英文说课稿

2021-05-10 英语

  作为一名专为他人授业解惑的人民教师,有必要进行细致的说课稿准备工作,说课稿有助于提高教师的语言表达能力。那么优秀的说课稿是什么样的呢?以下是小编整理的英文说课稿8篇,供大家参考借鉴,希望可以帮助到有需要的朋友。

英文说课稿 篇1

  Good afternoon, every one. It is my great honor to stand here to present my lesson. To make my presentation clearer, I will explain my lesson plan in the following parts

  Part One: Analysis of the teaching material

  Reading teaching is a very important part in English teaching. New Curriculum standard requires that students should get some kinds of information, enlarge their knowledge, enjoy and get gum, cultivate and develop their reading skills through reading.

  The lesson I am going to talk about is the reading part in Chapter6 from Oxford English 7A. It is a story about a crew’s adventure on another planet. The title is Nobody wins. Part One of the story appears in Chapter 5 and students will know the result of the story in this chapter. Students only know part of the story in Chapter5, so they will be very interested and eager to know the result of the story. They may be very exciting when they know the result.

  Part Two: Teaching aims

  According to my understanding of the material and students, I establish the following teaching aims:

  1. Students can read and understand the story.

  2. Students can develop their guessing, skimming and scanning skills.

  3. Students can build up their self-confidence and learn how to cooperate with others well.

  Teaching key point and difficult point:

  The key point of this lesson is to develop students’ scanning and skimming skills. The difficult point of this lesson is some difficult words in the story.

  Part Three: Teaching equipment

  CAI, tape recorder

  Part Four: Teaching methods and learning methods

  1. Communicative teaching method

  2. Task-based" teaching method

  3.Cooperative learning 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. To use these methods are helpful to develop the students’ abilities.

  Part Five: Teaching procedures

  (1) Pre-reading activity:

  Students act out part one of the story.

  Students have learned part one of this story in Chapter 5. After learning Chapter 5, students know what the story is about but they don’t know the result of the story. The ending of part one is that the main character of the story says all of them will be alive. (The main characters were caught by a monster and trapped in a cage)。 After students act out part one of the story, I will raise a question to lead in my lesson: What’s the main character’s plan to save the crew from danger? Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.

  (2) While-reading activities:

  Activity one: Guessing: Students often meet with some new words in reading. When

  they see the new words, they are either frightened by the new words or they spend too

  much time in looking up the words in the dictionary. It will be helpful to improve

  students’ reading ability if they know how to guess the meaning of the words

  according to the context. When they are doing this part, ask them to finish it by

  themselves first and then ask them to discuss in groups.

  Ask students to find the following words in the story and use them to replace the words in italics in the sentences.

  immediately, secretly, attacked, escape

  1. The captain’s men climbed into the kangaroos’ pockets and no one saw them.

  2. After super, Gork went to bed and fell asleep at once.

  3. Gork shouted because Nobody hit him.

  4. They could not kill Gork. Otherwise, they could not get away.

  Activity two: skimming (When students do the skimming task, they don’t need to read the whole story word by word and they don’t need to understand the whole story. The skimming task only requires students to read parts of the story and get the main information of the story. This skill will help students to develop the ability to find out the key words and key sentences to understand the main idea of the story. It is helpful to increase students’ reading speed. )

  Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.

  1. Ask students to read the first and the last three paragraphs and answer the following questions:

  a. What will they use to melt the bars of the cage?

  b. Were they free?

  2. Ask students to read the story quickly and give correct orders to the following sentences:

  a. Then you’ll use it to kill Gork, Captain.

  b. Gork, this is nobody.

  c. You just had a bad dream.

  d. We will use this laser torch to melt the bars of the cage.

  e. We can’t kill him.

  f. Nobody attacked and damaged my eye.

  Activity Three: scanning (scanning is a kind of skill used to find out the main information in reading. When scanning, students don’t need to read the story word by word, they just need to scan the relative part of the story according to the information they need to find out. )

  Ask students to fill in the blanks according to the story.

  Gork fell asleep. Captain King told his ________. They _____ from the cage. King shouted "This is _________" and use a ________ _______ to aim at Gork’s eye. The kangaroos did not help Gork because he said nobody ________ him. King and his friends _________ into the kangaroos’ pockets and escaped the cave.

  (3)Post-reading activity:

  Students work in groups to tell Captain King’s plan to save them from the danger with the help of the given questions.

  How did King call himself?

  What did they use to melt the bars?

  What hit Gork’s eye?

  When the kangaroos came, what did Gork say?

  After this activity, I will tell them the moral education of this story: When you are in danger, you should calm down, use your brain and try to think of some ways to save yourself from danger.

  (5)Homework: 1.Finish the exercise on page 74 and 75.

  2. Write down the story in your own words.

  The above is my presentation about my lesson plan. Thank you for listening.

英文说课稿 篇2

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

  Analysis of the teaching material

  Analysis of the students material

  Teaching aims and important, difficult points .

  Teaching aids

  Teaching methods

  Teaching procedure

  And conclusion

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

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

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

  Knowledge aims are to enable students to master new words,

  phrases _____and the sentences pattern , such as _____.

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

  Well, next important and difficult points.

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

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

  Step 1 warming up

  It will cost 3 minutes

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

  Step 2 leading in

  It will cost 2minutes .

  I’ll show some pictures about (development , pollution

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

  Step 3 presentation

  It’ll cost 20 minutes

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

  Situational approach is used here .

  Step 4 practice

  It’ll cost 10 minutes

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

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

  Step 5 summary

  It’ll cost 5 minutes .

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

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

  And ,this is my layout design .

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

英文说课稿 篇3

  一、说教材

  1、教材的地位及作用:

  第二册第五单元第二节课, 本单元围绕做"比较"( Makingcomparison) 这个题材开展多种教学活动,它与上一单元联系紧密,是它的延续。本节课是本单元的重点,表示数量的some,few的比较。通过学习的比较等级,进一步加深对比较等级的语法现象的理解与运用。同时通过some,few比较等级在陈述句与疑问句中的操练,进一步提高学生听、说、读、写综合素质能力。

  2、教学目标:(知识目标、能力目标、德育目标)

  知识目标:

  (1)学习、掌握some,few的比较等级;

  (2)学习单词strong。

  能力目标:提高学生听、说、读、写及知识自学的综合能力。

  德育目标:教育学生热爱劳动。不臀藁?No pains,no gains)。

  确立教学目标的依据:

  根据英语教学大纲规定,通过听、说、读、写的训练,使学生获得英语基础知识与为交际初步运用英语的能力,激发学生的学习兴趣,为进一步学习打好初步的基础。此外,根据我国国情与外语教学大纲的要求,现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。

  3、重点与难点:

  重点:学习表示数量some, a few的比较等级。

  难点:some, a few的比较等级在实际生活中的应用。

  确立重点与难点的依据:

  根据教学大纲的要求,及本课在教材中所处的地位与作用。

  二、说分析

  根据以上对教材的分析,同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围,身临其境地把学生带到农场里。同时激发学生学习兴趣,使学生在参与农场的一系列活动中,掌握知识。最后通过做游戏对学生所学知识点进行训练,从而达到巩固知识的`目的。

  三、说教法:

  通过五步教学法,精讲巧练,由浅入深,由易到难,由已知到未知,循序渐进地深化教学内容。展开以教师为主导,以学生为主体的师生双边活动。

  四、说手段:

  主要以现代化电教手段--多媒体辅助教学,贯穿整个教学过程。增加了直观性与趣味性,加大了课堂密度,提高了教学效果。

  五、说过程:

  1、新课导入

  为了激发学生的学习兴趣,引起注意,拉近师生距离,首先告诉学生这节课我将带他们去一个有趣的地方,并请他们依据我的提示猜测要去哪里? 当学生猜出去农场时,我们便"上车", 一路欢歌(PickingApples)去农场。随着"嘎"的刹车声,电脑打出农场全景, 给学生一种身临其境的感觉,导入正课。

  2、新课的讲解

  本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面,配有汽车声、动物的叫声,栩栩如生。以学生在农场里劳动为主线,通过树上结多少苹果,学生摘多少苹果,卡车运多少苹果筐,以及劳动后学生吃多少苹果的比较,将some,few的比较等级在一系列既关联又相对独立的语境中详细讲解,反复演练,使学生全面掌握。其中多媒体展示的动画部分更具特色,充分地调动了学生的积极性,吸引了全体学生的注意力,达到了教育教学目的,培养学生思想素质、情感素质与英语语言素质。

  3、反复操练与巩固应用

  为了调动学生的积极性,利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多种不同方式操练巩固。使学生处于积极思维的状态之中,全方位、多角度培养学生运用英语的能力。

  4、反馈练习

  本课的又一次高潮是将游戏与练习有机结合,融为一体。设计下棋游戏,棋盘为20个格,每格均为在苹果园里劳动的情景,并配有本课的重点--比较等级的练习题。棋盘的上一男一女分别代表男生与女生两大组,值得一提的是决定男女生在棋盘上走几步的转盘,是用本课重点词汇fewest,fewer,a few,some,more与most组成,使学生在玩中进一步体会数量some,a few的比较等级的运用。学生通过转轮,边做游戏边做练习,寓教于乐,极大地激发学生学习兴趣,同时巩固了学生所学的知识。

  5、归纳总结

  本课除了板书所呈现的重点内容外,又把本课内容浓缩成韵律诗形式,巧妙地总结本课重点、难点,学生又通过优美的旋律、音韵动力听的节奏。进一步巩固,加强对本课内容的理解与运用。

  6、展示板书

  Unit 5 Lesson 18

  Kate some apples.

  Jim has more apples than Kate.

  Meimei the most of all.

  The first truck a few baskets.

  The second one is carrying fewer tham the first.

  The third one the fewest of all.

  本课以素质教育为目的,结合教材重点、难点及英语学科特点,利用多媒体辅助教学,从视、听、说等方面使学生得到锻炼,在愉快、轻松的氛围中温故而知新,达到初步运用英语交际的能力。由于缺少经验,在教学过程中难免会出现不足,敬请各位老师不吝赐。

英文说课稿 篇4

  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5

  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6

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

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

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

  1 Knowledge aims:

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

  (2)to know some basic information about music

  2 Ability aims:

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

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

  3 Emotional aims:

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

  (2) Develop students’ sense of cooperative learning

  Fourthly, teaching key points is

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

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

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

  2. the prep+ whom/which attribute clause

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

  a. Communicative Language Teaching

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

  b. Task-based Language Teaching

  A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.

  c. Computer Assisted Language Teaching

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

  Part 3 Learning Methods

  Task-based, self-dependent and cooperative learning

  Part 4 Teaching Procedure

  Step One Lead-in

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

  Question:

  What kind of music they like?

  Which band they know best?

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

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

  Task 1 General idea

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

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

  Task 2 Main idea of each paragraph

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

  Step 3 Reading for comprehension

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

  Step 4 Solving difficult language problems through reading

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

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

  Step 5 Consolidation

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

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

  2 Discussion

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

  a. Why Monkees can be successful? Give reasons.

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

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

  Part 5 Blackboard design

  Unit 4 Music

  Passage The Band That Wasn’t

  Topic Sentences:

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

  2. Form a band

  3. Began as a TV

  4. They became even more famous than the Beatles

  Discussion:

  a. Why Monkees can be successful? Give reasons.

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

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

英文说课稿 篇7

  一.教学要求:

  1、能听懂日常用语That’s my new ruler. It’s very nice.要求读音正确,语调自然。

  2、能运用句型That’s my…It’s very…对物品进行简单描述,语音语调正确。

  3、低年级学生的英语学习方法引导。

  二.教学重点:

  1、培养学生的学习兴趣,能听懂日常用语That’s my new ruler. It’s very nice.等。

  2、培养学生的观察能力。

  三.教学准备:

  词语卡片、小黑板

  四.教学过程:

  A. greeting

  继续巩固用英语组织教学让学生初步听懂课堂基本用语,例如Class begins, Stand up, Sit down, please. Hello , boys and girls.并且做出相应的反应。

  B. Free talk

  T:Class begings.

  S1: Stand up.

  T: Hello, boys and girls.

  Ss: Hello, Miss Jiang.

  T: Hi, What’s your name?

  S: Hello, my name is ….

  T:How are you?

  S1: I’m fine, thank you.

  T: Nice to meet you.

  S1: Nice to meet you, too.

  开起小火车,一个接一个和后面的小朋友打招呼。

  C、Presentation

  1) 教师拿出一本新的英语书用Is this …?问学生,再指着远处讲台上的一把新的尺子,Is that … ? 提问,从而呈现That’s my new …

  T:Is this a book?

  Ss: Yes, it is.

  T: This is my new book.

  T: (指远处)Is that a ruler?

  Ss: Yes , it is.

  T: Good. That’s my new ruler.

  让学生通过This is my new book.和 That’s my new ruler. 的对比。体会 this 和 that 的不同含义和用法。

  2)教new 这个单词时,教师用新、旧物品作比较。

  T: Look, this is an old book.

  T: Look, that’s a new book.

  在学生操练new 之后,再让学生用new 进行组词操练:a new bag, a new book等。

  D、Learn to say

  1)放录音让学生跟读的方式学习对话内容。在学生跟读时,要他们尽量模仿录音中的语音、语调。

  2)引导学生采用分角色朗读、分组朗读等多种形式练习,进行课文对话操练。

  3)在班级中开展“小擂台”比赛,看谁领读得好,谁就成为“小擂主”。

  E、Practise

  1)在学生听、读对话后,教室组织学生运用实物、图片、多媒体等直观手段,创设情境,进行多层次的操练。

  S1: That’s my new pencil.

  S2: It’s red. It’s very nice.

  F、Assign homework

  (1)听录音,朗读。

  五.板书设计:

  Unit 4 My nice ruler

  ——That’s my new ruler.

  ——It’s very nice.☆教学调整☆

  教学反思:

  课 题:Unit 4 My nice ruler

英文说课稿 篇8

  Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.

  I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.

  Part 1 Teaching Material

  The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (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.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.

  Part 2 Teaching Aims

  According to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:

  1.Knowledge objects

  (1)The Ss can master the usage of the important words and expressions.

  (2)The Ss can use the __________________ (grammar) in the proper situation.

  (3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.

  2.Ability objects

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

  (2) To guide Ss to set up effective studying strategies.

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

  (4) To train the Ss’ abilities of studying by themselves and cooperating .

  3.Emotion or moral objects

  (1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.

  (2)Teach the Ss_________________________, put the moral education in the language study.

  Part 3 the Important and Difficult Points

  Based on the requirement of the syllabus.

  The important points are__________________________ such as ______________.

  The difficult points are_________________________ for example_____________.

  Part 4 Teaching Methods

  As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories.

  1.Communicative Approach

  2.Whole Language Teaching

  3.Task-based Language Teaching

  4.Total Situational Action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.

  Part 5 Teaching Procedure

  Step 1. Lead-in. (_____min)

  ___________________________________________________________________

  Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.

  (2) To set up suspense/develop interest in _______________.

  Step 2. Pre-reading

  Task 1. (Individual work, pair work, group work, class work; _____min)

  Let Ss _____________________________________________________________

  Task 2. (Individual work, pair work, group work, class work; _____min)

  ___________________________________________________________________

  Now, let’s see what happened to the_______________/ let’s check whether it is right or not.

  Purpose of my design: (1) to get to know something about the _________________.

  (2) To have a better understanding about the importance of ___________________.

  Step 3. While-reading

  Task 1. (Individual work, pair work, group work, class work; _____min)

  Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.

  Para 1 ___________________

  Para 2 ___________________

  Para 3 ___________________

  Task 2. (Individual work, pair work, group work, class work; _____min)

  Scanning: Listen to the tape part by part to finish ___________________________.

  Task 3. (Individual work, pair work, group work, class work; _____min)

  Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.

  Task 4. (Individual work, pair work, group work, class work; _____min)

  Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.

  Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.

  Step 4. Post-reading

  Task 1. (Individual work, pair work, group work, class work; _____min)

  (task1)Ask Ss to close books and finish the summary according their notes.

  (task2)Retell the story /Sum up the passage in Ss’ own words according to the chart.

  Task 2. (Individual work, pair work, group work, class work; _____min)

  Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.

  Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.

  Step 5. Homework

  1.__________________________________________________

  2.__________________________________________________

  Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

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