英文说课稿

2021-03-14 英语

  作为一名无私奉献的老师,通常需要用到说课稿来辅助教学,借助说课稿可以有效提高教学效率。怎么样才能写出优秀的说课稿呢?下面是小编为大家整理的英文说课稿9篇,仅供参考,希望能够帮助到大家。

英文说课稿 篇1

  Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.

  Firstly,let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.

  Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands

  1 Knowledge aims:

  (1)to help students to understand and master the words, phrases and sentence patterns.

  (2)to know some basic information about music

  2 Ability aims:

  (1) To improve the students’ organizing and using skills of English as the second language

  (2) To understand the main idea, to scan for the needed information and to grasp the details

  3 Emotional aims:

  (1) Help students understand different type of music and how to form a band

  (2) Develop students’ sense of cooperative learning

  Fourthly, teaching key points is

  1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.

  2. To understand how Monkees formed, developed and succeed. Teaching difficult points is

  1. The students use their own words to express their own ideas.

  2. the prep+ whom/which attribute clause

  According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.

  a. Communicative Language Teaching

  Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.

  b. Task-based Language Teaching

  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.

  c. Computer Assisted Language Teaching

  Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.

  Part 3 Learning Methods

  Task-based, self-dependent and cooperative learning

  Part 4 Teaching Procedure

  Step One Lead-in

  “Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.

  Question:

  What kind of music they like?

  Which band they know best?

  The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2

  Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.

  Task 1 General idea

  The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.

  The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.

  Task 2 Main idea of each paragraph

  Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.

  Step 3 Reading for comprehension

  The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.

  Step 4 Solving difficult language problems through reading

  It’s important for language learners to learn important rules of

  grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.

  Step 5 Consolidation

  Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehension

  I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.

  2 Discussion

  During making discussion, the students will deepen their understanding of the main idea of the passage.

  a. Why Monkees can be successful? Give reasons.

  b. What’s the most important thing for a successful band? Why? Step 6 Homework

  Ask the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.

  Part 5 Blackboard design

  Unit 4 Music

  Passage The Band That Wasn’t

  Topic Sentences:

  1. Many people want to be famous as singers or musician

  2. Form a band

  3. Began as a TV

  4. They became even more famous than the Beatles

  Discussion:

  a. Why Monkees can be successful? Give reasons.

  b. What’s the most important thing for a successful band? Why?

  In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.

英文说课稿 篇2

  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.

英文说课稿 篇3

  一、说教材分析

  1、教材的地位和作用:

  本课是初中牛津英语8B第七单元Water Talk课文的教学。这篇课文是一篇较长的阅读文章。初二的英语教学突出了阅读文章的教学,而长篇文章的阅读也恰是同学们学习的难点。如何处理好此篇阅读文章的教学,如何让学生对文章有整体的把握与理解以及对部分生词有初步的掌握,将是本课着重解决的问题。本课虽是阅读教学,但是在教学中,本课也有针对性地对学生的听, 说, 读, 写进行了一定的操练, 以便提高学生综合运用语言的能力。本课课文所涉及的内容为水的旅程,联系了生活实际,是学生较为熟知的话题;同时将水拟人化,增加了文章的趣味性。本堂课将着眼于课本,充分挖掘文章的知识性以及趣味性。

  2、教学目标的确立

  Teaching objectives:

  1. Language objectives:

  To learn the new words: precious, vanish, a sewage plant, a water treatment works, thorough, etc.

  To get to know water’s journey.

  2. Skill objectives:

  To find out the information according to the given questions.

  To improve the students’ skills in using some verbs to describe facts.

  3. Emotional objectives:

  To arouse the students’ awareness of the importance and necessity of saving

  二、说学情分析与学法指导:

  学情分析:初中学生的形象思维能力较强,抽象思维能力较弱,上课注意力容易分散。初二的学生已具备一定的英语基础,好奇心强,求知欲旺盛,已不满足教师对课文的简单重复,因而在注重启发引导,培养学生分析、概括能力的同时,本课将采用灵活多样的教学方法,并配以趣味图片及动漫,从而增强学生的兴趣和注意力。

  学法指导:

  1、在课前设定阅读任务, 让学生带着任务进行阅读, 增强阅读的目的,对文本有一个整体把握

  2 、在教学中, 指导学生掌握阅读的步骤和方法,加强泛读与精读的训练。

  3、在教学中, 注意启发和引导学生质疑问题。

  4、在教学中, 指导和训练学生掌握阅读的基本技巧, 比如教给学生圈点、划线﹑改写等方法。

  三、说教学设计与步骤

  课堂的设计遵循了课文整体教学的思路,结合听、说、读、写训练,加强了同学们对文本的理解以及对重要语言知识点的掌握,最终达到提升学生综合运用语言的能力。

  Teaching procedures:

  Pre-task 环节,激发兴趣,做好铺垫。

  1. Let students read a poem and guess to elicit the topic—Water. (引发兴趣)

  2. Ask students to say something about water to elicit a new word— precious.(以旧带新)

  3. Ask the students to finish Water’s talk in groups. Check whether the students understand the main idea of the passage.(旨在对文章的整体把握)

  While-task环节,尝试用不同的方法对各段进行分段教学。

  1. Introduce Daisy’s bathroom and teach some words--- tap, sink, drain. (由图片引出课文生词,处理文中的开头部分)

  2. Read aloud the rewritten reading part on the slide and tell why water was angry.(阅读被改写过的段落后,同学们就水为什么会生气这一问题进行思考。)

  3. Ask the students to read the first part of the passage and use the new words to replace the expressions in the rewritten part. (对照被改写的段落,在书上圈出不同的地方,看似简单的任务,却很好地调动了学生,让学生轻松地掌握了生词的英语释义。)

  4. Play the recording of the second part and let the students find out the places water passed in order. (听段落,把握大意,筛选信息。)

  5. Show the students some pictures and let them tell what water did and what happened to water. Students are required to use the key verbs.

  (趣味图片,关键动词来说明)

  6. Get the students to know the end of water’s journey and learn the new word --- a sewage plant. Make sure the students know water’s cycle.(问题设问,铺垫下文)

  7. Prepare some questions about water’s journey and have them wok out the questions in groups.(小组问题竞答,检查与巩固课文内容。)

  Post-task 环节,总结与拓展。

  1. Get the students to have a competition. They take turns to write a flow chart of water’s journey in four and one of them read it out after completing it.(小组比赛,完成水旅程的流程图,更进一步地检测并巩固所学内容。)

  2. Let the students watch a flash on water’ cycle and tell what they think of the journey.

  Try to arouse their awareness of the importance of saving water.(情意升华,珍惜水资源。)

  Homework 作业布置

  1. Read the passage after the tape.

  2. Use the given words to finish a short passage at least 60 words with the topic of ‘Water’s journey’.(写话练习是对所学内容的复习与巩固)

英文说课稿 篇4

  Good afternoon, teachers. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is the second reading of Unit 10, Book I. I’ll be ready to begin with this lesson from six parts: Analysis of the students, analysis of the teaching material, the teaching aims, the teaching & learning methods, the teaching aids and the teaching procedures. First, let me talk about my students.

  Part I Analysis of ss

  My students are from Grade One in vocational schools.

  No.1 They have a poor vocabulary, little motivation to learn initially and no confidence in expressing themselves.

  No.2 There are distinct individual among them.

  No.3 They are quick in thinking and long for victory. They may raise interest in the topic because of its familiarity, and are eager to know these differences.

  No.4 In my class, ss will be given a preview plan to understand the reading, progressive tasks in competition to ensure overall participation.

  Part II Analysis of the teaching material

  Our textbook is taken from English Book I for vocational schools. It emphasizes on interest and utility.

  Since some information about cultural differences has been mentioned in previous units, this unit will focus on introducing individual differences and building the sense of cross-cultural communication.

  Reading II will demonstrate cultural differences further and occupies an important position. It will take up two periods, and I’ll deal with the second period for reading comprehension, and concentrate on ss’ abilities of reading and using English fluently.

  Part III Teaching aims

  No.1 Teaching aims

  After studying the teaching material and analyzing ss’ present situations, I think the teaching aims are the followings:

  1. Knowledge aims

  1) To master some key words and expressions: awkward, courtesy, direct, misunderstand, as soon as, keep doing sth, etc..

  2) To understand the gist of the reading, work out the writer’s opinions after reading, and complete relevant tasks.

  3) To retell the reading and try to talk with partners about differences in table manners with the purpose of using the language fluently.

  2. Ability aims

  1) To better reading strategies to promote reading ability with the help of skimming, scanning and other reading techniques.

  2) To improve ability of using English fluently as well as logical thinking after dealing with tasks.

  3) To foster the ability of cooperation in group activities.

  3. Emotion aims

  1) To have a general knowledge of differences in table manners, esp. between Chinese and American cultures, and foster the sense of cross-cultural communication.

  No.2 key & difficult points

  1. Key Points

  1) To get the information from the reading;

  2) To communicate with partners fluently.

  2. Difficult Points

  1) How to improve the reading abilities because my students are weak in English, esp. in reading strategies.

  2) How to help ss put their learning into practice with references.

  Part IV Teaching &Learning methods

  A good method requires that the teacher act as a guide while ss as the real masters in class. In my class, ss are mainly guided by tasks progressively.

  1. So according to the analysis of the teaching material and the students’ learning background, I will use the following teaching methods.

  1) Task-based language teaching

  2) Activity teaching

  3) Delamination teaching

  4) Question-and-Answer activity teaching

  2. The learning methods are the followings:

  1) Cooperative learning

  2) Autonomous Learning

  Part V Teaching aids

  No.1 Multi-media

  No.2 Non-testing evaluation

  1). A piece of paper to evaluate themselves.

  Part VI Teaching procedures.

  No.1 As for the concrete procedures, it includes 5 parts.

  Task II:checking words & answering questions. Ss will have a matching for words and meanings to check words and then they may pose any questions they met in preview. Ss finish it before class and present keys on the blackboard. Some music will be played to calm ss down and create a situation to learn English.

  Purposes: The easy item may help them build confidence.

  Task II: Lead-in. Ss may watch a video about cultural differences, and then finish the sentence with brainstorming. This item is open to answers. As far as students get to the point, their group may get marks.

  Purposes: Brainstorming may activate ss and catch their attention quickly. At the same time, it may act as a foreshadowing for the reading.

  Task III: Presentation with tasks. It includes two items.

  Item I: (skimming) Ss look through the reading in 2 minutes, and then finish the multiple choices on their own.

  Purposes: This task will train ss to get quick information and foster a good reading habit.

  Item II: (careful reading) In order to cope with the reading clearly, there are three portions. Portion A is for Para1. It is about the writer’s experience in China, and then there are some questions. Portion B is for Para2. It is about a Chinese staying in America, and then there are some multiple choices. Portion C is for Para3. It is about solutions, and then ss rectify the table. Similarly, they read individually, and then discuss in groups to get an agreed answer. Representatives will be sent to the bb to present keys.

  Purposes: The three portions will help ss work out the writer’s opinions clearly. Cooperative learning will help them overcome difficult words or sentences and find the feeling of success when they can get keys without too much guide from the teacher. And praise goes first no matter how they do. Till now, ss may realize cultural differences further.

  Task IV: Consolidation in time. It includes 3 items: Five statements for ss to check their understanding about the reading, a dialogue to check how they can transfer input to output and a short passage to tell them whether they have made progress in reading. Similarly, ss do them on their own, and then discuss problems in groups.

  Purposes: The three items will give a clear reflection to ss.

  Last task, I will make a conclusion of this period, encourage ss to build the sense of cross-cultural communication, and then do some extension: Watch another video about differences between China and the West, and discuss whether the points from the video are reasonable or not. The item is also open to keys. Ss are encouraged to write down notes.

  Purposes: This task will help ss dare to speak because of the good input about cultural differences from the reading. Each one may have a chance to express them, and experience the feeling of success. In the process of communicating, they help and encourage each other, and use the language gradually. It will help ss transfer passive learning into active acquisition and see the meaning of learning.

  No.2 Design of writing on the blackboard

  When in Rome, do as the Romans do A foreigner stays in China awkward.

  Do as the Romans do.

  A Chinese in America indirect.

  No.3 After class, to ss, they have two assignments:

  1. Ss finish the table to evaluate themselves.

  2. Ss surf the Internet for more information about cultural differences, such as sending and accepting gifts, introducing people, etc., and then write down answers.

  Purposes: The first one may help ss to reflect themselves, and the latter one may help ss extend their learning of cross cultures. Writing actually is necessary for all steps. After class, they may do it more relaxed. When finishing it, they may pay more attention to the written language and then improve their English.

  No.4 Reflection after teaching.

  On the one hand, ss can be guided by tasks progressively, and act well. They also have foster cooperation in group activities. On the other hand, the teacher needs to pay more attention to individual differences and ensure overall participation. The teacher also needs to improve the ability of monitoring the class efficiently.

英文说课稿 篇5

  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 other.And 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.

英文说课稿 篇6

  Good morning everyone . It’s my great honor to be here to present my lesson. I’ll try my best .I’m number ____, Today I’ll talk something about the spirit of marathon, my content is made up of 8 parts .

  Analysis of the teaching material

  Analysis of the students material

  Teaching aims and important, difficult points .

  Teaching aids

  Teaching methods

  Teaching procedure

  And conclusion

  Well firstly, I’ll talk about part 1, analysis of the teaching material . This lesson is mainly about Marathon. The topic is related to our life, so it’s easy to arouse students’ interest. As we all know, interest is the best teacher for students .

  Then, I will talk about part 2,analysis of the students. They have learned English for some years, so they can understand some words and simple sentences. They’re active, interested in new things, so I’ll design some interesting actives to attract their attention. Next, I’ll talk about teaching aims.

  There’re knowledge aims, ability aims and emotional aims.

  Knowledge aims are to enable students to master new words,

  phrases _____and the sentences pattern , such as _____.

  Ability aims are to improve students’ speaking and listening ability, they can use words and phrases to talk about something in our life. Emotional aims are to develop the spirit of cooperation by pair work and competition.

  Well, next important and difficult points.

  Important and difficult points are to develop students’ speaking and listening ability , and master the usage of key sentences correctly . Another part , teaching methods .

  In this lesson , I’ll mainly use “Task-based teaching methods” and situational approach, using different can make the class active. Now, I’ll talk about the most important part-teaching procedure. There’re 5 steps in the part .

  Step 1 warming up

  It will cost 3 minutes

  In this step , I’ll ask students to have a free talk with the knowledge they have learnt last lesson . in this way , students will pay their attention to our class easily , and their speaking ability will be improved .

  Step 2 leading in

  It will cost 2minutes .

  I’ll show some pictures about (development , pollution

  English ,spaceship ) , and tell something about _________, these can form a relaxing atmosphere and let the students get ready for the next step .

  Step 3 presentation

  It’ll cost 20 minutes

  I’ll show some words and sentences ,and ask students to guess the meaning of new words , with the help of PPT . I’ll set a real situation to help the class learn new words and sentence pattern .students can follow the tape recorder reading words and text .

  Situational approach is used here .

  Step 4 practice

  It’ll cost 10 minutes

  In this step , I’ll divide the whole class into 4groups to have a competition by reading the dialog and role-playing . Then ,I’ll ask students to make a new dialog to check if they can use new words and sentence pattern correctly .

  Task-based teaching method is used here ,and students’ cooperation ability will be well developed .

  Step 5 summary

  It’ll cost 5 minutes .

  In this step ,I’ll guide students to conclude key words and sentence pattern to wide their knowledge

  In the end ,I’ll give some homework ,go over today’s lesson and preview next lesson , go to the library or search the internet for some information ,then write a short passage .

  And ,this is my layout design .

  Ok ,that’s all for my lesson ,Thank you a lot for listening .

英文说课稿 篇7

  一 说教材:新英语课程标准指出,基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。

  《新课标》倡导任务型教学模式,以发展学生的语言实践能力为主线,突出语言的交际功能及其工具性特点;以培养学生用英语进行交际功能为最终目的,注意学生学习兴趣的培养。

  因此我采用“任务——探究——创造”型教学方法,让学生在有趣,开放式的语言环境中,学会观察,思考,讨论和总结,在“用”中发展思维能力、创新意识和各种语言应用能力。

  联系任教的内容而言,这是一节情景对话课,围绕“征询意见”这一日常用语展开。在第三课中,学生已经能用“ would you like some...?”进行询问。能听懂会说chicken,pop, milk, a sandwich。本课时的教学内容为用“What would you like?”进行征询意见。根据这一安排和学生的整体认识水平,从知识教学、能力培养等方面考虑,我确立本课时的教学目标为:

  1、知识目标: 能听懂会说I’m hungry. What would you like?Yes, I’d like…..

  2、能力目标: 听懂会说hamburger、French fries、pizza、pop。

  3、情感目标: 能运用所学句型进行对话表演和口语交际,激发学生学习英语的兴趣,培养学生的英语学习能力。

  4 本课时的教学重点是:能听懂会说 I’m hungry. What would you like? No, I’d like…..听懂会说hamburger、French fries、pizza、pop。教学难点是能用“What would you like?”征询别人意见以及hamburger, French fries的正确发音。

  5 学情分析:

  6 教具准备: 录音机,卡片,多媒体

  二教学方法:

  讨论法,讲授法,演示法,练习法

  三教学程序:

  为实现以上目标,我是这样设计教学过程的:

  (一)、Warming up

  1、Sing some songs.

  2、Play a game.快速呈现食物图片,做问答。

  (通过唱唱、问答的形式,不仅吸引学生的注意力,调动积极性,而且营造了学习英语的氛围。同时也为本课的教学作了知识的铺垫,构建了知识表象。)

  (二)、Revision

  (紧接着教师摸着肚子,作饥饿状)引导学生一起说出I’m hungry,围绕呈现的图片快速对话。

  (以对话的形式,唤起学生的记忆,使学生熟练运用旧知,同时对I’m hungry进行了渗透。)

  (三)、Presentation

  1、依次呈现some bread、some juice的图片。

  T: Would you like some bread?

  S: Yes, please

  2、T: I’m thirsty.(教师作干渴状,引导学生边做边说I’m thirsty.)

  T: Would you like some juice?

  S: Yes,please.

  T: Here you are.

  通过已掌握的句型新授hamburger, French fries pizza ,pop。

  (利用旧知,在已熟练了的交际语境中学习新单词,同时配以相应的图片,加深了对单词的理解,也降低了难度。并即使由师生操练转向生生操练,由模仿提高到运用,这符合学生的认知规律。)

  3、(呈现以上四幅新授图片)Make out some dialogues.

  (将单词融进有实际意义的对话中,充分体现在交际中教,在运用中学的理念,通过这种方式便于学生的理解和运用。)

  4、(请一名较突出的学生引导作干渴状):

  S:I’m thirsty. I want to drink.

  T: What would you like, please?

  S: I’d like some pop, please!

  (教师作饥饿状):

  T:I’m hungry. I want to eat.

  S: What would you like, please?

  T: I’d like some French fries, please!

  (在说的过程中予以图片加以配合,帮助理解;由模仿到练习,反复刺激学生的感官,增强学生对新知的理解和运用。)

  (四)、Practise

  1、Listen to the tape and read after the tape.

  2、Act out the dialogue.

  (在听读的过程中培养学生良好的学习习惯,通过演演的形式让学生在情景中练习达到掌握的目的。)

  (五)、consolidation

  1、Make a survey.

  2、Who’s the best?

  (师生示范表演为学生提供一个可操作的模式,以任务型的活动方式,通过合作学习,并予以评价知道,给学生提供平等的说英语的机会,鼓励学生在竞赛中学,这样既创造了轻松愉快、自然和谐的课堂气氛,又促进了交际活动的展开。通过“Apple Tree”的评价总结,让学生认识到集体目标的实现离不开个人的努力,激发其进一步追求成功的欲望。)

  (六)、Homework

  1、Read after the tape recording.

  2、Make up a dialoguein pairs.

  (将课内的学习延伸到课外,维持学生的学习兴趣。)

  教学的对象是三年级学生,他们活泼好动,喜欢直观形象的事物,对游戏、竞赛、动画特别感兴趣。教师在教学时应坚持以听说为主的原则,注意启发、引导和帮助学生通过说、唱、动、游戏等方式积极、主动、大胆、愉快地参与教学活动。

  Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.

  I. Contents:

  Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)

  II. Teaching aims

  1. Aims on the knowledge

  (1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations.

  (2) To help Ss to finish the survey.

  (3) Let Ss finish the assessment of “Let’s check” in this unit.

  2. Aims on the abilities

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

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

  (3) To foster Ss’ abilities of communication and their innovation.

  3. Aims on the emotion

  (1)To foster Ss’ consciousness of good co-operation and proper competition.

  (2) To lead Ss to show their loveliness to the poor.

  III. Key-points of this lesson

  (1) To help Ss ask and answer the question: What’s in it?

  (2) To enable Ss to study in groups and co-operate skillfully.

  (3) To develop Ss’ interest in English.

  IV. Difficult points

  (1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.

  (2) To finish the survey by themselves.

  V. Teaching methods

  As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.

  VI. Teaching procedures and purposes of my designing.

  I’ll finish this lesson in five steps.

  Step 1. Warm-up and preview

  1. Free talk between T and Ss about things in the classroom.

  2. Sing the song together: Books and pencils.

  3. Do some TPR, for example: Show me your English book. Show me your crayon.

  4. Review the numbers by asking: “How many crayons do you have?”

  Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.

  Step 2. Presentation

  Now I’ll mainly talk about this step.

  1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.”

  (1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.

  (2) T: My schoolbag is heavy.

  Open the bag and say: “What’s in it? What’s in my schoolbag?”

  Take out a Chinese book. Then do the action again. Let the Ss read the sentence.

  2. Play a guessing game. Divide the whole class into four groups to have a competition.

  Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.

  3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.

  Girl: My schoolbag is heavy.

  Boy: What’s in it?

  Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.

  Boy: What will you do?

  Girl: They are for the poor.

  Boy: Great! I’ll bring some school things too.

  The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.

  4. Mention that we should take care of the poor.

  5. Play the cassette. Let the Ss listen and imitate the dialogue.

  Pay attention to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.

  Step 3. Practice

  Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.

  Step 4. Assessment

  Help Ss finish “Let’s check” of this unit and workbook.

  Purpose: To check the knowledge Ss have learned in this period.

  Step 5. Add-activity

  1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.

  2. Take care of everything they have.

  Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned

英文说课稿 篇8

  一、教材分析:

  教材概述:

  《新目标英语》Go for it !每个单元包括section A , section B,跟 self check三个,部分其中A 部分是基本的语言内容,B部分是知识的扩展跟综合的语言运用。Self check 部分是让学生用来自我检测本单元所学的语言知识。教材突出语言使用能力的培养,它采用任务型语言教学模式,每个单元都设计成一个或几个与该单元话题有关的任务,让学生在完成任务的过程中,使用英语获取信息,进行交流,真正体现了在"在做中学""在学中用"的教学理念。

  单元内容分析:

  本单元的标题为This is my sister ,教材以family members 为中心话题,围绕着"介绍家人跟朋友"展开,学习跟运用目标语言"介绍人物跟识别人物"

  本单元的教学内容:

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

  2.补充词汇 husband wife son-in-law daughter-in-law mother-in -law father-in -law, nephew , niece等

  3.介绍他人的句型 This/That is… , These/Those are…

  4.询问,辨认人物的疑问句形式 Is this/that…?

  二、教学设计思路

  《新目标英语》中的具体语言目标是通过各种各样的tasks来实现的,学生需要运用具体而特定的行动来完成一定的交际任务,整个教学过程中就是各种语言结构与语言功能与不同的学习任务有机的结合,因此,本单元我将始终引导学生通过完成具体的任务活动来学习语言,让学生为了特定的学习目的去实施特定的语言行动,通过完成特定的.交际任务来获得跟积累相应的学习经验,让学生在用中学,在学中用。

  根据语言学习的认知规律;由浅入深,由已知到未知,本单元计划用四个课时。

  分课分析:

  第一课时: Section A, 1a, 1b, 1c, 2a, and 2b

  利用教学图片跟制作多媒体课件来展开课堂pair work ,group work等口语交际活动,引导学生学会运用指示代词介绍人物,帮助学生掌握家庭人员的称谓,区分单指跟复指。

  教学重点:

  1)词汇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 学 难 点: 复数指示代词these those 家庭成员的 复数形式及它们在句中的正确运用。

  第二课时: Section A 2c , 2d , 3a , 3b, 3c , 4,

  利用照片跟多媒体游戏, 复习巩固家庭成员的称谓, 运用this /that…疑问句形式,辨认人物。

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

  第三课时: Section B 1, 2a, 2b, 2c, 3a, 3b, and 3c

  复习猜词游戏巩固跟教学更多的家庭成员的词汇,通过制作家谱,进一步明确家庭成员间的关系。

  教学重点:

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

  2) 掌握并制作家谱

  3)扩充词汇 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece

  第四课时 section B 4, self check

  通过小组活动跟知识检测,促使学生不断地使用所学内容,从而提高他们灵

  活运用知识的能力

  教学重点: 书信的格式

  教学难点: 以书信的形式介绍家人

  三、教学目标

  1.语言知识目标

  1)学习并掌握与家庭成员有关的词汇 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent(s),grandparent(S) friend.

  补充词汇 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece

  2) 学会初步运用指示代词 this that these those 介绍他人

  3) 学会初步运用 this that 的疑问句形式询问辨认人物

  2.语言技能目标

  1)培养良好的听说读写能力

  2)通过创设情景,培养学生的发展思维能力,激发学生的想象力。

  3.情感目标

  1),创设真实情景,激发学生学习英语的兴趣,培养学生积极主动的学习精神。

  2)通过小组间良性的竞争与合作,培养友好互助的精神。

  3)通过对家庭成员之间关系的描述,增进学生关心热爱家人的情感,促进学生彼此之间的相互了解,增进友谊。

  4.文化意识

  1) 了解英语国家中不同性别常用的名字及家庭成员之间的称呼习俗,了解中西方在家庭成员称呼上的文化差异,拓展学生的视野。

  2) 跨学科学习,利用多媒体跟卡通图片,强化视觉能力,拓展语言艺术,培养审美意识。

  5.学习策略目标

  1)帮助学生明确学习目的,指导学生做好预习

  2)利用不同方法收集卡通图片 或家人照片,供上课小组活动使用

  3)通过小组讨论,竞赛,游戏等多种形式,确立learning by doing learning for using 的学习英语的思想。

  四、教学原则

  1. 活动性原则 提倡学生主动参与,体验,交流,合作,探究等多种学习。

  2. 合作性原则 以学生为主体,师生合作,生生合作,体现教与学的互动,交往。

  3. 任务型原则 运用任务型的教学途径,培养学生综合语言运用能力。

  4. 情感性原则 激发学生学习英语的兴趣跟始终保持良好的学习情绪。

  五、教学方法

  1.提问引入法 通过提问,集体,分组,分行回答,或学生逐个回答的形式开展教学,检查 跟巩固新旧知识。

  2.交际功能法 通过集体,分组,两人,个人操练等形式,达到交际的目的,促进语言实际运用能力的提高。

  六、任务特点:

  在本单元的教学活动中,每课都围绕一个中心任务而进行。

  第一课时 识别家庭成员及其称谓。

  第二课时 相互问答,介绍家庭成员。

  第三课时 制作家谱并描述家庭成员

  第四课时 以短信的形式向朋友介绍家庭成员,以quiz的形式对本单元的学习做终结性评价。

英文说课稿 篇9

  a. New wrds and phrases

  b. Sentence pattern: If- clause

  c. iprve their reading sills.

  d. Taling abut prbles f the Earth.

  6. 说教学难点 teaching difficult pints (语法;发展交际能力)

  a. functinal ite: Suppsitin.

  b. Develp their cunicative abilit. Act ut their wn dialgue.

  7. 说教具 teaching aids (ulti-edia cputer, sftware, OHP)

  The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.

  二、说教法 Teaching ethds

  Five step ethd; audi-vide; cunicative apprach;

  Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.

  三、说学法 Stud ethds

  1. Teach Ss hw t be successful language learners.

  2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;

  3. Get the Ss t fr gd learning habits.

  四、说教学过程Teaching prcedures

  I. 复习 (Revisin) 5in (Dail reprt; 词汇diagra; brainstring; activate scheata)

  Activit 1: Iaginatin

  1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)

  2). Suppse u catch a bad cld, what’s t be dne?

  3). Suppse ur bie is bren, what’s t be dne?

  4). And suppse the earth, n which we all live, is daaged, what’s t be dne?

  * What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)

  II. 呈现 (Presentatin) 5in

  Activit 2: Presentatin

  Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)

  A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.

  Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.

  * Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.

  III. 对话 / 阅读 (Dialgue)18

  1. Pre- reading

  Activit 3: Predictin

  1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:

  What d u thin is discussed at the cnference?

  2. While- reading

  Activit 4: Read and answer

  2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.

  * 阅读: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 识别关键词e wrds;确定主题句;创设信息差infratin gap;T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。达到对课文的整体理解和掌握。S that the can have a gd understanding f the whle text.)

  3. Pst- reading

  Activit 5: Language fcus

  While Ss are answering the Qs, the teacher deals with se e language pints.

  a. is being caused b. and s n c. g n ding

  d. be fit fr e. standing r f. if- clause

  IV. 操练 (Practice) 10

  Activit 6: Retell

  Use ur wn wrds t retell the dialgue in the 3rd persn.

  Activit 7: Acting ut

  Activit 8: Drill – Suppsitin

  Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)

  (Retell; act ut; rle pla)

  V. 巩固 (Cnslidatin) 6

  (Discussin; interview; press cnference; debate; quiz)

  Activit 9: rle pla

  Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.

  * The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.

  Activit 10: Discussin

  Thin f the questin: Are we causing daage t the wrld?

  What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?

  Cllect their answers and fr a reprt.

  VI. 作业 (Hewr) 1 (Writing; cntinue the str; recite; retell)

  Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.

  五、说板书Blacbard design

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