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英文说课稿

2021-03-17 英语

  作为一名辛苦耕耘的教育工作者,就有可能用到说课稿,是说课取得成功的前提。那么写说课稿需要注意哪些问题呢?下面是小编帮大家整理的英文说课稿8篇,欢迎大家借鉴与参考,希望对大家有所帮助。

英文说课稿 篇1

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

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

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

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

  (1) the good character to be a successful person

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

  (3)Charlie Chaplin and his humor English jokes

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

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

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

  (As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . )According to the new standard curriculum and the syllabus (新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:

  (1)the students can hear, read, and use the main sentence patterns.

  (2) the students can understand the content of the lesson:

  (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects:

  Ability objects of this section are

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

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

  (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability.

  3.Emotion objects:

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

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

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

英文说课稿 篇2

  《My home》是小学英语四年级上册的第四单元。本单元的教学内容都是围绕"家"这一学生喜闻乐见的主题展开的。本节课是第四单元的第一课时,教学内容是要学习有关房间的五个单词及进行简单的对家的介绍,本课时是本单元的重点,所以首先应让学生掌握各个房间的名称,再通过Let’s do等TPR活动进行巩固操练,本节课掌握的好坏程度,直接会影响到本单元后阶段有关"描述和询问东西在哪里"的对话和故事的掌握,因此在本单元教学中具有举足轻重的地位。

  Theaching goal:

  1.能够听、说、认读五个有关房间的单词 study, kitchen, bedroom, bathroom, living room.

  2.能够用This is my home. You can see a living room…句型简单介绍房子。

  3.能够听懂"Let’s do"的指令,并做出相应的动作。

  4. 培养学生对家的热爱,提高学生的口语表达能力和交际能力。

  Theaching key:

  熟练认读有关房间的五个单词。

  Theaching difficulty:单词bathroom, living room,的正确发音。

  Theaching aid: Cards Tape recorder CAI

  Theaching method: TPR Pairwork Groupwork

  Theaching steps

  Step 1 Warm-up

  1. Good morning. Boys and girls. How are you? Nice to meet you.

  2.Let’s sing《In the Classroom》,OK?

  Step 2 Preview

  1.Show the CAI(door ,window) What’s this? This is my home, there are many room are there? Do you visit my home? Now, let’s study Unit4 《My Home》。

  Step 3 Presentation

  1.(Show the CAI)。 This is my home, you can see a bedroom, a living room, a study ,a kitchen and a bathroom

  2.Look ,what’s this?(客厅) There are five words on the blackboard, listen to me and guess, which word is "living room"?Teach"living room". There is a TV in the living room. What can you do in the living room? Teach"watch TV".Chant "living room,living room , watch TV."

  3.(Show the CAI)。 .Look ,what’s this?(书房) Listen to me and guess, which word is "study"?Teach"study". There are many books in the study. What can you do in the study? Teach"read a book".Chant "study,study, read a book".

  4.(Show the CAI)。 .Look ,what’s this?(厨房) Listen to me and guess, Which word is "kitchen"?Teach"kitchen". What can you do in the study? Teach"have a snack".Chant "kitchen ,kitchen,have a snack".

  5.(Show the CAI)。 .Look ,what’s this?(bathroom) Listen to me and guess, which word is "bathroom"?Teach"bathroom". What can you do in the bathroom? Teach"take a shower".Chant "bathroom ,bathroom ,take a shower".

  6.(Show the CAI)。 .Look ,what’s this?(bed ) What’s this? (room) What’s this? (bedroom)Teach"bedroom". There is a bed in the bedroom. What can you do in the bedroom? Teach"have a sleep".Chant "bedroom bedroom, have a sleep"

  7.Listen to the tape and read after the tape.

  8.Let’s do.

  Show the "Go to the ", put the "living room, study , kitchen, bathroom, bedroom" on, then T act "Go to the living room, watch TV. Go to the study, read a book. Go to the kitchen,have a snack. Go to the bathroom ,take a shower. Go to the bedroom, have a sleep".

  Now let’s do, ok? Follow me.

  Step 4 Practice

  Now, this group is team one, this group is team two. Let’s go,ok?

  1.炸地雷: Let’s play a game, Ok? Who can read? Read together.

  2.Close your eyes, what’s missing? Guess, then tell us.

  3.Now,look at the screen, Guess, what’s this? (Show the CAI ) The student guess.

  4.look, this is my home,you can see a bedroom, a living room, a study ,a kitchen and a bathroom.

  Who can do like me ? Tell us what’s your room like?

  The students look and say.

  Homework:

  1.Tell your home to your friend.2. Prepare the"Lets talk."

  五、Blackblard design:

  Unit4 My Home

  living room watch TV

  study read a book

  kitchen have a snack

  bathroom take a shower

  bedroom have a sleep

英文说课稿 篇3

  一、分析教材

  1、教材内容要点:

  第一、定语从句的概念

  第二、定语从句的分类

  第三、定语从句的用法

  2、教材的地位和作用:

  定语从句是高中英语教学中的一个非常重要的语法,也是高考的一个热点。在英语里,定语从句可以使一个繁琐的句子变得非常简洁,同时,它在人们日常会话中出现的频率特别高。定语从句掌握地扎实与否关系到一个学生英语水平的高低。因此,定语从句的学习和掌握在英语学习中有着重要的意义。

  3、教学目的

  根据教学大纲的要求,通过这一节课的教学,要使学生知道什么是定语从句和定语从句的分类,掌握定语从句的用法。培养学生的观察能力、分析概括能力以及演绎推理能力等。还要培养学生探索求真知的精神,对学生进行实践观点的教育。

  4、教学的重点与难点

  定语从句是本课的主要内容,与日常英语的应用密切联系,所以定语从句的概念与运用是本节课的一个重点。对定语从句的复习,需要综合应用所学知识来解决原来的遗留问题,因而对句子分析和推理概括能力要求提高了。而高中生侧重于对直观现象进行具体、形象的思维来获得知识。因此这个知识点既是本节课的重点又是难点。

  培养学生的多种能力也是这节课的重点,这是素质教育对现代教学的要求。

  二、分析学生

  大多数学生上进心强,学习态度端正,有良好的学习习惯,但是缺乏一定的探索研究问题的能力。

  定语从句是学生在英语学习中比较常用的语法,也是他们必须掌握的内容。教学中要注意培养学生对英语的兴趣,充分发挥主体作用,迎合他们好奇、好动、好强的心理特点,调动他们学习的积极性和主动性。

  高中生的思维方式由形象思维向抽象思维过渡,因此在教学中应注意积极引导学生应用已掌握的基础知识,通过理论分析和推理判断来获得新知识,发展抽象思维能力。当然在此过程中仍需以一些感性认识作为依托,可以借助多媒体设备加强直观性和形象性,以便学生理解和掌握。

  三、教学方法

  这节课可综合应用提问、归纳、介绍、检查、讲授和讨论等多种形式的教学方法,提高课堂效率,培养学生对英语的兴趣,激发学生的求知欲望。充分体现以教师为主导,以学生为主体的原则。创设英语情境让学生参与语言实践,边动口边思考。从语言分析总结出结论以调动学生的积极性。

  四、教学程序

  教学中要以了解、学习研究英语的方法为基础,掌握知识为中心,培养能力为方向,紧抓重点突破难点,具体设计如下:

  1、新课导入:

  以创设问题情境导入新课。学源于思,思源于疑,一上课便以听歌曲填空的形式引入课题,引导学生分析歌词中的有关定语从句的句子,认真分析句子成分,使学生产生强烈的求知欲和好奇心,调动学生学习的积极性和主动性。

  2、讲授新课:

  任何语言学习都离不开语言实践。这节课主要采用讲授归纳的方法来建立定语从句的概念。我将一个定语从句列在投影上,让学生分析这个句子的成分,从而导出两个非常重要的内容----先行词和关系词,然后逐一解释。通过分析例句,培养了学生的分析能力、观察能力,增强了他们的感性认识。为了使学生能对定语从句有更进一步的认识,这里我又采用提问的方法让学生说出定语从句的分类,然后我对其进行进一步地解释和说明,让学生通过讲解概括,总结出定语从句的分类。在此基础上,我让同学们回答出定语从句中的关系代词有哪些,通过一些简单的例句,让学生知道每一个代词在句子中起什么作用以及用法。在讲解关系代词与介词时,我让学生自己归纳出它们的规律,提高学生的概括能力,从而达到复习的目的。

  在讲解关系词that和which、who和that、as和which这一环节时,我先让学说出它们的特殊用法,然后我再进一步加以阐述。从而,引出它们的特殊用法。

  一)、that和which的特殊用法:

  1、有些情况下只用关系词that,而不宜用which。

  a、从句所修饰的词又被形容词最高级或序数词修饰时,只能用that引导从句。

  b、先行词是all,something,nothing,anything等不定代词时,只能用that。

  c、先行词既有人也有物时,只用that引出从句。

  d、先行词是one of,the one, 或用little,few, no, all, any, only, just, very作修饰时,只能用that。

  e、当主句已有疑问词 who或which时,只能用that。

  2、定语从句中宜用which而不宜用that的情况。

  a、当关系代词前面有介词时。

  b、在非限制性定语从句中。

  c、在一个句子中有两个定语从句,其中一个从句的关系代词用了that,另一个宜用which。

  二)、who和that的特殊用法:

  who、that在许多情况下可以通用,但有时宜用who不用that。

  a、先行词是one(s),anyone,someone, those时,关系词使用who。

  b、在there be 句型中,先行词指人时,关系词用who。

  三)、关系代词as和which的区别

  as和which所代表的都是整个句子所表示的内容,但是二者有两点不同之处:

  a、在形式上as引导的非限制定语从句可位于主句后面,也可位于主句之前;而which引导的非限制定语从句只能位于主句之后,不能位于主句的前面。

  b、在意义上,as定语从句和主句的关系一般为一致关系,常译为“正如……”,“就象……”,而which定语从句和主句的关系是因果关系,或which从句是对主句的评论。因此,在意思通顺的情况下,which可代替as,而as许多时候不能代替which。

  针对关系副词的复习,因其难度不大,我直接采用讲解法,学生容易理解。关系副词是用来引导定语从句的,它和关系代词一样,具有数种作用。

  a、在从句中代替先行词。

  b、在句中作状语。

  c、连接作用,把两个句子连接成为一个带有定语从句的复合句。

  同时,在解释的过程中不断穿插练习,达到巩固复习的目的,体现精讲精练的教学原则和我校提出的“四转五让”原则。

  3、反馈和巩固

  在讲解完所有语法点之后,为了更加有效地巩固所复习的知识,我设计了两种有针对性的习题练习,让学生把掌握的知识运用于实际语言操作中,从而达到知能并重的目的。

  4、小结

  最后通过小结,以表格的形式把本节课所复习的语法点进行总结。

  5、板书设计

  GRAMMAR

  Attributive Clause

  6、布置作业

  Finish off the exercise paper.

  课后反思

  课后各位听课教师对本节课进行了点评,结合其他听课的评价及与其他教师的交流,谈谈个人的思考,具体如下:

  一)、值得推介的几点

  1、重视基础语言知识,对于基础的语言知识讲得透,讲得到位。

  2、重视语言综合运用能力的培养。讲知识点时,能结合语境,提供情境,对于学生语言基础知识的综合运用起到了铺垫作用,对于学生发散思维能力的培养有很大的帮助。

  3、课堂教学有思想。教师拥有丰富资源,多媒体课件设计地实用、合理。讲授方法新颖独特,练习形式灵活多样。

  4、教师个人素质较好,能灵活应对任何突发教学情况,合理安排讲练比率。

  二)、存在问题

  1、英语思维与汉语思维同时存在,相互干扰。偶尔用汉语组织教学好像省事,其实反而浪费时间和精力,不利于学生形成用英语思维的习惯,更影响交际速度。

  2、交际面有时过窄,很难训练到全部。很多学生只有听的份,没有说的机会,这是大班的局限,有些活动是为了顺利进行而局限于“好学生”身上,一些英语学困生被遗忘。时间长了,会使学生讨厌英语并放弃英语的学习。

  3、任务型教学活动有时设计地不是很好。活动要求有时不是很明确,活动设计不能从学生生活经验,兴趣爱好出发,活动形式有时单调,缺乏趣味性。

  三)、几点想法

  1、千方百计、想方设法激发学生的学习兴趣,调动学生的学习积极性。有人说“掌握一门外语就比别人多活了一辈子。”因为你比别人多了解另一种语言背景下的政治历史、天文地理、风土人情等等。向学生多介绍经典音乐、视频、英文佳作等,在潜移默化中培养学生的学习兴趣。

  2、在课堂上注意学生的综合语言运用能力的培养。在基础的语言形式训练上提升交际品位,为学生创设丰富的语言环境,让学生产生交际的愿望和机会,使交际具有实际内容和实际意义。

  3、要继续学习,不断充电,提升自身的'业务素质和人文素养。

英文说课稿 篇4

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

  I. Contents:

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

  II. Teaching aims

  1. Aims on the knowledge

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

  (2) To help Ss to finish the survey.

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

  2. Aims on the abilities

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

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

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

  3. Aims on the emotion

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

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

  III. Key-points of this lesson

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

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

  (3) To develop Ss’ interest in English.

  IV. Difficult points

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

  (2) To finish the survey by themselves.

  V. Teaching methods

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

  VI. Teaching procedures and purposes of my designing.

  I’ll finish this lesson in five steps.

  Step 1. Warm-up and preview

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

  2. Sing the song together: Books and pencils.

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

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

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

  Step 2. Presentation

  Now I’ll mainly talk about this step.

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

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

  (2) T: My schoolbag is heavy.

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

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

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

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

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

  Girl: My schoolbag is heavy.

  Boy: What’s in it?

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

  Boy: What will you do?

  Girl: They are for the poor.

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

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

英文说课稿 篇5

  一、说教材(教材分析) Analyzing teaching material

  1. 说课型 lesson type (Dialogue/ reading/ listening/ revision)

  2. 本课在教材中的地位 status and function

  Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.

  3. 说教学指导思想 teaching guideline

  (Teaching syllabus:

  Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills:

  develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)

  4. 说教学目标和要求 Teaching aims and demands (…be intended for Ss in key schools)

  1)认知目标 knowledge objects

  a. Enable the Ss to remember the following new words & phrases:

  Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

  b. Get the Ss to be familiar with this sentence pattern:

  If the population keeps growing so quickly, there will only be standing room left…

  Give the Ss a reinforced practice on the functional item Supposition.

  c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.

  2)智能目标 ability objects

  a. Ask the Ss to make up a similar dialogue.

  b. Help them to understand the dialogue better and improve the four skills.

  c. Develop their ability of thinking independently.

  d. Cultivate their ability to discover, analyze and solve problems.

  e. Train them to collect information from the Internet.

  f. Train them with some effective learning methods to optimize Ss’ learning results.

  3)德育目标 moral objects

  a. Arouse their interest in learning English;

  b. Help them to understand the background of pollution.

  c. Enable the students to love our earth and the nature.

  d. Be aware of the importance of stopping pollution & protecting our environment.

  e. Encourage the Ss to do something to save the earth.

  5. 说教学重点 teaching important points (生词、句型;培养阅读技能)

  a. New words and phrases

  b. Sentence pattern:

  If- clause

  c. improve their reading skills.

  d. Talking about problems of the Earth.

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

  a. functional item:

  Supposition.

  b. Develop their communicative ability. Act out their own dialogue.

  7. 说教具 teaching aids (multi-media computer, software, OHP)

  The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.

  二、说教法 Teaching methods

  Five step method; audio-video; communicative approach;

  Task-based learning:

  New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

  三、说学法 Study methods

  1. Teach Ss how to be successful language learners.

  2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

  3. Get the Ss to form good learning habits.

  四、说教学过程Teaching procedures

  I. 复习 (Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)

  Activity 1:

  Imagination

  1) Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)

  2) Suppose you catch a bad cold, what’s to be done?

  3) Suppose your bike is broken, what’s to be done?

  4) And suppose the earth, on which we all live, is damaged, what’s to be done?

  * What can you think of when you see "pollution" this word?(waste, environment, air, water, factory, desert, climate… Try to activate the Ss schemata regarding the topic of pollution.)

  II. 呈现 (Presentation) 5min

  Activity 2:

  Presentation

  Play the song "Earth Song" sung by Michael Jackson. (Create an atmosphere)

  A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

  Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

  * Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.

  III. 对话 / 阅读 (Dialogue)18m

  1. Pre- reading

  Activity 3:

  Prediction

  1st listening/ fast reading, one guided Q to help Ss to get the main idea:

  What do you think is discussed at the conference?

  2. While- reading

  Activity 4:

  Read and answer

  2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills:

  skim & scan. Pay attention to the pronunciation, stress & intonation.

  * 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句;创设信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map.达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)

  3. Post- reading

  Activity 5:

  Language focus

  While Ss are answering the Qs, the teacher deals with some key language points.

  a. is being caused b. and so on c. go on doing

  d. be fit for e. standing room f. if- clause

  IV. 操练 (Practice) 10m

  Activity 6:

  Retell

  Use your own words to retell the dialogue in the 3rd person.

  Activity 7:

  Acting out

  Activity 8:

  Drill – Supposition

  Purpose:

  Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)

  (Retell; act out; role play)

  V. 巩固 (Consolidation) 6m

  (Discussion; interview; press conference; debate; quiz)

  Activity 9:

  role play

  Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

  * The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

  Activity 10:

  Discussion

  Think of the question:

  Are we causing damage to the world?

  What should we do to save the earth and protect our environment especially in our daily life?

  Collect their answers and form a report.

  VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell)

  Write a letter to the mayor, telling him sth. about the pollution around your school.

  A Brief Instruction to the topic of "What should I do?"

  Shangyuan Middle School Li Yi Cai

  Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic" What should I do?"I will divide the instruction into seven parts:

  they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.

  Part 1 Teaching material analysis

  This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.

  Part 2 Teaching aims

  1.Aims of the knowledge:

  (1)To know the spelling of some words and usage of some phrases.

  (2)To learn something about Millie’s and Simon’s problems.

  (3)To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.

  2.Aims of the ablilities:

  (1)To improve the ability of getting information by reading.

  (2)To improve the ability of retelling the story.

  3.Aims of the emotion:

  (1)To understand how to write about problems and to express feelings.

  (2)To ask for advice to solve the problems.

  Part 3 Teaching emphasis

  1.To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.

  2.To get the ability of general reading and getting information.

  Part 4 Teaching difficulties

  1.To recognize and understand vocabulary about problems.

  2.To ask for advice

  Part 5 Teaching methods

  In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is "Learning by doing,learning by using".Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.

  Part 6 Teaching aids

  Projector,slide show,tape recorder and blackboard

  Part 7 Teaching procedure

  Step Ⅰ。Lead-in

  The purpose is to arouse the students’interest of study.

  Let’s have a free talk.

  T:Have you got problems?

  S:Yes.

  T:What is it?

  S:Eating too much makes me unhealthy.

  T:What about you?

  S:……

  Step Ⅱ。Presentation

  The purpose is to develop the skills of skimming and how to gain the main idea of the articles.

  1.Ask students to read two letters and answer the following questions:

  ①What is Millie’s favorite hobby?(Painting)

  ②What is Millie’s problem?(She doesn’t have enough time for hobbies and homework.)

  ③When does Simon play football?(After school until late)

  ④How do his parents feel about it?

  (They don’t like this and ask him to go home before 6 p.m.)

  2.Ask students if there are words that they do not know.

  Explain some new words briefly.

  deal;choice;complete;refuse;accept;spare;doubt;whether;

  Step Ⅲ。Practice

  The purpose is to develop the skills of scanning and how to gain the details from the articles.

  1.Listen to the tape and answer some question about "True"or"False".

  2.Ask students to read the articles again and explain some important phrases.

  How to solve the problems;hand in;on time;at the moment;

  can’t find any time for my hobbies;feel bad;give up;

  achieve a balance between the two;hear form;make unhappy

  Step Ⅳ。Retelling

  The purpose is to develop the skills of retelling with the key words

  1.Ask students to make sentences with phrases that we have learned.

  2.Try to retell the outline of the articles.

  3.Encourage students to say something about themselves.

  Step Ⅴ。Summary and homework

  The purpose is to give the students a clear idea of how to express their problems and revise the articles.

  1.Ask students to revise the words and phrases

  2.Ask students to write a letter about himself after class.

  During my teaching,I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.

  Thank you!

英文说课稿 篇6

  Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2)。 It is made up of four parts.

  Part 1 My understanding of this lesson

  The analysis of the teaching material:

  This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the ocean and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the ocean better, love the ocean and save the ocean and the life of the ocean.

  Teaching aims:

  1. Knowledge aim: Understand the main idea of the text.

  2. Ability aim: Retell the text in their own words.

  3. Emotional aim: Make the Ss love the life of the ocean and do something to stop it being polluted.

  Key points / Teaching important points:

  How to understand the text better.

  Teaching difficult points:

  1. Use you own words to retell the text.

  2. Discuss the pollution of the ocean and how to save the ocean.

  Something about the Ss:

  1. The Ss have known something about the ocean and ocean life through the Internet and other ways.

  2. They are lack of vocabulary.

  3. They don’t often use English to express themselves and communicate with others.

  4. Some Ss are not active in the class because they are afraid of making mistakes.

  Part 2 My teaching theories, methods and aids

  Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.

  Teaching method:

  Double activities teaching method

  Question-and-answer activity teaching method

  Watch-and-listen activity

  Free discussion method

  Pair work or individual work method

  Teaching aids:

  1. a projector

  2. a tape recorder

  3. multimedia

  4. the blackboard

  Part 3. Teaching steps / procedures

  I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

  The entire steps are:

  Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework

  Step 1 Greetings

  Greet the whole class as usual.

  Step 2. Revision

  1. Ask students some questions to revise the last lesson(show them on the screen)。

  a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight)

  b. What is coral? Why are corals not found in deep water?

  c. Why is the Dead Sea called the Dead Sea?

  2. Check the homework(made a survey about the ocean or ocean life by surfing the Internet or asking for help from other people)。 Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.

  Step 3. Lead-in and preparation for reading

  Show them some pictures and letm talk each other, and then use the pictures about ocean and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.

  Purpose: Arouse the students’ interest of study.

  Bring in new subject: Life in the oceans.

  Step 4. Fast reading

  Read the passage as quickly as they can. I show the questions on the screen and letm get the main idea of each paragraph:

  1. Why can living things live in such oceans around the Antarctica?

  2. What does the whale feed on?

  3. What is the difference between the sperm whale and other whales?

  Method: Read the text individually, use question—and—answer activity.

  Purpose: Improve the students’ reading ability.

  Understand the general idea of each paragraph.

  Step 5. Listening(book closed)

  1. Listen to the tape then do an exercise(wb page 90, part 1)

  2. True or false exercise.(on the screen)

  Train the Ss’ listening ability and prepare for later exercises.

  Step 6. Intensive reading

  Read the passage carefully again and answer some detailed questions on the screen.

  1. How much does a whale eat at a time?

  2. Do all the whales feed on small fish?

  3. How deep can a sperm whale dive?

  It is also called depth reading or study reading. It means reading for detailed information.

  Purpose: Further understand the text (Train further reading ability) to find out some different sentences and details of the text.

  Step 7. Preparation for details of the text on the screen

  1. …its heart slows to half its normal speed.

  slow-v. to become / make slower.

  2. …using sound wave

  Present participle used as adverbial.

  3. provide sth. for sb.

  provide sb. with sth.

  4. at a time: each time

  5. grow to a length of…

  Purpose: Train the Ss’ ability of understanding and using laguage.

  Step 8. Consolidation

  1. Find out the topic sentences.

  2. Retell the passage according to the topic sentences.

  Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to letm have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.

  Step 9. Discussion

  Show them some pictures about the polluted ocean and many living things which are in danger and ask them: What are their opinions about it? In order to letm have free choice, I give them another topic: The ocean is being polluted. What should they do?

  Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The ocean is in danger!

  I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.

  Step 10. Homework

  Write an article Saving the ocean. I want to improve the ability of their writing. At the same time, train the ability of do-it-youself and looking up the information by themseleves.

  Part 4. Blackboard design

  Unit 16 Lesson 63

  Topic Sentences:

  1. Some living things can live in Antarctica.(what)

  2. The whale feeds on small fish.(what)

  3. The sperm whale feeds on squid.(difference)

  Discussion:

  1. The whales are in danger. What’s you opinion about it?

  2. The ocean is being polluted. What should we do?

  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. The discussion is of the difficulty.

  I want to make the design inductive, instructive and artistic.

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

  Good morning, everyone,

  Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong’an Middle School, Congtai District of Handan.

  My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With Transportation”, and the topic of Lesson 37 is “Flying Donuts”. I have decided to say the lesson from six parts:

  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 communiation 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 tranportation 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.

  Part Two —— The Teaching Methods

  Communicative teaching method; 2. Audio-visual teaching method;

  3. Task-based teaching method;

  4. Classified teaching method.

  As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method and “Classified” teaching method. That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.

  In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.

  Part Three —— Studying ways

  1. Teach the students how to be successful language learners.

  2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.

  Part Four —— Teaching steps

  As this lesson plays an important part in the Engish teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.

  The entire steps are:

  Step1 Warm-up and Lead-in

  Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us?

  Purpose of my designing: In this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s leson has something to do with their discussion.

  Step2 Presentation

  1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.

  Purpose of my designing: After seeing the pictures, the students will know what they are and they can learn them quickly and easily.

  2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.

  Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.

  3. Text Learning and a Quiz

  I’ll use CAI to present the whole text. I’ll write the key points on the blackboard while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.

  After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don’t think so, have fun, a new kind of, on the way to school, and so on.

  Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.

  4. Key Structures and Difficult Points Learning

  First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all.

  For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases.

  Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.

  5. Read and Say

  Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud.

  Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more.

  Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.

  Part Five —— Summarize and Homework

  Ask the students such questions:

  What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let’s try!

  Then show them some exercises and help them to finish them.

  At last, tell the students what today’s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.

  Part Six —— Blackboard Designing

  Purpose of my designing: Presents the text key content clearly on the blackboard, favors the students to knowledge grasping.

  OK. That’s all. Thanks for listening to me and helping me.

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