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英文说课稿

时间:2021-03-17 16:59:35 英语 我要投稿

英文说课稿范文汇编八篇

  作为一名为他人授业解惑的教育工作者,就不得不需要编写说课稿,借助说课稿我们可以快速提升自己的教学能力。那么说课稿应该怎么写才合适呢?以下是小编为大家收集的英文说课稿8篇,希望对大家有所帮助。

英文说课稿范文汇编八篇

英文说课稿 篇1

  《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2

  1. content of teaching materials

  This section focuses on festivals and focuses on how people usually spend their holidays.This class requires students to master the National, Day, Halloween, Christmas, Spring, Festival and What do people usually do at of...I?...And free to talk about how to spend the holidays.In this class, did leads to general questions and answers as well as new ones.Because the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.

  2. status of teaching materials

  The selected course in this class is English 6A Unit 6 in Oxford primary school.The teaching of this unit revolves around festivals.In this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and expansion.This arrangement reflects not only the progressive meaning of teaching materials, but also the students' knowledge level and cognitive level.On how people spend their holidays, especially in Western festivals,.Students are required to collect information in time after class.In the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.

  Say target:

  1. teaching objectives

  The new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, I set the following teaching objectives: three.

  [Objective] to students' cognitive spoken phrases and words: visit relatives and friends, go to parties, dress up in costumes, ware masks, make pumping lanterns, eat lots of delicious food, National Day, Christmas, Halloween, Spring, Festival, favourite; can use When's s...What, do, people, usually, do, at...Did you?....last...Yes, I, did./, No, I, didn, T. and so on.

  Ability to communicate in English on holidays, and some students can introduce the festival in English fluently.

  [Objective] through activities and games, students are interested in learning English. Students are encouraged and willing to talk and participate actively in communication.And let students cultivate their sense of cooperation and competition in the process of learning.

  2. teaching difficulties

  The focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise Festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language.

  Doctrine of teaching:

  1. teaching method design

  According to the characteristics of this English class itself and the sixth grade students' interest, I through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and understand.At the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use.

  2. learning method guidance

  To guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning English "use" the necessity, to encourage students to think actively, bold attempt.

  3. teaching means

  According to the teaching content, teaching objectives, students' age characteristics and psychological characteristics, in order to better stimulate students' interest in learning, so as to actively participate in learning.Multimedia courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case.

  Say process:

  1. warm up (Warm up)

  (1) announce the way of study in this lesson: group competition.The seats are divided into four teams, each of which is based on the class performance of each student. At the end of the class, WINNER is added.Then, begin "one sentence for each class". The sentences taught in this class are "Lite is long if you know how to use it.""

  [design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the group's performance."One sentence for each class" is an essential part of every class I started in grade six.This section mainly teaches students some clever words and phrases.These sentences not only enrich students' vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in english.So as to create a good atmosphere for learning english.

  2. take the old with the new [lead in]

  Provide topic Birthday, free communication between teachers and students, and then use the "How do you your birthday spend" to draw the new sentence pattern of this lesson "What do you on your birthday do", and then import "Did you"..."Last birthday?" and answer.Then use the Colour topic to elicit the sentence pattern My favourite....

  [design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching methods.With new students, students can master the sentence patterns more easily.At the same time, combine the new sentences with the old ones.It helps to cultivate students' open thinking ability.

英文说课稿 篇3

  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.

英文说课稿 篇4

  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 communication 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 transportation 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.

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

  Today I’m going to talk about lesson 62 of Unit 11, NEW START Primary English, Book

  7. This lesson includes three parts: “listen and number”“ask and answer” and “let's write” .

  First. Aims on the knowledge

  (1) To make students understand and speak: :“Eiffel tower、Disneyland、Big ben、Opera house.and what is his city famous for”

  (2) To help Ss to finish the blank. In page 23.

  2. Aims on the abilities

  (1) To develop Ss’ abilities of listening and speaking.

  (2) To develop the Ss’ ability of working in groups..

  3. Aims on the emotion

  (1) To lead Ss to show the famous building in their hometown,develop their country emotion.

  Second. Key-points of this lesson

  (1) To help Ss ask and answer the question: What is his city famous for?

  (2) To make Ss to study in groups and develop Ss’ interest in English.

  3.rd. Difficult points

  To help the Ss ask and answer the question “What is his city famous for?” and make sure they can use it。.

  V. Teaching methods

  As we all know: the main instructional aims of learning English in primary school is to improve the abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange(安排、准备) four kinds of activities: singing, guessing game, finishing a survey and having a competition(竞赛). Students should prepare(准备) some school things(学具). VI. Teaching procedures(程序)。

  I’ll finish this lesson in six steps.

  Step 1Step 2. Step 3. Step 4.Step 5. Step 6.

  1. chant 听录音,一边拍手一边唱

  2. 出示人物图,进行提问:Where is he live / she?

  Where does he / she come from? Where does he / she live?

  回答出单词即可,复习上一课词汇。

  老师:Binbin comes from China. He lives in Beijing.

  Do you know what is Beijing famous for?

  Beijing is famous for Tian’an man square.

  What else do you know about Beijing.

  请学生说出北京的一些著名景点

  a) 出示各景点卡片,带读正音。

  b) 完成Part A Write the number 后订正答案 c) 两人一组利用图片做国家和城市的游戏

  …is famous for ……或……is in ……

  Tokyo is famous for cherry blossom.

  Cherry blossom is in Tokyo.

  4.提问:Where does …come from?

  Where does he /she live?

  What is his /her famous for?

  请学生回答,老师出板书,带读。

  做问答练习

  5.These are Pen’s Pal . Which pen pal do you want to have? 让学生用一张卡片进行练习

英文说课稿 篇8

  一、教材分析

  本堂课是一堂中考复习课,如果从分析教材来讲,本课话题主要是出现在仁爱英语九年级(下)Unit 5之中,主要讲的是让学生认识定语从句,了解定语从句的结构,并能熟练的运用定语从句。但是对于一堂中考复习课来讲,我觉得应当从中考英语对本课话题的难易度要求以及考点的探究入手。从历年的中考真题来看,对于定语从句的考察主要体现在单选题、完型填空和阅读理解中。当然还有就是从作文之中体现出来。而且我们知道,如今的中考英语,更侧重于在语境之中来考察语法和词汇项目,强化对学生语言运用能力的考察。

  二、教学目标

  根据课程标准和我市中考英语的要求,坚持以学生为本,切实体现素质教育,面向全体学生,立足基础,设置练习注意难易度适中,这堂课是一堂中考复习课,本课设计从英文歌曲导入,在课堂之上,利用简单习题小游戏,设置情景,情景之中学语法,以达到下列教学目标:

  知识目标:复习和掌握定语从句中关系代词和关系副词的作用和功能,能准确选择定语从句所需的关系代词或关系副词。从知识系统的归纳呈现入手,注重学生基础知识的复习巩固;这堂课又是一堂语法复习课本身具有一定的应试成分。

  能力目标:能较好地运用定语从句,能正确组织包含定语从句的复合句。注意培养学生运用所学的知识和技能分析、解决问题的能力。

  德育目标:培养分析问题解决问题的能力,热爱祖国,关心时政,学会竞争和合作,建立自信心和集体荣誉感。

  情感目标:通过学习调动学习积极性,使学生体会到英语的趣味和实用性。激发和培养学生学习英语的兴趣,建立学习英语的成就感和自信心。让他们成为课堂的主角,使学生懂得语法学习无处不在,使学生学在其中,乐在其中,并掌握一些应试技巧。

  三、教学重点难点

  提高学生对语法复习的兴趣和积极性,较好地掌握定语从句的用法,理解定语从句,运用知识点解题。

  四、教学方法

  《新课程标准》要求教师在教学中要以学生为主体,尝试创新思维,联系社会采用讨论、协作、探究、竞争的教学模式,引导学生灵活运用所学语法知识。采用研究性学习方法,寓教于乐。检验一节课成功与否,不是教师讲了多少,而是以学生的学习效果为评价标准。因此我借助多媒体,结合竞赛形式,力求使枯燥的语法生动趣味化;并且考虑学生英语基础的实际情况,教学过程也要体现素质教育的全体性,因此设计任务循序渐进(如按“词→句→文”递进),由浅入深,由易到难,导引学生参与整个学习过程,获得更佳的学习效果及发展智力,提高思维,观察,注意,记忆,想象,联想等能力。

  五、教学过程

  本堂课主要分为五个步骤:

  第一步:创设情景 歌曲导入

  我选择了英文歌曲《Lemon Tree》来导入本课的知识,请学生把歌曲最后一句空缺的词填上。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)

  根据以上所说的2句I like the song whose name is Lemon Tree very much ? all that I can see is just a yellow lemon tree.请学生分析这两个句子中划线部分所出现的语法现象,由此导入到“定语从句”。简单但动感的FLASH很符合学生的口味,学习兴趣一下被调动起来。重要的是本歌的歌词中含有定语从句,可以于欢快的节奏中导引学生轻松自然地进入语法话题。

  第二步:知识呈现,铺设阶梯

  呈现定语从句的定义和结构使学生加深对定语从句的结构和关系代词、关系副词的印象,以便下面的竞赛中更好的发挥。

  第三步:要点提醒,操练运用

  为了更好的调动学习积极性,加强学生思维能力、协作竞争能力及强化团体荣誉意识。在本环节中,我采取了竞赛形式,把全班分成二大组,看哪方得分高。竞赛内容分为四部分:

  第一部:基础语法知识(必答):以抽签的方式选择本组所答的题,所有的题都是有关定语从句的理论知识填空,包括定语从句中的先行词、关联词、关联词的省略以及各个关联词的区别。使学生加深对定语从句的结构和关系代词、关系副词的印象,以便下面的竞赛中更好的发挥。对学生来说完成本项任务轻松、新鲜、又有一定的竞争,学生兴趣又一次被调动。复习基础理论知识,为以下的实际操练做较好的准备,提高准确率。

  第二部:合并定语从句。贯彻由易渐难的原则,先从相对简单的题型开练,重点巩固关系代词的选择,并在第一题:The woman is our English teacher、He speaks English very well、→The woman who(that) speaks English very well is our English teacher

  中点出另外一个知识点:定语从句中谓语动词的数要与先行词保持一致。鼓舞士气,提高自信心。

  第三部:辨析正误,并说明原因。这部分主要是帮助学生区分关系代词that和which的不通用的特殊情况。1.2题是帮助学生辨析只能使用that而不使用which的特例。两个题并不能全部体现只能使用that而不使用which的特殊情况,所以在做完1、2题后全班一起总结,帮助他们将知识系统化。3、4题帮助学生区分只能使用which而不使用that的特殊情况。贯彻由易渐难的原则,简单的关系代词会用后,逐渐进入到关联词使用的特殊情况,是学生更全面的掌握定语从句。

  第四部:格言英译中(抢答)。有了以上几部分的复习巩固,学生已经掌握了定语从句的必要知识点,本部分用英文表达几句著名的格言,帮助学生将知识升华。有利于学生知识面的拓展,也为以后写作做积累。

  第四步:直击中考,深入探究

  本环节中我精选了历年中考真题,少而精,体现难易度,并巩固本课的定语从句,激起学生英语学习的成就感和自信心。

  第五步:课后作业,巩固所学

  写作在中考中占较大的比重,故平时要多加训练,承上所提奥运话题让学生以感想并结合自身实际写短文,进一步锻炼在实际中运用定语从句的能力。而且本次教学活动关于定语

  从句的任务设计理念是按“词→句→文”循序渐进,所以写作便是前面部分很好的延续和提高了。

  六、课后反思

  本堂课由于是公开课,虽然说已经花了大量的时间做了充分的准备,但由于前面的时候有点紧张,本堂课的内容大,以及课时的一些应变做得不够好,尽管说顺利地完成了教学,但是感觉还是没有达到自己预期的效果。比如说平时和学生口语的交流在本节课没有充分的体现出来,互动不够好;速度偏快,没有给学生留下足够的空白时间思考问题;作为重要教学辅助工具的黑板利用不够。从整体上看,本节课将语法复习课揉入情景交际之中,注意语法课的实用性和趣味性的结合,应该说是比较成功的一堂课。日后我将更加注意语法实用性和趣味性的探究,努力上好每种类型的课。

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