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英文说课稿

时间:2021-03-16 09:27:13 英语 我要投稿

关于英文说课稿模板锦集九篇

  作为一名无私奉献的老师,常常要写一份优秀的说课稿,借助说课稿可以让教学工作更科学化。怎样写说课稿才更能起到其作用呢?下面是小编整理的英文说课稿9篇,仅供参考,希望能够帮助到大家。

关于英文说课稿模板锦集九篇

英文说课稿 篇1

  Part One —— Analysis of the Teaching Material

  One: Status and Function

  1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.

  2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.

  3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.

  4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.

  Two: Teaching Aims and Demands

  The teaching aim's basis is established according to Junior School English syllabus' provision.

  1. Knowledge objects

  (1) To study the new words “fuel”, “oil” and “coal”.

  (2) To learn and master the phrases “think of, on the way to …, have fun”, etc.

  2. Ability objects

  (1) To develop the students’ abilities of listening, speaking, reading and writing.

  (2) To train the students’ ability of working in pairs.

  (3) To develop the students’ abilities of communication by learning the useful structures.

  3. Moral objects

  (1) Through different teaching methods to make students be interested in study.

  (2) Love to know more knowledge about transportation and dare to express their opinions in English.

  (3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.

  Three: Teaching Keys and Difficult Points

  The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching material's position and function.

  1. Key points:

  (1).Be able to express words, phrases and sentences in English.

  (2). Know about the improvement of transportation and Danny’s invention.

  2. Difficult points:

  Be able to talk about their imaginary future transportation in oral English.

英文说课稿 篇2

  一.说教材:

  《birthdays》是译林英语五下的最后一个单元。本课时主要讲授的是第一板块Story time的内容。主要围绕“过生日”这一话题,通过问询和讨论在生日里所做的事情展开对话。

  教学大纲对Story time的要求是通过对话、短文、故事等,帮助学生掌握基本的英语语言知识,发展基本的英语听、说、读、写技能,初步形成用英语与他人交流的能力,进一步促进思维能力的发展,同时提高学生的综合人文素质。所以本课的主要目标是培养学生灵活运用所学知识进行语言表达的能力。

  二.说教学目标:

  针对这些要求,我设定了本课时的教学目标是:

  1. 学生能流利朗读并理解story time。

  2. 学生能听懂、会读句型" When's your birthday? It's on the eleventh of May. It's on the eighth of April."

  3. 学生能运用句型"What do you do on your birthday? I usually..."正确问答生日活动。

  而本课有比较明显的中西文化区别,所以针对这一特征,设定情感和文化目标为:

  1. 能理解中西方生日文化的去别和融合。

  2. 能懂得感恩父母。

  三:说教学方法:

  教法:

  1. 问答式教学法:它能充分发挥师生两方面的积极性,用此法可启发学生思维,培养学生分析问题、解决问题的能力和口头表达能力,激发其学习的主动性、积极性。

  2. 讨论式教学法:通过对教学主题的自由讨论,得出在生日经常做的事情。在讨论的过程中运用所学的语言。不仅能帮助学生正确运用语言,也能创建比较自由舒适的课堂环境。

  3. 情境教学法:给学生创建比较真实的语言环境,在情境中学习课文的内容。

  学法:

  1. 听选法:要求学生在听的过程中完成信息的采集。帮助学生锻炼听取信息的能力。

  2. 速读法:以快速阅读为基础,找出与给出主题相关的内容,帮助学生练习泛读能力。

  3. 精读法:细读课文,找出细节内容。在这一部分,学生需要对课文进行分析,并找出正确的答案。锻炼学生对文本的分析运用能力。

  四:说教学过程:

  本课时是本单元的第一课时,主要教学过程如下:

  课前活动:

  一、热身活动

  为了帮助学生进入学习状态,设计如下的课前活动。

  1. 解释卡片和奖励机制。

  2. Listen to the song< Happy birthday to you>

  3. Say a chant< The months chant>

  二、引入课题

  1. 正是上课,首先出示本课的学习目标,让学生对本节课需要掌握得内容有比较清晰的了解。

  2. 讨论月份,引入主题。

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

  S: I like…

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

  You can ask“ When’s your birthday? ”引入生日讨论。

  连读,板书。

  Put in order

  先出示打乱的生日活动,观看听老师的生日活动,然后完成排序练习。

  以上引入课题:birthdays

  三、处理文本

  为了帮助学生锻炼听、说、读的能力,设计了如下的处理文本的活动。

  a. (放视频,完成连线)

  b.听录音,说出所做的事情。(板书)

  c. 速读课文,找出Mike做的事

  d. 精读

  Read the text carefully and try to find the answers.

  1)Who do they spend their birthdays with?(他们和谁一起度过生日?)

  2)What do they eat?

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

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

  Are they happy on their birthdays?

  S: Yes.

  How can you know?

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

  四、练读课文。

  练读课文时比较枯燥的,所以设计了多样的练读方法。

  1)跟读,注意语音语调,特别是重音。

  2)三人多样练读,请两组示范。

  3)齐读。

  五、复述课文

  复述课文是比较有效的检验学生是否掌握课文内容的方法,所以在本部分设计了逐层递进的复述方法。

  1)看板书,复述。

  2)去掉动词词组,复述。

  六、你的生日

  让学生正式运用本节课所学的知识,进行丰富的讨论活动。

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

  1)提供表格,让学生先选一选。

  2)根据选择,和同桌说一说。

  3)请学生说一说。

  文化渗透:随着时代的发展,中国的生日文化已经吸纳了很多西方元素,中西方生日文化的差异已经不是很明显了。

  T: Now we also eat birthday cakes and have a birthday party with our friends. So with the development of the world, the differences between China and western countries are getting smaller and smaller.

  七、情感教育

  帮助学生学会感恩父母并且对本课的内容进行书写训练。

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

  八、评价和回家作业

  针对上课是出示的学习目标,让学生对自己这节课的学习效果进行评价和反馈。知道自己的薄弱点在哪儿。针对这些评价内容,设计回家作业。

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

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

  (选做)1. Try to retell the story.

  2. Write down your parents’ birthday dates.

  五:说板书

  本课的板书采用了和课文相关的蛋糕和面条,并在上面贴上对用人物的活动词组,辅以头像帮助理解。非常的生动,让学生对本课的内容有比较直观的理解。

英文说课稿 篇3

  这堂课的语言知识技能目标是:

  通过在创设买水果的情境的对话中,使学生能听懂、会说:Do you like ….? / Yes,I do …. / No,I don’t. / What about …? / Let,s have some …这些句型。 并能在实际情境中运用。

  情感目标是:

  在小组内用“What about …”向别人提意或询问,渗透人际间要有良好的沟通方式。

  我这堂课总体的设计理念是采用了任务型教学的方式。“教师应该避免单纯传授语言知识的教学方法,尽量采用‘任务型’的教学途径”,这是《英语课程标准》所指出的,所以全课始终在购买水果的情境中进行着,让学生触景生情,在完成购买水果的任务中,学生愉快地学习英语。

  为了很好的达成以上教学目标,把教室布置成一个模拟购买水果的情境:四个同学围成一个小组,每组的桌上,放一个水果盆和一个用纸密封的水果篮,水果盆和水果篮中都放入“pear peach orange watermelon”的英语图片。

  过程:

  在课的开始部分,我组织一个对前一课时所学四个水果单词的warm—up。为了提高学生学习的积极性,复习采用的方法是:每个小组桌子上放一个用纸密封的水果篮。篮中放入一些水果图片,老师问学生,Guess it ,pless. What’s in it? 学生不知是什么物品,都想去摸,自然就提高了学生的参与积极性,让学生摸出一个图片,说出这个水果的英语单词。先老师参与到其中一组,师生共同示范一次,然后每个小组,轮流从密封的水果篮里摸,摸到一个水果图片,就说出它的英语单词,其他学生要听出他说的单词是否准确。

  (这种复习符合学生好奇心理,激发学生说的欲望和听的兴趣,扩大参与面,实现生生互动。)

  复习之后,教师就用语言来创设一个购买水果的情境,“Amy and Bai ling go to the fruit shop ,Which fruit they like best? Let’s have a look。”播放课件,让学生整体感知课文“Let’s talk”部分。

  先让学生听两遍课件中的课文朗读,了解整个故事情节,并对本课所要学的句型有个初步的印象。听两遍的过程,也是规范学生语言的过程。

  之后,再播放一次课件,程度好的学生可以跟读对话,给不同程度学生有不同的发展。

  教师提出全文任务:Look ! So much fruits 。Do you like it?If you can say it well。The fruits is for you。有学习的目标是任务型英语教学的基础,也是激发学生学习兴趣的途径。

  这篇课文中,学生要了解四个句型的意思,并达到会说的程度是本课的重点,句型较多,也是学习的一个难点。为克服内容多的难点,我将全文内容整合,重新分组。这符合新课标“教师要善于结合实际教学需要,灵活和有创造性地使用教材,对教材内容进行适当调整”的精神。 我的引导过程具体分为三个环节。

  第一环节:

  教师参与到其中的一个小组,用“Do you like …?”的句型提问,因为学生在上学期已经接触了“like”一词,现在又有了前面三次听的机会,对本课所要学的对话有了一定的感知,预计有部分学生会回答“Yes,I do. 或 No,I don’t .”当学生回答“Yes,I do.”时,我就说:“Here you are .”同时也将水果递给学生,在教师与学生、学生与学生的对话中,领悟了“Yes,I do.”和“Here you are .”的意思。

  当学生回答“No, I don’t.” 时,教师不把水果递给他。通过这个过程的口语与演示,学生也会领悟到“No, I don’t.”的意思。

  同时,进行师问生答的口语操练。师生对话要适当增加,使学生对“Yes,I do.和No, I don’t”的句型有更多的操练机会。这样,第一环节的目标也就达到了。

  第二环节:

  由师问生答的形式,变为生问师答。通过教师引导,让学生用“Do you like …”提问。因为,学生要把“Do you like …”的音读准,有一定难度。因此,在起先学生说这句式时,要发挥教师的主导作用,让学生跟读,注重学生发音的准确。

  在学生基本会用“Do you like …”提问后,教师引导小组内成员相互之间用“Do you like …与Yes或No”的句式进行问答,整个对话过程要留给学生足够的时间,教师还要及时了解各组的对话情况,通过激励与辅导形式,达到优等生熟练、其他学生基本会说的程度。

  第三环节:

  教师与学生合作当一对顾客,起先还是运用“Do you like …与Yes或No”进行对话。当学生说“No,I don’t .”时,教师顺势引出“What about … ?”和“Let’s have some …”的句型。教师配以动作演示,当学生对这两句口语有强烈刺激后,就组织学生自愿组合成一对顾客,进行对话,要求在对方说“No,I don’t .”时,要选择另外水果图片,并用“What about … ?”和“Let’s have some …”句型说话。这一环节的重点就是操练这两个句型,同时也实现了本课时的情感目标——那就是人际间要有良好的沟通方式。

  (以上三个教学环节,将本课要学的三类新句型,分层练习,一步一个句型,掌握一句,再学一句,学生头绪清晰,学得轻松,效果自然就高了。)

  朗读:

  在学生对所学四个句型基本掌握之后,组织学生通读课文,熟读对话。先教师一句一句领读,再组织指名读,自由读。朗读有利于提高口语表达能力,是新课程所提倡的最基本的学习策略。学生在各种形式的读中,提高了英语口语水平。

  操练:

  最后操练部分:将各组水果图片集中,整个教室组成一个模拟型的水果超市,操练分两步:1、教师与学生配合示范练习:教师邀请一位学生组成一对购物伙伴,走进水果超市,要求相互间用“Do you like …?Yes, I do.和No, I don’t .What about pears?”和“Let’s have some …”这些句型进行英语购物,从而激发其他学生的操练欲望。2、学生之间配合购物操练:让少部分学生自愿当营业员,大部分当顾客,两位顾客组成一对购物伙伴,走进水果超市,进行英语对话,如果学生说得准确,那么水果就可被取走。学生扮演的顾客与营业员之间的角色要自由换位,以便让每个学生对各类句型都能得到训练。

  整堂课,教师树立让每个学生得到发展的理念,比如创设的活动情境,有利于全体学生发展语言技能,提高实际语言运用能力。优等学生在听的基础上就有自由尝试说的机会。组成学习小组学习口语,注重相互间的合作。全课有多次递进式的口语实践机会。

  注重把英语教学与情感教育有机结合。全课就是在宽松、民主、和谐的学习环境中完成活动过程的,教师参与小组交流引导,关注学习困难学生的语言实践。

英文说课稿 篇4

  Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the

  teaching procedure,and Blackboard design.First, let me talk about the teaching material.

  Part 1 Teaching Material:

  This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新课程标准和教学

  大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:

  1.Knowledge objects:

  a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.

  c)The Ss can use the patterns to express their thoughts in the proper situation.

  2.Ability objects:

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

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

  (3) To Improve the student’s reading ability, especially their skimming and scanning ability.

  3.Emotion or moral objects:

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

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

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

  Well, how to achieve the teaching objects better, how to stress

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

  Part 2 Teaching Methods:

  In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交际教学法), “Whole language

  teaching” (整体语言教学法)and “Task-based” language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —

  activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use

  language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.

英文说课稿 篇5

  The teaching design I’m going to talk about is for unit 10, from Fun with English for primary school, Book 1A. It mainly deals with colors , I’ll describe it mainly in 5 parts.

  1. Analysis of Ss

  Most of the first-grade Ss haven’t learned English. But some of them have learned some basic knowledge about English in the kindergarten. They are eager to learn and are interested in English. All these are to the advantages of English learning.

  Analysis of the textbook

  The ultimate goal of Oxford English is to develop the comprehensive ability to use the language. That is to develop their four skills, listening, speaking, reading and writing.

  2.Teaching Objectives

  Firstly, knowledge objective. In this unit, Ss are required to master the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”

  Secondly, skill objective. Ss are going to learn how to apply the words and expressions they’ve learned in their daily life. The good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.

  Thirdly, emotional objective. We should make Ss become aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. In this way to help them develop a healthy and positive character.

  3.Teaching Points

  The key points of this lesson are the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”

  The difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.

  4.Teaching approaches.

英文说课稿 篇6

  Teaching aims and demands 教学目标

  1. Knowledge aims:

  a. Provide Ss some information about the cellphone.

  b. Learn new words and expressions: toothpick, agreement, disagreement, disagree, absolutely, depend, be good at, inside out

  2. Ability aims 能力目标

  a. Enable Ss to find the answers in the text quickly and correctly.

  b. help Ss to find the main idea of each paragraph.

  3. Learning ability aims 学能目标

  a. Help Ss to express their opinions about life on the go.

  b. Improve the reading ability.

  Teaching important points 教学重点

  Let Ss learn to how to improve their ability.

  Teaching difficult points 教学难点

  How to get the main idea of the text and each paragraph quickly and correctly.

  Teaching methods 教学方法

  1. Co-operative method for creative ideas.

  2. Fast reading and careful reading

  3.Quesion-and-answer activity teaching method

  Teaching aids 教具准备

  1. A telephone

  2. Some pictures

  Teaching procedures & ways 教学过程与方式

  Step I Lead-in and warming-up

  Ask the students consider this question: If I miss my mother, how can I do? Then the Ss can give me many ways like walking home to tell my mother, write a letter, or just give a call. Then I asked my Ss which one is the best. The students will tell me "telephone", and then I will deal with the new lesson life on the go.

  Step II

  Check the answers in the exercise books and tell them some skills of reading.

  Step III Fast reading

  Give the students some minutes and read the text quickly and then answer the questions.

  1. What does life on the go mean?

  Life on the go here means a fast-paced lifestyle where people are always on the go—rushing from one place to another, using phones, computers, etc.

  2. What is the second paragraph about?

  It’s mainly about the different uses of cellphones.

  Step IV Careful reading

  Read the text carefully and then decide the following true or false questions.

  1. Many Chinese teenagers live life on the go just like Wang Mei.

  2. With cellphones, we can only make calls and send messages.

  3. All cellphones have an electronic calendar to remind you of appointments and dates.

  4. The students don’t use the cellphone in the classroom because of the school rules.

  5. With a cellphone, students will certainly waste some time and money on it.

  6. Teenagers like cellphones just because they can send messages.

  7. Wang Mei has a cellphone but her best friend Xiao Li hasn’t.

  Step V Consolidation

  Give the students 5 minutes to read the text against and find the main idea of each paragraph.

  Para. 1 Wang Mei is an example of Chinese teenagers who have cell phones.

  Para. 2 Cell phones can be used for what?

  Para. 3. Why are not the students allowed to use the cell phone.?

英文说课稿 篇7

  一、教材分析

  本堂课是一堂中考复习课,如果从分析教材来讲,本课话题主要是出现在仁爱英语九年级(下)Unit 5之中,主要讲的是让学生认识定语从句,了解定语从句的结构,并能熟练的运用定语从句。但是对于一堂中考复习课来讲,我觉得应当从中考英语对本课话题的难易度要求以及考点的探究入手。从历年的中考真题来看,对于定语从句的考察主要体现在单选题、完型填空和阅读理解中。当然还有就是从作文之中体现出来。而且我们知道,如今的中考英语,更侧重于在语境之中来考察语法和词汇项目,强化对学生语言运用能力的考察。

  二、教学目标

  根据课程标准和我市中考英语的要求,坚持以学生为本,切实体现素质教育,面向全体学生,立足基础,设置练习注意难易度适中,这堂课是一堂中考复习课,本课设计从英文歌曲导入,在课堂之上,利用简单习题小游戏,设置情景,情景之中学语法,以达到下列教学目标:

  知识目标:复习和掌握定语从句中关系代词和关系副词的作用和功能,能准确选择定语从句所需的关系代词或关系副词。从知识系统的归纳呈现入手,注重学生基础知识的复习巩固;这堂课又是一堂语法复习课本身具有一定的应试成分。

  能力目标:能较好地运用定语从句,能正确组织包含定语从句的复合句。注意培养学生运用所学的知识和技能分析、解决问题的能力。

  德育目标:培养分析问题解决问题的能力,热爱祖国,关心时政,学会竞争和合作,建立自信心和集体荣誉感。

  情感目标:通过学习调动学习积极性,使学生体会到英语的趣味和实用性。激发和培养学生学习英语的兴趣,建立学习英语的成就感和自信心。让他们成为课堂的主角,使学生懂得语法学习无处不在,使学生学在其中,乐在其中,并掌握一些应试技巧。

  三、教学重点难点

  提高学生对语法复习的兴趣和积极性,较好地掌握定语从句的用法,理解定语从句,运用知识点解题。

  四、教学方法

  《新课程标准》要求教师在教学中要以学生为主体,尝试创新思维,联系社会采用讨论、协作、探究、竞争的教学模式,引导学生灵活运用所学语法知识。采用研究性学习方法,寓教于乐。检验一节课成功与否,不是教师讲了多少,而是以学生的学习效果为评价标准。因此我借助多媒体,结合竞赛形式,力求使枯燥的语法生动趣味化;并且考虑学生英语基础的实际情况,教学过程也要体现素质教育的全体性,因此设计任务循序渐进(如按“词→句→文”递进),由浅入深,由易到难,导引学生参与整个学习过程,获得更佳的学习效果及发展智力,提高思维,观察,注意,记忆,想象,联想等能力。

  五、教学过程

  本堂课主要分为五个步骤:

  第一步:创设情景 歌曲导入

  我选择了英文歌曲《Lemon Tree》来导入本课的知识,请学生把歌曲最后一句空缺的词填上。I wonder how I wonder why

  Yesterday you told me 'bout the blue blue sky

  Is just a yellow lemon tree (答案:that, that, that)

  根据以上所说的2句I like the song whose name is Lemon Tree very much ? all that I can see is just a yellow lemon tree.请学生分析这两个句子中划线部分所出现的语法现象,由此导入到“定语从句”。简单但动感的FLASH很符合学生的口味,学习兴趣一下被调动起来。重要的是本歌的歌词中含有定语从句,可以于欢快的节奏中导引学生轻松自然地进入语法话题。

  第二步:知识呈现,铺设阶梯

  呈现定语从句的定义和结构使学生加深对定语从句的结构和关系代词、关系副词的印象,以便下面的竞赛中更好的发挥。

  第三步:要点提醒,操练运用

  为了更好的调动学习积极性,加强学生思维能力、协作竞争能力及强化团体荣誉意识。在本环节中,我采取了竞赛形式,把全班分成二大组,看哪方得分高。竞赛内容分为四部分:

  第一部:基础语法知识(必答):以抽签的方式选择本组所答的题,所有的题都是有关定语从句的理论知识填空,包括定语从句中的先行词、关联词、关联词的省略以及各个关联词的区别。使学生加深对定语从句的结构和关系代词、关系副词的印象,以便下面的竞赛中更好的发挥。对学生来说完成本项任务轻松、新鲜、又有一定的竞争,学生兴趣又一次被调动。复习基础理论知识,为以下的实际操练做较好的准备,提高准确率。

  第二部:合并定语从句。贯彻由易渐难的原则,先从相对简单的题型开练,重点巩固关系代词的选择,并在第一题:The woman is our English teacher、He speaks English very well、→The woman who(that) speaks English very well is our English teacher

  中点出另外一个知识点:定语从句中谓语动词的数要与先行词保持一致。鼓舞士气,提高自信心。

  第三部:辨析正误,并说明原因。这部分主要是帮助学生区分关系代词that和which的不通用的特殊情况。1.2题是帮助学生辨析只能使用that而不使用which的特例。两个题并不能全部体现只能使用that而不使用which的特殊情况,所以在做完1、2题后全班一起总结,帮助他们将知识系统化。3、4题帮助学生区分只能使用which而不使用that的特殊情况。贯彻由易渐难的原则,简单的关系代词会用后,逐渐进入到关联词使用的特殊情况,是学生更全面的掌握定语从句。

  第四部:格言英译中(抢答)。有了以上几部分的复习巩固,学生已经掌握了定语从句的必要知识点,本部分用英文表达几句著名的格言,帮助学生将知识升华。有利于学生知识面的拓展,也为以后写作做积累。

  第四步:直击中考,深入探究

  本环节中我精选了历年中考真题,少而精,体现难易度,并巩固本课的定语从句,激起学生英语学习的成就感和自信心。

  第五步:课后作业,巩固所学

  写作在中考中占较大的比重,故平时要多加训练,承上所提奥运话题让学生以感想并结合自身实际写短文,进一步锻炼在实际中运用定语从句的能力。而且本次教学活动关于定语

  从句的任务设计理念是按“词→句→文”循序渐进,所以写作便是前面部分很好的延续和提高了。

  六、课后反思

  本堂课由于是公开课,虽然说已经花了大量的时间做了充分的准备,但由于前面的时候有点紧张,本堂课的内容大,以及课时的一些应变做得不够好,尽管说顺利地完成了教学,但是感觉还是没有达到自己预期的效果。比如说平时和学生口语的交流在本节课没有充分的体现出来,互动不够好;速度偏快,没有给学生留下足够的空白时间思考问题;作为重要教学辅助工具的黑板利用不够。从整体上看,本节课将语法复习课揉入情景交际之中,注意语法课的实用性和趣味性的结合,应该说是比较成功的一堂课。日后我将更加注意语法实用性和趣味性的探究,努力上好每种类型的课。

英文说课稿 篇8

  1. content of teaching materials

  This section focuses on festivals and focuses on how people usually spend their holidays.This class requires students to master the National, Day, Halloween, Christmas, Spring, Festival and What do people usually do at of...I?...And free to talk about how to spend the holidays.In this class, did leads to general questions and answers as well as new ones.Because the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.

  2. status of teaching materials

  The selected course in this class is English 6A Unit 6 in Oxford primary school.The teaching of this unit revolves around festivals.In this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and expansion.This arrangement reflects not only the progressive meaning of teaching materials, but also the students' knowledge level and cognitive level.On how people spend their holidays, especially in Western festivals,.Students are required to collect information in time after class.In the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.

  Say target:

  1. teaching objectives

  The new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, I set the following teaching objectives: three.

  [Objective] to students' cognitive spoken phrases and words: visit relatives and friends, go to parties, dress up in costumes, ware masks, make pumping lanterns, eat lots of delicious food, National Day, Christmas, Halloween, Spring, Festival, favourite; can use When's s...What, do, people, usually, do, at...Did you?....last...Yes, I, did./, No, I, didn, T. and so on.

  Ability to communicate in English on holidays, and some students can introduce the festival in English fluently.

  [Objective] through activities and games, students are interested in learning English. Students are encouraged and willing to talk and participate actively in communication.And let students cultivate their sense of cooperation and competition in the process of learning.

  2. teaching difficulties

  The focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise Festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language.

  Doctrine of teaching:

  1. teaching method design

  According to the characteristics of this English class itself and the sixth grade students' interest, I through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and understand.At the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use.

  2. learning method guidance

  To guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning English "use" the necessity, to encourage students to think actively, bold attempt.

  3. teaching means

  According to the teaching content, teaching objectives, students' age characteristics and psychological characteristics, in order to better stimulate students' interest in learning, so as to actively participate in learning.Multimedia courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case.

  Say process:

  1. warm up (Warm up)

  (1) announce the way of study in this lesson: group competition.The seats are divided into four teams, each of which is based on the class performance of each student. At the end of the class, WINNER is added.Then, begin "one sentence for each class". The sentences taught in this class are "Lite is long if you know how to use it.""

  [design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the group's performance."One sentence for each class" is an essential part of every class I started in grade six.This section mainly teaches students some clever words and phrases.These sentences not only enrich students' vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in english.So as to create a good atmosphere for learning english.

  2. take the old with the new [lead in]

  Provide topic Birthday, free communication between teachers and students, and then use the "How do you your birthday spend" to draw the new sentence pattern of this lesson "What do you on your birthday do", and then import "Did you"..."Last birthday?" and answer.Then use the Colour topic to elicit the sentence pattern My favourite....

  [design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching methods.With new students, students can master the sentence patterns more easily.At the same time, combine the new sentences with the old ones.It helps to cultivate students' open thinking ability.

英文说课稿 篇9

  说教材:

  1. 教材内容

  本节教材重点围绕节日展开,围绕人们经常如何度过节日展开话题。本课时要求学生能掌握四个节日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at …? I… .并能自由交流如何度过假日。在本课中did引导的一般疑问句及回答也是新知之一。因为在前面第三单元己出现了be 动词的过去式,所以学生在学习的时候这方面比较容易掌握。

  2.教材的'地位

  本节课所选的教学内容是牛津小学英语6A Unit 6。本单元教学围绕节日儿展开的。在询问节日这部分,学生已有了前面第三单元的知识铺垫,比较易于深入与扩展。这样的安排,既体现了教材循序渐进、由难到易的编排意思,又符合学生的知识水平和认知水平。关于人们如何度过节日这一话题,特别是西方的节日,。则需要学生课后及时收集资料。在实际教学中,本课采用旧话题先教新句型,再用句型引新知的方式展开,这样既便于学生接受掌握,也体现了教学内容之间的连贯性。

  说目标:

  1. 教学目标

  新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合,本着这样的认识,我制定如下教学目标。

  [认知目标] 学生能听、说、读短语及单词: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 ; 能运用 When's … ? What do people usually do at …? Did you…last …? Yes , I did./ No, I didn't.等进行口语交际。

  [能力目标]能用英语交流在假日中的活动,部分同学能用英语流利介绍节日的有关情况。

  [情感目标] 通过活动、游戏使学生产生学习英语的兴趣;让学生敢于、乐于开口,积极参与交流。并让学生在学习的过程中,培养他们的合作意识和竞争意识。

  2. 教学重难点

  教学的重点是让学生掌握词组,能够熟练的运用词组进行交流,初步锻炼学生运用词组描述节日的能力;难点是让学生认识时态的变化,及意识到词组的不同运用能造就语言的丰富性。

  说教法:

  1. 教法设计

  根据英语这门课本身的特点及六年级学生的兴趣,我通过了设计具体形象的情景,以旧带新,不断滚动知识点,以此来分散教学难点,让学生直观地感知与理解。同时创设数个任务活动,从单词到短语到句子到对话到片断,使学生在师生、生生之间的多向交流中进行有意义的练习与实践,充分发挥他们的学习主体性,培养他们学习致用的能力。

  2. 学法指导

  引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能,让学生在多层次的练习中体会到学习英语时“运用”的必要性,鼓励学生积极思维,大胆尝试。

  3. 教学手段

  根据本课的教学内容、教学目标、学生的年龄特征和心理特征,为了更好地激发学生的学习兴趣,从而能积极主动参与学习。教学中运用多媒体课件、图片等教学辅助手段,置抽象的句型于一个个生动的情景、游戏之中,不仅使学习过程自然轻松,更能较好地启智开思。

  说过程:

  1.热身( Warm up)

  (1)宣布本节课的学习方式:小组竞赛。以座位分成四个参赛小组,按每个同学的课堂表现为本组加星,课末评出WINNER。然后,开始“每课一句”,本节课所教授的句子是“Lite is long if you know how to use it.”

  [设计意图] 学习方式的宣布让学生对本节课充满了兴趣,激起了他们的斗志和为本组争星的表现欲。“每课一句”是我在六年级开始每堂课上设置的一个必备环节。这个环节主要教学生一些妙言警句。这些句子既丰富了学生的词汇量,提高了他们的表达能力,同时也让他们学到了地道的英语表达方式。从而为学习英语创设一个良好的氛围。

  2.以旧带新 [lead in ]

  提供话题Birthday,师生自由交流,然后用“How do you spend your birthday?”引出本课的新句型“What do you do on your birthday?” 进而再导入“ Did you … last birthday? ”及回答。然后用Colour 话题引出句型My favourite …

  [设计意图] 通过旧知识滚出新知识,是我常用的教学方法之一。以旧带新,学生可以比较轻松地掌握本课的句型。同时把新的句型和老话题融合一起。有助于培养学生的语言思维能力的开放性。

  3.呈现、操练(Presentation, Practice)

  承接Colour话题,引出第一个节日:National Day。利用课件呈现中国国旗。教师引导的话如下:

  T:My favourite is red . Because Chinese flag is red . The main colour in China is red on important days. I love China , so I like red. I like red , because I'm from china. Do you like China? Do you like red now?

  S: Yes…

  T: Do you know my country's birthday?

  S: The first of October.

  T: What holiday is on that day?

  S: National Day.

  [设计意图] 找到话题与所授新知的契合点,让学生很自然地从一个话题向另一个话题过渡,从而开始了本节课Holiday的话题。同时英语并不是仅仅是一种工具,它是能够表现出情感的。在此由红色引出中国,由中国引出它的生日,简单的几句带有感染力的话就能激发学生的爱国热情。

  接着用在谈论生日时所学的句型让学生谈论一下国庆节,使所学知识处于不断的滚动复习巩固之中。用Guess 猜下一个节日Halloween.猜出来之后,利用谜面锻炼学生听与说的能力。

  [设计意图]因为Halloween节日在5A的书上有专门的一单元的介绍,所以虽然它是一个外国的节日,可是学生对它并不陌生。利用谜面,让学生读一读,说一说,谈一谈。在此环节充分锻炼学生的口语表达能力。

  圣诞节的出示用一首轻快明了的CHANT作为引入,同时让学生看一段配上音乐的介绍资料,然后用今天要掌握的句型来问一问。之后,出现了一个有关圣诞节的小故事,让学生自由的阅读,然后完成后面的题目。

  [设计意图] 在课中关注学生的注意力的放松。高输入量的学习会让学生很快有疲劳的感觉,从而降低学习效率。在此环节,设计了CHANT 和一段了解性文字的阅读,就是给学生创设了一段休息的时间。然后再根据高年级学生的英语阅读能力的培养需要,适时进行一篇短文阅读。

  圣诞节后进行春节的教学。用一封来自外国朋友的信引出春节。这是一个美国的朋友,她先介绍了一下人们如何过圣诞的情况,然后向中国的朋友问了三个有关春节的问题:What holiday is the popular holiday in China? When is it ? What do people do on that day? 教师让学生四人一组讨论后再反馈回答。

  [设计意图] 在这儿出现了一封的书写方式,同时很好地导出了下面的内容,教师给学生提供了广阔的自由想像和发挥的空间,让学生运用所学的语言进行扩展性的练习。

  4. 拓展、巩固(Extension , Consolidation)

  (1) Listen and number

  (2) Say out the holiday

  将一些没有学过的节日收集在一起,让学生猜测出意思,并能说出时间。

  (3) Try your best

  按自己的能力选做一题,题目要求由难到易,选择不同程度的题所获得的加星也不断增加。

  [设计意图] 检查一节课的教学效果,课外知识的拓展,丰富学生的知识面。选做题的设置,再次调动起学生的积极性。本来无望获胜的小组,此时又有了一次机会,不甘失败的心理会让他们充分发挥潜能;而本来胜利在望的小组,此时又有了危机感,让他们不敢掉以轻心。于是一场比拼实力的竞争又在无形之中展开了。他们不断调动出潜能,能于同学互帮互助,一种为本组争光的主人翁意识也在不断膨胀中。从而形成了一个积极的参与氛围。

  5 课后作业(Homework)

  (1) Look and write

  (2) 用至少五句话介绍一个节日。

  [设计意图] 巩固所学,将课内的学习延伸到课外。

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