关于英文说课稿汇编七篇

　　作为一名教师，通常需要准备好一份说课稿，借助说课稿可以有效提高教学效率。那么优秀的说课稿是什么样的呢？下面是小编为大家整理的英文说课稿7篇，欢迎阅读与收藏。

关于英文说课稿汇编七篇

英文说课稿篇1

　　一、说教材

　　今天我说课的内容是外研社的小学英语新标准三年级起始第一册module 6 school, unit2 what’s this? 我采用多样化的教学手段将听、说、玩、唱溶于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感，从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。

　　二、说学情

　　三年级的学生于本期刚接触英语，对学习英语充满了好奇和兴趣，渴望获得更多的英语信息和知识。经过本模块第一单元的学习，学生已经初步掌握了询问并识别物体的句型：what’s this? 和what’s that? 学生已掌握的知识和心理状态为本节课的自主探究打下了基础。

　　三、说教学目标

　　1、语言知识目标

　　(1) 让学生能听、说、认、读pen,pencil,book,bag等单词。

　　(2) 通过学习让学生熟练掌握句型 what’s this? 和what’s that?

　　2、学习技能目标：

　　(1) 能听懂let’s do中的指令并做出相应动作,如point to the …

　　(2) 根据图片或在场景下进行简单的英语交流和表达，培养学生灵活运用所学知识进行交流的能力.

　　3、情感态度目标

　　（1）通过学习活动，使学生有兴趣听、说英语，培养学生注意观察、乐于模仿的良好习惯和主动竞争的竟识。

　　（2）让学生在鼓励性评价的中树立学习英语的自信心。

　　（3）通过小组活动培养学生合作交流的能力，从而让学生意识到学习英语的重要意义。

　　（4）充分利用教材所提供的学习资源，实现自由参与与创新，能主动与他人交流，并克服交流中的困难，使交际顺利进行。

　　四、说教学重难点

　　1、学习新单词 pen,pencil,book,bag ，能正确认读。

　　2、巩固已学句型：what’s this? 和what’s that? 并能用 it’s a…作出相应的回答。

　　五、说课前准备

　　教具准备：课文录音；带单词的物品图片；实物pen,pencil,book,bag；魔法包；奖品（贴画）。学具准备：单色物品的图片（学生课前画好）

　　六、说教学策略

　　为了突破这一堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点，我主要采取了以下教法和学法。

　　（一）小组活动学习法

　　把全班分成四个大组（两行为一组），分别用数量单词命名，并书写在黑板的左边或右边。课堂各项教学活动均以小组活动为主线，结对或全班活动为辅，学生互相交流、探究，共同完成学习任务，在合作中感受学习英语的乐趣及交流的意义，也通过小组成员之间“荣辱与共”的关系而形成同步学习的环境。

　　（二）情境教学法

　　给学生不断创设各种真实的场景，促使学生说英语。

　　（三）课堂评价主要以鼓励性评价为主。

　　课上恰当使用激励性评语和奖励个人贴画、小组奖的红旗（画在黑板上）的方法，让学生渴望成功的心理得到满足，这也是激励学生积极投身英语学习的一个最简单而有效的方法。老师操作起来也比较方便。

　　七、说教学过程

　　（一）热身复习，营造学习英语的气氛。

　　1、歌曲导入，激发学生学习的兴趣

　　教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，激发学生参与学习的兴趣，是新课导入的关键。精彩的课堂开头，不仅能使学生迅速地兴奋起来，而且还会使学生把学习当成一种自我需要，自然地进入学习新知的情景。因此，在热身的时候，首先让学生演唱歌曲“plese stand up ”，并做上相应的动作，这样的导入能很快吸引住学生，还渲染了学生学习英语的良好气氛。同时，歌曲中的物品也可勾起学生们对已学物品单词的回忆，对复习句型what’s this? 和what’s that?作好铺垫。

　　2、复习旧知，培养自信

　　教师出示tom的图片，谈话向孩子们引出本节课的新朋友：“it’s tom.” ，并让学生热情地和他打招呼。告诉学生们他是amy的弟弟，今年才三岁。小tom有些物品不认识，由于刚和大家见面，有些害羞，要老师代问，让孩子们帮帮他。孩子们对帮助他人都比较热心，反应都很积极。于是老师拿着tom的图片，在教室里四处走动，随意拿起一件物品或指向一件物品，向学生提问：what’s this? 或what’s that?让学生作出相应的回答。适时还可用what colour is it?进行询问，借以复习表示颜色的单词。大力夸奖乐于助人的娃娃。这样不仅复习了旧知识，渲染了学习英语的良好气氛，而且渗透了思想品德教育。

　　（二）会话导入新知，促进语言实际运用能力的提高。

　　学生在一个平等尊重的氛围中，他们的思维是放松的，敢于说、敢于参与教学。教师要真心诚意地把学生当成学习的主人，努力提高“导”的艺术，从而在教学中恰到好处地去启发、点拔、尽可能地给学生多一点思考的时间，多一点活动的余地，多一点表现自己的机会，这样才能使课堂氛围充满活力。因此，这个环节我是这样设计的`:

　　1、教师拿着tom的图片继续指向教室里的物品，向学生提问。课前教师在离讲台较近的墙壁两侧和较远的后墙两边分别贴上pen,pencil和book,bag的图片，分别使用what’s this? 和

　　what’s that?向学生提问，学生可用中文来回答。教师引导用“it’s a…”来回答，自然引出新单词，进行单词教学。

　　2、游戏——变一变。

　　老师先出示魔法包，把实物pen,pencil,book,bag一件件地特意让学生看到之后，再把它们放进“魔法包”中，然后让一名学生上台，从“魔法包”中握住一件物品，让其余学生猜是什么。若猜对了就把物品拿出来，并让另一名学生上台找出相应的单词卡片，全班进行单词练读。学生们对“魔法包”充满了好奇，而所学的单词又是孩子们非常熟悉的文具物品，从而学习起来非常带劲，能起到很好的巩固作用。通过齐读、指名读、开火车读、看口形猜单词等多种形式的操练，孩子们能十分轻松地掌握单词的认读。对读得对、读得好的个人和小组要给以及时的鼓励，调动学习的兴趣和积极性。

　　（三）呈现新知,合作互动。

　　在小学英语课堂中使学生保持一种积极的紧张感，能够激发他们学习的外部动机，引发他们一系列的自主活动，促进外部动机向内部动机的转化。

　　1、游戏——say and point

　　请四位学生上来，分别站在四个不同的方位，手里分别拿着实物pen,pencil,book,bag再请一名学生发出指令：point to the…其余学生做出相应的动作，以达到对新单词的熟练掌握。这个活动完全由学生来操作，既锻炼了学生的胆量和能力，又激发了学生学习的兴趣。

　　2、演一演。这个部分是由学生导学。指派一生扮演tom，在教室随意走动，指向任一物品，用what’s this? 和what’s that?进行询问，其余学生扮演amy作答，以答到操练句型的目的。为了激发学生学习的积极性和主动性，可多抽几名学生扮演tom练习。这个环节主要是操练学生能正确使用what’s this? 和what’s that?来提问。对能正确使用this和 that来询问的学生要加以大力表扬和奖励。

　　3、小组活动：ask and answer

　　以学习小组（四人）为单位，摆出pen,pencil,book,bag等文具，可故意将其中的一件放远一些。然后指派一人分别用what’s this? 和what’s that?进行询问，其他学生作答。依次轮流进行，借以达到熟练掌握句型的目的。若组内成员不懂，其他成员帮助，团结一心，完成任务。教师巡视指导。

　　4、学习课文 what’s this?

　　（1）学生打开书，结合课文插图，听课文录音，理解文意。

　　（2）再听录音，生逐句模仿读。教师适时正音。

　　（3）趣味操练——多种形式赛读：男女生分角色读；指名分角色读；小组赛读。优胜者分别奖个人贴画、奖小组小红旗。各种方式的赛读，从多方面激发学生学习英语的兴趣，培养自信心，让他们感受到成功的快乐。

　　（四）巩固新知，拓展练习。

　　1、完成运用任务（1）：赛一赛——将sb24页的activity 3设计为一个抢答赛。

　　教师出示单色物品，用what’s this?询问，学生抢答。在这个环节，教师要注意引导学生加上颜色作答。不仅巩固了新知，也复习了旧知。这个练习有一定的难度，教师要多加诱导，多给孩子思考的余地。通过努力，相信孩子们一定能完成得很好的。对答得对的要大加赞扬和奖励，比如说：呀，你真了不起！能说那么长的英语句子了！太棒了！

　　2、完成运用任务2：将sb 25页的activity 5设计为小组活动——show and ask

　　学生展示出课前画好的单色物品图片，在小组内互相用的what’s this? 和what’s that?来进行问答。提醒学生在问时把图片拿出来，做出合适的动作；在答时尽量加上表示颜色的词，教师巡视指导。此任务的设计，重视了对学生思维能力、观察能力的培养，特别是对学生合作学习能力的培养，让学生们在师生，生生，小组等不同的合作方式中，学会倾听，学会评价，为学生的终身学习奠定基础。

　　（五）课堂小结和课堂延伸

　　1、总结小组的战利品，（包括个人的贴画和黑板上小组的小红旗）学生掌声祝贺并鼓励未获胜的小组继续努力，为激发下节课的学习气氛打下基础。

　　2、布置课外作业——我来当当小老师。

　　将所学的单词或英语句子教教你的家人或朋友。并将你当小老师的情况在下节英语课上向老师和同学汇报。

　　此环节将课堂延伸至课外，培养了学生的运用能力，让孩子的家人和朋友也来分享学习英语的快乐，从而更加激发孩子学习英语的欲望，真切体验学习英语的成功带来的喜悦，达到学以至用的目的。

　　八、说设计说明

　　本节课不论是新知的呈现，还是游戏的设计，都是以学生的自主探究学习为中心的，充分调动了学生学习英语的积极性，让学生全员积极参与到课堂，在玩中学，学中用，提高了课堂实效，培养了学生学习英语的兴趣。我相信通过这样的教学方式，充分让学生主体参与、体验感悟、游戏巩固，是一定能圆满实现课堂教学任务的。

　　附：板书设计

　　Module 6 School Unit 2 What’s this? What’s this?

　　It’s a red pen. yellow pencil. What’s that?

　　It’s a blue bag. green book.

英文说课稿篇2

　　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.

　　1.Analysis 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.

　　2.the 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.

　　3.Then 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.

　　4.Teaching 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.

英文说课稿篇3

　　【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4

　　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5

　　The lesson I am going to talk about is from the teaching materialBook One ,Unit 8.the third part that is used by the kids in Grade One .

　　一、Analysis of the teaching material （说教材）

　　This is a dialogue that happens in the fruit shop .several sentences surround selling and buying the fruit will be learned .During 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 .eg: lychee, banana, apple,"What’s this ?It’s an apple."In Unit seven ,we grasped the numbers from one to ten .The 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 .According to the kids’ English level and the corresponding content in the daily life ,I give them some extra extending .To train their ability of communicate with the others in English ,I prepare the following design .

　　Teaching aims （教学目标）

　　1. knowledge and skill aims :（知识技能目标）

　　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、态度、价值目标）

　　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 :（教学重点）

　　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 :（教学难点）

　　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 ;（教具准备）

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

　　Teaching methods :（教学方法）

　　Task objective teaching method .TPR method , performance and games methods .

　　二、Analysis of the learners :（说学习者）

　　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 .so ,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 .What I try my best to do is to arouse the kids’ interests and protect their enthusiasm.

　　三、Analysis of the teaching methods （说教法）

　　says that during the Foundation Education period ,the total goal for English lesson is to improve the pupils’ ability of comprehensive using language .It promotes task teaching structure .According 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 .during this procedure ,the pupils’ ability of thinking and using language is developed very well .

　　四、Analysis of the teaching procedures .（说教学过程）

　　1. Warm up .（歌曲热身）

　　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 .（复习数字和水果）

　　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 .to review the spelling of the words using the basic pronunciation knowledge .

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

　　3. Guide the pupils to the main teaching points .（引入新课）To comprehensive use the numbers and the fruit that is a needed in a fruit shop .Ask 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 .The quicker one will be the winner .

　　Eg: Six oranges ,please .

　　4. Time to practice for all the class （全体同学操练）。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 （观看多媒体，了解本课故事情节），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 .the 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（巩固和练习）

　　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 .Encourage 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 .In such a peace and pleasant situation they like to speak the dialogue they learned to express themselves .They can feel the success and become confident in speaking English .

　　7. Conclusion （总结）

　　The teacher would lead the class to read the sentences on the board and ask some more difficult questions .Maybe the pupils can not understand them clearly ,but it doesn’t matter .we 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 : （家庭作业）

　　Encourage the pupils to design a little fruit shop at home and teach their family the dialogue in the fruit shop .When 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 .They learn and practice while playing . I think it’s really a good lesson of high quality.

　　Black design （板书设计）

英文说课稿篇6

　　一、教学内容分析

　　(一)、知识背景

　　定语从句是高中英语教学的重点语法，高考必考内容之一，也是一个难点。涉及面广，平行区分难度大，因此需要作专题复习，归纳，讲解，辨析。

　　（二）、教学重点难点

　　1、语言知识重点与难点

　　（1）that 与which 用法区别

　　（2）对the way的考查

　　（3）关系副词引导的定语从句和介词+关系代词引导的定语从句。

　　2、综合知识重点与难点

　　（1）as 的使用

　　（2）对where 的考查

　　（3）综合考查

　　教学辅助手段：多媒体

　　二、教学目标

　　（一）、知识技能

　　1、复习、掌握关系代词和副词引导的定语从句及介词+关系代词引导的定语从句。

　　2、归纳并掌握与定语从句相类似的句法考察现象。

　　2、提高学生语法分析以及综合运用能力。

　　（二）过程与方法

　　习题引导，自主归纳，近似对比，拓展演化

　　（三）情感态度

　　“办法总比困难多”，遇到难题、复杂情况要积极想办法。

　　（四）学习策略

　　1、认知策略：能总结定语从句的结构规律，并加以应用；

　　2、调控策略：利用游戏，鼓励学生主动积极思考，寓教于乐

　　三、教学步骤

　　1、导课

　　（1）习题导入：展示一组reason用法考查题目，引导学生形成一种基本思维----与一个关键词相关的从句并非只有一种，因此需要站得更高，才能看的更全面，准确。

　　（2）拓展回顾，框架定位

　　拓展复习范围，回顾句法结构体系，给定语从句一个宏观的定位，同时也将复句连词分析进行一个策略上的定位。

　　2、基础知识回顾

　　（1）练习引导

　　（2）归纳总结

　　关系词及其意义

　　指代人关系代词

　　指代事物在从句中作主干成分

　　所属关系whose

　　指地点关系副词

　　指时间在从句中) 作状语

　　指原因why

　　3、考点与难点归纳

　　（1）考点1：that与which

　　归纳只使用which和that应遵循的规则

　　（2）考点2：theway用做先行词

　　归纳做题技巧

　　theway做先行词时，先看后面定语从句中是否缺少主语或宾语：

　　缺少主语或宾语：引导词用that/which/不填（作宾语）

　　主语宾语都不缺：引导词用that/inwhich/不填

　　（3）考点3：介词+关系词

　　归纳做题技巧

　　定语从句句首为介词时，后可接的关系词为：

　　1、介词+whom/which/whose2．名词＋of+关系词

　　3．不定代词／数词＋of+关系词4．介词＋名词＋of+关系词

　　（4）难点一：as的用法

　　归纳as在限制性和非限制性定语从句中做关系代词的用法，并归纳做题技巧。

　　（5）难点二：一些特殊词之后的where

　　解析：

　　1、如果定语从句分别修饰point，situation，part，condition和case等表示抽象意义的词，常用where引导，意思是“到了某种地步，在某种境况中”。

　　2、先行词是表示地点的名词，定语从句未必用where

　　如果定语从句的先行词是地点（或时间）类名词，而关系词又代替先行词在从句中充当主干成分，从句用that /which引导；如果是关系词在从句中充当状语类成分，用where /when/in which。

　　（6）难点三、综合考查

　　综合考查一：定语从句与强调句

　　综合考查二：定语从句与同位语从句

　　综合考查三：定语从句与表语从句

　　4、对比训练与巩固

　　采用竞赛的形式，分为两组，由对方为己方出题，轮流，选出优胜组。

　　5、能力提升

　　请学生完成一篇短文，并使用定语从句，使学生具体运用中提升能力。

　　6、作业：完成短文

英文说课稿篇7

　　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.

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