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英文说课稿

时间:2021-03-17 12:47:27 英语 我要投稿

关于英文说课稿范文集合9篇

  作为一名教学工作者,就不得不需要编写说课稿,借助说课稿可以有效提高教学效率。那么应当如何写说课稿呢?下面是小编收集整理的英文说课稿9篇,供大家参考借鉴,希望可以帮助到有需要的朋友。

关于英文说课稿范文集合9篇

英文说课稿 篇1

  Good morning, everyone,

  Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong’an Middle School, Congtai District of Handan.

  My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With Transportation”, and the topic of Lesson 37 is “Flying Donuts”. I have decided to say the lesson from six parts:

  Part One —— Analysis of the Teaching Material

  One: Status and Function

  1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.

  2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.

  3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.

  4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.

  Two: Teaching Aims and Demands

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

  1. Knowledge objects

  (1) To study the new words “fuel”, “oil” and “coal”.

  (2) To learn and master the phrases “think of, on the way to …, have fun”, etc.

  2. Ability objects

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

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

  (3) To develop the students’ abilities of communiation by learning the useful structures.

  3. Moral objects

  (1) Through different teaching methods to make students be interested in study.

  (2) Love to know more knowledge about tranportation and dare to express their opinions in English.

  (3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.

  Three: Teaching Keys and Difficult Points

  The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching material's position and function.

  1. Key points:

  (1).Be able to express words, phrases and sentences in English.

  (2). Know about the improvement of transportation and Danny’s invention.

  2. Difficult points:

  Be able to talk about their imaginary future transportation in oral English.

  Part Two —— The Teaching Methods

  Communicative teaching method; 2. Audio-visual teaching method;

  3. Task-based teaching method;

  4. Classified teaching method.

  As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method and “Classified” teaching method. That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.

  In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.

  Part Three —— Studying ways

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

  2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.

  Part Four —— Teaching steps

  As this lesson plays an important part in the Engish teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.

  The entire steps are:

  Step1 Warm-up and Lead-in

  Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us?

  Purpose of my designing: In this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s leson has something to do with their discussion.

  Step2 Presentation

  1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.

  Purpose of my designing: After seeing the pictures, the students will know what they are and they can learn them quickly and easily.

  2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.

  Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.

  3. Text Learning and a Quiz

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

  After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don’t think so, have fun, a new kind of, on the way to school, and so on.

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

  4. Key Structures and Difficult Points Learning

  First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all.

  For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases.

  Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.

  5. Read and Say

  Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud.

  Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more.

  Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.

  Part Five —— Summarize and Homework

  Ask the students such questions:

  What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let’s try!

  Then show them some exercises and help them to finish them.

  At last, tell the students what today’s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.

  Part Six —— Blackboard Designing

  Purpose of my designing: Presents the text key content clearly on the blackboard, favors the students to knowledge grasping.

  OK. That’s all. Thanks for listening to me and helping me.

英文说课稿 篇2

  《My home》是小学英语四年级上册的第四单元。本单元的教学内容都是围绕"家"这一学生喜闻乐见的主题展开的。本节课是第四单元的第一课时,教学内容是要学习有关房间的五个单词及进行简单的对家的介绍,本课时是本单元的重点,所以首先应让学生掌握各个房间的名称,再通过Let’s do等TPR活动进行巩固操练,本节课掌握的好坏程度,直接会影响到本单元后阶段有关"描述和询问东西在哪里"的对话和故事的掌握,因此在本单元教学中具有举足轻重的地位。

  Theaching goal:

  1.能够听、说、认读五个有关房间的单词 study, kitchen, bedroom, bathroom, living room.

  2.能够用This is my home. You can see a living room…句型简单介绍房子。

  3.能够听懂"Let’s do"的指令,并做出相应的动作。

  4. 培养学生对家的热爱,提高学生的口语表达能力和交际能力。

  Theaching key:

  熟练认读有关房间的五个单词。

  Theaching difficulty:单词bathroom, living room,的正确发音。

  Theaching aid: Cards Tape recorder CAI

  Theaching method: TPR Pairwork Groupwork

  Theaching steps

  Step 1 Warm-up

  1. Good morning. Boys and girls. How are you? Nice to meet you.

  2.Let’s sing《In the Classroom》,OK?

  Step 2 Preview

  1.Show the CAI(door ,window) What’s this? This is my home, there are many room are there? Do you visit my home? Now, let’s study Unit4 《My Home》。

  Step 3 Presentation

  1.(Show the CAI)。 This is my home, you can see a bedroom, a living room, a study ,a kitchen and a bathroom

  2.Look ,what’s this?(客厅) There are five words on the blackboard, listen to me and guess, which word is "living room"?Teach"living room". There is a TV in the living room. What can you do in the living room? Teach"watch TV".Chant "living room,living room , watch TV."

  3.(Show the CAI)。 .Look ,what’s this?(书房) Listen to me and guess, which word is "study"?Teach"study". There are many books in the study. What can you do in the study? Teach"read a book".Chant "study,study, read a book".

  4.(Show the CAI)。 .Look ,what’s this?(厨房) Listen to me and guess, Which word is "kitchen"?Teach"kitchen". What can you do in the study? Teach"have a snack".Chant "kitchen ,kitchen,have a snack".

  5.(Show the CAI)。 .Look ,what’s this?(bathroom) Listen to me and guess, which word is "bathroom"?Teach"bathroom". What can you do in the bathroom? Teach"take a shower".Chant "bathroom ,bathroom ,take a shower".

  6.(Show the CAI)。 .Look ,what’s this?(bed ) What’s this? (room) What’s this? (bedroom)Teach"bedroom". There is a bed in the bedroom. What can you do in the bedroom? Teach"have a sleep".Chant "bedroom bedroom, have a sleep"

  7.Listen to the tape and read after the tape.

  8.Let’s do.

  Show the "Go to the ", put the "living room, study , kitchen, bathroom, bedroom" on, then T act "Go to the living room, watch TV. Go to the study, read a book. Go to the kitchen,have a snack. Go to the bathroom ,take a shower. Go to the bedroom, have a sleep".

  Now let’s do, ok? Follow me.

  Step 4 Practice

  Now, this group is team one, this group is team two. Let’s go,ok?

  1.炸地雷: Let’s play a game, Ok? Who can read? Read together.

  2.Close your eyes, what’s missing? Guess, then tell us.

  3.Now,look at the screen, Guess, what’s this? (Show the CAI ) The student guess.

  4.look, this is my home,you can see a bedroom, a living room, a study ,a kitchen and a bathroom.

  Who can do like me ? Tell us what’s your room like?

  The students look and say.

  Homework:

  1.Tell your home to your friend.2. Prepare the"Lets talk."

  五、Blackblard design:

  Unit4 My Home

  living room watch TV

  study read a book

  kitchen have a snack

  bathroom take a shower

  bedroom have a sleep

英文说课稿 篇3

  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 (新课程标准和教学大纲), 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(交际教学法), "Whole language teaching" (整体语言教学法)and "Task-based" language teaching (任务教学法)。 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(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)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 "(观察—模仿—实践三步教学法) 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.

英文说课稿 篇4

  【说教材】

  1。教材内容

  本课时的教材内容是有关职业的六个单词dctr fire fighter nurse ffice wrer plice fficer secretar taxi driver teacher 以及询问别人职业的句型What des ur father d? He is a …。

  2。教材的地位

  本课时教材是对前几册教材所学有关职业名称词汇的一个扩充和所学句型的拓展。使学生的词汇量在原来的基础上有一个提高,同时使他们掌握了多种询问职业的问答方式。

  【说教学目标】

  根据教材的内容和<<英语课程标准>>要求,我确定了以下教学目标以及教学重难点:

  1、知识目标:能够听、 说 、读、写六个新授单词dctr fire fighter nurse ffice wrer plice fficer secretar taxi driver teacher能听、说、认读句型What des ur father d? He is a …。

  2、能力目标:学会使用句型What des ur father d?He is … 来询问和回答他人职业,并能使用句型What are u ging t be? I’ ging t be…来询问别人和表达自己的理想。

  3、情感目标:在课堂中培养学生积极用英语表达的习惯,以及在各项活动中培养学生积极与他人合作的精神。

  4、教学重难点:本课时的教学重点是使学生能够掌握6个四会单词和两个句型。教学难点是单词singer的语音教学。

  【说教法】

  1。教法设计

  小学英语教学应该把培养学生的学习兴趣、调动学生学习英语的主动性作为教学重点,根据学生的认知规律,我采用了游戏教学法和任务型教学法,让学生通过阅读、思考、猜谜、调查、交流和合作等方式学习和使用英语,完成学习任务。

  2. 学法指导

  在学习过程中,从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与和交流的学习方式,培养学生的英语综合语言运用能力,主动思维,大胆实践,形成自主学习的能力。

  3。教学手段

  根据本课教材的特点,我除了采用常规的教学手段外,同时采用了多媒体现代教学技术,使学生的多种感官共同参与到整个学习过程中,激发学生的学习兴趣,提高课堂教学效率。

  【说设计】

  1. 导入设计

  (1)Let’s sing。。

  在热身时让学生一起唱四年级上第六单元的歌曲What des he d?这首歌曲与本课教学内容有着密切的关系。放在课前作为热身活动,能使学生更快地进入学习状态。同时也起到复习巩固的作用。

  (2)Rean and guess。通过阅读一段简单的文字来猜教师的一位新朋友来导入新课,旨在培养学生的阅读能力。

  (3) Guessing gae: What can Mr。 Cat d?,设计这样一个游戏的第一个目的是为了自然地过渡到本课的词汇教学;第二是为了充分调动学生参与活动的积极性。这是一个难度比较低的游戏,考虑到六年级学生普遍存在着害羞怕出错的心理,我认为这样一个低难度的游戏能充分调动他们的参与热情。

  2. 新课呈现

  (1)本课六个新授词汇我都以Mr。 Cat邻居的身份导入。其中我在部分单词的出现方式上稍做变化。以不同形式的猜谜方式引出,其中通过阅读文字引出赵薇actress的教学,以听歌曲的猜人物的方式引出周杰伦singer的教学,以看图片猜人物的方式引出杨红樱writer的教学,这样不仅能调动学生的多种感官共同参与到整个学习过程中,激发学生的学习兴趣,还大大地提高了课堂教学效率。同时在每个单词新授后我都安排了一个同样的环节让学生说说自己所知道的各个职业的一些名人。培养学生良好的口语表达能力。

  (2)单词拼读能力的.训练和单词频度规律的总结。主要是训练学生对四会单词的拼读能力,其中有三个单词writer, singer,TV reprter的结尾三个字母都是er,给学生归纳总结有助于学生记忆。

  (3)Guessing gae: What des Mr Cat’s father d?这个游戏的主要目的还是为了进一步巩固这六个新单词的学习。考虑到六年级学生对于这种比较刺激的游戏都特别感兴趣,我把这个游戏设计成小组竞猜的形式,在此不仅复习了单词和句型,又满足了学生的好胜心理。

  (3)Let’s chan进一步巩固本课重点句型的学习。

  (4)Grup wr:我把书本上的形式稍做了改变。通过Mr Cat提问的方式导入,Which b is the st ppular nw?让学生通过调查来帮助Mr Cat解答问题,其中在调查前我让学生做一个预测,如果预测是对的每人可以得到一张书签作为奖励,以此来提高学生参与活动的积极性。

  3.回家作业。

英文说课稿 篇5

  一、教学内容分析

  (一)、知识背景

  定语从句是高中英语教学的重点语法,高考必考内容之一,也是一个难点。涉及面广,平行区分难度大,因此需要作专题复习,归纳,讲解,辨析。

  (二)、教学重点难点

  1、语言知识重点与难点

  (1)that 与which 用法区别

  (2)对the way的考查

  (3)关系副词引导的定语从句和介词+关系代词引导的定语从句。

  2、综合知识重点与难点

  (1)as 的使用

  (2)对where 的考查

  (3)综合考查

  教学辅助手段:多媒体

  二、教学目标

  (一)、知识技能

  1、复习、掌握关系代词和副词引导的定语从句及介词+关系代词引导的定语从句。

  2、归纳并掌握与定语从句相类似的句法考察现象。

  2、提高学生语法分析以及综合运用能力。

  (二)过程与方法

  习题引导,自主归纳,近似对比,拓展演化

  (三)情感态度

  “办法总比困难多”,遇到难题、复杂情况要积极想办法。

  (四)学习策略

  1、认知策略:能总结定语从句的结构规律,并加以应用;

  2、调控策略:利用游戏,鼓励学生主动积极思考,寓教于乐

  三、教学步骤

  1、导课

  (1)习题导入:展示一组reason用法考查题目,引导学生形成一种基本思维----与一个关键词相关的从句并非只有一种,因此需要站得更高,才能看的更全面,准确。

  (2)拓展回顾,框架定位

  拓展复习范围,回顾句法结构体系,给定语从句一个宏观的定位,同时也将复句连词分析进行一个策略上的定位。

  2、基础知识回顾

  (1)练习引导

  (2)归纳总结

  关系词及其意义

  指代人关系代词

  指代事物在从句中作主干成分

  所属关系whose

  指地点关系副词

  指时间在从句中) 作状语

  指原因why

  3、考点与难点归纳

  (1)考点1:that与which

  归纳只使用which和that应遵循的规则

  (2)考点2:theway用做先行词

  归纳做题技巧

  theway做先行词时,先看后面定语从句中是否缺少主语或宾语:

  缺少主语或宾语:引导词用that/which/不填(作宾语)

  主语宾语都不缺:引导词用that/inwhich/不填

  (3)考点3:介词+关系词

  归纳做题技巧

  定语从句句首为介词时,后可接的关系词为:

  1、介词+whom/which/whose2.名词+of+关系词

  3.不定代词/数词+of+关系词4.介词+名词+of+关系词

  (4)难点一:as的用法

  归纳as在限制性和非限制性定语从句中做关系代词的用法,并归纳做题技巧。

  (5)难点二:一些特殊词之后的where

  解析:

  1、如果定语从句分别修饰point,situation,part,condition和case等表示抽象意义的词,常用where引导,意思是“到了某种地步,在某种境况中”。

  2、先行词是表示地点的名词,定语从句未必用where

  如果定语从句的先行词是地点(或时间)类名词,而关系词又代替先行词在从句中充当主干成分,从句用that /which引导;如果是关系词在从句中充当状语类成分,用where /when/in which。

  (6)难点三、综合考查

  综合考查一:定语从句与强调句

  综合考查二:定语从句与同位语从句

  综合考查三:定语从句与表语从句

  4、对比训练与巩固

  采用竞赛的形式,分为两组,由对方为己方出题,轮流,选出优胜组。

  5、能力提升

  请学生完成一篇短文,并使用定语从句,使学生具体运用中提升能力。

  6、作业:完成短文

英文说课稿 篇6

  各位老师下午好!

  今天我说课的内容是初中英语教材八年级Unit 4 Topic 1 Plants and animals are impontant to us

  一、本话题的分析

  本话题围绕谈论跟描述自然界的风光 动植物及生存资源——---森林跟水引入本话题的主要语法项目:形容词的比较级跟最高级;为今后学习现代科技跟历史遗迹的知识打下基础,同时通过Which do you like better/best?以及Paiwork的反复操练,进一步提高学生,听、说、读、写综合素质能力。

  二、教学目标:

  (1)知识目标:

  The hens are much/a little smaller than the cons/geese.,The mice are the smallest of them.

  (2)学习单词:

  Wolf. bear sheep goose rabbit snake rose nature forest protect land ocean sea

  能力目标:提高学生,听、说、读、写及知识自学的综合能力。 情感目标:培养学生热爱自然,保护自然的环境意识。 本话题所须课时:4节课。

  三、重点与难点:

  重点:学习形容词的比较级跟最高级的用法以及用简单的英语语句描述跟谈论大自然。

  难点:

  1、多音节形容词的比较级跟最高级以及形容词比较级的不规则变化。

  2、谈论地球上水资源跟热带雨林的基本状况,以及它们对于地球上生物的重要性。

  教材处理:

  根据以上对教材的分析,同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言气氛,身临其境地把学生带到所设计的语言情景中,同时激发学生学习兴趣:使学生在参与后一系列活动中,掌握知识。最后通过做游戏对学生所学知识点进行训练,从而达到巩固知识的目的。

  四、教学跟学法:

  通过五步教学法:情景教学活动家,精讲巧练,由浅入深,由易到难,由已知到未知,循序渐进地深化教学内容。展开以教师为主导,以学生为主体的师生双边教学活动。

  1、教学手段:

  本话题采用挂图、录音、图片、文字、图表跟韵率,使抽象的语言变得直观,为学生运用英语进行交际创设情景,实现师生互动,生生互动跟人机互动的多向互动,增加了直观性跟趣味性,加大了课堂密度,提高了教学效果。

  2、学生指导

  新制定的《仁爱英语》把"培养学生学习英语的兴趣,树立自信心,培养良好学习习惯跟形成有效策略,发展自主学习跟合作精神"放在了首位,根据依据课改的精神,遵循学生的认识规律,从单词—句子—情景对话—实际应用,采取循序渐进的原则,由浅入深,由易到难。情景兴趣教学。多以问答形式出现。

  如何使用英语,如何在理解的基础上习得语言。在用中学,学中用。学会自己自主推测发现归纳提高,提高学习自主性跟学习能力。寓素质教育于语言教学之中。

  五、教学程序:

  1、新课导入

  为了激发"学生的学习兴趣,引起注意,拉近师生距离,设计一个语言情景,给学生一种身临其境的感觉,导入正课。

  2、新课的讲解

  在讲新课时,合理整合教材,系统的树立知识,将形容词的比较级跟最高级在一系列既关联又相对独立的语境中详细讲解,反复演练,使学生全面掌握,任务性听力训练:Listen and write以及Pair work ,充分地调动了学生的积极性,吸引了全体学生的注意力,达到了教育教学目的,培养学生思想素质、情感素质跟英语语言素质。

  3、反复操练跟巩固应用

  为了调动学生的积极性,利用work alone,pair work, Group work 等多种不同方式操练巩固。使学生处于积极思维的状态之中,全方位,多角度培养学生运用英语的能力。

  4、反馈练习

  本话题将游戏与练习有机结合,融为一体,设计游戏,让学生们以对话跟游戏的形式;进行练习,寓教于乐,极大地激发学生学习兴趣,同时巩固了学生所学的知识。

  5、归纳总结

  本话题除了板书所呈观的重点内容外,又把本话题内容以练习的方式,巧妙地巩固了本话题重点,难点,进一步巩固,加强对本话题内容的理解跟运用。

  6、展示板书

  本话题以素质教育为目的,结合教材重点、难点及英语学科特点,利用多种辅助教学,从视、听、说等方面使学生得到锻炼,在愉快轻松的氛围中温故而知新,达到初步运用英语交际的能力。

  7、布置作业

  以上,我仅从说教材、说学情、说教法、说学法、说教学程序上说明了"教什么"跟"怎么教",阐明了"为什么这样教".希望各位老师对本次说课提出宝贵意见,谢谢!

英文说课稿 篇7

  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.

英文说课稿 篇8

  Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2)。 It is made up of four parts.

  Part 1 My understanding of this lesson

  The analysis of the teaching material:

  This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the ocean and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the ocean better, love the ocean and save the ocean and the life of the ocean.

  Teaching aims:

  1. Knowledge aim: Understand the main idea of the text.

  2. Ability aim: Retell the text in their own words.

  3. Emotional aim: Make the Ss love the life of the ocean and do something to stop it being polluted.

  Key points / Teaching important points:

  How to understand the text better.

  Teaching difficult points:

  1. Use you own words to retell the text.

  2. Discuss the pollution of the ocean and how to save the ocean.

  Something about the Ss:

  1. The Ss have known something about the ocean and ocean life through the Internet and other ways.

  2. They are lack of vocabulary.

  3. They don’t often use English to express themselves and communicate with others.

  4. Some Ss are not active in the class because they are afraid of making mistakes.

  Part 2 My teaching theories, methods and aids

  Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.

  Teaching method:

  Double activities teaching method

  Question-and-answer activity teaching method

  Watch-and-listen activity

  Free discussion method

  Pair work or individual work method

  Teaching aids:

  1. a projector

  2. a tape recorder

  3. multimedia

  4. the blackboard

  Part 3. Teaching steps / procedures

  I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

  The entire steps are:

  Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework

  Step 1 Greetings

  Greet the whole class as usual.

  Step 2. Revision

  1. Ask students some questions to revise the last lesson(show them on the screen)。

  a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight)

  b. What is coral? Why are corals not found in deep water?

  c. Why is the Dead Sea called the Dead Sea?

  2. Check the homework(made a survey about the ocean or ocean life by surfing the Internet or asking for help from other people)。 Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.

  Step 3. Lead-in and preparation for reading

  Show them some pictures and letm talk each other, and then use the pictures about ocean and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.

  Purpose: Arouse the students’ interest of study.

  Bring in new subject: Life in the oceans.

  Step 4. Fast reading

  Read the passage as quickly as they can. I show the questions on the screen and letm get the main idea of each paragraph:

  1. Why can living things live in such oceans around the Antarctica?

  2. What does the whale feed on?

  3. What is the difference between the sperm whale and other whales?

  Method: Read the text individually, use question—and—answer activity.

  Purpose: Improve the students’ reading ability.

  Understand the general idea of each paragraph.

  Step 5. Listening(book closed)

  1. Listen to the tape then do an exercise(wb page 90, part 1)

  2. True or false exercise.(on the screen)

  Train the Ss’ listening ability and prepare for later exercises.

  Step 6. Intensive reading

  Read the passage carefully again and answer some detailed questions on the screen.

  1. How much does a whale eat at a time?

  2. Do all the whales feed on small fish?

  3. How deep can a sperm whale dive?

  It is also called depth reading or study reading. It means reading for detailed information.

  Purpose: Further understand the text (Train further reading ability) to find out some different sentences and details of the text.

  Step 7. Preparation for details of the text on the screen

  1. …its heart slows to half its normal speed.

  slow-v. to become / make slower.

  2. …using sound wave

  Present participle used as adverbial.

  3. provide sth. for sb.

  provide sb. with sth.

  4. at a time: each time

  5. grow to a length of…

  Purpose: Train the Ss’ ability of understanding and using laguage.

  Step 8. Consolidation

  1. Find out the topic sentences.

  2. Retell the passage according to the topic sentences.

  Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to letm have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.

  Step 9. Discussion

  Show them some pictures about the polluted ocean and many living things which are in danger and ask them: What are their opinions about it? In order to letm have free choice, I give them another topic: The ocean is being polluted. What should they do?

  Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The ocean is in danger!

  I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.

  Step 10. Homework

  Write an article Saving the ocean. I want to improve the ability of their writing. At the same time, train the ability of do-it-youself and looking up the information by themseleves.

  Part 4. Blackboard design

  Unit 16 Lesson 63

  Topic Sentences:

  1. Some living things can live in Antarctica.(what)

  2. The whale feeds on small fish.(what)

  3. The sperm whale feeds on squid.(difference)

  Discussion:

  1. The whales are in danger. What’s you opinion about it?

  2. The ocean is being polluted. What should we do?

  In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.

  In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.

  I want to make the design inductive, instructive and artistic.

英文说课稿 篇9

  Good morning, everyone! It’s my honor to present my lesson plan here. The teaching material comes from PEP Go for it 8B U6. The title of the reading part is I’ve been studying history in China. History is the topic of this passage. The story is narrated by an Australian, Leo, who tells his life in China, his family history and his study of history. This reading mainly focuses on developing Ss’ reading skill, especially scanning. So this is one of the language focuses. As for the content, because of many new words and phrases in the context and Ss’ lack of the knowledge about “history”, it is a little difficult for them to understand the passage. So the Ss may have a bit difficulty in retelling the passage in the last activity role-play. Thus I rearrange the material like this: The 3 questions in pre-reading are modified. I’ll choose some easier and funnier questions to lead Ss into the topic History. The grammar review in Exercise 3b, 3c is not the language focus in this lesson, thus it’s considered as the homework.

  According to the New English Curriculum, the teaching should not only focus on the development of Ss’ reading strategy, also the Ss’ interest in English. So I apply communicative approach, making use of real-life situations to motivate their desire to communicate in meaningful ways about meaningful topics. Ss will enjoy their participation in this lesson by discussion and role-playing. As for the teaching aids, PPT, blackboard and audio tape are needed.

  Based on those analyses, I set the following 5 teaching objectives. By the end of the class, Ss will be able to:

  1. Linguistic knowledge

  Master new words and expressions, such as emperor, dynasty, capital etc. (this is the language focus)

  Be familiar with the topic history.

  2. Language skills

  Develop their reading skills, especially scanning. (This is the language focus I’ve mentioned before.)

  Tell Mike Leo’s life in Harbin during the role-playing. (This is the anticipated difficulty.)

  3. Affects

  Love our country by learning more about Chinese history.

  4. Cultural awareness

  Know more about history of other countries.

  5. Learning strategy

  Learn to get more information both from books and the Internet.

  Ok, now let’s move to the most important part: teaching procedure. I adopt 3-stage model: pre-reading, while-reading and post-reading. The duration is 45 minutes.

  In pre-reading stage, there’re 2 activities for 9mins. I’d like to introduce Leo to Ss as a new friend. The first activity is Leo’s self-introduction through a short record. The record is prepared before the class with some key information about Leo. As a foreigner, Leo loves Chinese history very much, so he has many questions to ask Ss. The first one is about the emperors and the dynasties. Ss should be able to do the match between them. Those emperors are all famous characters in the Chinese history, such as Tang Taizong, Cheng Jisihan, Kang Xi and so on. The second one is about the famous capitals in the history. Ss should pick out the city which was not the capital in the history. By the way, I will provide some information about Harbin, which is the city where Leo lives. This introduction can also build Ss’ knowledge structure. This kind of lead-in could be funnier and easier, and the comfortable atmosphere can help Ss’ to acquire new knowledge easily.

  In the second stage while-reading, there are 2 steps; they are fast-reading for 6mins and careful-reading for 15mins. There’re 2 activities in fast-reading: skimming for the main idea of each paragraph and scanning for the specific and important information to fill in the blanks. These tasks can help them get the general idea of the passage.

  In careful-reading step, I’ll guide them to learn the passage paragraph by paragraph, from Leo’s introduction to Leo’ s family history, and Leo’s study of history, the last is Leo’s dream. Different tasks are designed for Ss: For the first paragraph, Ss are asked to find some key words about Leo: Australian, Jewish, etc. For the second paragraph, Ss are required to fill in the time table about Leo’s family history. As for Leo’s study, Ss are asked to make a comparison between Leo and his friends. The last is Leo’s dream, I’ll ask Ss several simple questions. I will make sure that Ss won’t be bored by the tasks and participate in all the activities actively.

  In post-reading, there’re 2 activities for 14mins: discussion for 5mins and role-playing for 9mins. I’ll ask Ss two questions: Q1: Why are some old buildings in Harbin built in Russian style? Q2: Why does Leo want to go to Beijing for the Olympic Games in 20xx? What can we infer from that? Ss are supposed to learn more about the history of China and other countries, and develop their patriotic feeling. The role-playing is Leo’s talking with his friend Mike. They are talking about Leo’ life, work and the future plan. What Ss have learned in this lesson is needed in the talking. In order to lower the degree of the difficulty, I’ll provide some sentence structures, some questions and key words. So this can be considered as a review of the whole lesson. And this is the right time to practice Ss’ oral English and they should talk in the correct tense to practice the grammar we have learned before.

  The last minute is for explaining homework: Suppose that Leo’s friend Mike is coming China for the Olympic Games, we should give him some tips. Ss are asked to get more information through the books and the Internet, and then write down at least 3 tips in the following structure: If you want to go to the Great Wall, you will have to take No.15 bus…. This task comes from Exercise 3b, 3c. Ss can not only review adverbial clauses of condition introduced by If according to the requirements of the teaching material but also enjoy learning with the given situation. As time’s limited in the class, the task is left as the homework.

  Finally, making a good use of the blackboard can help Ss learn better. So this is my blackboard design: the title is in the middle of the blackboard, the left part is for some information related to Leo and also the structure of the whole passage, the right part is for some new words and expressions.

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