關(guān)于英文說(shuō)課稿范文合集六篇
作為一名專為他人授業(yè)解惑的人民教師，總不可避免地需要編寫說(shuō)課稿，認(rèn)真擬定說(shuō)課稿，優(yōu)秀的說(shuō)課稿都具備一些什么特點(diǎn)呢？下面是小編整理的英文說(shuō)課稿6篇，希望能夠幫助到大家。
英文說(shuō)課稿 篇1
一、說(shuō)教材。
我這次授課的內(nèi)容是PEP教材五年級(jí)上冊(cè)Unit 2 My Days of the Week A部分的 Let’s start,Let’s learn and Let’s play.這一部分的教學(xué)是在學(xué)生已經(jīng)掌握許多課程名稱的基礎(chǔ)上進(jìn)行的有關(guān)星期單詞的詞匯課教學(xué)，也為以后能夠熟練運(yùn)用句型What day is it today? What do you have on Mondays?詢問(wèn)今天是星期幾和談?wù)撘恢軆?nèi)有關(guān)學(xué)校課程的安排等打下基礎(chǔ)。
二、說(shuō)學(xué)情。
本班三十五人，學(xué)生整體素質(zhì)有待提高，可是有大部分學(xué)生對(duì)英語(yǔ)的學(xué)習(xí)興趣較為濃厚，上課積極性較高。但是，由于學(xué)生本身知識(shí)積累較少，課堂上對(duì)問(wèn)題的理解不透徹，合作學(xué)習(xí)及獨(dú)立思考方面也表現(xiàn)不夠好。所以就要求我們教師更要做一個(gè)有心人，充分利用各種資源來(lái)提高課堂教學(xué)效率。
三、說(shuō)理念。
基于教材與學(xué)情，在本課我主要突出兩個(gè)理念：
1、整合各種資源，提高課堂效率。在這一課中我搜集整合了一些資源：一個(gè)自制的單詞轉(zhuǎn)盤、還準(zhǔn)備了學(xué)生喜歡的一些動(dòng)畫人物的圖片、自制的PPT以及錄音帶中外教的示范教讀等，讓他們渾然一體形成一條有效的資源鏈，最大限度地服務(wù)于課堂教學(xué)。
2、利用課堂主陣地，培養(yǎng)學(xué)生對(duì)四會(huì)單詞的聽、說(shuō)、讀、寫以及綜合語(yǔ)言運(yùn)用能力。英語(yǔ)教學(xué)中培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力是英語(yǔ)教學(xué)的重要目標(biāo)之一。
四、說(shuō)教法學(xué)法。
根據(jù)詞匯教學(xué)的特點(diǎn)和學(xué)生的學(xué)情實(shí)際，在這一節(jié)課中我主要采用了任務(wù)型教學(xué)法和活動(dòng)法進(jìn)行教學(xué)。始終堅(jiān)持融詞匯教學(xué)于訓(xùn)練句型之中，倡導(dǎo)學(xué)生體驗(yàn)參與，讓學(xué)生在一個(gè)又一個(gè)的任務(wù)活動(dòng)中達(dá)成習(xí)得語(yǔ)言的目的。既培養(yǎng)了學(xué)生的學(xué)習(xí)興趣又為學(xué)生形成一定的綜合語(yǔ)言運(yùn)用能力起到了作用。
五、說(shuō)教學(xué)目標(biāo)：
1，能聽懂問(wèn)句：What day is it today? What do we have on Mondays? 并能做出正確回答。
2, 能夠聽、說(shuō)、讀、寫單詞：Monday, Tuesday, Wednesday, Thursday, Friday, 并能根據(jù)實(shí)際情況替換關(guān)鍵詞熟練運(yùn)用。
3，能夠運(yùn)用新的語(yǔ)言做 Let’s play 中的星期轉(zhuǎn)盤游戲。
4, 欣賞歌曲“ My Days of the Week ”。
六、說(shuō)教學(xué)重難點(diǎn)：
本課時(shí)的教學(xué)重點(diǎn)和難點(diǎn)是Let’s learn 部分的四會(huì)單詞：Monday, Tuesday,
Wednesday, Thursday, Friday, 要求學(xué)生結(jié)合所給句型替換關(guān)鍵詞，逐步達(dá)到聽、說(shuō)、讀、寫四會(huì)掌握。
七、說(shuō)教學(xué)流程：
（一）Warm-up
1, 日�？谡Z(yǔ)練習(xí)
T: Hello! How are you ? Nice to meet you.
S: I’m fine, thank you. / Nice to meet you, too.
T: Who’s your English ?
S: Miss Li.
T: What’s she like?
S: ….
2, 欣賞歌曲“ My Days of the Week ”學(xué)生感知本單元的新語(yǔ)言。
�。ǘ㏄resentation
1, Let’s start
以我們的新同學(xué)Dora and Boot 要帶同學(xué)們?nèi)ヌ诫U(xiǎn)為情境，用新句子What classes do you like?
I like…把學(xué)生分成四組學(xué)習(xí)。同時(shí)還引出新課程：Moral Education ,Social Studies的學(xué)習(xí)。
2，Let’s learn
(Dora今天要帶我們?nèi)ツ杀�，得�?jīng)過(guò)小矮人的單詞橋和句型樂(lè)園。我們來(lái)看看怎么樣才能通過(guò)吧。)
�、判“说膯卧~橋
A, 聽錄音，讓學(xué)生整體感知今天的學(xué)習(xí)內(nèi)容。
B, 學(xué)習(xí)Monday
�。ǔ鍪綧onday）T: What day is it today?
S: It’s Monday.
師范讀-----小老師帶讀------分組讀--------個(gè)別讀
C, 學(xué)習(xí)Tuesday
學(xué)習(xí)方法同學(xué)習(xí)Monday。
師范讀-----小老師帶讀------開火車讀--------齊讀
D, 學(xué)習(xí)Wednesday
通過(guò)找單詞游戲突破Wednesday的讀音這一難點(diǎn)。
E, 學(xué)習(xí)Thursday
通過(guò)比較學(xué)習(xí)Tuesday和Thursday。
F, 學(xué)習(xí)Friday
利用French fries 遷移學(xué)習(xí)Friday.
在學(xué)習(xí)新單詞的過(guò)程中，始終把本課的新句子What day is it today? It’s… What do we have on Mondays? We have…貫穿始終，為以后的輸出奠定基礎(chǔ)。 G, 總結(jié)五個(gè)單詞的特點(diǎn)并識(shí)記。
H, 師范寫，生仿寫。師巡視指導(dǎo)。
(2)通過(guò)小矮人的單詞橋。
�。ㄈ〤onsolidation
句型樂(lè)園
玩轉(zhuǎn)盤，我最棒
規(guī)則：一位學(xué)生轉(zhuǎn)動(dòng)轉(zhuǎn)盤的指針指向某個(gè)星期單詞，問(wèn)：What day is it today
小組的其他學(xué)生用：It’s …進(jìn)行猜測(cè)。猜對(duì)之后，再問(wèn)What do we have on…/ We have… 誰(shuí)猜對(duì)，并說(shuō)對(duì)就是贏家。
師先示范-----小組長(zhǎng)帶領(lǐng)小組成員玩------小組展示。
�。ㄋ模㏒ummary and homework
師生共同歸納總結(jié)，評(píng)出優(yōu)勝小組，讓組長(zhǎng)給他們蓋章。
作業(yè)：1,把今天學(xué)習(xí)的內(nèi)容讀給家人聽。
2，根據(jù)個(gè)人愛(ài)好設(shè)計(jì)一張個(gè)性化課程表。
英文說(shuō)課稿 篇2
一、教材分析
本堂課是一堂中考復(fù)習(xí)課，如果從分析教材來(lái)講，本課話題主要是出現(xiàn)在仁愛(ài)英語(yǔ)九年級(jí)(下)Unit 5之中，主要講的是讓學(xué)生認(rèn)識(shí)定語(yǔ)從句，了解定語(yǔ)從句的結(jié)構(gòu)，并能熟練的運(yùn)用定語(yǔ)從句。但是對(duì)于一堂中考復(fù)習(xí)課來(lái)講，我覺(jué)得應(yīng)當(dāng)從中考英語(yǔ)對(duì)本課話題的難易度要求以及考點(diǎn)的探究入手。從歷年的中考真題來(lái)看，對(duì)于定語(yǔ)從句的考察主要體現(xiàn)在單選題、完型填空和閱讀理解中。當(dāng)然還有就是從作文之中體現(xiàn)出來(lái)。而且我們知道，如今的中考英語(yǔ)，更側(cè)重于在語(yǔ)境之中來(lái)考察語(yǔ)法和詞匯項(xiàng)目，強(qiáng)化對(duì)學(xué)生語(yǔ)言運(yùn)用能力的考察。
二、教學(xué)目標(biāo)
根據(jù)課程標(biāo)準(zhǔn)和我市中考英語(yǔ)的要求，堅(jiān)持以學(xué)生為本，切實(shí)體現(xiàn)素質(zhì)教育，面向全體學(xué)生，立足基礎(chǔ)，設(shè)置練習(xí)注意難易度適中，這堂課是一堂中考復(fù)習(xí)課，本課設(shè)計(jì)從英文歌曲導(dǎo)入，在課堂之上，利用簡(jiǎn)單習(xí)題小游戲，設(shè)置情景，情景之中學(xué)語(yǔ)法，以達(dá)到下列教學(xué)目標(biāo)：
知識(shí)目標(biāo)：復(fù)習(xí)和掌握定語(yǔ)從句中關(guān)系代詞和關(guān)系副詞的作用和功能，能準(zhǔn)確選擇定語(yǔ)從句所需的關(guān)系代詞或關(guān)系副詞。從知識(shí)系統(tǒng)的歸納呈現(xiàn)入手，注重學(xué)生基礎(chǔ)知識(shí)的復(fù)習(xí)鞏固;這堂課又是一堂語(yǔ)法復(fù)習(xí)課本身具有一定的應(yīng)試成分。
能力目標(biāo)：能較好地運(yùn)用定語(yǔ)從句，能正確組織包含定語(yǔ)從句的復(fù)合句。注意培養(yǎng)學(xué)生運(yùn)用所學(xué)的知識(shí)和技能分析、解決問(wèn)題的能力。
德育目標(biāo)：培養(yǎng)分析問(wèn)題解決問(wèn)題的能力，熱愛(ài)祖國(guó)，關(guān)心時(shí)政，學(xué)會(huì)競(jìng)爭(zhēng)和合作，建立自信心和集體榮譽(yù)感。
情感目標(biāo)：通過(guò)學(xué)習(xí)調(diào)動(dòng)學(xué)習(xí)積極性，使學(xué)生體會(huì)到英語(yǔ)的趣味和實(shí)用性。激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，建立學(xué)習(xí)英語(yǔ)的成就感和自信心。讓他們成為課堂的主角，使學(xué)生懂得語(yǔ)法學(xué)習(xí)無(wú)處不在，使學(xué)生學(xué)在其中，樂(lè)在其中，并掌握一些應(yīng)試技巧。
三、教學(xué)重點(diǎn)難點(diǎn)
提高學(xué)生對(duì)語(yǔ)法復(fù)習(xí)的興趣和積極性，較好地掌握定語(yǔ)從句的用法，理解定語(yǔ)從句，運(yùn)用知識(shí)點(diǎn)解題。
四、教學(xué)方法
《新課程標(biāo)準(zhǔn)》要求教師在教學(xué)中要以學(xué)生為主體，嘗試創(chuàng)新思維，聯(lián)系社會(huì)采用討論、協(xié)作、探究、競(jìng)爭(zhēng)的教學(xué)模式，引導(dǎo)學(xué)生靈活運(yùn)用所學(xué)語(yǔ)法知識(shí)。采用研究性學(xué)習(xí)方法，寓教于樂(lè)。檢驗(yàn)一節(jié)課成功與否，不是教師講了多少，而是以學(xué)生的學(xué)習(xí)效果為評(píng)價(jià)標(biāo)準(zhǔn)。因此我借助多媒體，結(jié)合競(jìng)賽形式，力求使枯燥的語(yǔ)法生動(dòng)趣味化;并且考慮學(xué)生英語(yǔ)基礎(chǔ)的實(shí)際情況，教學(xué)過(guò)程也要體現(xiàn)素質(zhì)教育的全體性，因此設(shè)計(jì)任務(wù)循序漸進(jìn)(如按“詞→句→文”遞進(jìn))，由淺入深，由易到難，導(dǎo)引學(xué)生參與整個(gè)學(xué)習(xí)過(guò)程，獲得更佳的學(xué)習(xí)效果及發(fā)展智力，提高思維，觀察，注意，記憶，想象，聯(lián)想等能力。
五、教學(xué)過(guò)程
本堂課主要分為五個(gè)步驟：
第一步：創(chuàng)設(shè)情景 歌曲導(dǎo)入
我選擇了英文歌曲《Lemon Tree》來(lái)導(dǎo)入本課的知識(shí)，請(qǐng)學(xué)生把歌曲最后一句空缺的詞填上。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)
根據(jù)以上所說(shuō)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.請(qǐng)學(xué)生分析這兩個(gè)句子中劃線部分所出現(xiàn)的語(yǔ)法現(xiàn)象，由此導(dǎo)入到“定語(yǔ)從句”。簡(jiǎn)單但動(dòng)感的FLASH很符合學(xué)生的口味，學(xué)習(xí)興趣一下被調(diào)動(dòng)起來(lái)。重要的是本歌的歌詞中含有定語(yǔ)從句，可以于歡快的'節(jié)奏中導(dǎo)引學(xué)生輕松自然地進(jìn)入語(yǔ)法話題。
第二步：知識(shí)呈現(xiàn)，鋪設(shè)階梯
呈現(xiàn)定語(yǔ)從句的定義和結(jié)構(gòu)使學(xué)生加深對(duì)定語(yǔ)從句的結(jié)構(gòu)和關(guān)系代詞、關(guān)系副詞的印象，以便下面的競(jìng)賽中更好的發(fā)揮。
第三步：要點(diǎn)提醒，操練運(yùn)用
為了更好的調(diào)動(dòng)學(xué)習(xí)積極性，加強(qiáng)學(xué)生思維能力、協(xié)作競(jìng)爭(zhēng)能力及強(qiáng)化團(tuán)體榮譽(yù)意識(shí)。在本環(huán)節(jié)中，我采取了競(jìng)賽形式，把全班分成二大組，看哪方得分高。競(jìng)賽內(nèi)容分為四部分：
第一部：基礎(chǔ)語(yǔ)法知識(shí)(必答)：以抽簽的方式選擇本組所答的題，所有的題都是有關(guān)定語(yǔ)從句的理論知識(shí)填空，包括定語(yǔ)從句中的先行詞、關(guān)聯(lián)詞、關(guān)聯(lián)詞的省略以及各個(gè)關(guān)聯(lián)詞的區(qū)別。使學(xué)生加深對(duì)定語(yǔ)從句的結(jié)構(gòu)和關(guān)系代詞、關(guān)系副詞的印象，以便下面的競(jìng)賽中更好的發(fā)揮。對(duì)學(xué)生來(lái)說(shuō)完成本項(xiàng)任務(wù)輕松、新鮮、又有一定的競(jìng)爭(zhēng)，學(xué)生興趣又一次被調(diào)動(dòng)。復(fù)習(xí)基礎(chǔ)理論知識(shí)，為以下的實(shí)際操練做較好的準(zhǔn)備，提高準(zhǔn)確率。
第二部：合并定語(yǔ)從句。貫徹由易漸難的原則，先從相對(duì)簡(jiǎn)單的題型開練，重點(diǎn)鞏固關(guān)系代詞的選擇，并在第一題：The woman is our English teacher、He speaks English very well、→The woman who(that) speaks English very well is our English teacher
中點(diǎn)出另外一個(gè)知識(shí)點(diǎn)：定語(yǔ)從句中謂語(yǔ)動(dòng)詞的數(shù)要與先行詞保持一致。鼓舞士氣，提高自信心。
第三部：辨析正誤，并說(shuō)明原因。這部分主要是幫助學(xué)生區(qū)分關(guān)系代詞that和which的不通用的特殊情況。1.2題是幫助學(xué)生辨析只能使用that而不使用which的特例。兩個(gè)題并不能全部體現(xiàn)只能使用that而不使用which的特殊情況，所以在做完1、2題后全班一起總結(jié)，幫助他們將知識(shí)系統(tǒng)化。3、4題幫助學(xué)生區(qū)分只能使用which而不使用that的特殊情況。貫徹由易漸難的原則，簡(jiǎn)單的關(guān)系代詞會(huì)用后，逐漸進(jìn)入到關(guān)聯(lián)詞使用的特殊情況，是學(xué)生更全面的掌握定語(yǔ)從句。
第四部：格言英譯中(搶答)。有了以上幾部分的復(fù)習(xí)鞏固，學(xué)生已經(jīng)掌握了定語(yǔ)從句的必要知識(shí)點(diǎn)，本部分用英文表達(dá)幾句著名的格言，幫助學(xué)生將知識(shí)升華。有利于學(xué)生知識(shí)面的拓展，也為以后寫作做積累。
第四步：直擊中考，深入探究
本環(huán)節(jié)中我精選了歷年中考真題，少而精，體現(xiàn)難易度，并鞏固本課的定語(yǔ)從句，激起學(xué)生英語(yǔ)學(xué)習(xí)的成就感和自信心。
第五步：課后作業(yè)，鞏固所學(xué)
寫作在中考中占較大的比重，故平時(shí)要多加訓(xùn)練，承上所提奧運(yùn)話題讓學(xué)生以感想并結(jié)合自身實(shí)際寫短文，進(jìn)一步鍛煉在實(shí)際中運(yùn)用定語(yǔ)從句的能力。而且本次教學(xué)活動(dòng)關(guān)于定語(yǔ)
從句的任務(wù)設(shè)計(jì)理念是按“詞→句→文”循序漸進(jìn)，所以寫作便是前面部分很好的延續(xù)和提高了。
六、課后反思
本堂課由于是公開課，雖然說(shuō)已經(jīng)花了大量的時(shí)間做了充分的準(zhǔn)備，但由于前面的時(shí)候有點(diǎn)緊張，本堂課的內(nèi)容大，以及課時(shí)的一些應(yīng)變做得不夠好，盡管說(shuō)順利地完成了教學(xué)，但是感覺(jué)還是沒(méi)有達(dá)到自己預(yù)期的效果。比如說(shuō)平時(shí)和學(xué)生口語(yǔ)的交流在本節(jié)課沒(méi)有充分的體現(xiàn)出來(lái)，互動(dòng)不夠好;速度偏快，沒(méi)有給學(xué)生留下足夠的空白時(shí)間思考問(wèn)題;作為重要教學(xué)輔助工具的黑板利用不夠。從整體上看，本節(jié)課將語(yǔ)法復(fù)習(xí)課揉入情景交際之中，注意語(yǔ)法課的實(shí)用性和趣味性的結(jié)合，應(yīng)該說(shuō)是比較成功的一堂課。日后我將更加注意語(yǔ)法實(shí)用性和趣味性的探究，努力上好每種類型的課。
英文說(shuō)課稿 篇3
英語(yǔ)說(shuō)課稿（英文版）
8B Unit 3 Online Travel
Reading Around the world in eight hours
Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.
Part One: Analysis of the Teaching Material
(一) Status and Function
This is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.
(二) Analysis of the students
Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer .Without much knowledge ,you won’t be able to learn computer well.
(三)Teaching aims and Demands
1.Knowledge objects
To understand the aim of an educational CD-ROM and what the character can do
To infer meaning from keywords, context and existing knowledge.
To master the Passive voice.
2.Ability objects
To develop the Ss’ abilities of listening, speaking, reading and writing.
To train the students how to use their own words to express their ideas.
(四)Teaching key and Difficult point
1. Key points
To review the Present perfect tense.
To learn the Passive voice.
To tell more about the CD-ROM.
To retell how the game is played
To understand the whole passage and answer teacher’s questions
2. Difficult points:
The Passive voice.
To retell how the game is played
(五) Teaching Equipment
Multi-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.
Part Two: The Teaching Metthods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based” 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.
To use these methods are helpful to develop the students’ abilities.
Part Three: Studying Procedures
Step 1
Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the world
Step 2
Tell students that the first paragraph of the reading passage explains the background to the game .Listen to the tape. Ask some questions to check understanding, eg.
What’s the name of the new educational CD-ROM?
What can it help you to do?
Who is the designer?
Step 3
Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.
Who is the main character of the game?
How old is he?
What does he like doing?
What was he doing when he fell asleep?
Step 4
Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41
Step 5
Ask some questions to check understanding, eg.
How can you earn a point?
What will happen if you have earned a point?
What will happen if you have earned enough points?
How many levels does the game have?
How long does it take you to finish the game?
What do the questions test?
What will you see on the screen when you reach a new place?
What can you learn about when you reach London?
What will you see when you passa level?
What happened to the places you have visited?
Step 6
Read the whole passage and then ask some students to retell how the game is played(in 5steps)
1 See a golden cloud with instructions on it
2 See clouds with information about different places; See clouds with questions on them
3 Get a point every time you answer a question correctly
4 A cloud will come down and carry you off to a new place
5 See a world map. The old place is marked in bright purple
If possible, ask students to discuss what they have learned from the passage.(with their own words)
Step7 Use the following keywords to try to retell the passage.
Paragraph1.
a new educational CD-ROM, Around the world in Eight Hours.
Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM
Paragraph2.
Main character, love traveling, lie on the grass, fall asleep
Paragraph3.
be written on, different colors with questions on them
Every time you answer a question, earn enough points, come down, Carry off
Pargraph4
Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example
Paragraph 5
Be the best , get it in sold out
Step 8 Homework
1 Translating the following phrases:
1)同時(shí) 2) 過(guò)一關(guān)
3) 扮演…角色 4) 光盤的設(shè)計(jì)者
5) 一直廣受歡迎的游戲 6) 得到足夠的分?jǐn)?shù)
7) 睡著 8) 英語(yǔ)語(yǔ)法和詞匯
9) 在你的屏幕上 10) 檢驗(yàn)知識(shí)
11) 在市場(chǎng)上 12) 例如
13) 掉下來(lái) 14) 售完
2 Try to recite the text.
Design of the blackboard
1) The Present perfect tense. A new educational CD-ROM has just come out.
When you have earned enough points,….……..Carry you off to a place you have never visited before. The places you have visited are marked…
2) The Passive voice.
It is designed by Nancy Jackson. These words were written on it.
The places you have visited are marked in bright purple.
Get it now before it is sold out英語(yǔ)說(shuō)課稿（英文版）
8B Unit 3 Online Travel
Reading Around the world in eight hours
Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.
Part One: Analysis of the Teaching Material
(一) Status and Function
This is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.
(二) Analysis of the students
Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer .Without much knowledge ,you won’t be able to learn computer well.
(三)Teaching aims and Demands
1.Knowledge objects
To understand the aim of an educational CD-ROM and what the character can do
To infer meaning from keywords, context and existing knowledge.
To master the Passive voice.
2.Ability objects
To develop the Ss’ abilities of listening, speaking, reading and writing.
To train the students how to use their own words to express their ideas.
(四)Teaching key and Difficult point
1. Key points
To review the Present perfect tense.
To learn the Passive voice.
To tell more about the CD-ROM.
To retell how the game is played
To understand the whole passage and answer teacher’s questions
2. Difficult points:
The Passive voice.
To retell how the game is played
(五) Teaching Equipment
Multi-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.
Part Two: The Teaching Metthods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based” 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.
To use these methods are helpful to develop the students’ abilities.
Part Three: Studying Procedures
Step 1
Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the world
Step 2
Tell students that the first paragraph of the reading passage explains the background to the game .Listen to the tape. Ask some questions to check understanding, eg.
What’s the name of the new educational CD-ROM?
What can it help you to do?
Who is the designer?
Step 3
Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.
Who is the main character of the game?
How old is he?
What does he like doing?
What was he doing when he fell asleep?
Step 4
Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41
Step 5
Ask some questions to check understanding, eg.
How can you earn a point?
What will happen if you have earned a point?
What will happen if you have earned enough points?
How many levels does the game have?
How long does it take you to finish the game?
What do the questions test?
What will you see on the screen when you reach a new place?
What can you learn about when you reach London?
What will you see when you passa level?
What happened to the places you have visited?
Step 6
Read the whole passage and then ask some students to retell how the game is played(in 5steps)
1 See a golden cloud with instructions on it
2 See clouds with information about different places; See clouds with questions on them
3 Get a point every time you answer a question correctly
4 A cloud will come down and carry you off to a new place
5 See a world map. The old place is marked in bright purple
If possible, ask students to discuss what they have learned from the passage.(with their own words)
Step7 Use the following keywords to try to retell the passage.
Paragraph1.
a new educational CD-ROM, Around the world in Eight Hours.
Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM
Paragraph2.
Main character, love traveling, lie on the grass, fall asleep
Paragraph3.
be written on, different colors with questions on them
Every time you answer a question, earn enough points, come down, Carry off
Pargraph4
Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example
Paragraph 5
Be the best , get it in sold out
Step 8 Homework
1 Translating the following phrases:
1)同時(shí) 2) 過(guò)一關(guān)
3) 扮演…角色 4) 光盤的設(shè)計(jì)者
5) 一直廣受歡迎的游戲 6) 得到足夠的分?jǐn)?shù)
7) 睡著 8) 英語(yǔ)語(yǔ)法和詞匯
9) 在你的屏幕上 10) 檢驗(yàn)知識(shí)
11) 在市場(chǎng)上 12) 例如
13) 掉下來(lái) 14) 售完
2 Try to recite the text.
Design of the blackboard
1) The Present perfect tense. A new educational CD-ROM has just come out.
When you have earned enough points,….……..Carry you off to a place you have never visited before. The places you have visited are marked…
2) The Passive voice.
It is designed by Nancy Jackson. These words were written on it.
The places you have visited are marked in bright purple.
Get it now before it is sold out
英文說(shuō)課稿 篇4
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.
英文說(shuō)課稿 篇5
Today I’m going to talk about lesson 62 of Unit 11, NEW START Primary English, Book
7. This lesson includes three parts: “l(fā)isten and number”“ask and answer” and “l(fā)et's write” .
First. Aims on the knowledge
(1) To make students understand and speak: ：“Eiffel tower、Disneyland、Big ben、Opera house.and what is his city famous for”
(2) To help Ss to finish the blank. In page 23.
2. Aims on the abilities
(1) To develop Ss’ abilities of listening and speaking.
(2) To develop the Ss’ ability of working in groups..
3. Aims on the emotion
(1) To lead Ss to show the famous building in their hometown，develop their country emotion.
Second. Key-points of this lesson
(1) To help Ss ask and answer the question: What is his city famous for?
(2) To make Ss to study in groups and develop Ss’ interest in English.
3.rd. Difficult points
To help the Ss ask and answer the question “What is his city famous for?” and make sure they can use it。.
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to improve the 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（安排、準(zhǔn)備） four kinds of activities: singing, guessing game, finishing a survey and having a competition（競(jìng)賽）. Students should prepare（準(zhǔn)備） some school things（學(xué)具）. VI. Teaching procedures（程序）。
I’ll finish this lesson in six steps.
Step 1Step 2. Step 3. Step 4.Step 5. Step 6.
1. chant 聽錄音，一邊拍手一邊唱
2. 出示人物圖，進(jìn)行提問(wèn)：Where is he live / she?
Where does he / she come from? Where does he / she live?
回答出單詞即可，復(fù)習(xí)上一課詞匯。
老師：Binbin comes from China. He lives in Beijing.
Do you know what is Beijing famous for?
Beijing is famous for Tian’an man square.
What else do you know about Beijing.
請(qǐng)學(xué)生說(shuō)出北京的一些著名景點(diǎn)
a) 出示各景點(diǎn)卡片，帶讀正音。
b) 完成Part A Write the number 后訂正答案 c) 兩人一組利用圖片做國(guó)家和城市的游戲
…is famous for ……或……is in ……
Tokyo is famous for cherry blossom.
Cherry blossom is in Tokyo.
4．提問(wèn)：Where does …come from?
Where does he /she live?
What is his /her famous for?
請(qǐng)學(xué)生回答，老師出板書，帶讀。
做問(wèn)答練習(xí)
5．These are Pen’s Pal . Which pen pal do you want to have? 讓學(xué)生用一張卡片進(jìn)行練習(xí)
英文說(shuō)課稿 篇6
Good morning, everyone! It’s my honor to present my lesson plan here. The teaching material comes from PEP Go for it 8B U6. The title of the reading part is I’ve been studying history in China. History is the topic of this passage. The story is narrated by an Australian, Leo, who tells his life in China, his family history and his study of history. This reading mainly focuses on developing Ss’ reading skill, especially scanning. So this is one of the language focuses. As for the content, because of many new words and phrases in the context and Ss’ lack of the knowledge about “history”, it is a little difficult for them to understand the passage. So the Ss may have a bit difficulty in retelling the passage in the last activity role-play. Thus I rearrange the material like this: The 3 questions in pre-reading are modified. I’ll choose some easier and funnier questions to lead Ss into the topic History. The grammar review in Exercise 3b, 3c is not the language focus in this lesson, thus it’s considered as the homework.
According to the New English Curriculum, the teaching should not only focus on the development of Ss’ reading strategy, also the Ss’ interest in English. So I apply communicative approach, making use of real-life situations to motivate their desire to communicate in meaningful ways about meaningful topics. Ss will enjoy their participation in this lesson by discussion and role-playing. As for the teaching aids, PPT, blackboard and audio tape are needed.
Based on those analyses, I set the following 5 teaching objectives. By the end of the class, Ss will be able to:
1. Linguistic knowledge
Master new words and expressions, such as emperor, dynasty, capital etc. (this is the language focus)
Be familiar with the topic history.
2. Language skills
Develop their reading skills, especially scanning. (This is the language focus I’ve mentioned before.)
Tell Mike Leo’s life in Harbin during the role-playing. (This is the anticipated difficulty.)
3. Affects
Love our country by learning more about Chinese history.
4. Cultural awareness
Know more about history of other countries.
5. Learning strategy
Learn to get more information both from books and the Internet.
Ok, now let’s move to the most important part: teaching procedure. I adopt 3-stage model: pre-reading, while-reading and post-reading. The duration is 45 minutes.
In pre-reading stage, there’re 2 activities for 9mins. I’d like to introduce Leo to Ss as a new friend. The first activity is Leo’s self-introduction through a short record. The record is prepared before the class with some key information about Leo. As a foreigner, Leo loves Chinese history very much, so he has many questions to ask Ss. The first one is about the emperors and the dynasties. Ss should be able to do the match between them. Those emperors are all famous characters in the Chinese history, such as Tang Taizong, Cheng Jisihan, Kang Xi and so on. The second one is about the famous capitals in the history. Ss should pick out the city which was not the capital in the history. By the way, I will provide some information about Harbin, which is the city where Leo lives. This introduction can also build Ss’ knowledge structure. This kind of lead-in could be funnier and easier, and the comfortable atmosphere can help Ss’ to acquire new knowledge easily.
In the second stage while-reading, there are 2 steps; they are fast-reading for 6mins and careful-reading for 15mins. There’re 2 activities in fast-reading: skimming for the main idea of each paragraph and scanning for the specific and important information to fill in the blanks. These tasks can help them get the general idea of the passage.
In careful-reading step, I’ll guide them to learn the passage paragraph by paragraph, from Leo’s introduction to Leo’ s family history, and Leo’s study of history, the last is Leo’s dream. Different tasks are designed for Ss: For the first paragraph, Ss are asked to find some key words about Leo: Australian, Jewish, etc. For the second paragraph, Ss are required to fill in the time table about Leo’s family history. As for Leo’s study, Ss are asked to make a comparison between Leo and his friends. The last is Leo’s dream, I’ll ask Ss several simple questions. I will make sure that Ss won’t be bored by the tasks and participate in all the activities actively.
In post-reading, there’re 2 activities for 14mins: discussion for 5mins and role-playing for 9mins. I’ll ask Ss two questions: Q1: Why are some old buildings in Harbin built in Russian style? Q2: Why does Leo want to go to Beijing for the Olympic Games in 20xx? What can we infer from that? Ss are supposed to learn more about the history of China and other countries, and develop their patriotic feeling. The role-playing is Leo’s talking with his friend Mike. They are talking about Leo’ life, work and the future plan. What Ss have learned in this lesson is needed in the talking. In order to lower the degree of the difficulty, I’ll provide some sentence structures, some questions and key words. So this can be considered as a review of the whole lesson. And this is the right time to practice Ss’ oral English and they should talk in the correct tense to practice the grammar we have learned before.
The last minute is for explaining homework: Suppose that Leo’s friend Mike is coming China for the Olympic Games, we should give him some tips. Ss are asked to get more information through the books and the Internet, and then write down at least 3 tips in the following structure: If you want to go to the Great Wall, you will have to take No.15 bus…. This task comes from Exercise 3b, 3c. Ss can not only review adverbial clauses of condition introduced by If according to the requirements of the teaching material but also enjoy learning with the given situation. As time’s limited in the class, the task is left as the homework.
Finally, making a good use of the blackboard can help Ss learn better. So this is my blackboard design: the title is in the middle of the blackboard, the left part is for some information related to Leo and also the structure of the whole passage, the right part is for some new words and expressions.
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