英文說(shuō)課稿模板匯編10篇
作為一位杰出的老師，通常需要準(zhǔn)備好一份說(shuō)課稿，認(rèn)真擬定說(shuō)課稿，那要怎么寫(xiě)好說(shuō)課稿呢？以下是小編整理的英文說(shuō)課稿10篇，希望能夠幫助到大家。
英文說(shuō)課稿 篇1
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.
英文說(shuō)課稿 篇2
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.
�。ˋs 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(shuō)課稿 篇3
Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
�。ㄒ唬� STATUS AND FUNCTION
1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain "four skills" request of listening, speaking, reading and writing. To start listing "Word Bank" and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.
2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.
3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
�。ǘ〢NALYSIS OF THE STUDENTS
The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.
（三）TEACHING AIMS AND DEMANDS
The teaching aim's basis is established according to Junior School English syllabus' provision.
1.Knowledge objects
�。�1） To make the Ss know how to use the affirmative sentence "This is. . . ." and the negative sentence "This is not…"Everyday expressions for "Apologies""I'm sorry""That's all right".
�。�2） To study the new words "six, hey, sorry, it’s, that’s", etc. by learning the dialogue of this lesson.
�。�3） To finish some exercises.
2.Ability objects
（1） To develop the Ss’ abilities of listening, speaking, reading and writing.
�。�2） To train the Ss’ ability of working in pairs.
�。�3） To develop the Ss’ abilities of communication by learning the useful structures.
3.Moral objects
�。�1） To enable the Ss to be polite and love life.
�。�2） To enable the Ss to look after their things well.
（四）TEACHING KEY AND DIFFICULT POINTS
The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.
1.Key points:
�。�1）。To help the Ss to communicate with each other.
�。�2）。To enable the Ss to study in groups and co-operate skillfully.
�。�3）。To develop the Ss’ interest in English.
2.Difficult points:
�。�1） How to make dialogues and act them out.
�。�2） How to write the right whole sentences.
�。ㄎ澹� TEACHING AIDS
Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.
Part Two The Teaching Methods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based" teaching method
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" teaching method, "Audio-visual" teaching method and "Task-based" teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.
Teaching special features
To use these methods are helpful to develop the Ss’ thought.
Part Three STUDYING WAYS
1.Teach the Ss how to be successful language learners.
2.Let the Ss pass "Observation—Imitation—Practice " to study language.
3.Teach the Ss how to master dialogues and how to communicate with others.
Teaching special features:
Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.
Part Four Teaching Procedure
I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.
Step1 Warm-up
1. Free talk between T and Ss .
Such as: Hi, I’m . . . . What’s your name?
This is … How do you do?
Who is he/she? How are you?
Who can count from 1to 5?
What’s this in English? etc.
2.A game: Ask the Ss to give T some school things. For example:
T: Give me your book.（ruler, box, pen, table, knife, etc.）
T: This is your book. This is not my book. It’s your book. etc.
In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.
Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.
Step2. Presentation
This course is very important. I’ll mainly talk about this step.
I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.
First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.
A: Hi, B. How are you today?
B: I’m fine, thank you. And you?
A: I’m fine, too. Oh, this is my bag.
B: No, this is not your bag. It’s my bag.
A: （Look closely） Oh, I’m sorry.
B: That’s all right.
�。ˋt the same time, C is running up and hitting A.）
C: Oh, I’m sorry.
A: That’s OK.
I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.
Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.
Step3.Practice
First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.
Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.
Step4.Production
In this step I’ll give the Ss a free space to show their abilities.
Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.
After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.
Purpose of my designing: "Task-based" teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.
2.Skill 1 Model 1.
I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.
Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.
3.Finish the Ss’ workbook.
Purpose of my designing: To check the knowledge Ss have learned in this lesson.
Step5.Homework:
�。�1）Recite the words as many as possible after class.
�。�2）Make a dialogue according to Sample A and write it in the exercise book.
Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
Blackboard Design
Lesson Six Sample ASix This is my…h(huán)ey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.
英文說(shuō)課稿 篇4
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.
英文說(shuō)課稿 篇5
一 說(shuō)教材：新英語(yǔ)課程標(biāo)準(zhǔn)指出，基礎(chǔ)教育階段英語(yǔ)課程的總體目標(biāo)是培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。而綜合語(yǔ)言運(yùn)用能力又以學(xué)生語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)五個(gè)方面的綜合素養(yǎng)為基礎(chǔ)。
《新課標(biāo)》倡導(dǎo)任務(wù)型教學(xué)模式，以發(fā)展學(xué)生的語(yǔ)言實(shí)踐能力為主線，突出語(yǔ)言的交際功能及其工具性特點(diǎn)；以培養(yǎng)學(xué)生用英語(yǔ)進(jìn)行交際功能為最終目的，注意學(xué)生學(xué)習(xí)興趣的培養(yǎng)。
因此我采用“任務(wù)——探究——?jiǎng)?chuàng)造”型教學(xué)方法，讓學(xué)生在有趣，開(kāi)放式的語(yǔ)言環(huán)境中，學(xué)會(huì)觀察，思考，討論和總結(jié)，在“用”中發(fā)展思維能力、創(chuàng)新意識(shí)和各種語(yǔ)言應(yīng)用能力。
聯(lián)系任教的內(nèi)容而言，這是一節(jié)情景對(duì)話課，圍繞“征詢(xún)意見(jiàn)”這一日常用語(yǔ)展開(kāi)。在第三課中，學(xué)生已經(jīng)能用“ would you like some...?”進(jìn)行詢(xún)問(wèn)。能聽(tīng)懂會(huì)說(shuō)chicken，pop, milk, a sandwich。本課時(shí)的教學(xué)內(nèi)容為用“What would you like？”進(jìn)行征詢(xún)意見(jiàn)。根據(jù)這一安排和學(xué)生的整體認(rèn)識(shí)水平，從知識(shí)教學(xué)、能力培養(yǎng)等方面考慮，我確立本課時(shí)的教學(xué)目標(biāo)為：
1、知識(shí)目標(biāo): 能聽(tīng)懂會(huì)說(shuō)I’m hungry. What would you like?Yes, I’d like…..
2、能力目標(biāo): 聽(tīng)懂會(huì)說(shuō)hamburger、French fries、pizza、pop。
3、情感目標(biāo): 能運(yùn)用所學(xué)句型進(jìn)行對(duì)話表演和口語(yǔ)交際，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，培養(yǎng)學(xué)生的英語(yǔ)學(xué)習(xí)能力。
4 本課時(shí)的教學(xué)重點(diǎn)是：能聽(tīng)懂會(huì)說(shuō) I’m hungry. What would you like? No, I’d like…..聽(tīng)懂會(huì)說(shuō)hamburger、French fries、pizza、pop。教學(xué)難點(diǎn)是能用“What would you like？”征詢(xún)別人意見(jiàn)以及hamburger, French fries的正確發(fā)音。
5 學(xué)情分析:
6 教具準(zhǔn)備: 錄音機(jī),卡片,多媒體
二教學(xué)方法：
討論法，講授法，演示法，練習(xí)法
三教學(xué)程序：
為實(shí)現(xiàn)以上目標(biāo)，我是這樣設(shè)計(jì)教學(xué)過(guò)程的：
�。ㄒ唬�、Warming up
1、Sing some songs.
2、Play a game.快速呈現(xiàn)食物圖片，做問(wèn)答。
(通過(guò)唱唱、問(wèn)答的形式，不僅吸引學(xué)生的注意力，調(diào)動(dòng)積極性，而且營(yíng)造了學(xué)習(xí)英語(yǔ)的氛圍。同時(shí)也為本課的教學(xué)作了知識(shí)的鋪墊，構(gòu)建了知識(shí)表象。)
�。ǘevision
�。ňo接著教師摸著肚子，作饑餓狀）引導(dǎo)學(xué)生一起說(shuō)出I’m hungry，圍繞呈現(xiàn)的圖片快速對(duì)話。
�。ㄒ詫�(duì)話的形式，喚起學(xué)生的記憶，使學(xué)生熟練運(yùn)用舊知，同時(shí)對(duì)I’m hungry進(jìn)行了滲透。）
�。ㄈ�、Presentation
1、依次呈現(xiàn)some bread、some juice的圖片。
T: Would you like some bread?
S: Yes, please
2、T: I’m thirsty.（教師作干渴狀，引導(dǎo)學(xué)生邊做邊說(shuō)I’m thirsty.）
T: Would you like some juice?
S: Yes,please.
T: Here you are.
通過(guò)已掌握的句型新授hamburger, French fries pizza ,pop。
(利用舊知，在已熟練了的交際語(yǔ)境中學(xué)習(xí)新單詞，同時(shí)配以相應(yīng)的圖片，加深了對(duì)單詞的理解，也降低了難度。并即使由師生操練轉(zhuǎn)向生生操練，由模仿提高到運(yùn)用，這符合學(xué)生的認(rèn)知規(guī)律。)
3、（呈現(xiàn)以上四幅新授圖片）Make out some dialogues.
(將單詞融進(jìn)有實(shí)際意義的對(duì)話中，充分體現(xiàn)在交際中教，在運(yùn)用中學(xué)的理念，通過(guò)這種方式便于學(xué)生的理解和運(yùn)用。)
4、（請(qǐng)一名較突出的學(xué)生引導(dǎo)作干渴狀）：
S:I’m thirsty. I want to drink.
T: What would you like, please?
S: I’d like some pop, please!
(教師作饑餓狀)：
T：I’m hungry. I want to eat.
S: What would you like, please?
T: I’d like some French fries, please!
(在說(shuō)的過(guò)程中予以圖片加以配合，幫助理解；由模仿到練習(xí)，反復(fù)刺激學(xué)生的感官，增強(qiáng)學(xué)生對(duì)新知的理解和運(yùn)用。)
�。ㄋ模�、Practise
1、Listen to the tape and read after the tape.
2、Act out the dialogue.
(在聽(tīng)讀的過(guò)程中培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣，通過(guò)演演的形式讓學(xué)生在情景中練習(xí)達(dá)到掌握的目的。)
（五）、consolidation
1、Make a survey.
2、Who’s the best?
(師生示范表演為學(xué)生提供一個(gè)可操作的模式，以任務(wù)型的活動(dòng)方式，通過(guò)合作學(xué)習(xí)，并予以評(píng)價(jià)知道，給學(xué)生提供平等的說(shuō)英語(yǔ)的機(jī)會(huì)，鼓勵(lì)學(xué)生在競(jìng)賽中學(xué)，這樣既創(chuàng)造了輕松愉快、自然和諧的課堂氣氛，又促進(jìn)了交際活動(dòng)的展開(kāi)。通過(guò)“Apple Tree”的評(píng)價(jià)總結(jié)，讓學(xué)生認(rèn)識(shí)到集體目標(biāo)的實(shí)現(xiàn)離不開(kāi)個(gè)人的努力，激發(fā)其進(jìn)一步追求成功的欲望。)
（六）、Homework
1、Read after the tape recording.
2、Make up a dialoguein pairs.
�。▽⒄n內(nèi)的學(xué)習(xí)延伸到課外，維持學(xué)生的學(xué)習(xí)興趣。）
教學(xué)的對(duì)象是三年級(jí)學(xué)生，他們活潑好動(dòng)，喜歡直觀形象的事物，對(duì)游戲、競(jìng)賽、動(dòng)畫(huà)特別感興趣。教師在教學(xué)時(shí)應(yīng)堅(jiān)持以聽(tīng)說(shuō)為主的原則，注意啟發(fā)、引導(dǎo)和幫助學(xué)生通過(guò)說(shuō)、唱、動(dòng)、游戲等方式積極、主動(dòng)、大膽、愉快地參與教學(xué)活動(dòng)。
Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.
I. Contents:
Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)
II. Teaching aims
1. Aims on the knowledge
(1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations.
(2) To help Ss to finish the survey.
(3) Let Ss finish the assessment of “Let’s check” in this unit.
2. Aims on the abilities
(1) To develop Ss’ abilities of listening and speaking.
(2) To train the Ss’ ability of working in groups.
(3) To foster Ss’ abilities of communication and their innovation.
3. Aims on the emotion
(1)To foster Ss’ consciousness of good co-operation and proper competition.
(2) To lead Ss to show their loveliness to the poor.
III. Key-points of this lesson
(1) To help Ss ask and answer the question: What’s in it?
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
IV. Difficult points
(1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.
(2) To finish the survey by themselves.
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.
VI. Teaching procedures and purposes of my designing.
I’ll finish this lesson in five steps.
Step 1. Warm-up and preview
1. Free talk between T and Ss about things in the classroom.
2. Sing the song together: Books and pencils.
3. Do some TPR, for example: Show me your English book. Show me your crayon.
4. Review the numbers by asking: “How many crayons do you have?”
Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.
Step 2. Presentation
Now I’ll mainly talk about this step.
1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.”
(1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.
(2) T: My schoolbag is heavy.
Open the bag and say: “What’s in it? What’s in my schoolbag?”
Take out a Chinese book. Then do the action again. Let the Ss read the sentence.
2. Play a guessing game. Divide the whole class into four groups to have a competition.
Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.
3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.
Girl: My schoolbag is heavy.
Boy: What’s in it?
Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.
Boy: What will you do?
Girl: They are for the poor.
Boy: Great! I’ll bring some school things too.
The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.
4. Mention that we should take care of the poor.
5. Play the cassette. Let the Ss listen and imitate the dialogue.
Pay attention to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.
Step 3. Practice
Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.
Step 4. Assessment
Help Ss finish “Let’s check” of this unit and workbook.
Purpose: To check the knowledge Ss have learned in this period.
Step 5. Add-activity
1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.
2. Take care of everything they have.
Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned
英文說(shuō)課稿 篇6
a. New wrds and phrases
b. Sentence pattern: If- clause
c. iprve their reading sills.
d. Taling abut prbles f the Earth.
6. 說(shuō)教學(xué)難點(diǎn) teaching difficult pints (語(yǔ)法；發(fā)展交際能力)
a. functinal ite: Suppsitin.
b. Develp their cunicative abilit. Act ut their wn dialgue.
7. 說(shuō)教具 teaching aids (ulti-edia cputer, sftware, OHP)
The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.
二、說(shuō)教法 Teaching ethds
Five step ethd; audi-vide; cunicative apprach;
Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.
三、說(shuō)學(xué)法 Stud ethds
1. Teach Ss hw t be successful language learners.
2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;
3. Get the Ss t fr gd learning habits.
四、說(shuō)教學(xué)過(guò)程Teaching prcedures
I. 復(fù)習(xí) (Revisin) 5in (Dail reprt; 詞匯diagra; brainstring; activate scheata)
Activit 1: Iaginatin
1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)
2). Suppse u catch a bad cld, what’s t be dne?
3). Suppse ur bie is bren, what’s t be dne?
4). And suppse the earth, n which we all live, is daaged, what’s t be dne?
* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)
II. 呈現(xiàn) (Presentatin) 5in
Activit 2: Presentatin
Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)
A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.
Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.
* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.
III. 對(duì)話 / 閱讀 (Dialgue)18
1. Pre- reading
Activit 3: Predictin
1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:
What d u thin is discussed at the cnference?
2. While- reading
Activit 4: Read and answer
2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.
* 閱讀: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 識(shí)別關(guān)鍵詞e wrds；確定主題句；創(chuàng)設(shè)信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。達(dá)到對(duì)課文的整體理解和掌握。S that the can have a gd understanding f the whle text.)
3. Pst- reading
Activit 5: Language fcus
While Ss are answering the Qs, the teacher deals with se e language pints.
a. is being caused b. and s n c. g n ding
d. be fit fr e. standing r f. if- clause
IV. 操練 (Practice) 10
Activit 6: Retell
Use ur wn wrds t retell the dialgue in the 3rd persn.
Activit 7: Acting ut
Activit 8: Drill – Suppsitin
Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act ut; rle pla)
V. 鞏固 (Cnslidatin) 6
(Discussin; interview; press cnference; debate; quiz)
Activit 9: rle pla
Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.
* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.
Activit 10: Discussin
Thin f the questin: Are we causing daage t the wrld?
What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?
Cllect their answers and fr a reprt.
VI. 作業(yè) (Hewr) 1 (Writing; cntinue the str; recite; retell)
Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.
五、說(shuō)板書(shū)B(niǎo)lacbard design
英文說(shuō)課稿 篇7
一．說(shuō)教材：
《birthdays》是譯林英語(yǔ)五下的最后一個(gè)單元。本課時(shí)主要講授的是第一板塊Story time的內(nèi)容。主要圍繞“過(guò)生日”這一話題，通過(guò)問(wèn)詢(xún)和討論在生日里所做的事情展開(kāi)對(duì)話。
教學(xué)大綱對(duì)Story time的要求是通過(guò)對(duì)話、短文、故事等，幫助學(xué)生掌握基本的英語(yǔ)語(yǔ)言知識(shí)，發(fā)展基本的英語(yǔ)聽(tīng)、說(shuō)、讀、寫(xiě)技能，初步形成用英語(yǔ)與他人交流的能力，進(jìn)一步促進(jìn)思維能力的發(fā)展，同時(shí)提高學(xué)生的綜合人文素質(zhì)。所以本課的主要目標(biāo)是培養(yǎng)學(xué)生靈活運(yùn)用所學(xué)知識(shí)進(jìn)行語(yǔ)言表達(dá)的能力。
二．說(shuō)教學(xué)目標(biāo)：
針對(duì)這些要求，我設(shè)定了本課時(shí)的教學(xué)目標(biāo)是：
1. 學(xué)生能流利朗讀并理解story time。
2. 學(xué)生能聽(tīng)懂、會(huì)讀句型" When's your birthday? It's on the eleventh of May. It's on the eighth of April."
3. 學(xué)生能運(yùn)用句型"What do you do on your birthday? I usually..."正確問(wèn)答生日活動(dòng)。
而本課有比較明顯的中西文化區(qū)別，所以針對(duì)這一特征，設(shè)定情感和文化目標(biāo)為：
1. 能理解中西方生日文化的去別和融合。
2. 能懂得感恩父母。
三：說(shuō)教學(xué)方法：
教法：
1. 問(wèn)答式教學(xué)法：它能充分發(fā)揮師生兩方面的積極性，用此法可啟發(fā)學(xué)生思維，培養(yǎng)學(xué)生分析問(wèn)題、解決問(wèn)題的能力和口頭表達(dá)能力，激發(fā)其學(xué)習(xí)的主動(dòng)性、積極性。
2. 討論式教學(xué)法：通過(guò)對(duì)教學(xué)主題的自由討論，得出在生日經(jīng)常做的事情。在討論的過(guò)程中運(yùn)用所學(xué)的語(yǔ)言。不僅能幫助學(xué)生正確運(yùn)用語(yǔ)言，也能創(chuàng)建比較自由舒適的課堂環(huán)境。
3. 情境教學(xué)法：給學(xué)生創(chuàng)建比較真實(shí)的語(yǔ)言環(huán)境，在情境中學(xué)習(xí)課文的內(nèi)容。
學(xué)法：
1. 聽(tīng)選法：要求學(xué)生在聽(tīng)的過(guò)程中完成信息的采集。幫助學(xué)生鍛煉聽(tīng)取信息的能力。
2. 速讀法：以快速閱讀為基礎(chǔ)，找出與給出主題相關(guān)的內(nèi)容，幫助學(xué)生練習(xí)泛讀能力。
3. 精讀法：細(xì)讀課文，找出細(xì)節(jié)內(nèi)容。在這一部分，學(xué)生需要對(duì)課文進(jìn)行分析，并找出正確的答案。鍛煉學(xué)生對(duì)文本的分析運(yùn)用能力。
四：說(shuō)教學(xué)過(guò)程：
本課時(shí)是本單元的第一課時(shí)，主要教學(xué)過(guò)程如下：
課前活動(dòng)：
一、熱身活動(dòng)
為了幫助學(xué)生進(jìn)入學(xué)習(xí)狀態(tài)，設(shè)計(jì)如下的課前活動(dòng)。
1. 解釋卡片和獎(jiǎng)勵(lì)機(jī)制。
2. Listen to the song< Happy birthday to you>
3. Say a chant< The months chant>
二、引入課題
1. 正是上課，首先出示本課的學(xué)習(xí)目標(biāo)，讓學(xué)生對(duì)本節(jié)課需要掌握得內(nèi)容有比較清晰的了解。
2. 討論月份，引入主題。
T: boys and girls. There are twelve months in a year. Which month do you like best?
S: I like…
T: I like October best. Because my birthday is in October. Do you want to know?
You can ask“ When’s your birthday? ”引入生日討論。
連讀，板書(shū)。
Put in order
先出示打亂的生日活動(dòng)，觀看聽(tīng)老師的生日活動(dòng)，然后完成排序練習(xí)。
以上引入課題：birthdays
三、處理文本
為了幫助學(xué)生鍛煉聽(tīng)、說(shuō)、讀的能力，設(shè)計(jì)了如下的處理文本的活動(dòng)。
a. (放視頻，完成連線)
b.聽(tīng)錄音，說(shuō)出所做的事情。（板書(shū)）
c. 速讀課文，找出Mike做的事
d. 精讀
Read the text carefully and try to find the answers.
1）Who do they spend their birthdays with?(他們和誰(shuí)一起度過(guò)生日？)
2）What do they eat?
文化滲透：Chinese people usually spend their birthdays with their families, they often eat noodles. Western people usually spend their birthdays with their friends, they often eat birthday cakes.
3）T: They do different things on their birthdays.
Are they happy on their birthdays?
S: Yes.
How can you know?
找出句子: We have a great time. We have a lot of fun.
四、練讀課文。
練讀課文時(shí)比較枯燥的，所以設(shè)計(jì)了多樣的練讀方法。
1）跟讀，注意語(yǔ)音語(yǔ)調(diào)，特別是重音。
2）三人多樣練讀，請(qǐng)兩組示范。
3）齊讀。
五、復(fù)述課文
復(fù)述課文是比較有效的檢驗(yàn)學(xué)生是否掌握課文內(nèi)容的方法，所以在本部分設(shè)計(jì)了逐層遞進(jìn)的復(fù)述方法。
1）看板書(shū)，復(fù)述。
2）去掉動(dòng)詞詞組，復(fù)述。
六、你的生日
讓學(xué)生正式運(yùn)用本節(jié)課所學(xué)的知識(shí)，進(jìn)行豐富的討論活動(dòng)。
T: We know Su Hai, Su Yang and Mike’s birthdays. Now, it’s your turn to share your birthdays.
1)提供表格，讓學(xué)生先選一選。
2)根據(jù)選擇,和同桌說(shuō)一說(shuō)。
3)請(qǐng)學(xué)生說(shuō)一說(shuō)。
文化滲透：隨著時(shí)代的發(fā)展，中國(guó)的生日文化已經(jīng)吸納了很多西方元素，中西方生日文化的差異已經(jīng)不是很明顯了。
T: Now we also eat birthday cakes and have a birthday party with our friends. So with the development of the world, the differences between China and western countries are getting smaller and smaller.
七、情感教育
幫助學(xué)生學(xué)會(huì)感恩父母并且對(duì)本課的內(nèi)容進(jìn)行書(shū)寫(xiě)訓(xùn)練。
Your birthdays are wonderful. Your parents remember your birthday and prepare a lot of presents for you. But I have a question. Do you know your parents’ birthdays. Who knows? Hands up! Not all of us know the birthdays of our Parents. But our parents is the most important people in our life. Boys and girls, Let’s design some birthday activities for your parents’ birthdays. Write down your ideas.
八、評(píng)價(jià)和回家作業(yè)
針對(duì)上課是出示的學(xué)習(xí)目標(biāo)，讓學(xué)生對(duì)自己這節(jié)課的學(xué)習(xí)效果進(jìn)行評(píng)價(jià)和反饋。知道自己的薄弱點(diǎn)在哪兒。針對(duì)這些評(píng)價(jià)內(nèi)容，設(shè)計(jì)回家作業(yè)。
(必做)1. Listen to the tape and read after it three times.
2. Write down more ideas for your parents’ birthdays.
(選做)1. Try to retell the story.
2. Write down your parents’ birthday dates.
五：說(shuō)板書(shū)
本課的板書(shū)采用了和課文相關(guān)的`蛋糕和面條，并在上面貼上對(duì)用人物的活動(dòng)詞組，輔以頭像幫助理解。非常的生動(dòng)，讓學(xué)生對(duì)本課的內(nèi)容有比較直觀的理解。
英文說(shuō)課稿 篇8
一、 說(shuō)教材
(一) 教材地位、作用
本課內(nèi)容是本單元的核心教學(xué)內(nèi)容是 “現(xiàn)在進(jìn)行時(shí)”，主要學(xué)習(xí)句子What are you doing ?I’m … .What is he/she doing? He/She is …. 本單元出現(xiàn)了八個(gè)單詞，都是動(dòng)詞的現(xiàn)在進(jìn)行時(shí)態(tài)今天這一課是第一課時(shí)。所以今天的內(nèi)容主要是呈現(xiàn)并操練八個(gè)單詞，順便結(jié)合句型進(jìn)行交際活動(dòng)。
(二) 教學(xué)目標(biāo)
教學(xué)目標(biāo)是教學(xué)活動(dòng)的出發(fā)點(diǎn)和歸宿，根據(jù)新課標(biāo)以及大綱要求，結(jié)合以上分析，我確定本課的教學(xué)目標(biāo)如下：
1、 認(rèn)知目標(biāo)：
(1) 能正確聽(tīng)、說(shuō)、讀、寫(xiě)詞匯playing shopping studying painting eating runningsleeping writing
(2)正確聽(tīng)、說(shuō)、讀、句型 What are you doing ?I’m … .What is he/she doing? He/She is ….
2、 能力目標(biāo)：
(1)培養(yǎng)學(xué)生的觀察力，分析能力。
(2)培養(yǎng)學(xué)生的創(chuàng)造能力、發(fā)展學(xué)生個(gè)性。
3、情感目標(biāo)：
(1)激發(fā)學(xué)生的學(xué)習(xí)興趣，提高學(xué)習(xí)的積極性。
(2)激發(fā)學(xué)生的參與意識(shí)，綜合運(yùn)用語(yǔ)言知識(shí)的意識(shí)，團(tuán)結(jié)合作的意識(shí)。
(三)教學(xué)重點(diǎn)：
能正確聽(tīng)、說(shuō)、讀、寫(xiě)詞匯 playing shopping studying painting eating runningsleeping writing
(四)教學(xué)難點(diǎn)：
正確運(yùn)用人稱(chēng)代詞進(jìn)行交流。
二、說(shuō)教法、學(xué)法
愛(ài)因斯坦曾說(shuō)過(guò)：“興趣是最好的老師”.因此，英語(yǔ)教學(xué)一開(kāi)始，就應(yīng)當(dāng)注意培養(yǎng)學(xué)生對(duì)這門(mén)學(xué)科的興趣，保持強(qiáng)烈的好奇心和旺盛的求知欲。這就要求我們教師采用靈活多樣的教學(xué)法，激發(fā)學(xué)生的學(xué)習(xí)興趣，充分調(diào)動(dòng)他們學(xué)習(xí)的積極性。所以，我采用情景法、多媒體輔助教學(xué)法、交際法等進(jìn)行教學(xué)。
1、 情景法
2、 情景法強(qiáng)調(diào)語(yǔ)言在情景中的應(yīng)用，讓學(xué)生身臨其境地學(xué)習(xí)英語(yǔ)，使教學(xué)在生動(dòng)活潑的情景中進(jìn)行。學(xué)生在輕松的情景下，容易學(xué)到知識(shí)與運(yùn)用知識(shí)。
3、 多媒體輔助教學(xué)法
多媒體輔助教學(xué)集圖象、聲音、文字于一體，使教學(xué)內(nèi)容更生
4、 動(dòng)、形象，吸引學(xué)生的注意力，使其在輕松、愉快的氛圍中接受新的知識(shí)。
5、交際法
學(xué)習(xí)英語(yǔ)，目的在于用英語(yǔ)進(jìn)行交際。英語(yǔ)要作為交際工具來(lái)教，也要作為交際工具來(lái)學(xué)，做到學(xué)用統(tǒng)一。在教學(xué)中，我遵循這一原則，提供較真實(shí)的情景。如：在引入新課時(shí)教師和一學(xué)生正在打籃球，讓學(xué)生體會(huì)現(xiàn)在進(jìn)行時(shí)，活學(xué)或用所學(xué)知識(shí)。這樣，激發(fā)了學(xué)生的學(xué)習(xí)興趣，活躍了課堂氣氛，又培養(yǎng)了學(xué)生的語(yǔ)言交際能力。
本堂課主要以現(xiàn)代化電教手段—多媒體輔助教學(xué)，貫穿整個(gè)教學(xué)過(guò)程。增加了直觀性和趣味性，加大了課堂密度，提高了教學(xué)效果。我根據(jù)本堂課的教學(xué)目標(biāo)、要求看圖說(shuō)出他/她/我在做什么，設(shè)計(jì)了生活化的情景，讓學(xué)生在實(shí)際情景中運(yùn)用所學(xué)知識(shí)。同時(shí)通過(guò)多媒體的運(yùn)用，設(shè)計(jì)各種小游戲，記憶看等多種形式的演練，讓學(xué)生在玩中學(xué)，樂(lè)中學(xué)。
三、說(shuō)教學(xué)程序
Step1 Free talk
師生交流，既復(fù)習(xí)舊知，又很好地拉近了師生間的距離，為下面的合作學(xué)習(xí)打下基礎(chǔ)。
Step 2 Lead in
首先教師和一學(xué)生在打籃球。
設(shè)計(jì)思路： 每一堂課的開(kāi)頭很重要，要在上課一開(kāi)始就吸引學(xué)生的注意力，調(diào)動(dòng)他們的興趣，這樣便容易開(kāi)展下面的內(nèi)容。學(xué)生都喜歡玩，看到老師在課堂上打籃球立刻會(huì)吸引學(xué)生的注意力，學(xué)唱歌曲迎合了兒童的心理需求，從而促使他們?cè)谳p松自如的情況下，主動(dòng)地學(xué)習(xí)。所以課前的預(yù)備活動(dòng)，既活躍了課堂氣氛，又緩解了學(xué)生的緊張情緒。
Step3、 Presentation
結(jié)合單詞句型操練時(shí)，設(shè)計(jì)幾個(gè)有競(jìng)賽的游戲，學(xué)生在玩游戲中既開(kāi)心又可以鞏固所學(xué)的單詞和句型。根據(jù)多媒體音、形、色、像圖文并茂的優(yōu)勢(shì)，提供不同的時(shí)間，給 學(xué)生創(chuàng)設(shè)了學(xué)習(xí)練說(shuō)的機(jī)會(huì)，這樣的練習(xí)，既保持了學(xué)生的學(xué)習(xí)積極性，又使學(xué)生體驗(yàn)到了知識(shí)收獲后的滿(mǎn)足。
Step 4、sing a song and finish activity
這一環(huán)節(jié)，根據(jù)兒童認(rèn)知特點(diǎn)，學(xué)唱歌曲迎合了兒童的心理需求，從而促使他們?cè)谳p松自如的情況下，主動(dòng)地學(xué)習(xí)。歌詞正好與所學(xué)的句型一致。這一環(huán)節(jié)讓學(xué)生在聽(tīng)、說(shuō)、讀方面得到練習(xí)、鞏固. 培養(yǎng)學(xué)生良好的語(yǔ)音，語(yǔ)調(diào)和語(yǔ)感。
Step 5、播放FLASH動(dòng)畫(huà)
這一活動(dòng)的設(shè)計(jì)，是對(duì)本課教學(xué)的有利鞏固，學(xué)生都非常喜歡Gogo這個(gè)淘氣的小生物和他的朋友們，學(xué)生學(xué)過(guò)的句型都在動(dòng)畫(huà)里出現(xiàn)，大部分學(xué)生都能看懂，學(xué)生見(jiàn)老師提出的問(wèn)題自己能回答，使學(xué)生體驗(yàn)到了知識(shí)收獲后的滿(mǎn)足。
五、說(shuō)板書(shū)設(shè)計(jì)
設(shè)計(jì)思路：
板書(shū)要求清晰、明了，體現(xiàn)教學(xué)的重點(diǎn)與難點(diǎn)，這里將本課的主要內(nèi)容呈現(xiàn)在黑板上，同時(shí)這也有利于學(xué)生學(xué)習(xí)與運(yùn)用對(duì)話。
英文說(shuō)課稿 篇9
Teaching aims and demands 教學(xué)目標(biāo)
1. Knowledge aims:
a. Provide Ss some information about the cellphone.
b. Learn new words and expressions: toothpick, agreement, disagreement, disagree, absolutely, depend, be good at, inside out
2. Ability aims 能力目標(biāo)
a. Enable Ss to find the answers in the text quickly and correctly.
b. help Ss to find the main idea of each paragraph.
3. Learning ability aims 學(xué)能目標(biāo)
a. Help Ss to express their opinions about life on the go.
b. Improve the reading ability.
Teaching important points 教學(xué)重點(diǎn)
Let Ss learn to how to improve their ability.
Teaching difficult points 教學(xué)難點(diǎn)
How to get the main idea of the text and each paragraph quickly and correctly.
Teaching methods 教學(xué)方法
1. Co-operative method for creative ideas.
2. Fast reading and careful reading
3.Quesion-and-answer activity teaching method
Teaching aids 教具準(zhǔn)備
1. A telephone
2. Some pictures
Teaching procedures & ways 教學(xué)過(guò)程與方式
Step I Lead-in and warming-up
Ask the students consider this question: If I miss my mother, how can I do? Then the Ss can give me many ways like walking home to tell my mother, write a letter, or just give a call. Then I asked my Ss which one is the best. The students will tell me "telephone", and then I will deal with the new lesson life on the go.
Step II
Check the answers in the exercise books and tell them some skills of reading.
Step III Fast reading
Give the students some minutes and read the text quickly and then answer the questions.
1. What does life on the go mean?
Life on the go here means a fast-paced lifestyle where people are always on the go—rushing from one place to another, using phones, computers, etc.
2. What is the second paragraph about?
It’s mainly about the different uses of cellphones.
Step IV Careful reading
Read the text carefully and then decide the following true or false questions.
1. Many Chinese teenagers live life on the go just like Wang Mei.
2. With cellphones, we can only make calls and send messages.
3. All cellphones have an electronic calendar to remind you of appointments and dates.
4. The students don’t use the cellphone in the classroom because of the school rules.
5. With a cellphone, students will certainly waste some time and money on it.
6. Teenagers like cellphones just because they can send messages.
7. Wang Mei has a cellphone but her best friend Xiao Li hasn’t.
Step V Consolidation
Give the students 5 minutes to read the text against and find the main idea of each paragraph.
Para. 1 Wang Mei is an example of Chinese teenagers who have cell phones.
Para. 2 Cell phones can be used for what?
Para. 3. Why are not the students allowed to use the cell phone.?
英文說(shuō)課稿 篇10
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(lái)講，本課話題主要是出現(xiàn)在仁愛(ài)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(lái)講，我覺(jué)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(lái)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(lái)。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(lái)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(wèn)題的能力。
德育目標(biāo)：培養(yǎng)分析問(wèn)題解決問(wèn)題的能力，熱愛(ài)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(guò)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(wú)處不在，使學(xué)生學(xué)在其中，樂(lè)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(lè)。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(guò)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(guò)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(guò)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(lái)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(shuō)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(lái)。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(lái)說(shuō)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(kāi)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(shuō)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(xiě)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(xiě)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(xiě)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(xiě)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(kāi)課，雖然說(shuō)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(shuō)順利地完成了教學(xué)，但是感覺(jué)還是沒(méi)有達(dá)到自己預(yù)期的效果。比如說(shuō)平時(shí)和學(xué)生口語(yǔ)的交流在本節(jié)課沒(méi)有充分的體現(xiàn)出來(lái)，互動(dòng)不夠好;速度偏快，沒(méi)有給學(xué)生留下足夠的空白時(shí)間思考問(wèn)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(shuō)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(lèi)型的課。
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