．聽錄音。
聽音是英語(yǔ)學(xué)習(xí)的重要方法，也是課堂教學(xué)的重要步驟。在聽中可以感知，可以模仿。
2．重點(diǎn)解釋，個(gè)別操練。
在每一堂教學(xué)中，學(xué)生總會(huì)遇到一些難以理解的詞、句型、短語(yǔ)、句子或某一語(yǔ)法現(xiàn)象。如本課出現(xiàn)的一般過去時(shí)的用法等都需要教師個(gè)別解釋甚至創(chuàng)設(shè)語(yǔ)言情境進(jìn)行操練和舉例，以掃除自由交際過程中的“攔路虎”，為語(yǔ)言的進(jìn)一步學(xué)習(xí)奠定基礎(chǔ)。
3．指導(dǎo)學(xué)生展開情景對(duì)話。
在第一部分和第二部分的教學(xué)過程中，要想辦法使人人開口，使人人都有成功感。通過對(duì)話逐步達(dá)到對(duì)教材內(nèi)容的全部操練。。第三部分問答游戲時(shí)，猜中的同學(xué)老師給予鼓勵(lì)，激勵(lì)更多的同學(xué)參與進(jìn)來
4．學(xué)生獨(dú)立操作。
首先要求學(xué)生根據(jù)師生示范獨(dú)立對(duì)話，隨后叫幾組分別站起來表演。這是深化課堂教學(xué)的重要舉措。
5． 我在教學(xué)過程中設(shè)計(jì)了填表和動(dòng)詞填空的練習(xí)，以檢查學(xué)生對(duì)本課的掌握情況。在整個(gè)教學(xué)活動(dòng)中，我還采用了幻燈片，對(duì)順利開展教學(xué)活動(dòng)起到了很好的 輔助作用。
（五）．學(xué)法指導(dǎo)：
我所采用的教法有助于學(xué)生掌握如下學(xué)法：
1．養(yǎng)成聽的習(xí)慣。
學(xué)生要經(jīng)常聽錄音，聽教師講英語(yǔ)，聽同學(xué)們講英語(yǔ)，這對(duì)學(xué)好英語(yǔ)大有好處。
2．科學(xué)儲(chǔ)備大量知識(shí)。
學(xué)生不掌握豐富的知識(shí)就不可能進(jìn)行很好的語(yǔ)言交流。所以學(xué)生必須了解語(yǔ)言規(guī)律，掌握豐富的詞匯，熟知語(yǔ)法規(guī)則，會(huì)熟練表達(dá)由各個(gè)話題而展開的交際內(nèi)容。要學(xué)會(huì)在實(shí)踐中學(xué)，在應(yīng)用中學(xué)，這樣學(xué)來的知識(shí)記憶深刻、靈活度大。
3．及時(shí)鞏固，反復(fù)記憶。
凡教師在課堂上所講到的語(yǔ)言難點(diǎn)，學(xué)生應(yīng)及時(shí)整理，再次認(rèn)識(shí)并積極使用。對(duì)前面已學(xué)過的課文，學(xué)生要有安排地經(jīng)常復(fù)習(xí)，否則常常是學(xué)了新的，忘了舊的。
4．積極操練，重在口頭。
在課堂上，學(xué)生要積極參與教師設(shè)計(jì)的每個(gè)教學(xué)活動(dòng)，要大膽開口，創(chuàng)造性地說自己想說的話。課后和其他同學(xué)及時(shí)進(jìn)行英語(yǔ)交流。只有這樣，才能將書本知識(shí)變成自己的知識(shí)和語(yǔ)言能力；也只有這樣，才能實(shí)現(xiàn)脫口說英語(yǔ)的目的。（六）教學(xué)設(shè)計(jì)在上新課之前先復(fù)習(xí)動(dòng)詞的ing形式，和上節(jié)課的重點(diǎn)句型。通過對(duì)重點(diǎn)句型的變形導(dǎo)入新課。安排猜謎游戲幫助學(xué)生鞏固新知之新知識(shí)。然后翻開課本學(xué)習(xí)2c，這樣可以降低學(xué)生學(xué)習(xí)難度，有利于學(xué)生更好的掌握新知識(shí)。接下來再講2a和2b，之后是3a和3b。講解4時(shí)，難度再次加大，因?yàn)樾枰獙W(xué)生用自己的語(yǔ)言講解圖片。于是我利用教材所給的圖片和問題進(jìn)行引導(dǎo)，先讓學(xué)生觀察圖片，在就圖片回答問題。問題有答案之后，要求他們講述圖片，這個(gè)難度就大大降低了。最后我在就學(xué)生的講述進(jìn)行適當(dāng)?shù)囊龑?dǎo)和補(bǔ)充。下課前布置作業(yè)，結(jié)束課堂。在整個(gè)教學(xué)過程當(dāng)中，我有意識(shí)的降低教學(xué)難度，為學(xué)生更好的學(xué)習(xí)創(chuàng)造良好條件。
本課以素質(zhì)教育為目的，結(jié)合教材重點(diǎn)、難點(diǎn)及英語(yǔ)學(xué)科特點(diǎn)，利用多媒體輔助教學(xué)，以任務(wù)性教學(xué)為主，從視、聽、說等方面使學(xué)生得到鍛煉，在愉快、輕松的氛圍中溫故而知新，達(dá)到初步運(yùn)用英語(yǔ)交際的能力。由于缺少經(jīng)驗(yàn)，在教學(xué)過程中難免會(huì)出現(xiàn)不足，敬請(qǐng)各位專家老師不吝賜教，謝謝大家！
英文說課稿 篇9
Good afternoon, every one. It is my great honor to stand here to present my lesson. To make my presentation clearer, I will explain my lesson plan in the following parts
Part One: Analysis of the teaching material
Reading teaching is a very important part in English teaching. New Curriculum standard requires that students should get some kinds of information, enlarge their knowledge, enjoy and get gum, cultivate and develop their reading skills through reading.
The lesson I am going to talk about is the reading part in Chapter6 from Oxford English 7A. It is a story about a crew’s adventure on another planet. The title is Nobody wins. Part One of the story appears in Chapter 5 and students will know the result of the story in this chapter. Students only know part of the story in Chapter5, so they will be very interested and eager to know the result of the story. They may be very exciting when they know the result.
Part Two: Teaching aims
According to my understanding of the material and students, I establish the following teaching aims:
1. Students can read and understand the story.
2. Students can develop their guessing, skimming and scanning skills.
3. Students can build up their self-confidence and learn how to cooperate with others well.
Teaching key point and difficult point:
The key point of this lesson is to develop students’ scanning and skimming skills. The difficult point of this lesson is some difficult words in the story.
Part Three: Teaching equipment
CAI, tape recorder
Part Four: Teaching methods and learning methods
1. Communicative teaching method
2. Task-based" teaching method
3.Cooperative learning 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. To use these methods are helpful to develop the students’ abilities.
Part Five: Teaching procedures
（1） Pre-reading activity:
Students act out part one of the story.
Students have learned part one of this story in Chapter 5. After learning Chapter 5, students know what the story is about but they don’t know the result of the story. The ending of part one is that the main character of the story says all of them will be alive. （The main characters were caught by a monster and trapped in a cage）。 After students act out part one of the story, I will raise a question to lead in my lesson: What’s the main character’s plan to save the crew from danger? Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.
（2） While-reading activities:
Activity one: Guessing: Students often meet with some new words in reading. When
they see the new words, they are either frightened by the new words or they spend too
much time in looking up the words in the dictionary. It will be helpful to improve
students’ reading ability if they know how to guess the meaning of the words
according to the context. When they are doing this part, ask them to finish it by
themselves first and then ask them to discuss in groups.
Ask students to find the following words in the story and use them to replace the words in italics in the sentences.
immediately, secretly, attacked, escape
1. The captain’s men climbed into the kangaroos’ pockets and no one saw them.
2. After super, Gork went to bed and fell asleep at once.
3. Gork shouted because Nobody hit him.
4. They could not kill Gork. Otherwise, they could not get away.
Activity two: skimming （When students do the skimming task, they don’t need to read the whole story word by word and they don’t need to understand the whole story. The skimming task only requires students to read parts of the story and get the main information of the story. This skill will help students to develop the ability to find out the key words and key sentences to understand the main idea of the story. It is helpful to increase students’ reading speed. ）
Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.
1. Ask students to read the first and the last three paragraphs and answer the following questions:
a. What will they use to melt the bars of the cage?
b. Were they free?
2. Ask students to read the story quickly and give correct orders to the following sentences:
a. Then you’ll use it to kill Gork, Captain.
b. Gork, this is nobody.
c. You just had a bad dream.
d. We will use this laser torch to melt the bars of the cage.
e. We can’t kill him.
f. Nobody attacked and damaged my eye.
Activity Three: scanning （scanning is a kind of skill used to find out the main information in reading. When scanning, students don’t need to read the story word by word, they just need to scan the relative part of the story according to the information they need to find out. ）
Ask students to fill in the blanks according to the story.
Gork fell asleep. Captain King told his ________. They _____ from the cage. King shouted "This is _________" and use a ________ _______ to aim at Gork’s eye. The kangaroos did not help Gork because he said nobody ________ him. King and his friends _________ into the kangaroos’ pockets and escaped the cave.
（3）Post-reading activity:
Students work in groups to tell Captain King’s plan to save them from the danger with the help of the given questions.
How did King call himself?
What did they use to melt the bars?
What hit Gork’s eye?
When the kangaroos came, what did Gork say?
After this activity, I will tell them the moral education of this story: When you are in danger, you should calm down, use your brain and try to think of some ways to save yourself from danger.
（5）Homework: 1.Finish the exercise on page 74 and 75.
2. Write down the story in your own words.
The above is my presentation about my lesson plan. Thank you for listening.
英文說課稿 篇10
一、分析教材
1、教材內(nèi)容要點(diǎn)：
第一、定語(yǔ)從句的概念
第二、定語(yǔ)從句的分類
第三、定語(yǔ)從句的用法
2、教材的地位和作用：
定語(yǔ)從句是高中英語(yǔ)教學(xué)中的一個(gè)非常重要的語(yǔ)法，也是高考的一個(gè)熱點(diǎn)。在英語(yǔ)里，定語(yǔ)從句可以使一個(gè)繁瑣的句子變得非常簡(jiǎn)潔，同時(shí)，它在人們?nèi)粘?huì)話中出現(xiàn)的頻率特別高。定語(yǔ)從句掌握地扎實(shí)與否關(guān)系到一個(gè)學(xué)生英語(yǔ)水平的高低。因此，定語(yǔ)從句的學(xué)習(xí)和掌握在英語(yǔ)學(xué)習(xí)中有著重要的意義。
3、教學(xué)目的
根據(jù)教學(xué)大綱的要求，通過這一節(jié)課的教學(xué)，要使學(xué)生知道什么是定語(yǔ)從句和定語(yǔ)從句的分類，掌握定語(yǔ)從句的用法。培養(yǎng)學(xué)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(yǎng)學(xué)生探索求真知的精神，對(duì)學(xué)生進(jìn)行實(shí)踐觀點(diǎn)的教育。
4、教學(xué)的重點(diǎn)與難點(diǎn)
定語(yǔ)從句是本課的主要內(nèi)容，與日常英語(yǔ)的應(yīng)用密切聯(lián)系，所以定語(yǔ)從句的概念與運(yùn)用是本節(jié)課的一個(gè)重點(diǎn)。對(duì)定語(yǔ)從句的復(fù)習(xí)，需要綜合應(yīng)用所學(xué)知識(shí)來解決原來的遺留問題，因而對(duì)句子分析和推理概括能力要求提高了。而高中生側(cè)重于對(duì)直觀現(xiàn)象進(jìn)行具體、形象的思維來獲得知識(shí)。因此這個(gè)知識(shí)點(diǎn)既是本節(jié)課的重點(diǎn)又是難點(diǎn)。
培養(yǎng)學(xué)生的多種能力也是這節(jié)課的重點(diǎn)，這是素質(zhì)教育對(duì)現(xiàn)代教學(xué)的要求。
二、分析學(xué)生
大多數(shù)學(xué)生上進(jìn)心強(qiáng)，學(xué)習(xí)態(tài)度端正，有良好的學(xué)習(xí)習(xí)慣，但是缺乏一定的探索研究問題的能力。
定語(yǔ)從句是學(xué)生在英語(yǔ)學(xué)習(xí)中比較常用的語(yǔ)法，也是他們必須掌握的內(nèi)容。教學(xué)中要注意培養(yǎng)學(xué)生對(duì)英語(yǔ)的興趣，充分發(fā)揮主體作用，迎合他們好奇、好動(dòng)、好強(qiáng)的心理特點(diǎn)，調(diào)動(dòng)他們學(xué)習(xí)的積極性和主動(dòng)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(xué)中應(yīng)注意積極引導(dǎo)學(xué)生應(yīng)用已掌握的基礎(chǔ)知識(shí)，通過理論分析和推理判斷來獲得新知識(shí)，發(fā)展抽象思維能力。當(dāng)然在此過程中仍需以一些感性認(rèn)識(shí)作為依托，可以借助多媒體設(shè)備加強(qiáng)直觀性和形象性，以便學(xué)生理解和掌握。
三、教學(xué)方法
這節(jié)課可綜合應(yīng)用提問、歸納、介紹、檢查、講授和討論等多種形式的教學(xué)方法，提高課堂效率，培養(yǎng)學(xué)生對(duì)英語(yǔ)的興趣，激發(fā)學(xué)生的求知欲望。充分體現(xiàn)以教師為主導(dǎo)，以學(xué)生為主體的原則。創(chuàng)設(shè)英語(yǔ)情境讓學(xué)生參與語(yǔ)言實(shí)踐，邊動(dòng)口邊思考。從語(yǔ)言分析總結(jié)出結(jié)論以調(diào)動(dòng)學(xué)生的積極性。
四、教學(xué)程序
教學(xué)中要以了解、學(xué)習(xí)研究英語(yǔ)的方法為基礎(chǔ)，掌握知識(shí)為中心，培養(yǎng)能力為方向，緊抓重點(diǎn)突破難點(diǎn)，具體設(shè)計(jì)如下：
1、新課導(dǎo)入：
以創(chuàng)設(shè)問題情境導(dǎo)入新課。學(xué)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(dǎo)學(xué)生分析歌詞中的有關(guān)定語(yǔ)從句的句子，認(rèn)真分析句子成分，使學(xué)生產(chǎn)生強(qiáng)烈的求知欲和好奇心，調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性和主動(dòng)性。
2、講授新課：
任何語(yǔ)言學(xué)習(xí)都離不開語(yǔ)言實(shí)踐。這節(jié)課主要采用講授歸納的方法來建立定語(yǔ)從句的概念。我將一個(gè)定語(yǔ)從句列在投影上，讓學(xué)生分析這個(gè)句子的成分，從而導(dǎo)出兩個(gè)非常重要的內(nèi)容----先行詞和關(guān)系詞，然后逐一解釋。通過分析例句，培養(yǎng)了學(xué)生的分析能力、觀察能力，增強(qiáng)了他們的感性認(rèn)識(shí)。為了使學(xué)生能對(duì)定語(yǔ)從句有更進(jìn)一步的認(rèn)識(shí)，這里我又采用提問的方法讓學(xué)生說出定語(yǔ)從句的分類，然后我對(duì)其進(jìn)行進(jìn)一步地解釋和說明，讓學(xué)生通過講解概括，總結(jié)出定語(yǔ)從句的分類。在此基礎(chǔ)上，我讓同學(xué)們回答出定語(yǔ)從句中的關(guān)系代詞有哪些，通過一些簡(jiǎn)單的例句，讓學(xué)生知道每一個(gè)代詞在句子中起什么作用以及用法。在講解關(guān)系代詞與介詞時(shí)，我讓學(xué)生自己歸納出它們的規(guī)律，提高學(xué)生的概括能力，從而達(dá)到復(fù)習(xí)的目的。
在講解關(guān)系詞that和which、who和that、as和which這一環(huán)節(jié)時(shí)，我先讓學(xué)說出它們的特殊用法，然后我再進(jìn)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(guān)系詞that,而不宜用which。
a、從句所修飾的詞又被形容詞最高級(jí)或序數(shù)詞修飾時(shí),只能用that引導(dǎo)從句。
b、先行詞是all,something,nothing,anything等不定代詞時(shí)，只能用that。
c、先行詞既有人也有物時(shí),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(shí)，只能用that。
e、當(dāng)主句已有疑問詞 who或which時(shí)，只能用that。
2、定語(yǔ)從句中宜用which而不宜用that的情況。
a、當(dāng)關(guān)系代詞前面有介詞時(shí)。
b、在非限制性定語(yǔ)從句中。
c、在一個(gè)句子中有兩個(gè)定語(yǔ)從句，其中一個(gè)從句的關(guān)系代詞用了that，另一個(gè)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(shí)宜用who不用that。
a、先行詞是one(s),anyone,someone, those時(shí)，關(guān)系詞使用who。
b、在there be 句型中，先行詞指人時(shí)，關(guān)系詞用who。
三)、關(guān)系代詞as和which的區(qū)別
as和which所代表的都是整個(gè)句子所表示的內(nèi)容,但是二者有兩點(diǎn)不同之處：
a、在形式上as引導(dǎo)的非限制定語(yǔ)從句可位于主句后面,也可位于主句之前；而which引導(dǎo)的非限制定語(yǔ)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(yǔ)從句和主句的關(guān)系一般為一致關(guān)系，常譯為“正如……”，“就象……”，而which定語(yǔ)從句和主句的關(guān)系是因果關(guān)系，或which從句是對(duì)主句的評(píng)論。因此，在意思通順的情況下，which可代替as，而as許多時(shí)候不能代替which。
針對(duì)關(guān)系副詞的復(fù)習(xí)，因其難度不大，我直接采用講解法，學(xué)生容易理解。關(guān)系副詞是用來引導(dǎo)定語(yǔ)從句的，它和關(guān)系代詞一樣，具有數(shù)種作用。
a、在從句中代替先行詞。
b、在句中作狀語(yǔ)。
c、連接作用，把兩個(gè)句子連接成為一個(gè)帶有定語(yǔ)從句的復(fù)合句。
同時(shí)，在解釋的過程中不斷穿插練習(xí)，達(dá)到鞏固復(fù)習(xí)的目的,體現(xiàn)精講精練的教學(xué)原則和我校提出的“四轉(zhuǎn)五讓”原則。
3、反饋和鞏固
在講解完所有語(yǔ)法點(diǎn)之后，為了更加有效地鞏固所復(fù)習(xí)的知識(shí)，我設(shè)計(jì)了兩種有針對(duì)性的習(xí)題練習(xí)，讓學(xué)生把掌握的知識(shí)運(yùn)用于實(shí)際語(yǔ)言操作中，從而達(dá)到知能并重的目的。
4、小結(jié)
最后通過小結(jié)，以表格的形式把本節(jié)課所復(fù)習(xí)的語(yǔ)法點(diǎn)進(jìn)行總結(jié)。
5、板書設(shè)計(jì)
GRAMMAR
Attributive Clause
6、布置作業(yè)
Finish off the exercise paper.
課后反思
課后各位聽課教師對(duì)本節(jié)課進(jìn)行了點(diǎn)評(píng)，結(jié)合其他聽課的評(píng)價(jià)及與其他教師的交流，談?wù)剛�(gè)人的思考，具體如下：
一)、值得推介的幾點(diǎn)
1、重視基礎(chǔ)語(yǔ)言知識(shí)，對(duì)于基礎(chǔ)的語(yǔ)言知識(shí)講得透，講得到位。
2、重視語(yǔ)言綜合運(yùn)用能力的培養(yǎng)。講知識(shí)點(diǎn)時(shí)，能結(jié)合語(yǔ)境，提供情境，對(duì)于學(xué)生語(yǔ)言基礎(chǔ)知識(shí)的綜合運(yùn)用起到了鋪墊作用，對(duì)于學(xué)生發(fā)散思維能力的培養(yǎng)有很大的幫助。
3、課堂教學(xué)有思想。教師擁有豐富資源，多媒體課件設(shè)計(jì)地實(shí)用、合理。講授方法新穎獨(dú)特，練習(xí)形式靈活多樣。
4、教師個(gè)人素質(zhì)較好，能靈活應(yīng)對(duì)任何突發(fā)教學(xué)情況，合理安排講練比率。
二)、存在問題
1、英語(yǔ)思維與漢語(yǔ)思維同時(shí)存在，相互干擾。偶爾用漢語(yǔ)組織教學(xué)好像省事，其實(shí)反而浪費(fèi)時(shí)間和精力，不利于學(xué)生形成用英語(yǔ)思維的習(xí)慣，更影響交際速度。
2、交際面有時(shí)過窄，很難訓(xùn)練到全部。很多學(xué)生只有聽的份，沒有說的機(jī)會(huì)，這是大班的局限，有些活動(dòng)是為了順利進(jìn)行而局限于“好學(xué)生”身上，一些英語(yǔ)學(xué)困生被遺忘。時(shí)間長(zhǎng)了，會(huì)使學(xué)生討厭英語(yǔ)并放棄英語(yǔ)的學(xué)習(xí)。
3、任務(wù)型教學(xué)活動(dòng)有時(shí)設(shè)計(jì)地不是很好。活動(dòng)要求有時(shí)不是很明確，活動(dòng)設(shè)計(jì)不能從學(xué)生生活經(jīng)驗(yàn)，興趣愛好出發(fā)，活動(dòng)形式有時(shí)單調(diào)，缺乏趣味性。
三)、幾點(diǎn)想法
1、千方百計(jì)、想方設(shè)法激發(fā)學(xué)生的學(xué)習(xí)興趣，調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。有人說“掌握一門外語(yǔ)就比別人多活了一輩子。”因?yàn)槟惚葎e人多了解另一種語(yǔ)言背景下的政治歷史、天文地理、風(fēng)土人情等等。向?qū)W生多介紹經(jīng)典音樂、視頻、英文佳作等，在潛移默化中培養(yǎng)學(xué)生的學(xué)習(xí)興趣。
2、在課堂上注意學(xué)生的綜合語(yǔ)言運(yùn)用能力的培養(yǎng)。在基礎(chǔ)的語(yǔ)言形式訓(xùn)練上提升交際品位，為學(xué)生創(chuàng)設(shè)豐富的語(yǔ)言環(huán)境，讓學(xué)生產(chǎn)生交際的愿望和機(jī)會(huì)，使交際具有實(shí)際內(nèi)容和實(shí)際意義。
3、要繼續(xù)學(xué)習(xí)，不斷充電，提升自身的業(yè)務(wù)素質(zhì)和人文素養(yǎng)。
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