英文说课稿

2021-05-12 英语

  作为一名教师,编写说课稿是必不可少的,说课稿有助于教学取得成功、提高教学质量。怎样写说课稿才更能起到其作用呢?以下是小编整理的英文说课稿9篇,欢迎阅读与收藏。

英文说课稿 篇1

  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 out 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_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.

  五、说板书Blackboard design

英文说课稿 篇2

  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3

  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4

  一、教材分析:

  教材概述:

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

  单元内容分析:

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

  本单元的教学内容:

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

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

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

  4.询问,辨认人物的疑问句形式 Is this/that…?

  二、教学设计思路

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

  根据语言学习的认知规律;由浅入深,由已知到未知,本单元计划用四个课时。

  分课分析:

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

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

  教学重点:

  1)词汇father ,mother ,grandfather, grandmother , brother ,sister , uncle ,aunt ,parent(s),grandparent(S) friend,these, those

  2)句型 This/That is… , These/Those are…

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

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

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

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

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

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

  教学重点:

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

  2) 掌握并制作家谱

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

  第四课时 section B 4, self check

  通过小组活动跟知识检测,促使学生不断地使用所学内容,从而提高他们灵

  活运用知识的能力

  教学重点: 书信的格式

  教学难点: 以书信的形式介绍家人

  三、教学目标

  1.语言知识目标

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

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

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

  3) 学会初步运用 this that 的疑问句形式询问辨认人物

  2.语言技能目标

  1)培养良好的听说读写能力

  2)通过创设情景,培养学生的发展思维能力,激发学生的想象力。

  3.情感目标

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

  2)通过小组间良性的竞争与合作,培养友好互助的精神。

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

  4.文化意识

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

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

  5.学习策略目标

  1)帮助学生明确学习目的,指导学生做好预习

  2)利用不同方法收集卡通图片 或家人照片,供上课小组活动使用

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

  四、教学原则

  1. 活动性原则 提倡学生主动参与,体验,交流,合作,探究等多种学习。

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

  3. 任务型原则 运用任务型的教学途径,培养学生综合语言运用能力。

  4. 情感性原则 激发学生学习英语的兴趣跟始终保持良好的学习情绪。

  五、教学方法

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

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

  六、任务特点:

  在本单元的教学活动中,每课都围绕一个中心任务而进行。

  第一课时 识别家庭成员及其称谓。

  第二课时 相互问答,介绍家庭成员。

  第三课时 制作家谱并描述家庭成员

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

英文说课稿 篇5

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

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

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

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

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

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

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

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

  5 学情分析:

  6 教具准备: 录音机,卡片,多媒体

  二教学方法:

  讨论法,讲授法,演示法,练习法

  三教学程序:

  为实现以上目标,我是这样设计教学过程的:

  (一)、Warming up

  1、Sing some songs.

  2、Play a game.快速呈现食物图片,做问答。

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

  (二)、Revision

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

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

  (三)、Presentation

  1、依次呈现some bread、some juice的图片。

  T: Would you like some bread?

  S: Yes, please

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

  T: Would you like some juice?

  S: Yes,please.

  T: Here you are.

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

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

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

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

  4、(请一名较突出的学生引导作干渴状):

  S:I’m thirsty. I want to drink.

  T: What would you like, please?

  S: I’d like some pop, please!

  (教师作饥饿状):

  T:I’m hungry. I want to eat.

  S: What would you like, please?

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

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

  (四)、Practise

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

  2、Act out the dialogue.

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

  (五)、consolidation

  1、Make a survey.

  2、Who’s the best?

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

  (六)、Homework

  1、Read after the tape recording.

  2、Make up a dialoguein pairs.

  (将课内的学习延伸到课外,维持学生的学习兴趣。)

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

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

  I. Contents:

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

  II. Teaching aims

  1. Aims on the knowledge

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

  (2) To help Ss to finish the survey.

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

  2. Aims on the abilities

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

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

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

  3. Aims on the emotion

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

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

  III. Key-points of this lesson

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

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

  (3) To develop Ss’ interest in English.

  IV. Difficult points

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

  (2) To finish the survey by themselves.

  V. Teaching methods

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

  VI. Teaching procedures and purposes of my designing.

  I’ll finish this lesson in five steps.

  Step 1. Warm-up and preview

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

  2. Sing the song together: Books and pencils.

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

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

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

  Step 2. Presentation

  Now I’ll mainly talk about this step.

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

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

  (2) T: My schoolbag is heavy.

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

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

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

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

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

  Girl: My schoolbag is heavy.

  Boy: What’s in it?

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

  Boy: What will you do?

  Girl: They are for the poor.

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

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

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

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

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

  Step 3. Practice

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

  Step 4. Assessment

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

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

  Step 5. Add-activity

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

  2. Take care of everything they have.

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

英文说课稿 篇6

  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7

  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.

英文说课稿 篇8

  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9

  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.

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