英文說課稿彙總20篇

在教學工作者實際的教學活動中，時常需要用到說課稿，藉助說課稿可以更好地組織教學活動。說課稿應該怎麼寫呢？以下是小編整理的英文說課稿20篇，僅供參考，大家一起來看看吧。

英文說課稿1

Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson 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 t, 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 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 we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus （新課程標準和教學大綱）， after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:

ledge 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.

ity 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.

ion or moral objects:

a）By completing the task,the Ss increase their interest and set up self-confidence in science;

b）Teach the Ss what is "science", put the moral education in the language study.

now,let’s come to the Important points and the Difficult points.

Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .

Part 2 Teaching Methods:

In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" Approach（交際教學法）， "Whole language teaching" （整體語言教學法）and "Task-based" language teaching （任務教學法）。 That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories（現代社會交際教學理論）， I adopt the TSA method（情景教學） and TBLT method （語言任務教學）in my teaching, namely Total Situational Action and Task-based Language former is a "scene — activity" teaching method 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 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 senior students ,they have a certain ability to read . And the beautiful places are most attractive and easily arouse students learning for the learning methods, they are poor in cooperative learning students are not active in the class ,and some students don’t like efore, 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 r feeling and understanding the language points, let Ss get the knowledge actively by probe study and cooperative study. In a word,we’ll

h the Ss how to be successful language learners.

the Ss pass "Observation—Imitation—Practice "（觀察—模仿—實踐三步教學法） to study language.

h 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 today, we will read a passage about him as a scientist. His serious attitude to science ’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 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 is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.

英文說課稿2

一、教學內容分析

(一)、知識背景

定語從句是高中英語教學的重點語法，大學聯考必考內容之一，也是一個難點。涉及面廣，平行區分難度大，因此需要作專題複習，歸納，講解，辨析。

（二）、教學重點難點

1、語言知識重點與難點

（1）that 與which 用法區別

（2）對the way的考查

（3）關係副詞引導的定語從句和介詞+關係代詞引導的定語從句。

2、綜合知識重點與難點

（1）as 的使用

（2）對where 的考查

（3）綜合考查

教學輔助手段：多媒體

二、教學目標

（一）、知識技能

1、複習、掌握關係代詞和副詞引導的定語從句及介詞+關係代詞引導的定語從句。

2、歸納並掌握與定語從句相類似的句法考察現象。

2、提高學生語法分析以及綜合運用能力。

（二）過程與方法

習題引導，自主歸納，近似對比，拓展演化

（三）情感態度

“辦法總比困難多”，遇到難題、複雜情況要積極想辦法。

（四）學習策略

1、認知策略：能總結定語從句的結構規律，並加以應用；

2、調控策略：利用遊戲，鼓勵學生主動積極思考，寓教於樂

三、教學步驟

1、導課

（1）習題匯入：展示一組reason用法考查題目，引導學生形成一種基本思維----與一個關鍵詞相關的從句並非只有一種，因此需要站得更高，才能看的更全面，準確。

（2）拓展回顧，框架定位

拓展複習範圍，回顧句法結構體系，給定語從句一個巨集觀的定位，同時也將複句連詞分析進行一個策略上的定位。

2、基礎知識回顧

（1）練習引導

（2）歸納總結

關係詞及其意義

指代人關係代詞

指代事物在從句中作主幹成分

所屬關係whose

指地點關係副詞

指時間在從句中) 作狀語

指原因why

3、考點與難點歸納

（1）考點1：that與which

歸納只使用which和that應遵循的規則

（2）考點2：theway用做先行詞

歸納做題技巧

theway做先行詞時，先看後面定語從句中是否缺少主語或賓語：

缺少主語或賓語：引導詞用that/which/不填（作賓語）

主語賓語都不缺：引導詞用that/inwhich/不填

（3）考點3：介詞+關係詞

歸納做題技巧

定語從句句首為介詞時，後可接的關係詞為：

1、介詞+whom/which/whose2．名詞＋of+關係詞

3．不定代詞／數詞＋of+關係詞4．介詞＋名詞＋of+關係詞

（4）難點一：as的用法

歸納as在限制性和非限制性定語從句中做關係代詞的`用法，並歸納做題技巧。

（5）難點二：一些特殊詞之後的where

解析：

1、如果定語從句分別修飾point，situation，part，condition和case等表示抽象意義的詞，常用where引導，意思是“到了某種地步，在某種境況中”。

2、先行詞是表示地點的名詞，定語從句未必用where

如果定語從句的先行詞是地點（或時間）類名詞，而關係詞又代替先行詞在從句中充當主幹成分，從句用that /which引導；如果是關係詞在從句中充當狀語類成分，用where /when/in which。

（6）難點三、綜合考查

綜合考查一：定語從句與強調句

綜合考查二：定語從句與同位語從句

綜合考查三：定語從句與表語從句

4、對比訓練與鞏固

採用競賽的形式，分為兩組，由對方為己方出題，輪流，選出優勝組。

5、能力提升

請學生完成一篇短文，並使用定語從句，使學生具體運用中提升能力。

6、作業：完成短文

英文說課稿3

The lesson I am going to talk about is from the teaching materialBook One ,Unit third part that is used by the kids in Grade One .

一、Analysis of the teaching material （說教材）

This is a dialogue that happens in the fruit shop ral sentences surround selling and buying the fruit will be learned ng the first and the second part in this unit ,the kids have understood simple instructions and act accordingly ,and they can say simple words ,phrases or sentences by looking at objects and the pictures : lychee, banana, apple,"What’s this ?It’s an apple."In Unit seven ,we grasped the numbers from one to ten main language points in this unit is to make sentences using the fruit and numbers freely and communicate with others in English in the fruit shop. And pay close attention to the single and plural forms of the nouns rding to the kids’ English level and the corresponding content in the daily life ,I give them some extra extending train their ability of communicate with the others in English ,I prepare the following design .

Teaching aims （教學目標）

1. knowledge and skill aims :（知識技能目標）

Review the names of the ten different kinds of fruit and recognize the numbers from one to ten .

Understand simple instructions about the numbers and act accordingly.

Practice English and communicate with others in the situation.

2. Equip them with the emotion ,attitude and value goals :（情感、態度、價值目標）

Cultivate the spirit of co-operations in the group work

Bring up the good quality of protect and make friends with the animals .

Teaching importance :（教學重點）

1. Make sentences using the fruit and the numbers . "Six oranges ,please .’

2. Distinguish the difference between the single form and the plural forms of the nouns ."one apple / two apples …"

3. The sentences used when selling and buying the fruit in a fruit shop.

Teaching difficulties :（教學難點）

1. Distinguish the difference between the single and the plural forms of the nouns .

2. Train their ability of communicating with others in English .

Teaching aids ;（教具準備）

Multimedia , flash cards ,fresh fruit and arrangements and decorations of the fruit shop .

Teaching methods :（教學方法）

Task objective teaching method method , performance and games methods .

二、Analysis of the learners :（說學習者）

We are facing the 5 to 6-year-old little kids who just graduated from the kindergarten ,and they can not tell the difference between kindergarten and the primary school. sometimes they even don’t know how to behave in the class. So ,I think the most important thing for me to do is to attract their interests and make them love English and feel confident in this subject ,I will play some interesting games with them ,show them the funny cartoon movie and role the plays in the text or have a competation. we should not only focus on the language point itself ,but also set up the real circumstance where I can encourage them to express themselves better I try my best to do is to arouse the kids’ interests and protect their enthusiasm.

三、Analysis of the teaching methods （說教法）

says that during the Foundation Education period ,the total goal for English lesson is to improve the pupils’ ability of comprehensive using language promotes task teaching structure rding to the little kids’ physical and psychological characteristics of keeping curios ,active and imitating and showing themselves .I adopt the "task –research—construct " teaching methods and organize the class to focus on the importance and solve the difficulties .I give the pupils an open and relaxed circumstance in which they can learn to observe ,think and discuss ng this procedure ,the pupils’ ability of thinking and using language is developed very well .

四、Analysis of the teaching procedures .（說教學過程）

1. Warm up .（歌曲熱身）

All the class sing English song "Ten little Indian boys " to arouse their interests and help them to step into English learning circumstance happily.

2. Review the fruit and the numbers those we learned in the first and the second part in this unit .（複習數字和水果）

A. Watch a funny video . and answer the questions .（learn more fruit and practice more sentence patterns eg: strawberry / watermelon/ pineapple /cherry） ask some questions .

What’s this ?

What colour is it ?

How many bananas are there ?

Do you like eating bananas ?

What is your favourite fruit ?

Encourage them to open their mouth and speak English as much as they can .

B. Play guessing game review the spelling of the words using the basic pronunciation knowledge .

C. Play a game named "up and down "asis on distinguishing the single and plural forms of the nouns .

3. Guide the pupils to the main teaching points .（引入新課）To comprehensive use the numbers and the fruit that is a needed in a fruit shop two volunteers to come to the front and choose the right number cards and stick it beside the right fruit according to the other pupils’ instructions quicker one will be the winner .

Eg: Six oranges ,please .

4. Time to practice for all the class （全體同學操練）。The pupils choose the right cards they have prepared and put them up above their heads when they hear the teacher’s instructions and give them to the teaching answering loudly: "Here you are .’

5. Watch a video （觀看多媒體，瞭解本課故事情節），understand what’s happening in the story ,（This part is important, reasonable and effective）and guide them to protect and make friends with the animals .

Present the situation of a fruit shop teacher will act a shopkeeper and invite a better pupil to be the customer and finish all the buying steps .

Shopkeeper : Good morning .

Customer : Good morning .

Shopkeeper : Can I help you ?

Customer : Yes ,six oranges ,please .

Shopkeeper : Here you are .

Customer : Thank you very much .

Shopkeeper : You are welcome .

6. Consolidation and Practice（鞏固和練習）

Group work : Divide the class into eight groups and every group will be decorated into a fruit shop, ask one pupil to be the shopkeeper and the other members in this group will be the customers urage them to buy and sell the fruit with what they learned in this part ,I design a real situation that is common in our daily life and the kids will not feel uncomfortable or unfamiliar with it, The teacher will go around the class and supply the help to the unable ones such a peace and pleasant situation they like to speak the dialogue they learned to express themselves can feel the success and become confident in speaking English .

7. Conclusion （總結）

The teacher would lead the class to read the sentences on the board and ask some more difficult questions e the pupils can not understand them clearly ,but it doesn’t matter just give the pupils more information about the language and give them the better language circumstances that can help them in the future learning .

8. Homework : （家庭作業）

Encourage the pupils to design a little fruit shop at home and teach their family the dialogue in the fruit shop they practice this , they should take photos and show the other pupils the next day .

In this lesson , what I design （not only the presentation of the main teaching points ,but also the activities） attract the pupils interests learn and practice while playing . I think it’s really a good lesson of high quality.

Black design （ 板書設計）

英文說課稿4

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.

英文說課稿5

一、教學目標與要求

1、能聽懂、會說：“I have a new water bottle. Can I see it? Sure. Here you are.” 並能在實際生活中運用。

2、能聽說讀單詞storybook和water bottle。

3、學歌謠“I have a storybook . Me too.”

二、教學重、難點分析

重點：能聽懂，會說：“I have ….”句型和單詞storybook 和water bottle。

難點：在實際生活中運用“I have….”句型。

三、課前準備

1.教師準備掛圖、玩具、文具等實物，VCD、錄音機。

2、學生自備文具和自帶一些小玩具

四、教學步驟和建議

1、 熱身(Warm-up)

(1)、教師與學生進行日常口語會話練習。

(2)、複習上學期所學句型“I have a ….”教師拿出一個玩具汽車並說“I have a new car.”把它遞給學生讓他來說“I have a new car.”拿出多個玩具練習這個句型，讓每一個學生都說一遍。

2、新授(Presentation)

(1)、教師拿出一本故事書說“I have a new storybook.”，學生也拿出一本故事書說“I have a new storybook.”教師緊接著說“Can I see it.”學生答“Sure. Here you are.”和多個學生進行這個對話練習。

(2)、全班學生看本課VCD教學片。

(3)、通過觀看教學片，在幾遍後讓學生試著跟讀Just speak部分的內容。

(4)、學生跟讀，教師糾正部分單詞的發音。

(5)、學生分組分角色朗讀，做到最快、最清晰、最大聲。

(6)、請部分學生拿著水壺、故事書到前面表演對話。

(7)、去掉VCD的聲音，讓學生為教學片配音。

(8)、用圖片展示生詞storybook和water bottle，通過搶答遊戲的方式讓學生能聽、說、讀這兩個單詞，具體步驟如下：教師把圖片快速從學生眼前閃過，然後學生舉手搶答。答對者獎勵一個小貼紙。

(9)、讓學生使用所學過的玩具或文具對Just speak部分的對話進行改編並表演出來。例如：

A: Hi, ….I have a new doll.

B: Hi, …. I have a new ball.

A: Oh, cool. Can I see it.

B: Sure. Here you are.

A: Wow! Its super.

(10).聽錄音欣賞歌謠，在活躍的氣氛中讓學生跟著節奏學說歌謠。

五、鞏固與延伸(Consolidation and extension)

1、開啟質量監測完成對應的.練習(教師給予一定的指導)。

2、家庭作業：跟讀課文，朗讀歌謠。

英文說課稿6

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 aims 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 materials position and function.

1. Key points:

(1) 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.

英文說課稿7

Unit 6Let’s go by taxi

Good morning , everyone y I’ll talk about Unit

6PEP. English Boook 4:Let’s go by taxi. I’ll finish this Unit in four lessons , today I’ll talk about the first period of the Unit . This Unit is very important of this book . The Unit is the continuation of Unit 8 PEP Primary English Book3. It provides the new words of places :station , supermarket , library , theatre , hospital and airport new phrases : by train ,by plane , by minibus and on foot learn the new words and new phrases, the Ss will come into contact with the new pattern: Shall we go to …by …? As we know there isnt a long histroy that the Ss have learntEnglish in the primary school, so the main instructional aims of teaching English is to cultivate the Ss’ abilities of listening, speaking and the synthetic abilities of communication, co-operation and investigation. And to cultivate their good sense ofEnglish.

(本課是本冊教材中較為重要的依棵，它是牛津國小英語3A第八單元知識的一個延伸。在本單元中提供了六個地點類的單詞及四個交通工具類的單詞和學生在學習單詞的過程中將會遇到的一個新句型Shall we go to … by…?

我們知道國小生學習英語的時間不是很長，所以這一堂課的主要教學目標將一培養學生的聽說讀寫能力及與人交

流合作和初步調查研究的能力和較好的.英語語感。) ⅠTeaching contents:

1. The new words of the places: station, supermarket, library and so on.

2. The new words of vehicles: train, plane, minibus and foot.

3. The new pattern: Shall we go to … by …?

Ⅱ Teaching aims:

1. The aims to the knowledge

a. To enable the Ss to read and spell the new wordsand understand the meaning of the new words.

b. To help the Ss learn the new pattern: Shall we go to … by …?

c. To enable the Ss to communicate with the others using the new pattern.

2. The aims to the abilities

a. To improve the Ss ability of listening and speaking . b. To encourage the Ss to communicate with the others actively.

3. The aims to the emotion

a. To educate the Ss to be polite and helpful to the others. Ⅲ The key pionts:

enable the Ss master the new words.

enable the Ss study in groups and co-operate with the others.

arouse the Ss’ interest in English.

Ⅳ Teaching methods:

To cultivate the Ss’ abilities of listening,speaking,reading and

writing,to increase the Ss’ability of learning English by themselves and

to arouse their interest ,in this peroid,I’ll use the teaching methods below:

（為培養學生的聽說讀寫和學習英語的自主能力，為激發他們學習英語的興趣，在這堂課中，我將會採用以下的教學方法：）

1. Communication method（交際法）

I’ll set up a real situation,in this way ,the Ss can say in pairs or in groups,they can say freely and needn’t worring about making mistakes.

2. Task-based method（任務法）

That is to say I’ll let the Ss finish a task by making a short dialogue

and acting it help the Ss get a better undersangding

of the key structure.

Ⅴ Teaching aids:

In this lesson, the CAI,some pictures will be used. Ⅵ Teaching procedure:

Step 1Warm up

1. Sing a song << They sing happily>>.

2. Make a free talk between the T-S ,S-S.

Are you happy today?

Let’s go to the park,OK?...

This step is to form a better situation for rhe students by singing and will come into thereal surrounding of English

learning,And it can also review the learnt knowledge for the next step.(這一環節通過唱歌和自由對話為學生營造了較好的語言環境，他們會很快地進入英語學習的情境中來，在此同時也複習了舊知，為下一步的學習做好了充分的準備。）Step 2Presentation

I’ll mainly talk about this period.

1. Learn the new words of places

a. CAI shows a big beautiful picture of a city.

b. A little cat go around the city and tell the Ss what place it is .

c. Write down the words on the them to read and spell ,pay attention to the pronunciation.

d. Show some pictures of the places,ask sb to say and put the pictures in the right places on the blackboard.

e. Practise the new words:

(1) Show some signs of the places and ask them to guess what place it is. For example show a red cross to guess that is a hospital.

(2) Guide them to make a short dialogue and practise with their partners.

Shall we go to …?All right.

This step is not to present the new words one by one,just with the help of the CAI and the pictures, it can provide a real situatian to understand the meaning of the words and to arouse the Ss’interest in English learning.A competition can encourage them to try by themselves and improve their ability of learning. (這一環節，並不是簡單地逐個呈現要學的新單詞，而是藉助於多媒體和圖片，為學生的學習提供了一個較真實的情境，讓他們在情境中學會新知，對所學新單詞的意思有比較好的理解，同時也大大激發了學生學習英語的興趣。設定的競賽的環節能夠鼓勵學生大膽嘗試，提高他們英語學習的能力。)

英文說課稿8

Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:

Analyzing teaching material

The teaching methods

The studying methods

The teaching procedures

and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”

This unit is about It is made up of paragraphs.

The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.

The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.

The emotional aim is to help students understand and to develop

students’ sense of cooperative learning.

Then the teaching key points is to help the students get a general idea of the whole

And the teaching difficult points is to make students use their own words to express

According to the analysis above, I’ll try my best to carry out the following theories

while dealing with this lesson:

To make students the real masters of the class while I just act as a director.

To combine the language structure with the language functions.

And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:

The first teaching method I will use is communicative approach, since language is

used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.

The second teaching method I would like to use is task-based approach. A task

resembles activities which our students or other people carry out in everyday life.

Learners should be given opportunities to reflect on what they have learned and how well they are doing.

The third teaching method I want to use is computer assisted language teaching.

Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.

And in order to practice my teaching methods better, the following teaching aids will be used:

A projector, a tape recorder, multimedia and of course the blackboard.

And then, I would like to talk about the studying methods. As students are poor in

cooperative learning skill, many students are not active in English class, and even

some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing,

thinking, and speaking. So, to make the students get the knowledge actively,

cooperative learning and task-based learning will be used.

Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.

Step 1 Lead-in

At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions,

the students will be eager to know something about and it’s the very time to naturally lead the class into

Step 2 Listening comprehensions

In this step, I will write several questions before listening to the text:

And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .

Step 3 skimming and scanning

In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.

Step 4 Retelling the passage

Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.

Step 7 Consolidation

In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.

Step 8 make a summary

I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.

And now let’s move to the last step

Step 9 Homework

1. Read the passage as frequently as you can

2. Find out some words and sentences you think are beautiful and recite them.

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

That’s all of my teaching ideas about this lesson. Thanking you for your listening.

英文說課稿9

Good morning,

Everyone!

I’m very pleased to have an opportunity to talk about some of my teaching ideas about the last period of Unit2 Cloning, Book8, Revision, which consist of four parts.

Part1. My Understanding of the Lesson

1. Analysis of the Teaching Material:

This period is Revision of Unit2, Book8. It’s necessary and important to revise the main points after learning the whole unit. So teaching activities aim to help students revise the main points, and enable students to use them correctly and freely.

2. Teaching &Learning Goals:

① Knowledge aim. Students are supposed to grasp the words, phrases, language points, sentence pattern and grammar in this unit.

② Ability aim. This lesson aims to improve students’ ability of dealing with problems in using the main points.

③ Emotional aim. Make Ss aware of the problems cloning may bring about, and reach a mutual opinion of life value.

3. Teaching &Learning Key points: Revise, grasp and use the key points in this Unit.

4. Teaching &Learning difficult points. How to help students use key points in a limited time.

Part2. About Students:

As to the students, they have known about Cloning and have learned the key points in this unit. So I want to help students to get something new from the revision of the key points and guide them to consolidate what they have learned.

Part3. Teaching Theories, Methods & Aids

1. Teaching Theories. In this lesson, I carry out the following theories: Students act as 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.

2. Teaching method: Question-and-answer activity teaching method; free discussion method; group work or individual work methods

3. Teaching aids: teaching &learning notes, blackboard, chalks, e-whiteboard, and so on.

Part4. Teaching &Learning Procedures

Step1. Greetings

Greet the whole class as usual.

Step2. Homework-check

Step3. Lead-in

Show students some pictures of plants, animals and humans in relation to cloning, and then mention the some points to lead in the topic ------ the revision of Unit2.

The purpose of the design is to attract students’ attention and to encourage students to talk to each other using key points.

Step4. Presentation

Present the goals & demands to the whole class.

The purpose is to tell the students what they’ll do in this class and what level or standard they should reach in this lesson.

Step5. Revision of Unit2

Here I design the whole process as follows: There are two activities. One is for students to learn by themselves first and then cooperate with each other to solve the easy problems. The other is for teacher to help students master these key points through practice and explanation.

And the whole revision is divided into 4 parts: key words, key phrases, key language points and key sentence pattern & grammar, with proper exercise behind each item.

The aim is to let students revise and master them through self & cooperative learning. At the same time, with teacher’s help, students can also learn something new and improve the ability of using language points.

Step6. Test & Practice

Students should finish this test quickly and deal with any problem they meet in test through discussion and cooperation.

The purpose is to check students’ knowledge about these key points, just to see if they can grasp and use them freely and correctly.

Step7. Consolidation &Summary

According to students’ performance, I design the following exercises just to consolidate.

Purpose: Further understand and consolidate these key points

Step8. Homework

Students will be given some work related to this period to improve their ability to use language points.

The purpose is to let students revise and consolidate the key points in this period, meanwhile, get them to build the habit of previewing new lessons.

The last thing is about Blackboard design

On the blackboard, I put the key points and their new usages so that students can take notes and revise after class.

So much about my teaching ideas about this lesson. Thank you for your attention!

英文說課稿10

Hello,everyone! I’m glad to be here to present my lesson plan, the lesson plan I will talk about is from NSEFC Book 2 Unit 4 Wildlife Protection, peariod1 How Daisy Learned to Protect Wildlife. I will explain how to teach and why to do so in the following aspects: the analyses of teaching material, learning condition, teaching objectives, the important points and difficult points, teaching methods, teaching procedure and blackboard notes.

Fistly, I’d like to present my understanding of teaching material. It’s the first period in this course. The lesson is mainly reading course. Its topic is about the importance of wildlife protection and how to protect the endangered wildlife. Ss are very familiar about this topic, so they will talk about it freely.

This is all my understand of teaching material. Next, let’s move on to learning condition. My Ss are supposed to be grade1 in high school. Most of them have been learning English for seven years and their enthusiasm for English is quite high. They can express their own ideas in English. But they are lack of reading skills.

Based on the analyses of teaching material and learning condition,I’d like to propose the teaching objectives, the important points and difficult points.

(1) language knowledge

After the class, the Ss can master the new words in this lesson, for example: carpet, respond, distant…

(2) language skill

This is reading course, so after class the Ss should master the reading skills: prediction, skimming and scanning. What’s more, they should know how to summary the main idea of the passage from the key words and sentence.

(3) Affective objectives

After class, the Ss should understand the importance of wildlife protection. And they know how to protect and can take actions to protect animals.

(4) Culture awareness

Ss will know more about the agonization for wildlife protection, for example, WWF. And they will understand we all have responsibility for wildlife protection.

(5) Learning strategy

Ss will be able to learn both individually and cooperatively through activities.

Now let’s move on to the important and difficult points

The Ss talk the topic “wildlife protection” freely and master the reading skills—prediction, skimming and scanning. These are also the difficult points for Ss.

As for teaching method, I mainly adopt communicative approach.

Here comes the most important part of my presentation--- teaching precedure. I divide it into 5steps: warming-up, pre-reading, while-reading, post-reading and homework.

Step1 warming-up. It will cost 5m. Activity1, I will play a vedio about endangered animals. After that, I will ask Ss to talk about why they are in danger of dissapearing. Ss will give some reasons. There will be some new words mentioned, such as wild, die out, disappear… I will explain them. Then I will say: “These animals now are protected by some wildlife parks, such as Word Wildlife Found(WWF).” I will introduce more information about WWF. In this activity, Ss will know reasons of the dissapearance of wildlfe and get some knowledge about WWF. And they will get familiar about the following reading.

Step2 pre-reading. It will cost 5m.

Activity1, I will ask Ss to predict what the passage will talk about the title “How Daisy learned to help wildlife”. In this activity, Ss will learn the reading skill—predicting.

Step3while-reading. In this step I will divide it into three activities, and it will cost 25m.

Activity1 Skimming 5m

In this activity, I will show main idea of each paragraph, but not in order. Ss should skim each paragraph and match them. I will imply that the main idea always appear in the first or the last sentence, but some will apear in the middle. In this activity, Ss will learn how to find the main idea of each paragraph using the reading skill—skimming.

Activity2 Scanning 12m

In this activity, I will make a table about Daisy’s three visits to wildlife. This table will refer to animals’ living conditions and the result of their lives. I will ask Ss to scan the whole passage, and find the information based on the table. They should finish the table in group of 4 members and after their discussing I will ask 2 or 3 groups to report their results. In this activiy, Ss will learn the reading skill—scanning, and master some new words and phrases, such as in relief, burst into laughter, mercy, certain and so on. They can find the important information from each paragraph and get the consciousness of team work.

Activity3 summarize 3m

Ss will summarize the main idea of the whole passage easily in group. From this activity, Ss will learn to analysize each paragraph and finally get the main idea.

Activity 4 retelling 5m

I will ask Ss to retell the passage in pair according to Daisy’s three visits. Then I will ask two Ss to retell in front of the class. In this activity, Ss can use the key words and sentences to retell the whole story and consolidate what they have learned.

Step4 post-reading. It will cost 8. In this step, Ss will make discussion about ways to protect wildlife and express their own ideas with their previous knowledge. After 5m’s discussion, I will ask two or three Ss to show their ideas. In this step, Ss will not only share their ways to protect wildlife, but also practice their speaking.

The last step is homework. I will ask Ss to find the persuasive sentences in the passage. They are asked to surf the Internet to find more ways to protect wildlife, and then write three suggestions to WWF to protect wildlife. Ss will make preparation for the next course--- persuasive writing.

That’s all for the teaching procedure. And here is my blackboard note. On the right side, there are the words and expressions. In the left, there is the table about Daisy’s three visits.

That all for my lesson plan presentation, thanks for your attention.

Blackboard Note:

Unit 4 How Daisy Learned to Protect Wildlife

Paragraph(main idea ) Animal Situation Result

Para.1 Tibet Antelope Be hunted Numbers are descreasing

Para.2 … … …

Para.3/4 … …. ….

carpet

fur

distant

mercy

certain

burst into laughter

in relief

…

英文說課稿11

Unit 1 Project “Telling about an unexplained mystery”

Good morning/afternoon, name is number is XXX.I’m so honored and pleasure to have the chance to be here sharing my leon with teaching material I choose to illustrate is taken from teaching plan will include 5 parts: the analysis of teaching material, teaching aims, the important and difficult point, teaching methods and teaching 1 Analysis of teacching material The Proect in this unit is designed to help Ss learn and use English by doing a group reading material is a sample for Ss to see how a mysterious story can be should write a story on one of the four mysteries in the section ‘Welcome to the unit’ will be encouraged to use what they have learnt in this unit to complete the will discu what mystery they want to write a story about, and collect as much informatin as they will do some writing and are expected to divide the work among themselves and cooperate with each efore, this section plys a very important role in English teaching and Ss can master it well, they will benefit a lot.

Part 2 Teaching aims According to the new curriculum standard and the syllabus, and after studying the teaching material and the facts of the Ss, I set the teaching aims as follows: ledge objects 1) Master the usage of new words and expreion; 2) Get the general understanding of the sample article; 3) Know about a mysterious ity object To improve Ss’ abilities of reading and l object To develop Ss’ spirit of cooperation

Part 3 The important and difficult points According to the syllabus, the important and difficult points in this part are:

How to improve Ss’ abilities of reading and writing.

Part 4 Teaching methods Well, how to achieve the teaching aims, stre the important points and break through the difficult points? The key is to make use of the proper teaching I will use the teaching methods as follows: ening and reading; and answer competition;

uing and group use a record and the multi-media to make my cla lovely and interesting.

Part 5 Teaching procedure In order to realize the teaching procedure properly and effiently, and under the principle of ‘student centered’, I divide the teaching procedure into 5 steps: Step 1 Revision and lead-in

Have Ss recall the prior knowledge in ‘Welcome the unit’ part and ask them to read the title of the sample article along with thinking of what the title ose: make a revision and arouse Ss’ interest.

Step 2 Article comprehension Ss read the article and talk about the main point of each ose: Get the general understanding of the article.

Ss will see that in this article, some facts and details are first given to arouse the readers’ interest, ad then an opinion from a scientist gives some lly, an open ending make readers think more about the mystery.——that’s the skills and route of the tape for Ss to listen and pay attention to the pronunciation and them to mark the new ask them to gue the meaning of the new words from the questions will be given to help them parts B1 and B2 on Page 87 in ose: 1) To improve the ability of listening, and reinforce the sense of language learning; 2) To build the ability of getting meanings of new words in Ss work in groups to discu how to write a story about an unexplained mystery.I’ll show Ss some key points as follows on the Bb: ~ an interesting and attractive title ~ an attractive beginning ~some details of the story with some pictures or photos ~what scientists or people think about the mystery ~an open ending of the story Purpose: to conform the principles and set up a basis for the following writing.

Step 3 Telling a story about a mystery ning Have Ss work in groups of u the questions and suggested answers and then asign tasks to each group aring Ss meet, discu and choose from the information each group member has of the Ss in the group writes the outline according to the result of the finished, the outline should be approved by the whole ucing

Each student writes a psrt of the they put what they have written them proofread the sotry to correct mistakes if there are ideas can be Ss who are responsible for drawing pictures for the story should draw pictures that include the places, characters and events in the the whole group should approve the story and the enting

Choose one member to read the story to the whole ask them to put up their stories on the walls of the for the best ose: to build Ss’ ability of writing.

Step 4 Homework Finish parts D1 and D2 on Page 89 in the ose: for consolidation.

Step 5 Blackboard work On te left of the Bb, I’ll write down some language points; in the middle are some suggested answers and writing skills are on the right side.

That’s ks so much for your attention.

英文說課稿12

Dealing with trouble

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

ysis of teaching material

The first part is the analysis of teaching material

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

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

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

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

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

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

sencond part is analysis of students.

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

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

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

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

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

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

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

hing procedure is the forth part of my teaching structure.

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

英文說課稿13

一．說教材：

《birthdays》是譯林英語五下的最後一個單元。本課時主要講授的是第一板塊Story time的內容。主要圍繞“過生日”這一話題，通過問詢和討論在生日裡所做的事情展開對話。

教學大綱對Story time的要求是通過對話、短文、故事等，幫助學生掌握基本的英語語言知識，發展基本的英語聽、說、讀、寫技能，初步形成用英語與他人交流的能力，進一步促進思維能力的發展，同時提高學生的綜合人文素質。所以本課的主要目標是培養學生靈活運用所學知識進行語言表達的能力。

二．說教學目標：

針對這些要求，我設定了本課時的教學目標是：

1. 學生能流利朗讀並理解story time。

2. 學生能聽懂、會讀句型" Whens your birthday? Its on the eleventh of May. Its on the eighth of April."

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

而本課有比較明顯的中西文化區別，所以針對這一特徵，設定情感和文化目標為：

1. 能理解中西方生日文化的去別和融合。

2. 能懂得感恩父母。

三：說教學方法：

教法：

1. 問答式教學法：它能充分發揮師生兩方面的積極性，用此法可啟發學生思維，培養學生分析問題、解決問題的能力和口頭表達能力，激發其學習的主動性、積極性。

2. 討論式教學法：通過對教學主題的自由討論，得出在生日經常做的事情。在討論的過程中運用所學的語言。不僅能幫助學生正確運用語言，也能建立比較自由舒適的課堂環境。

3. 情境教學法：給學生建立比較真實的語言環境，在情境中學習課文的內容。

學法：

1. 聽選法：要求學生在聽的過程中完成資訊的`採集。幫助學生鍛鍊聽取資訊的能力。

2. 速讀法：以快速閱讀為基礎，找出與給出主題相關的內容，幫助學生練習泛讀能力。

3. 精讀法：細讀課文，找出細節內容。在這一部分，學生需要對課文進行分析，並找出正確的答案。鍛鍊學生對文字的分析運用能力。

四：說教學過程：

本課時是本單元的第一課時，主要教學過程如下：

課前活動：

一、熱身活動

為了幫助學生進入學習狀態，設計如下的課前活動。

1. 解釋卡片和獎勵機制。

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，首先出示本課的學習目標，讓學生對本節課需要掌握得內容有比較清晰的瞭解。

2. 討論月份，引入主題。

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

S: I like…

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

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

連讀，板書。

Put in order

先出示打亂的生日活動，觀看聽老師的生日活動，然後完成排序練習。

以上引入課題：birthdays

三、處理文字

為了幫助學生鍛鍊聽、說、讀的能力，設計瞭如下的處理文字的活動。

a. (放視訊，完成連線)

b.聽錄音，說出所做的事情。（板書）

c. 速讀課文，找出Mike做的事

d. 精讀

Read the text carefully and try to find the answers.

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

2）What do they eat?

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

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

Are they happy on their birthdays?

S: Yes.

How can you know?

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

四、練讀課文。

練讀課文時比較枯燥的，所以設計了多樣的練讀方法。

1）跟讀，注意語音語調，特別是重音。

2）三人多樣練讀，請兩組示範。

3）齊讀。

五、複述課文

複述課文是比較有效的檢驗學生是否掌握課文內容的方法，所以在本部分設計了逐層遞進的複述方法。

1）看板書，複述。

2）去掉動詞片語，複述。

六、你的生日

讓學生正式運用本節課所學的知識，進行豐富的討論活動。

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

1)提供表格，讓學生先選一選。

2)根據選擇,和同桌說一說。

3)請學生說一說。

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

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

幫助學生學會感恩父母並且對本課的內容進行書寫訓練。

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

八、評價和回家作業

針對上課是出示的學習目標，讓學生對自己這節課的學習效果進行評價和反饋。知道自己的薄弱點在哪兒。針對這些評價內容，設計回家作業。

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

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

(選做)1. Try to retell the story.

2. Write down your parents’ birthday dates.

五：說板書

本課的板書採用了和課文相關的蛋糕和麵條，並在上面貼上對用人物的活動片語，輔以頭像幫助理解。非常的生動，讓學生對本課的內容有比較直觀的理解。

英文說課稿14

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.

英文說課稿15

一、教材分析：

教材概述：

《新目標英語》Go for it !每個單元包括section A , section B,跟 self check三個，部分其中A 部分是基本的語言內容，B部分是知識的擴充套件跟綜合的語言運用。Self check 部分是讓學生用來自我檢測本單元所學的語言知識。教材突出語言使用能力的培養，它採用任務型語言教學模式，每個單元都設計成一個或幾個與該單元話題有關的任務，讓學生在完成任務的過程中，使用英語獲取資訊，進行交流，真正體現了在"在做中學""在學中用"的教學理念。

單元內容分析：

本單元的標題為This is my sister ,教材以family members 為中心話題，圍繞著"介紹家人跟朋友"展開，學習跟運用目標語言"介紹人物跟識別人物"

本單元的教學內容：

1.掌握詞彙 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend. 等

2.補充詞彙 husband wife son-in-law daughter-in-law mother-in -law father-in -law, nephew , niece等

3.介紹他人的句型 This/That is… , These/Those are…

4.詢問，辨認人物的疑問句形式 Is this/that…？

二、教學設計思路

《新目標英語》中的具體語言目標是通過各種各樣的tasks來實現的，學生需要運用具體而特定的行動來完成一定的交際任務，整個教學過程中就是各種語言結構與語言功能與不同的學習任務有機的結合，因此，本單元我將始終引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得跟積累相應的學習經驗，讓學生在用中學，在學中用。

根據語言學習的認知規律；由淺入深，由已知到未知，本單元計劃用四個課時。

分課分析：

第一課時： Section A, 1a, 1b, 1c, 2a, and 2b

利用教學圖片跟製作多媒體課件來展開課堂pair work ,group work等口語交際活動，引導學生學會運用指示代詞介紹人物，幫助學生掌握家庭人員的稱謂，區分單指跟復指。

教學重點：

1）詞彙father ,mother ,grandfather, grandmother , brother ,sister , uncle ,aunt ,parent（s），grandparent（S） friend,these, those

2）句型 This/That is… , These/Those are…

教 學 難 點： 複數指示代詞these those 家庭成員的 複數形式及它們在句中的正確運用。

第二課時： Section A 2c , 2d , 3a , 3b, 3c , 4,

利用照片跟多媒體遊戲， 複習鞏固家庭成員的稱謂， 運用this /that…疑問句形式，辨認人物。

教 學 重 點： 掌握句型Is that/this……？及其肯定跟否定回答。

第三課時： Section B 1, 2a, 2b, 2c, 3a, 3b, and 3c

複習猜詞遊戲鞏固跟教學更多的家庭成員的詞彙，通過製作家譜，進一步明確家庭成員間的關係。

教學重點：

1）詞彙 uncle aunt cousin son daughter dear thanks for photo here

2） 掌握並製作家譜

3）擴充詞彙 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece

第四課時 section B 4, self check

通過小組活動跟知識檢測，促使學生不斷地使用所學內容，從而提高他們靈

活運用知識的能力

教學重點： 書信的格式

教學難點： 以書信的形式介紹家人

三、教學目標

1.語言知識目標

1）學習並掌握與家庭成員有關的詞彙 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend.

補充詞彙 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece

2） 學會初步運用指示代詞 this that these those 介紹他人

3） 學會初步運用 this that 的疑問句形式詢問辨認人物

2.語言技能目標

1）培養良好的聽說讀寫能力

2）通過創設情景，培養學生的發展思維能力，激發學生的想象力。

3.情感目標

1），創設真實情景，激發學生學習英語的興趣，培養學生積極主動的學習精神。

2）通過小組間良性的競爭與合作，培養友好互助的精神。

3）通過對家庭成員之間關係的描述，增進學生關心熱愛家人的情感，促進學生彼此之間的相互瞭解，增進友誼。

4.文化意識

1） 瞭解英語國家中不同性別常用的名字及家庭成員之間的稱呼習俗，瞭解中西方在家庭成員稱呼上的文化差異，拓展學生的`視野。

2） 跨學科學習，利用多媒體跟卡通圖片，強化視覺能力，拓展語言藝術，培養審美意識。

5.學習策略目標

1）幫助學生明確學習目的，指導學生做好預習

2）利用不同方法收集卡通圖片 或家人照片，供上課小組活動使用

3）通過小組討論，競賽，遊戲等多種形式，確立learning by doing learning for using 的學習英語的思想。

四、教學原則

1. 活動性原則 提倡學生主動參與，體驗，交流，合作，探究等多種學習。

2. 合作性原則 以學生為主體，師生合作，生生合作，體現教與學的互動，交往。

3. 任務型原則 運用任務型的教學途徑，培養學生綜合語言運用能力。

4. 情感性原則 激發學生學習英語的興趣跟始終保持良好的學習情緒。

五、教學方法

1.提問引入法 通過提問，集體，分組，分行回答，或學生逐個回答的形式開展教學，檢查 跟鞏固新舊知識。

2.交際功能法 通過集體，分組，兩人，個人操練等形式，達到交際的目的，促進語言實際運用能力的提高。

六、任務特點：

在本單元的教學活動中，每課都圍繞一箇中心任務而進行。

第一課時 識別家庭成員及其稱謂。

第二課時 相互問答，介紹家庭成員。

第三課時 製作家譜並描述家庭成員

第四課時 以簡訊的形式向朋友介紹家庭成員，以quiz的形式對本單元的學習做終結性評價。

英文說課稿16

8B Unit 3 Online Travel

Reading Around the world in eight hours

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

Part One: Analysis of the Teaching Material

(一) Status and Function

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

(二) Analysis of the students

Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer out much knowledge ,you won’t be able to learn computer well.

(三)Teaching aims and Demands

ledge objects

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

To infer meaning from keywords, context and existing knowledge.

To master the Passive voice.

ity objects

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

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

(四)Teaching key and Difficult point

1. Key points

To review the Present perfect tense.

To learn the Passive voice.

To tell more about the CD-ROM.

To retell how the game is played

To understand the whole passage and answer teacher’s questions

2. Difficult points:

The Passive voice.

To retell how the game is played

(五) Teaching Equipment

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

Part Two: The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based” teaching method

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

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

Part Three: Studying Procedures

Step 1

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

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

Step 2

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

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

What can it help you to do?

Who is the designer?

Step 3

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

Who is the main character of the game?

How old is he?

What does he like doing?

What was he doing when he fell asleep?

Step 4

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

Step 5

Ask some questions to check understanding, eg.

How can you earn a point?

What will happen if you have earned a point?

What will happen if you have earned enough points?

How many levels does the game have?

How long does it take you to finish the game?

What do the questions test?

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

What can you learn about when you reach London?

What will you see when you pass a level?

What happened to the places you have visited?

Step 6

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

1 See a golden cloud with instructions on it

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

3 Get a point every time you answer a question correctly

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

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

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

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

Paragraph1.

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

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

Paragraph2.

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

Paragraph3.

be written on, different colors with questions on them

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

Pargraph4

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

Paragraph 5

Be the best , get it in sold out

Step 8 Homework

1 Translating the following phrases:

1)同時

2) 過一關

3) 扮演…角色 4) 光碟的設計者

5) 一直廣受歡迎的遊戲 6) 得到足夠的分數

7) 睡著 8) 英語語法和詞彙

9) 在你的`螢幕上 10) 檢驗知識

11) 在市場上 12) 例如

13) 掉下來 14) 售完

2 Try to recite the text.

Design of the blackboard

1) The Present perfect tense. A new educational CD-ROM has just come out.

When you have earned enough points,….……y you off to a place you have never visited before. The places you have visited are marked…

2) The Passive voice.

It is designed by Nancy Jackson. These words were written on it.

The places you have visited are marked in bright purple.

Get it now before it is sold out

英文說課稿17

在課改的背景下，本套教材避免了傳統課程的缺點，強調了學生的興趣、經驗等，能結合實際，貼近生活，插圖生動活潑。本冊教材除具有以上特點外，作為啟蒙教材，還更加重視了學生的情感，使學生的英語學習有一個良好的開端。

這些特點在本單元中也得到了充分的體現。這一單元的日常交際用語主要用於“詢問愛好？Do you like??Do you play?？What do you play?都是一般現在時的疑問句，在現階段教師並不需要把有關一般現在時的語法知識傳授給學生，只要求學生能聽懂意思，會表達就

可以了。本單元的詞彙主要是球類和樂器類單詞。教材體現了重複出現、迴圈往復的特點，複習了以前學過的Great!Let’s go. ow等語言，新語言點又將在本冊第十一單元鞏固複習。因此，本單元在整冊教材中承上啟下，具有其特殊意義。為此，我將本單元劃分為四課時，並根據實際情況，將課文3、4兩幅圖和四個球類單詞作為第一課時的教學內容來學習。

根據《課程標準》的要求，基於對課文內容的理解，以及對學生身心發展規律和認知規律的分析，我制定瞭如下教學目標：

1、情感目標：讓學生樂意參與課堂活動，在課堂活動中積極說英語，培養學生學習英語的興趣和良好的學習習慣。

2、知識目標：

（1）能聽懂、會說日常交際用語：Do you like football? Let’s go and play football now.以及相應的回答Yes, I do./No, I don’t.

（2）能聽懂、會說球類單詞：football, volleyball, baseball, basketball.

（3）能運用Do you like ?？句型瞭解某人的`喜好。

（4）能夠朗讀書上3、4兩幅圖的課文。

3、能力目標：

通過豐富的課堂活動和調查任務，把所學的語言與學生的生活實際結合起來，培養學生自主學習英語的能力和運用英語分析、解決問題的能力以及交流和合作的能力

教學重點：二會掌握單詞（聽、說），能在情景中運用句型:Do you like ?？

教學難點：volleyball的發音，baseball和basketball音與形的區別。

課前準備：磁帶、錄音機，圖片、實物等.

為落實以上目標，我設計了以下教學過程：

Step1 Revision:

1、Greetings:Good to meet you.

2、Free talk:Look,I have a new T— colour?

3、Sing a song: I’m you happy?生答Yes.師接：Let’s sing a song,OK?《If you are happy clap your hands》

（Warm up是一個快樂熱身活動，也是必不可少的活動。它的具體形式可以是：唱英語歌曲，猜謎語，說繞口令，做TPR活動，chant等等。總之是和上節英語課有關的或和本節英語課內容有關的。它有助於把學生的注意力吸引到課堂上來，使學生對課堂學習產生興趣，建立輕鬆、和諧、民主的課堂氣氛，營造一種英語學習的氛圍,使學生很自然地進入英語學習狀態。這堂課上我採用的形式就是唱英語歌曲《If you are happy clap your hands》）

Step2 Presentation and practice

1、學習Yes,I ,I don’t.

(1)教師以問句Do you like this song? Do you like this basket?引出肯定

回答Yes,I do.

T：Do you like this song?引導學生回答Yes,I do.

T：師拿出漂亮果籃Wow,How nice!!A fruit basket! Do you like this basket?此時學生回答多是Yes.師不必著急，耐心引導其說Yes,I do.多問幾個學生.

師相機出示句條Yes,I do。帶讀一遍，貼。師咧嘴指自己臉：with a smiling face.出示笑臉哭臉圖Which one is the smiling face?The green one or the yellow one?Do you like the smiling face?Yes,I do.貼。

（2）出示一個爛蘋果，以Do you like this apple?引出否定回答No,I don’t.

What’s in it?Look,an apple!師從果籃裡拿出一個爛蘋果，把好的一面對著一個學生，Do you like this apple?生答：Yes,I do.師迅速把爛的那面對著他並露出噁心狀：Do you like this apple?生答No.師引導學生說No,I don’t.師：I like I don’t like this ’s a very bad apple.再多問幾個學生:Do you like this apple?

師相機出示句條No,I don’t.帶讀一遍,貼。師作哭相，指自己臉a crying face.出示哭臉圖，Do you like the crying face?貼圖。這裡不必強求學生說No,I don’t.讓學生自由表達自己的觀點。

（3）操練Yes,I ,I don’t.

教師從果籃裡拿出兩個好蘋果，詢問學生Do you like apples?引導學生回答Yes,I ,I don’t.

教師從果籃裡拿出一串香蕉，詢問學生Do you like bananas?引導學生回答Yes,I ,I don’t.

（歌曲熱身之後，以實物（果籃）引出新知，並在籃中放入水果，操練鞏固新知。同時以布包住的小籃球自然過渡到下一環節。）

2、初步呈現，學習四個球類單詞,並把單詞揉入句型

⑴以猜物的形式引出basketball,師生在共同活動中自然學習句型“Do you like basketball?” Let’s play basketball.”及其應答：Great!Let’s go!

師事先用布包住一個玩具籃球放在果籃裡：Do you like?? What’s this?學生可能會猜各種水果。’s ,it’s a basketball.A small is a basketball,’s very at the monkey is playing basketball.貼上圖。 Let’s play basketball,OK?師出示小型籃球架,試投籃一次“Great!”學生很激動，Who want to play basketball?You please. Are you ready?Catch!師指導學生投籃，“Great!Throw it to me.” “Do you like basketball?”若生答“ Yes,I do.”就獎勵The basketball is for you are.生答Thank you.師引導其把小球帖在黑板上本組的下面。若生答No,I don’t.師說I’m back to your seat plese.“Anyone else?Let’s play basketball.”師引導其回答：Great!Let’s go!師與另一生再玩一遍籃球“Do you like basketball?”

⑵仍以猜物形式引出football,並在活動中操練句型。

事先用布把一個足球蓋起來，Is it a basketball?學生猜。師：Let’t ope

it and ,it isn’t a is a football, Football,foot,T指腳，football,T作踢球動作。出示足球圖片The monkey is playing football.貼上圖。Who want to play?You,please. Let’t play football.師引導生回答：Great!Let’s go!

Stand you ready?師與一生踢個來回。Do you like football?步驟同上。出示句條Do you like football?貼上黑板。師帶讀黑板上兩句話。

(3)學習volleyball baseball.

This is a ball,too. It’s a at my teeth?指導學生觀察老師口型，發準音，突破難點。接下來與學生對話、表演，步驟同上。

T:Now ,look! This ball isn’t ’s small. It’s a baseball.同法學習baseball

（教師根據教學內容的特點，以實物引出新授單詞，採用了全身動作法、情景交際法、遊戲活動法等豐富多彩的教學方法，讓學生根據自己的生活經驗自主表演、大膽模仿踢足球、投籃、打棒球、打排球的運動動作；讓學生積極參與到豐富多彩的課堂活動中，並在興趣盎然的積極情感中習得語言。）

Step 3 Consolidation

⒈呈現單詞卡片，通過Listen and number等活動使學生把單詞的音、形、義緊密聯絡起來。

⑴詞圖配對。（出示“volleyball”時，我再次指導學生觀察我的口型，發準音標v；把單詞卡片baseball和basketball放在一起，讓學生迅速認讀兩張詞卡，強調詞形的區別；指導學生觀察我的口型，分清ei和a ,以此突破難點）。

⑵Listen and number.（此活動雖然老套，但學生很喜歡，又能有效地鞏固單詞，所以平時課上我也經常用）。

⒉活動鞏固單詞、句型，使學生把單詞的音與其動作聯絡起來。

⑴Ss起立T做動作，邊做邊說，如Go go ,go go go!Go and play basketball.同時做投籃狀。四個都示範完，T帶做一會，放手讓學生自己做。

（我認為國小生學習英語最基本的操練是非常有必要的，否則學生很難順利接受語言，掌握語言。沒有掌握語言，何談語言運用？但機械操練一般都被認為是枯燥無味的。在這堂課上，當我教完新句型後，我便運用了全班活動來來鞏固句型“Go and play?”由於書上“Let’s go and play football now.”這個句型太長，學生說起來可能會有困難，我先把它拆分成“Go and play?”我自己示範時表情、動作就非常誇張，把孩子們帶入一個真實的“去玩什麼球”的場景中去。三年級的孩子最喜歡像這樣邊做動作邊學習語言，這時的學習效率是最高的）！

⑵每組喊一生，四人上臺站成一排，用粉筆畫一條線，四人站線上後。師發口令：Let’s go and play?(口型提示學生)全體學生說出教師所做動作表示的球類單詞，臺上四人迅速選擇Ss所說的球並舉起此球，看誰搶得快。選錯了被淘汰“I’m sorry.”最後留下來的最少獎勵一個球，最棒的獎兩個。玩兩組後老師讓位給學生,I’m can help me?

（全班學生投入地活動之後，我便運用了上面這個具有競爭機制的競賽方法來鞏

句型。有了前面的鋪墊，這裡我才把全句說出來；學生有了這個過渡，也才能熟悉這個長句。“畫線”是為了創設一個較為真實的情境，讓學生有一個“Go”的過程。由於是分組活動，符合國小生爭強好勝的心理特徵，同時又培養了學生的集體榮譽感。獎勵時我注意保護學生的自信心，只要沒有搶錯都有獎勵。最後我讓位給學生，讓他們自己活動。因為課堂本來就是屬於學生的！這樣，學生全體參與、主動積極，大大提高了複習效果，學生聽說英語的整體素質也得到了較快的提高）。

Step 4 Listen to the after the tape.

Do you like this game?I like ’s read,OK?Now,open your English book and turn to page 59 Who are they?He’s ’s ’s ’s Helen. What are they talking about?,let’s listen ! after the your fingers point.在聽讀、跟讀的過程中培養學生良好的學習習慣

Step5以歌曲鞏固句型。

I like singing.師唱《兩隻老虎》Do you like singing?Let’s sing together.配上《兩隻老虎》的旋律，指導學生加上英語歌詞唱歌。

（巧用歌曲——畫龍點睛在語言功能學習或鞏固中，我利用一切可以利用的條件，將枯燥抽象的內容，賦予一個十分有意義的歌曲遊戲情景之中，學生伴著《兩隻老虎》音樂，歡快地唱出今天的主要內容，用歌聲來替代單一、枯燥地朗讀板書。學生始終處於一種積極學習的狀態，興致勃勃地接受和鞏固語言知識。在學生們眼中，英語課形象化了、趣味化了、交際化了，是他們學習的樂園。另一方面“I like yo(轉載於:小龍文件網:牛津國小英語3b全英文說課稿)u like singing?”這個過渡也提前滲透了第十一單元的句型。）

Step6以對話鞏固句型

每組喊一學生上臺，師與他們四個對話：T：Do you like football??

S1-4:Yes,I ,I don’t.

T:Who can ask me?四人問老師，師對其耳朵輕輕回答。

（教學活動的設計應從語言運用的角度出發，與其讓學生機械操練句型，不如把學生逼到具體語言情境中讓他們主動去說。在這個環節師生示範表演為學生提供一個可操作的模式，我對著學生耳朵輕輕回答的好處是：符合兒童心理，在班裡形成資訊差異，從而把學生逼到具體具體語言情境中讓他們主動去說。）

Step 6 Homework

1、Read after the tape three times.

2、事先準備好每人發一張調查表，內容如下：

Do you like …

name

football

basketball

volleyball

baseball

英文說課稿18

Lesson plan presentation

Hello. It’s my pleasure to present my lesson plan here. The plan is for PEP NSEFC Module 1 Unit 5 Nelson Mandela -- A Modern Hero. This is the fourth period of the unit. The lesson type is reading and writing. Ss have learnt the reading part, finished the language points in the intensive reading. Now, firstly, let’s have a look at the teaching material in using language for reading and writing. The reading passage tells Elias’ working experience under the guidance of Nelson Mandela. The content connects with the reading part of this unit. Ss will continue to learn and evaluate Mandela’s great contribution and qualities from the point of Elias. It is helpful for writing. As writing task asks Ss to write a summary of Mandela’s life, there is some information related with Mandela’s life experience in the textbook. Ss have learnt much about Elias’ story and Mandela’s quality, but there is still a gap between what they have learnt and what they are going to output. Therefore, according to Ss’ interest and current knowledge, I add something about Bill Gates’ life experience. This can provide Ss more knowledge for writing. Thus Ss will share the values of both great people and famous people.

Accordingly, based on the teaching material and learning condition, referred to the New English Curriculum lever six, the teaching objectives are as follows: For languages skills, Ss will be able to find some relative events describing the character, therefore, based on the findings they can talk about the qualities of great people. By making use of the given material, they can write a biography of great or famous people with the words and expressions learnt. For linguistic knowledge, Ss can use the words and expressions to describe people’s qualities, such as be sentenced to, escape from, and so on. Ss will be familiar with the elements and structure of biography. For learning strategies, they will be able to discuss efficient and make a draft in groups. They can make a summary of what they have learnt and make use of that into practice. They can learn to evaluate the outcome of their learning. For affects, Ss will learn from the qualities of the great and famous people. They can be aware of the greatness of responsibility for the sociality. For culture awareness, Ss will know the human condition of South Africans around 1950s.

Secondly, let’s see how to teach. This period focuses on developing Ss’ reading and writing competence. Besides, in order to fully use the teaching material and improve the efficiency of classroom activities, I will adopt the teaching mode put forward by Professor Luo Xiaojie, three stages and seven steps—reading for writing. The three stages are reading, speaking and writing. The seven steps are lead-in, predicting, while reading, post reading, writing preparation, writing a draft and writing assessment. So, accordingly, I will add some speaking activities before and after reading. There will be a discussion as the transition from reading to writing.

Now, let’s focus on the main part of this presentation—teaching procedures. With the help of PPT and Multimedia, we will start our lesson with a guessing activity. It needs 3mins. I will ask Ss who is your hero or heroine. With the answers, I will tell Ss whether their hero or heroine is great people or famous people. Thus, they can know the difference between great people and famous people. Then, I will show Ss pictures and tell them one of the people in the picture is my idol. Ss will have a guess. Their interest can be totally aroused. Then, I will ask Ss: to South African, who is their “Zhou Enlai”? Then, we will move to the teaching of today naturally.

The second step is revision and predication. According to “I +1” theory, Ss can learn more based on what they have got. So the revision can help Ss activate the background information. There are two activities here. For the first one, Ss will retell Elias’ story by making sentences based on key words. For the second one, Ss will fill in a passage with the given words. By doing so, Ss will recall or learn the words within the content. After that, a prediction based on the passage will be given. Ss will predict the things happened to Elias. This step needs 9mins.

Now, Ss are ready for reading. For the third step, while reading, two activities will be given to be finished within 8mins. Activity one is answering questions. Three questions will be raised. In activity two, five sentences will be given with verbs or none-verbs missing. Ss will read the passage quickly and finish these two activities. Then they will know the general idea of the story. Meanwhile, with the answers, Ss will learn some words and expressions which are important for writing.

For one of the key points today, Ss will use the words to describe people. So after reading, Ss will have a discussion. This is step four. Four minutes will be spent here. Ss will use given words and phrases to describe Mandela from the viewpoints of Elias and themselves. These two steps function as the input for writing, getting Ss prepared for the words and viewpoints.

While, there are more things for Ss to do before writing. For the fifth step, Ss will have some preparation for writing. 6 ms will be given. Activity one is translation. Ss will have a chance to practice the words and phrases taken from the text. Ss will use some of them. Here, Ss will solve a difficulty. They will know how to use the attributive clause with prepositions. Activity two is making outline. Ss will work out an outline for an essay to describe a person.

Now, Ss are ready and feel confident and eager to write the first draft. Ss will have 8 ms to compose an essay about Nelson Mandela. They can also be allowed to write about Bill Gates according to your preferences. This is the key point for today, for all the prior steps aim to get Ss prepared for words, ideas, outlines, etc.

Based on interactive theory, writing is a process between Ss and Ss, between Ss and the teacher. So the last step is writing assessment. I will choose one of the students’ essays to check and make some comments, and then students are told to check their essays by themselves based on given criteria. The criteria are designed according to content, structures, language, and handwriting. Then Ss are asked to exchange their writings and make peer evaluations about each other’s essays. They will finish this step within 6ms.

According to process—oriented process, writing doesn’t end at first draft. So Ss will further polish their drafts and rewrite. This revision task is considered as the homework today.

For blackboard notes, I will show the outline and some key words for them. That’s all for my presentation. Thank you.

英文說課稿19

Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design.

First, let me talk the teaching material. Part 1 Teaching Material:

This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）

By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about

(1) the good character to be a successful person

(2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming.

(3)Charlie Chaplin and his humor English jokes

(4)Different body language and the similarities in body language which make the others understand our feelings.

(5)Theme park but also learning ability in English .

A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.

（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新課程標準和教學大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:

ledge 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.

ion objects:

By reading A Student of African wildlife /why not carry on the good work, students can learn from

(1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful.

(2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.

英文說課稿20

這堂課的語言知識技能目標是：

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

情感目標是：

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

我這堂課總體的設計理念是採用了任務型教學的方式。“教師應該避免單純傳授語言知識的教學方法，儘量採用‘任務型’的教學途徑”，這是《英語課程標準》所指出的，所以全課始終在購買水果的情境中進行著，讓學生觸景生情，在完成購買水果的任務中，學生愉快地學習英語。

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

過程：

在課的開始部分，我組織一個對前一課時所學四個水果單詞的warm—up。為了提高學生學習的積極性，複習採用的方法是：每個小組桌子上放一個用紙密封的水果籃。籃中放入一些水果圖片，老師問學生，Guess it ，pless. What’s in it? 學生不知是什麼物品，都想去摸，自然就提高了學生的參與積極性，讓學生摸出一個圖片，說出這個水果的英語單詞。先老師參與到其中一組，師生共同示範一次，然後每個小組，輪流從密封的水果籃裡摸，摸到一個水果圖片，就說出它的`英語單詞，其他學生要聽出他說的單詞是否準確。

（這種複習符合學生好奇心理，激發學生說的慾望和聽的興趣，擴大參與面，實現生生互動。）

複習之後，教師就用語言來創設一個購買水果的情境，“Amy and Bai ling go to the fruit shop ，Which fruit they like best? Let’s have a look。”播放課件，讓學生整體感知課文“Let’s talk”部分。

先讓學生聽兩遍課件中的課文朗讀，瞭解整個故事情節，並對本課所要學的句型有個初步的印象。聽兩遍的過程，也是規範學生語言的過程。

之後，再播放一次課件，程度好的學生可以跟讀對話，給不同程度學生有不同的發展。

教師提出全文任務：Look ! So much fruits 。Do you like it？If you can say it well。The fruits is for you。有學習的目標是任務型英語教學的基礎，也是激發學生學習興趣的途徑。

這篇課文中，學生要了解四個句型的意思，並達到會說的程度是本課的重點，句型較多，也是學習的一個難點。為克服內容多的難點，我將全文內容整合，重新分組。這符合新課標“教師要善於結合實際教學需要，靈活和有創造性地使用教材，對教材內容進行適當調整”的精神。 我的引導過程具體分為三個環節。

第一環節：

教師參與到其中的一個小組，用“Do you like …？”的句型提問，因為學生在上學期已經接觸了“like”一詞，現在又有了前面三次聽的機會，對本課所要學的對話有了一定的感知，預計有部分學生會回答“Yes，I do. 或 No，I don’t .”當學生回答“Yes，I do.”時，我就說：“Here you are .”同時也將水果遞給學生，在教師與學生、學生與學生的對話中，領悟了“Yes，I do.”和“Here you are .”的意思。

當學生回答“No, I don’t.” 時，教師不把水果遞給他。通過這個過程的口語與演示，學生也會領悟到“No, I don’t.”的意思。

同時，進行師問生答的口語操練。師生對話要適當增加，使學生對“Yes，I do.和No, I don’t”的句型有更多的操練機會。這樣，第一環節的目標也就達到了。

第二環節：

由師問生答的形式，變為生問師答。通過教師引導，讓學生用“Do you like …”提問。因為，學生要把“Do you like …”的音讀準，有一定難度。因此，在起先學生說這句式時，要發揮教師的主導作用，讓學生跟讀，注重學生髮音的準確。

在學生基本會用“Do you like …”提問後，教師引導小組內成員相互之間用“Do you like …與Yes或No”的句式進行問答，整個對話過程要留給學生足夠的時間，教師還要及時瞭解各組的對話情況，通過激勵與輔導形式，達到優等生熟練、其他學生基本會說的程度。

第三環節：

教師與學生合作當一對顧客，起先還是運用“Do you like …與Yes或No”進行對話。當學生說“No，I don’t .”時，教師順勢引出“What about … ?”和“Let’s have some …”的句型。教師配以動作演示，當學生對這兩句口語有強烈刺激後，就組織學生自願組合成一對顧客，進行對話，要求在對方說“No，I don’t .”時，要選擇另外水果圖片，並用“What about … ?”和“Let’s have some …”句型說話。這一環節的重點就是操練這兩個句型，同時也實現了本課時的情感目標——那就是人際間要有良好的溝通方式。

（以上三個教學環節，將本課要學的三類新句型，分層練習，一步一個句型，掌握一句，再學一句，學生頭緒清晰，學得輕鬆，效果自然就高了。）

朗讀:

在學生對所學四個句型基本掌握之後，組織學生通讀課文，熟讀對話。先教師一句一句領讀，再組織指名讀，自由讀。朗讀有利於提高口語表達能力，是新課程所提倡的最基本的學習策略。學生在各種形式的讀中，提高了英語口語水平。

操練:

最後操練部分：將各組水果圖片集中，整個教室組成一個模擬型的水果超市，操練分兩步：1、教師與學生配合示範練習：教師邀請一位學生組成一對購物夥伴，走進水果超市，要求相互間用“Do you like …？Yes, I do.和No, I don’t about pears?”和“Let’s have some …”這些句型進行英語購物，從而激發其他學生的操練慾望。2、學生之間配合購物操練：讓少部分學生自願當營業員，大部分當顧客，兩位顧客組成一對購物夥伴，走進水果超市，進行英語對話，如果學生說得準確，那麼水果就可被取走。學生扮演的顧客與營業員之間的角色要自由換位，以便讓每個學生對各類句型都能得到訓練。

整堂課，教師樹立讓每個學生得到發展的理念，比如創設的活動情境，有利於全體學生髮展語言技能，提高實際語言運用能力。優等學生在聽的基礎上就有自由嘗試說的機會。組成學習小組學習口語，注重相互間的合作。全課有多次遞進式的口語實踐機會。

注重把英語教學與情感教育有機結合。全課就是在寬鬆、民主、和諧的學習環境中完成活動過程的，教師參與小組交流引導，關注學習困難學生的語言實踐。