英文说课稿

2021-03-01 英语

  作为一名教师,就有可能用到说课稿,写说课稿能有效帮助我们总结和提升讲课技巧。怎样写说课稿才更能起到其作用呢?以下是小编帮大家整理的英文说课稿5篇,仅供参考,希望能够帮助到大家。

英文说课稿 篇1

  一、教学目标与要求

  1、能听懂、会说:“I have a new water bottle. Can I see it? Sure. Here you are.” 并能在实际生活中运用。

  2、能听说读单词storybook和water bottle。

  3、学歌谣“I have a storybook . Me too.”

  二、教学重、难点分析

  重点:能听懂,会说:“I have ….”句型和单词storybook 和water bottle。

  难点:在实际生活中运用“I have….”句型。

  三、课前准备

  1.教师准备挂图、玩具、文具等实物,VCD、录音机。

  2、学生自备文具和自带一些小玩具

  四、教学步骤和建议

  1、 热身(Warm-up)

  (1)、教师与学生进行日常口语会话练习。

  (2)、复习上学期所学句型“I have a ….”教师拿出一个玩具汽车并说“I have a new car.”把它递给学生让他来说“I have a new car.”拿出多个玩具练习这个句型,让每一个学生都说一遍。

  2、新授(Presentation)

  (1)、教师拿出一本故事书说“I have a new storybook.”,学生也拿出一本故事书说“I have a new storybook.”教师紧接着说“Can I see it.”学生答“Sure. Here you are.”和多个学生进行这个对话练习。

  (2)、全班学生看本课VCD教学片。

  (3)、通过观看教学片,在几遍后让学生试着跟读Just speak部分的内容。

  (4)、学生跟读,教师纠正部分单词的发音。

  (5)、学生分组分角色朗读,做到最快、最清晰、最大声。

  (6)、请部分学生拿着水壶、故事书到前面表演对话。

  (7)、去掉VCD的声音,让学生为教学片配音。

  (8)、用图片展示生词storybook和water bottle,通过抢答游戏的方式让学生能听、说、读这两个单词,具体步骤如下:教师把图片快速从学生眼前闪过,然后学生举手抢答。答对者奖励一个小贴纸。

  (9)、让学生使用所学过的玩具或文具对Just speak部分的对话进行改编并表演出来。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! It's super.

  (10).听录音欣赏歌谣,在活跃的气氛中让学生跟着节奏学说歌谣。

  五、巩固与延伸(Consolidation and extension)

  1、打开质量监测完成对应的练习(教师给予一定的指导)。

  2、家庭作业:跟读课文,朗读歌谣。

英文说课稿 篇2

  The Introduction of the teaching plan

  for section B(1-2c) unit 5 (go for it)

  I have the honor to reveal my analysis of English lesson

  here. I’d like to say I’ll try my best not to let all of you down. As teachers ,if you want to have an excellent class of English ,especially an open class to many experts like all of you, we should have to dig into the teaching material ,analyze the teaching material. However, I think we should take these parts

  into consideration. ①Teaching material and the students ②teaching methods ③learning methods④procedures ⑤blackboard design and assessment .Ok, let me say something about my teaching plan for unit 5 section B. Today the first I’ll talk about is the first part “Analysis of the Teaching Material and students”

  Part One: Analysis of the Teaching Material and students

  (一) status and function

  The topic of this unit is about decision making. Such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken English. This unit is divided into two parts: Section A and Section

  B. Section B is divided into two periods. This period is the first lesson of Unit5 section B. It introduces new vocabulary while recycling the language presented in Section A. All activities help students integrate the new target language with the language studied in Section A. This recycling reinforces previous language learning while providing additional practice with newly learned language. It also increases the students listening and speaking ability by listening practice and pair work talking

  (二) Teaching Aims and Demands

  The teaching aims basis is established according to Ju

  nior School English syllabus provision. In accordance with the analysis of teaching material and the requirements of “go for it" English teaching syllabuses. The focus of teaching should be laid on grasping key vocabulary and structures, and developing the students’ ability of communication. So I’vedesigned the following aims and demands

  1. Knowledge objects

  Key vocabulary: agent; make money;

  travel around the world; get an education

  Target language:

  I think you should go to college

  But if I go to college, I’ll never become a great

  soccer player.

  2. Ability objects:

  To train students’ ability of listening and speaking

  To train students’ ability of communication

  3. Moral objects:

  Money isn’t everything.

  To be interested in taking part in activities in English class

  (三)Teaching key points and difficult points

  1. Key points:

  key phrases:

  travel around the world; make money; get an education key structures: I think you should …。If I… I’ll never…

  2. Difficult points:

  how to train and improve students’ listening ability.

  (四) Analysis of the students

  The Ss has learned English for about two years so far. Although they are all from the rural area, they can understand some words and some simple sentences. The Ss have taken a great interest in English now.

  1. The students don’t have large vocabulary.

  2. The students seldom communicate in English

  in normal times.

  3. The students are lacking in listening and speaking skills.

  4. The gap of the Ss’ knowledge level in the same class is quite wide

  (五) Teaching aids

  Multi-media computer, Tape recorder, some money and so on. They will be needed in this lesson.

  Part Two The Teaching Methods

  1. Communicative teaching method

  2. listening and speaking methods

  3. Task-based teaching method

  As we all know,the main instructional aims of learning English in the Junior Middle School is to train 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” ,“listening and speaking teaching method ” and “Task-based” teaching method. That is to say, I’ll let the Ss get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange some activities: free talking, listening and answering , oral practice, acting out and having a competition. Above all, 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 conversation.

  Part Three The Learning Method─cooperation

  The students will finish some tasks in limited time to improve their listening and speaking skills. The students will take part in some activities like working in pairs, discussing in pairs. Each unit in “Go for it” contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making mistakes.It can arouse students to think and to say what they want to say. Study will become more relaxed and pleased in this kind of environment.

  Part Four Teaching Procedure

  一Teaching steps

  Step 1 Leading in

  T: Good morning, boys and girls!

  Ss: Good morning, sir!

  T: (Take out a piece of bill) Look! What’s this?

  Ss: Money.

  T: Who likes it? Hands up?

  Ss: (Ss all put up their hands)

  T: (kiss the money) me, too. (Put the bill in the pocket)

  Ss: (Ss all laugh)

  T: (Show a man who is holding plenty of money)

  Ss: Wow.

  T: If I have so much money, I will give some to the poor students in our class, and if they work hard, I will give them more. If you have so much money, what will you do? Work in pairs and talk

  about it.

  (Students are talking about it in pairs; they have enough words to say)…

  (Talk about the question with many students.)

  T: S1, If you have so much money, what will you do?

  S1: If I have so much money, I will give some money to my

  parents.

  T: You are so kind. Don’t you want to travel around the world?( translate into Chinese if necessary; Teach: travel around the world)

  S1: I think I will.

  T: S2, what about you?

  S2: If I have so much money, I will buy some new clothes for my parents. They are very hard-working.

  T: That’s a good idea. Don’t you want to get an education? (Translate into Chinese if necessary; teach: get an education) S2: Yes, I am sure I will go to college.

  T: If you work hard, I think you will go to college.

  S2: I think so.

  T: S3, if you have so much money, what will you do?

  S3: I will open up a company and make more money.

  T: That’s great. May you success!

  S3: Thank you.

  ( Ask more students to talk about it )…

  T: If we have so much money, we will do a lot of things with the money. So money is very important for us; S4, do you think money is everything? (Translate into Chinese if necessary)

  S4: I think money isn’t everything.

  T: I agree with you. Money isn’t everything.

  Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss and at the same time it is necessary to provide situations to review learned knowledge for the next step and present some new words and phrases.

  Step 2 Study the phrases

  T shows the phrases in Activity 1 and let Ss read and learn.

  Step 3 Circle and survey

  1. T: Look at the things in Activity 1, which of the things are the most important to you? Circle three things.

  (Ss circle. Wait for a moment)

  T: What is the most important thing to you?

  S5: To go to college.( help if necessary)

  T: What’s the second?

  S5: …

  T: What’s the third?

  S5: …

  (Ask more students to say)

  2. T: Please work in groups of six, and count up the number of

  Show the most students in each item.

  _____ think _____ is the most important thing to them, ______ think _____ is the second important thing to them, and _____ think _____ is the third important thing to them.

  Purpose of my designing: To provide situations to review learned knowledge for the next step listening and make sure the Ss can grasp the key words and phrases and learn to express their own opinion

  Step 4 Listen and write “A” or “P”

  T: Look at the pictures in Activity 2a, we can see two pictures, the first picture is about Michael and a soccer agent (teach: agent), and the second picture is about Michael and his parents. And we will hear two conversations, Conversation One is about Michael and the soccer agent, Conversation Two is about Michael and his parents. Listen to the recording and write “A” or “P” in the blanks.

  A----- a soccer agent

  P----- Michael’s parents

  (Make sure they know the letters’ meaning)

  (T plays the recording for the first time, Ss listen. T plays the recording for the second time, Ss write “A” or “P”)

  Correct the answers with the students.

  Purpose of my designing: to give students practice n the target languages in spoken conversation

  Step 5 Listen and complete

  T: Look at the sentences in Activity 2b, read the sentences first. (Students read loudly)

  T: Listen to the recording, Listen to the first sentence as a model. (Play the recording; let them know the first sentence) now.

英文说课稿 篇3

  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:

英文说课稿 篇4

  【说教材】

  1。教材内容

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

  2。教材的地位

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

  【说教学目标】

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

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

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

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

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

  【说教法】

  1。教法设计

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

  2. 学法指导

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

  3。教学手段

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

  【说设计】

  1. 导入设计

  (1)Let’s sing。。

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

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

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

  2. 新课呈现

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

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

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

  (3)Let’s chan进一步巩固本课重点句型的学习。

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

  3.回家作业。

英文说课稿 篇5

  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.

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