英文說(shuō)課稿范文集合8篇
作為一名教學(xué)工作者，時(shí)常需要用到說(shuō)課稿，借助說(shuō)課稿可以更好地組織教學(xué)活動(dòng)。怎樣寫(xiě)說(shuō)課稿才更能起到其作用呢？下面是小編收集整理的英文說(shuō)課稿8篇，供大家參考借鑒，希望可以幫助到有需要的朋友。
英文說(shuō)課稿 篇1
一、說(shuō)教材（教材分析） Analyzing teaching material
1. 說(shuō)課型 lesson type （Dialogue/ reading/ listening/ revision）
2. 本課在教材中的地位 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. 說(shuō)教學(xué)指導(dǎo)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. 說(shuō)教學(xué)目標(biāo)和要求 Teaching aims and demands （…be intended for Ss in key schools）
1）認(rèn)知目標(biāo) 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）智能目標(biāo) 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）德育目標(biāo) 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. 說(shuō)教學(xué)重點(diǎn) teaching important points （生詞、句型；培養(yǎng)閱讀技能）
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 說(shuō)教學(xué)難點(diǎn) teaching difficult points （語(yǔ)法；發(fā)展交際能力）
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 說(shuō)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、說(shuō)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、說(shuō)學(xué)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、說(shuō)教學(xué)過(guò)程Teaching procedures
I. 復(fù)習(xí) （Revision） 5min （Daily report; 詞匯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. 呈現(xiàn) （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. 對(duì)話 / 閱讀 （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.
* 閱讀： Pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 識(shí)別關(guān)鍵詞key words;確定主題句；創(chuàng)設(shè)信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map.達(dá)到對(duì)課文的整體理解和掌握。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. 操練 （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）
�。≧etell; act out; role play）
V. 鞏固 （Consolidation） 6m
�。―iscussion; 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. 作業(yè) （Homework） 1m （Writing; continue the story; recite; retell）
Write a letter to the mayor, telling him sth. about the pollution around your school.
五、說(shuō)板書(shū)B(niǎo)lackboard design
英文說(shuō)課稿 篇2
Good afternoon, teachers. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is the second reading of Unit 10, Book I. I’ll be ready to begin with this lesson from six parts: Analysis of the students, analysis of the teaching material, the teaching aims, the teaching & learning methods, the teaching aids and the teaching procedures. First, let me talk about my students.
Part I Analysis of ss
My students are from Grade One in vocational schools.
No.1 They have a poor vocabulary, little motivation to learn initially and no confidence in expressing themselves.
No.2 There are distinct individual among them.
No.3 They are quick in thinking and long for victory. They may raise interest in the topic because of its familiarity, and are eager to know these differences.
No.4 In my class, ss will be given a preview plan to understand the reading, progressive tasks in competition to ensure overall participation.
Part II Analysis of the teaching material
Our textbook is taken from English Book I for vocational schools. It emphasizes on interest and utility.
Since some information about cultural differences has been mentioned in previous units, this unit will focus on introducing individual differences and building the sense of cross-cultural communication.
Reading II will demonstrate cultural differences further and occupies an important position. It will take up two periods, and I’ll deal with the second period for reading comprehension, and concentrate on ss’ abilities of reading and using English fluently.
Part III Teaching aims
No.1 Teaching aims
After studying the teaching material and analyzing ss’ present situations, I think the teaching aims are the followings:
1. Knowledge aims
1) To master some key words and expressions: awkward, courtesy, direct, misunderstand, as soon as, keep doing sth, etc..
2) To understand the gist of the reading, work out the writer’s opinions after reading, and complete relevant tasks.
3) To retell the reading and try to talk with partners about differences in table manners with the purpose of using the language fluently.
2. Ability aims
1) To better reading strategies to promote reading ability with the help of skimming, scanning and other reading techniques.
2) To improve ability of using English fluently as well as logical thinking after dealing with tasks.
3) To foster the ability of cooperation in group activities.
3. Emotion aims
1) To have a general knowledge of differences in table manners, esp. between Chinese and American cultures, and foster the sense of cross-cultural communication.
No.2 key & difficult points
1. Key Points
1) To get the information from the reading;
2) To communicate with partners fluently.
2. Difficult Points
1) How to improve the reading abilities because my students are weak in English, esp. in reading strategies.
2) How to help ss put their learning into practice with references.
Part IV Teaching &Learning methods
A good method requires that the teacher act as a guide while ss as the real masters in class. In my class, ss are mainly guided by tasks progressively.
1. So according to the analysis of the teaching material and the students’ learning background, I will use the following teaching methods.
1) Task-based language teaching
2) Activity teaching
3) Delamination teaching
4) Question-and-Answer activity teaching
2. The learning methods are the followings:
1) Cooperative learning
2) Autonomous Learning
Part V Teaching aids
No.1 Multi-media
No.2 Non-testing evaluation
1). A piece of paper to evaluate themselves.
Part VI Teaching procedures.
No.1 As for the concrete procedures, it includes 5 parts.
Task II:checking words & answering questions. Ss will have a matching for words and meanings to check words and then they may pose any questions they met in preview. Ss finish it before class and present keys on the blackboard. Some music will be played to calm ss down and create a situation to learn English.
Purposes: The easy item may help them build confidence.
Task II: Lead-in. Ss may watch a video about cultural differences, and then finish the sentence with brainstorming. This item is open to answers. As far as students get to the point, their group may get marks.
Purposes: Brainstorming may activate ss and catch their attention quickly. At the same time, it may act as a foreshadowing for the reading.
Task III: Presentation with tasks. It includes two items.
Item I: (skimming) Ss look through the reading in 2 minutes, and then finish the multiple choices on their own.
Purposes: This task will train ss to get quick information and foster a good reading habit.
Item II: (careful reading) In order to cope with the reading clearly, there are three portions. Portion A is for Para1. It is about the writer’s experience in China, and then there are some questions. Portion B is for Para2. It is about a Chinese staying in America, and then there are some multiple choices. Portion C is for Para3. It is about solutions, and then ss rectify the table. Similarly, they read individually, and then discuss in groups to get an agreed answer. Representatives will be sent to the bb to present keys.
Purposes: The three portions will help ss work out the writer’s opinions clearly. Cooperative learning will help them overcome difficult words or sentences and find the feeling of success when they can get keys without too much guide from the teacher. And praise goes first no matter how they do. Till now, ss may realize cultural differences further.
Task IV: Consolidation in time. It includes 3 items: Five statements for ss to check their understanding about the reading, a dialogue to check how they can transfer input to output and a short passage to tell them whether they have made progress in reading. Similarly, ss do them on their own, and then discuss problems in groups.
Purposes: The three items will give a clear reflection to ss.
Last task, I will make a conclusion of this period, encourage ss to build the sense of cross-cultural communication, and then do some extension: Watch another video about differences between China and the West, and discuss whether the points from the video are reasonable or not. The item is also open to keys. Ss are encouraged to write down notes.
Purposes: This task will help ss dare to speak because of the good input about cultural differences from the reading. Each one may have a chance to express them, and experience the feeling of success. In the process of communicating, they help and encourage each other, and use the language gradually. It will help ss transfer passive learning into active acquisition and see the meaning of learning.
No.2 Design of writing on the blackboard
When in Rome, do as the Romans do A foreigner stays in China awkward.
Do as the Romans do.
A Chinese in America indirect.
No.3 After class, to ss, they have two assignments:
1. Ss finish the table to evaluate themselves.
2. Ss surf the Internet for more information about cultural differences, such as sending and accepting gifts, introducing people, etc., and then write down answers.
Purposes: The first one may help ss to reflect themselves, and the latter one may help ss extend their learning of cross cultures. Writing actually is necessary for all steps. After class, they may do it more relaxed. When finishing it, they may pay more attention to the written language and then improve their English.
No.4 Reflection after teaching.
On the one hand, ss can be guided by tasks progressively, and act well. They also have foster cooperation in group activities. On the other hand, the teacher needs to pay more attention to individual differences and ensure overall participation. The teacher also needs to improve the ability of monitoring the class efficiently.
英文說(shuō)課稿 篇3
一、說(shuō)教材
1.教材內(nèi)容
我說(shuō)課的內(nèi)容是人民教育出版社九年義務(wù)教育課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書(shū)四年級(jí)上冊(cè)中的Unit2 My Schoolbag。這一單元呈現(xiàn)了教科書(shū)的名稱。本單元通過(guò)一系列的活動(dòng)與對(duì)話來(lái)講解大家在日常生活中描述書(shū)本的單詞和句子。本單元需要6個(gè)課時(shí)完成。我現(xiàn)在要說(shuō)的是第一個(gè)課時(shí)。
2.教材地位
本課時(shí)是第二單元的第一課時(shí)，綜觀PEP教材，本課時(shí)首次出現(xiàn)教科書(shū)名稱。本課時(shí)又是第二單元的重點(diǎn)，因此本課時(shí)的教學(xué)對(duì)第二單元的學(xué)習(xí)起著決定性的作用。
二、說(shuō)教學(xué)目標(biāo)
根據(jù)本課時(shí)內(nèi)容的特點(diǎn)和四年級(jí)學(xué)生的年齡特點(diǎn)和任務(wù)型教學(xué)模式的要求。在教學(xué)過(guò)程設(shè)計(jì)中，特別關(guān)注全體學(xué)生的學(xué)習(xí)發(fā)展，注重互動(dòng)，給孩子們學(xué)習(xí)英語(yǔ)的氛圍，讓他們運(yùn)用語(yǔ)言進(jìn)行交際，用英語(yǔ)做事情，讓學(xué)生們?cè)诨顒?dòng)中參與體驗(yàn)和理解。因此我制定了以下教學(xué)目標(biāo)：
1、知識(shí)與能力
a、能夠聽(tīng)、說(shuō)、認(rèn)讀本課時(shí)主要生詞English book, math book, Chinese book, story-book, notebook, schoolbag。
b、能夠聽(tīng)懂、會(huì)說(shuō)How many … do you have? I have….并能在實(shí)際情景中運(yùn)用。
c.能聽(tīng)懂指示語(yǔ)，并按照指令做出相應(yīng)的動(dòng)作，如：Put your English book on your head….
2、過(guò)程與方法
3、情感態(tài)度與價(jià)值觀
通過(guò)教學(xué)，逐漸達(dá)到培養(yǎng)孩子們的語(yǔ)感以及運(yùn)用本單元語(yǔ)言內(nèi)容做事情的目的，同時(shí)也讓孩子們學(xué)會(huì)關(guān)愛(ài)社會(huì)，并且運(yùn)用實(shí)際行動(dòng)來(lái)表達(dá)自己的愛(ài)心的情感態(tài)度。
三、教學(xué)重難點(diǎn)：
本課時(shí)的重點(diǎn)是能夠聽(tīng)、說(shuō)、認(rèn)讀本課時(shí)主要生詞English book, math book, Chinese book, story-book, notebook, schoolbag。語(yǔ)音的教學(xué)是這一環(huán)節(jié)的重點(diǎn)，預(yù)計(jì)學(xué)生初學(xué)時(shí)會(huì)出現(xiàn)較明顯的語(yǔ)音錯(cuò)誤，因此我要注意指導(dǎo)學(xué)生仔細(xì)聽(tīng)音、讓學(xué)生觀察老師的口型，認(rèn)真模仿、及時(shí)結(jié)合學(xué)生發(fā)音進(jìn)行評(píng)價(jià)糾誤。另一方面，在所學(xué)單詞中很多都于book有關(guān)，這些單詞的書(shū)寫(xiě)形式有所不同，學(xué)生很容易出錯(cuò)，要及時(shí)相機(jī)指導(dǎo)，而且這些單詞中還設(shè)計(jì)到合成詞，如：school+book=schoolbook,所有的這些都要讓學(xué)生抓住，抓牢。
難點(diǎn)是能夠聽(tīng)懂、會(huì)說(shuō)How many … do you have? I have….并能在實(shí)際情景中運(yùn)用。在這個(gè)句型設(shè)計(jì)到單詞的復(fù)數(shù)形式，對(duì)于學(xué)生來(lái)說(shuō)是個(gè)難點(diǎn)，要詳解。
四、說(shuō)教法、學(xué)法
1.教法設(shè)計(jì)
四年級(jí)的學(xué)生的注意力很難持久，他們對(duì)新鮮事物比較感興趣，還有他們的水平參差不齊，甚至有較大差距，因此我采用綜合運(yùn)用全身肢體反映法（TPR），情景導(dǎo)入法和任務(wù)型教學(xué)模式，使優(yōu)秀的學(xué)生學(xué)得更好，使基礎(chǔ)差的學(xué)生在課堂上多開(kāi)口，使他們有所提高，以達(dá)到調(diào)動(dòng)全班學(xué)生學(xué)習(xí)英語(yǔ)興趣的目的。
2. 學(xué)法指導(dǎo)
新課標(biāo)倡導(dǎo)“以人為本”，倡導(dǎo)自主、合作、探究的學(xué)習(xí)方式。本課時(shí)中教師充分考慮到學(xué)生的年齡特征、興趣和認(rèn)知水平，準(zhǔn)備了直觀、生動(dòng)的教具，創(chuàng)設(shè)了寬松活潑的學(xué)習(xí)環(huán)境和真實(shí)有意義的活動(dòng)場(chǎng)景，設(shè)計(jì)了多樣的學(xué)生喜愛(ài)的教學(xué)活動(dòng)，讓學(xué)生在情境中感受英語(yǔ)，運(yùn)用英語(yǔ)。
五、 課前準(zhǔn)備
1、準(zhǔn)備一臺(tái)錄音機(jī)及相關(guān)的磁帶，便于學(xué)生更好的掌握語(yǔ)音及語(yǔ)調(diào)。
2、準(zhǔn)備相關(guān)的課件，讓學(xué)生在形象逼真的氛圍中更好的學(xué)習(xí)。
3、準(zhǔn)備與本課時(shí)相關(guān)的單詞卡，便于學(xué)生反復(fù)認(rèn)讀。
六、說(shuō)教學(xué)程序
我的教學(xué)思路有五步：
Step1：Warming up 創(chuàng)設(shè)情景，引入新知
�。�1） Sing a song.
唱一唱學(xué)過(guò)的歌曲《In the classroom》，既活躍了氣氛，又能使學(xué)生盡快地融入英語(yǔ)課堂學(xué)習(xí)的氛圍。
�。�2）通過(guò)聽(tīng)指令做動(dòng)作（如：point to the window , point to the door ….）等復(fù)習(xí)第一單元的知識(shí)，同時(shí)為進(jìn)入本單元的schoolbag作鋪墊。
Step2：. Presentation 激情引趣，學(xué)習(xí)新知
�。�1）由point to the bag 導(dǎo)入課題 (板課題) 并引導(dǎo)學(xué)生說(shuō)。
（2）多媒體課件呈現(xiàn)所學(xué)新單詞。學(xué)習(xí)單詞按易到難，由淺入深原則逐一學(xué)習(xí)。先從大家熟悉的English book入手，然后到Chinese book, math book, notebook ,由于story-book比較難發(fā)音，因此安排在最后。
�。�3）通過(guò)圖片、單詞卡片、課本讓學(xué)生反復(fù)指認(rèn)這些單詞。
�。�4）Guessing game .讓學(xué)生快速搶猜單詞。
�。�5）教學(xué)句型:How many …do you have? I have….
通過(guò)學(xué)生與老師 ，老師與老師之間的對(duì)話來(lái)加強(qiáng)學(xué)習(xí)，在同學(xué)們熟悉單詞后，引導(dǎo)他們加入How many …do you have? I have….進(jìn)行操練。
Step3：. Play time 深化新知，體驗(yàn)參與
�。�1） Let’s do.
學(xué)生在老師的帶領(lǐng)下進(jìn)行l(wèi)et’s do. 需特別注意事物間的方位關(guān)系以及介詞的用法：in, on, under, near（出示課件幫助理解）.這部分是對(duì)所學(xué)單詞的鞏固并應(yīng)用。
�。�2） Let’s sing “Books and Pencils ”讓句型化難為易。伴隨著音樂(lè)的節(jié)拍，學(xué)生在輕松愉悅的氣氛中學(xué)習(xí)興趣濃厚，使得整節(jié)課在充滿樂(lè)趣的氛圍中度過(guò)。
通過(guò)歌曲既鞏固所學(xué)知識(shí)，又讓學(xué)生在玩、唱中去習(xí)得語(yǔ)言。
Step4： Practice. 鞏固新知，運(yùn)用新知
我會(huì)設(shè)計(jì)一個(gè)場(chǎng)景，比如說(shuō)在一張桌子上擺放一本英語(yǔ)書(shū)，三本數(shù)學(xué)書(shū)，五本故事書(shū)……讓學(xué)生分成兩組用今天所學(xué)的知識(shí)來(lái)簡(jiǎn)述，
E.g. Show me your notebook
Show me your English book
E.g. __How many English books, math books, Chinese books, story-books, notebooks, schoolbags do you have?
__I have……
通過(guò)這樣的練習(xí)，達(dá)到鞏固新知，運(yùn)用新知的目的。
Step5： Extension完善新知，拓展延伸
讓學(xué)生用所學(xué)的句型和單詞找一找身邊的事物并延伸到課外。培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言。讓學(xué)生帶這問(wèn)題走出教室。
七、教學(xué)反思
本節(jié)課采用任務(wù)型教學(xué)，利用多媒體課件突出重點(diǎn)，突破難點(diǎn)，使教學(xué)內(nèi)容形象生動(dòng)有趣，學(xué)生易于接受；根據(jù)學(xué)生的年齡特征采用多種游戲活動(dòng)，激發(fā)興趣，激活思維。預(yù)計(jì)所有的學(xué)生都能理解和掌握六個(gè)新單詞意義和讀音，大多數(shù)學(xué)生能夠用所學(xué)語(yǔ)句進(jìn)行相關(guān)的對(duì)話，表達(dá)自己的認(rèn)知情況。
八、說(shuō)板書(shū)設(shè)計(jì)
板書(shū)分為兩部分，即單詞和句型。讓學(xué)生對(duì)本課學(xué)習(xí)的知識(shí)清晰明了，突出教學(xué)目標(biāo)的重難點(diǎn)，有利于學(xué)生理解吸收和記憶。
Unit2 My Schoolbag
schoolbag English book Chinese book,
math book, notebook story-book,
How many books do you have?
--- I have 6.
英文說(shuō)課稿 篇4
說(shuō)教材：
1. 教材內(nèi)容
本節(jié)教材重點(diǎn)圍繞節(jié)日展開(kāi)，圍繞人們經(jīng)常如何度過(guò)節(jié)日展開(kāi)話題。本課時(shí)要求學(xué)生能掌握四個(gè)節(jié)日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at …? I… .并能自由交流如何度過(guò)假日。在本課中did引導(dǎo)的一般疑問(wèn)句及回答也是新知之一。因?yàn)樵谇懊娴谌龁卧撼霈F(xiàn)了be 動(dòng)詞的過(guò)去式，所以學(xué)生在學(xué)習(xí)的時(shí)候這方面比較容易掌握。
2.教材的地位
本節(jié)課所選的教學(xué)內(nèi)容是牛津小學(xué)英語(yǔ)6A Unit 6。本單元教學(xué)圍繞節(jié)日兒展開(kāi)的。在詢問(wèn)節(jié)日這部分，學(xué)生已有了前面第三單元的知識(shí)鋪墊，比較易于深入與擴(kuò)展。這樣的安排，既體現(xiàn)了教材循序漸進(jìn)、由難到易的編排意思，又符合學(xué)生的知識(shí)水平和認(rèn)知水平。關(guān)于人們?nèi)绾味冗^(guò)節(jié)日這一話題，特別是西方的節(jié)日，。則需要學(xué)生課后及時(shí)收集資料。在實(shí)際教學(xué)中，本課采用舊話題先教新句型，再用句型引新知的方式展開(kāi)，這樣既便于學(xué)生接受掌握，也體現(xiàn)了教學(xué)內(nèi)容之間的連貫性。
說(shuō)目標(biāo)：
1. 教學(xué)目標(biāo)
新課程強(qiáng)調(diào)知識(shí)與技能、過(guò)程與方法、情感態(tài)度與價(jià)值觀三個(gè)角度的有機(jī)結(jié)合，本著這樣的認(rèn)識(shí)，我制定如下教學(xué)目標(biāo)。
[認(rèn)知目標(biāo)] 學(xué)生能聽(tīng)、說(shuō)、讀短語(yǔ)及單詞：visit relatives and friends , go to parties, dress up in costumes, ware masks , make pumping lanterns, eat lots of delicious food , National Day, Christmas, Halloween, Spring Festival , favourite ; 能運(yùn)用 When's … ? What do people usually do at …? Did you…last …? Yes , I did./ No, I didn't.等進(jìn)行口語(yǔ)交際。
[能力目標(biāo)]能用英語(yǔ)交流在假日中的活動(dòng)，部分同學(xué)能用英語(yǔ)流利介紹節(jié)日的有關(guān)情況。
[情感目標(biāo)] 通過(guò)活動(dòng)、游戲使學(xué)生產(chǎn)生學(xué)習(xí)英語(yǔ)的興趣;讓學(xué)生敢于、樂(lè)于開(kāi)口，積極參與交流。并讓學(xué)生在學(xué)習(xí)的過(guò)程中，培養(yǎng)他們的合作意識(shí)和競(jìng)爭(zhēng)意識(shí)。
2. 教學(xué)重難點(diǎn)
教學(xué)的重點(diǎn)是讓學(xué)生掌握詞組，能夠熟練的運(yùn)用詞組進(jìn)行交流，初步鍛煉學(xué)生運(yùn)用詞組描述節(jié)日的能力;難點(diǎn)是讓學(xué)生認(rèn)識(shí)時(shí)態(tài)的變化，及意識(shí)到詞組的不同運(yùn)用能造就語(yǔ)言的豐富性。
說(shuō)教法：
1. 教法設(shè)計(jì)
根據(jù)英語(yǔ)這門(mén)課本身的特點(diǎn)及六年級(jí)學(xué)生的興趣，我通過(guò)了設(shè)計(jì)具體形象的情景，以舊帶新，不斷滾動(dòng)知識(shí)點(diǎn)，以此來(lái)分散教學(xué)難點(diǎn)，讓學(xué)生直觀地感知與理解。同時(shí)創(chuàng)設(shè)數(shù)個(gè)任務(wù)活動(dòng)，從單詞到短語(yǔ)到句子到對(duì)話到片斷，使學(xué)生在師生、生生之間的多向交流中進(jìn)行有意義的練習(xí)與實(shí)踐，充分發(fā)揮他們的學(xué)習(xí)主體性，培養(yǎng)他們學(xué)習(xí)致用的能力。
2. 學(xué)法指導(dǎo)
引導(dǎo)學(xué)生通過(guò)比較、觀察、猜測(cè)的方法逐漸感悟新語(yǔ)言項(xiàng)目的功能，讓學(xué)生在多層次的練習(xí)中體會(huì)到學(xué)習(xí)英語(yǔ)時(shí)“運(yùn)用”的必要性，鼓勵(lì)學(xué)生積極思維，大膽嘗試。
3. 教學(xué)手段
根據(jù)本課的教學(xué)內(nèi)容、教學(xué)目標(biāo)、學(xué)生的年齡特征和心理特征，為了更好地激發(fā)學(xué)生的學(xué)習(xí)興趣，從而能積極主動(dòng)參與學(xué)習(xí)。教學(xué)中運(yùn)用多媒體課件、圖片等教學(xué)輔助手段，置抽象的句型于一個(gè)個(gè)生動(dòng)的情景、游戲之中，不僅使學(xué)習(xí)過(guò)程自然輕松，更能較好地啟智開(kāi)思。
說(shuō)過(guò)程：
1.熱身( Warm up)
(1)宣布本節(jié)課的學(xué)習(xí)方式：小組競(jìng)賽。以座位分成四個(gè)參賽小組，按每個(gè)同學(xué)的課堂表現(xiàn)為本組加星，課末評(píng)出WINNER。然后，開(kāi)始“每課一句”，本節(jié)課所教授的句子是“Lite is long if you know how to use it.”
[設(shè)計(jì)意圖] 學(xué)習(xí)方式的宣布讓學(xué)生對(duì)本節(jié)課充滿了興趣，激起了他們的斗志和為本組爭(zhēng)星的表現(xiàn)欲�！懊空n一句”是我在六年級(jí)開(kāi)始每堂課上設(shè)置的一個(gè)必備環(huán)節(jié)。這個(gè)環(huán)節(jié)主要教學(xué)生一些妙言警句。這些句子既豐富了學(xué)生的詞匯量，提高了他們的表達(dá)能力，同時(shí)也讓他們學(xué)到了地道的英語(yǔ)表達(dá)方式。從而為學(xué)習(xí)英語(yǔ)創(chuàng)設(shè)一個(gè)良好的氛圍。
2.以舊帶新 [lead in ]
提供話題Birthday，師生自由交流，然后用“How do you spend your birthday?”引出本課的新句型“What do you do on your birthday?” 進(jìn)而再導(dǎo)入“ Did you … last birthday? ”及回答。然后用Colour 話題引出句型My favourite …
[設(shè)計(jì)意圖] 通過(guò)舊知識(shí)滾出新知識(shí)，是我常用的教學(xué)方法之一。以舊帶新，學(xué)生可以比較輕松地掌握本課的句型。同時(shí)把新的句型和老話題融合一起。有助于培養(yǎng)學(xué)生的語(yǔ)言思維能力的開(kāi)放性。
3.呈現(xiàn)、操練(Presentation, Practice)
承接Colour話題，引出第一個(gè)節(jié)日：National Day。利用課件呈現(xiàn)中國(guó)國(guó)旗。教師引導(dǎo)的話如下：
T:My favourite is red . Because Chinese flag is red . The main colour in China is red on important days. I love China , so I like red. I like red , because I'm from china. Do you like China? Do you like red now?
S: Yes…
T： Do you know my country's birthday?
S: The first of October.
T: What holiday is on that day?
S: National Day.
[設(shè)計(jì)意圖] 找到話題與所授新知的契合點(diǎn)，讓學(xué)生很自然地從一個(gè)話題向另一個(gè)話題過(guò)渡，從而開(kāi)始了本節(jié)課Holiday的話題。同時(shí)英語(yǔ)并不是僅僅是一種工具，它是能夠表現(xiàn)出情感的。在此由紅色引出中國(guó)，由中國(guó)引出它的生日，簡(jiǎn)單的幾句帶有感染力的話就能激發(fā)學(xué)生的愛(ài)國(guó)熱情。
接著用在談?wù)撋諘r(shí)所學(xué)的句型讓學(xué)生談?wù)撘幌聡?guó)慶節(jié)，使所學(xué)知識(shí)處于不斷的滾動(dòng)復(fù)習(xí)鞏固之中。用Guess 猜下一個(gè)節(jié)日Halloween.猜出來(lái)之后，利用謎面鍛煉學(xué)生聽(tīng)與說(shuō)的能力。
[設(shè)計(jì)意圖]因?yàn)镠alloween節(jié)日在5A的書(shū)上有專門(mén)的一單元的介紹，所以雖然它是一個(gè)外國(guó)的節(jié)日，可是學(xué)生對(duì)它并不陌生。利用謎面，讓學(xué)生讀一讀，說(shuō)一說(shuō)，談一談。在此環(huán)節(jié)充分鍛煉學(xué)生的口語(yǔ)表達(dá)能力。
圣誕節(jié)的出示用一首輕快明了的CHANT作為引入，同時(shí)讓學(xué)生看一段配上音樂(lè)的介紹資料，然后用今天要掌握的句型來(lái)問(wèn)一問(wèn)。之后，出現(xiàn)了一個(gè)有關(guān)圣誕節(jié)的小故事，讓學(xué)生自由的閱讀，然后完成后面的題目。
[設(shè)計(jì)意圖] 在課中關(guān)注學(xué)生的注意力的放松。高輸入量的學(xué)習(xí)會(huì)讓學(xué)生很快有疲勞的感覺(jué)，從而降低學(xué)習(xí)效率。在此環(huán)節(jié)，設(shè)計(jì)了CHANT 和一段了解性文字的閱讀，就是給學(xué)生創(chuàng)設(shè)了一段休息的時(shí)間。然后再根據(jù)高年級(jí)學(xué)生的英語(yǔ)閱讀能力的培養(yǎng)需要，適時(shí)進(jìn)行一篇短文閱讀。
圣誕節(jié)后進(jìn)行春節(jié)的教學(xué)。用一封來(lái)自外國(guó)朋友的信引出春節(jié)。這是一個(gè)美國(guó)的朋友，她先介紹了一下人們?nèi)绾芜^(guò)圣誕的情況，然后向中國(guó)的朋友問(wèn)了三個(gè)有關(guān)春節(jié)的問(wèn)題：What holiday is the popular holiday in China? When is it ? What do people do on that day? 教師讓學(xué)生四人一組討論后再反饋回答。
[設(shè)計(jì)意圖] 在這兒出現(xiàn)了一封的書(shū)寫(xiě)方式，同時(shí)很好地導(dǎo)出了下面的內(nèi)容，教師給學(xué)生提供了廣闊的自由想像和發(fā)揮的空間，讓學(xué)生運(yùn)用所學(xué)的語(yǔ)言進(jìn)行擴(kuò)展性的練習(xí)。
4. 拓展、鞏固(Extension , Consolidation)
(1) Listen and number
(2) Say out the holiday
將一些沒(méi)有學(xué)過(guò)的節(jié)日收集在一起，讓學(xué)生猜測(cè)出意思，并能說(shuō)出時(shí)間。
(3) Try your best
按自己的能力選做一題，題目要求由難到易，選擇不同程度的題所獲得的加星也不斷增加。
[設(shè)計(jì)意圖] 檢查一節(jié)課的教學(xué)效果，課外知識(shí)的拓展，豐富學(xué)生的知識(shí)面。選做題的設(shè)置，再次調(diào)動(dòng)起學(xué)生的積極性。本來(lái)無(wú)望獲勝的小組，此時(shí)又有了一次機(jī)會(huì)，不甘失敗的心理會(huì)讓他們充分發(fā)揮潛能;而本來(lái)勝利在望的小組，此時(shí)又有了危機(jī)感，讓他們不敢掉以輕心。于是一場(chǎng)比拼實(shí)力的競(jìng)爭(zhēng)又在無(wú)形之中展開(kāi)了。他們不斷調(diào)動(dòng)出潛能，能于同學(xué)互幫互助，一種為本組爭(zhēng)光的主人翁意識(shí)也在不斷膨脹中。從而形成了一個(gè)積極的參與氛圍。
5 課后作業(yè)(Homework)
(1) Look and write
(2) 用至少五句話介紹一個(gè)節(jié)日。
[設(shè)計(jì)意圖] 鞏固所學(xué)，將課內(nèi)的學(xué)習(xí)延伸到課外。
英文說(shuō)課稿 篇5
First class; teaching suggestion
1 teaching material analysis
The Lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, Wheres, Its, in / on / under, and can be used naturally in actual situations.The Lets practise section is part of the Lets talk part of the game, which provides students with an opportunity to actually use the language.In the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under.
2 teaching suggestions
This class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the sentence, so that students understand in a certain situation, will say and understand the sentence Wheres.... Its in / on / under...The teacher asks the students to prepare the stationery class words before class. When they teach the new sentences, they can use the game "hide and seek" to import sentence patterns Wheres... Its in / on / under...On the basis of understanding the new sentence patterns, use the courseware to learn the new dialogue, so as to recognize the words in the class.Finally, once again, through the game, tin and consolidate the content of the Lets talk, the game can be divided into collective and group game game two, and will find stationery extended to find toys or other things around.
Second hours teaching suggestion
1 teaching material analysis
This session is divided into two sections: Lets, learn, and Lets play.The Lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phrase "Look out".Lets play is part of the Lets talk part of the first class, to provide students with an opportunity to use language in real life.
2 teaching suggestions
The main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students' interest and enthusiasm for learning activities.In the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize students.Then use animation courseware to present new knowledge.In the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves.
Third hours teaching suggestion
1 teaching material analysis
This session includes two sections: Lets, say and Lets do.The Lets say part is to train students to listen, say, read and write letters Uu, Vv, Ww, and to make the students understand and speak the letters at the beginning of the word "umbrella", "under", "vest", "Violin", "window", "wind".The Lets do section reviews and consolidates the letter "A-W" through rhythmic, rhythmic instructions.And preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language learning.A-T is the teaching content of this book Unit 1 through Unit 4.
2 teaching methods
When teaching letters and words, the teacher uses letters, words and actions to present letters and words at the same time, so that students can learn on the basis of understanding the meaning of words.Such as: umbrella, vest, window, can be explained in kind; violin, wind explained by action.(according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape.
[Topic] Unit, Five, Where, is, my, ruler?
[emphasis on teaching] everyday expressions Where 's...And its' It 's in / on / under....
[teaching difficulties] sentences: Where, is, my, car, In, the, toy, box, understanding
[teaching aid preparation]
1 the teacher prepares the tapes for teaching materials.
2 teachers prepare Let s talk part of the courseware.
3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys.
4 teachers prepare cards and pictures of the words they learn.
5 students prepare white paper and watercolor pen, ready to draw.
6 students prepare patches for the group.
[teaching process]
1 warm up and review (Warm-up/Revision)
(1) students practice everyday expressions.
(2) games Show, me, the...
Teachers or students say words such as "pencil", and teachers and students say Show, me, the, pencils., teachers and students put up pencils.In this way, practice other stationery words in the same way.Teachers and students play games together to improve game effectiveness and communication between teachers and students.
(3) the teacher plays the recordings of book Unit, 2, B, part Let, s, chant, and the students listen and clap and chant rhythmically.
英文說(shuō)課稿 篇6
The lesson I am going to talk about is from the teaching materialBook One ,Unit 8.the third part that is used by the kids in Grade One .
一、Analysis of the teaching material （說(shuō)教材）
This is a dialogue that happens in the fruit shop .several sentences surround selling and buying the fruit will be learned .During the first and the second part in this unit ,the kids have understood simple instructions and act accordingly ,and they can say simple words ,phrases or sentences by looking at objects and the pictures .eg: lychee, banana, apple,"What’s this ?It’s an apple."In Unit seven ,we grasped the numbers from one to ten .The main language points in this unit is to make sentences using the fruit and numbers freely and communicate with others in English in the fruit shop. And pay close attention to the single and plural forms of the nouns .According to the kids’ English level and the corresponding content in the daily life ,I give them some extra extending .To train their ability of communicate with the others in English ,I prepare the following design .
Teaching aims （教學(xué)目標(biāo)）
1. knowledge and skill aims :（知識(shí)技能目標(biāo)）
Review the names of the ten different kinds of fruit and recognize the numbers from one to ten .
Understand simple instructions about the numbers and act accordingly.
Practice English and communicate with others in the situation.
2. Equip them with the emotion ,attitude and value goals :（情感、態(tài)度、價(jià)值目標(biāo)）
Cultivate the spirit of co-operations in the group work
Bring up the good quality of protect and make friends with the animals .
Teaching importance :（教學(xué)重點(diǎn)）
1. Make sentences using the fruit and the numbers . "Six oranges ,please .’
2. Distinguish the difference between the single form and the plural forms of the nouns ."one apple / two apples …"
3. The sentences used when selling and buying the fruit in a fruit shop.
Teaching difficulties :（教學(xué)難點(diǎn)）
1. Distinguish the difference between the single and the plural forms of the nouns .
2. Train their ability of communicating with others in English .
Teaching aids ;（教具準(zhǔn)備）
Multimedia , flash cards ,fresh fruit and arrangements and decorations of the fruit shop .
Teaching methods :（教學(xué)方法）
Task objective teaching method .TPR method , performance and games methods .
二、Analysis of the learners :（說(shuō)學(xué)習(xí)者）
We are facing the 5 to 6-year-old little kids who just graduated from the kindergarten ,and they can not tell the difference between kindergarten and the primary school. sometimes they even don’t know how to behave in the class. So ,I think the most important thing for me to do is to attract their interests and make them love English and feel confident in this subject .so ,I will play some interesting games with them ,show them the funny cartoon movie and role the plays in the text or have a competation. we should not only focus on the language point itself ,but also set up the real circumstance where I can encourage them to express themselves better .What I try my best to do is to arouse the kids’ interests and protect their enthusiasm.
三、Analysis of the teaching methods （說(shuō)教法）
says that during the Foundation Education period ,the total goal for English lesson is to improve the pupils’ ability of comprehensive using language .It promotes task teaching structure .According to the little kids’ physical and psychological characteristics of keeping curios ,active and imitating and showing themselves .I adopt the "task –research—construct " teaching methods and organize the class to focus on the importance and solve the difficulties .I give the pupils an open and relaxed circumstance in which they can learn to observe ,think and discuss .during this procedure ,the pupils’ ability of thinking and using language is developed very well .
四、Analysis of the teaching procedures .（說(shuō)教學(xué)過(guò)程）
1. Warm up .（歌曲熱身）
All the class sing English song "Ten little Indian boys " to arouse their interests and help them to step into English learning circumstance happily.
2. Review the fruit and the numbers those we learned in the first and the second part in this unit .（復(fù)習(xí)數(shù)字和水果）
A. Watch a funny video . and answer the questions .（learn more fruit and practice more sentence patterns eg: strawberry / watermelon/ pineapple /cherry） ask some questions .
What’s this ?
What colour is it ?
How many bananas are there ?
Do you like eating bananas ?
What is your favourite fruit ?
Encourage them to open their mouth and speak English as much as they can .
B. Play guessing game .to review the spelling of the words using the basic pronunciation knowledge .
C. Play a game named "up and down ".emphasis on distinguishing the single and plural forms of the nouns .
3. Guide the pupils to the main teaching points .（引入新課）To comprehensive use the numbers and the fruit that is a needed in a fruit shop .Ask two volunteers to come to the front and choose the right number cards and stick it beside the right fruit according to the other pupils’ instructions .The quicker one will be the winner .
Eg: Six oranges ,please .
4. Time to practice for all the class （全體同學(xué)操練）。The pupils choose the right cards they have prepared and put them up above their heads when they hear the teacher’s instructions and give them to the teaching answering loudly: "Here you are .’
5. Watch a video （觀看多媒體，了解本課故事情節(jié)），understand what’s happening in the story ,（This part is important, reasonable and effective）and guide them to protect and make friends with the animals .
Present the situation of a fruit shop .the teacher will act a shopkeeper and invite a better pupil to be the customer and finish all the buying steps .
Shopkeeper : Good morning .
Customer : Good morning .
Shopkeeper : Can I help you ?
Customer : Yes ,six oranges ,please .
Shopkeeper : Here you are .
Customer : Thank you very much .
Shopkeeper : You are welcome .
6. Consolidation and Practice（鞏固和練習(xí)）
Group work : Divide the class into eight groups and every group will be decorated into a fruit shop, ask one pupil to be the shopkeeper and the other members in this group will be the customers .Encourage them to buy and sell the fruit with what they learned in this part ,I design a real situation that is common in our daily life and the kids will not feel uncomfortable or unfamiliar with it, The teacher will go around the class and supply the help to the unable ones .In such a peace and pleasant situation they like to speak the dialogue they learned to express themselves .They can feel the success and become confident in speaking English .
7. Conclusion （總結(jié)）
The teacher would lead the class to read the sentences on the board and ask some more difficult questions .Maybe the pupils can not understand them clearly ,but it doesn’t matter .we just give the pupils more information about the language and give them the better language circumstances that can help them in the future learning .
8. Homework : （家庭作業(yè)）
Encourage the pupils to design a little fruit shop at home and teach their family the dialogue in the fruit shop .When they practice this , they should take photos and show the other pupils the next day .
In this lesson , what I design （not only the presentation of the main teaching points ,but also the activities） attract the pupils interests .They learn and practice while playing . I think it’s really a good lesson of high quality.
Black design （ 板書(shū)設(shè)計(jì)）
英文說(shuō)課稿 篇7
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(kāi)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(xiě)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(xiě)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(xiě)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(xiě)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(kāi)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8
一、分析教材
1、教材內(nèi)容要點(diǎn)：
第一、定語(yǔ)從句的概念
第二、定語(yǔ)從句的分類
第三、定語(yǔ)從句的用法
2、教材的地位和作用：
定語(yǔ)從句是高中英語(yǔ)教學(xué)中的一個(gè)非常重要的語(yǔ)法，也是高考的一個(gè)熱點(diǎn)。在英語(yǔ)里，定語(yǔ)從句可以使一個(gè)繁瑣的句子變得非常簡(jiǎn)潔，同時(shí)，它在人們?nèi)粘?huì)話中出現(xiàn)的頻率特別高。定語(yǔ)從句掌握地扎實(shí)與否關(guān)系到一個(gè)學(xué)生英語(yǔ)水平的高低。因此，定語(yǔ)從句的學(xué)習(xí)和掌握在英語(yǔ)學(xué)習(xí)中有著重要的意義。
3、教學(xué)目的
根據(jù)教學(xué)大綱的要求，通過(guò)這一節(jié)課的教學(xué)，要使學(xué)生知道什么是定語(yǔ)從句和定語(yǔ)從句的分類，掌握定語(yǔ)從句的用法。培養(yǎng)學(xué)生的觀察能力、分析概括能力以及演繹推理能力等。還要培養(yǎng)學(xué)生探索求真知的精神，對(duì)學(xué)生進(jìn)行實(shí)踐觀點(diǎn)的教育。
4、教學(xué)的重點(diǎn)與難點(diǎn)
定語(yǔ)從句是本課的主要內(nèi)容，與日常英語(yǔ)的應(yīng)用密切聯(lián)系，所以定語(yǔ)從句的概念與運(yùn)用是本節(jié)課的一個(gè)重點(diǎn)。對(duì)定語(yǔ)從句的復(fù)習(xí)，需要綜合應(yīng)用所學(xué)知識(shí)來(lái)解決原來(lái)的遺留問(wèn)題，因而對(duì)句子分析和推理概括能力要求提高了。而高中生側(cè)重于對(duì)直觀現(xiàn)象進(jìn)行具體、形象的思維來(lái)獲得知識(shí)。因此這個(gè)知識(shí)點(diǎn)既是本節(jié)課的重點(diǎn)又是難點(diǎn)。
培養(yǎng)學(xué)生的多種能力也是這節(jié)課的重點(diǎn)，這是素質(zhì)教育對(duì)現(xiàn)代教學(xué)的要求。
二、分析學(xué)生
大多數(shù)學(xué)生上進(jìn)心強(qiáng)，學(xué)習(xí)態(tài)度端正，有良好的學(xué)習(xí)習(xí)慣，但是缺乏一定的探索研究問(wèn)題的能力。
定語(yǔ)從句是學(xué)生在英語(yǔ)學(xué)習(xí)中比較常用的語(yǔ)法，也是他們必須掌握的內(nèi)容。教學(xué)中要注意培養(yǎng)學(xué)生對(duì)英語(yǔ)的興趣，充分發(fā)揮主體作用，迎合他們好奇、好動(dòng)、好強(qiáng)的心理特點(diǎn)，調(diào)動(dòng)他們學(xué)習(xí)的積極性和主動(dòng)性。
高中生的思維方式由形象思維向抽象思維過(guò)渡，因此在教學(xué)中應(yīng)注意積極引導(dǎo)學(xué)生應(yīng)用已掌握的基礎(chǔ)知識(shí)，通過(guò)理論分析和推理判斷來(lái)獲得新知識(shí)，發(fā)展抽象思維能力。當(dāng)然在此過(guò)程中仍需以一些感性認(rèn)識(shí)作為依托，可以借助多媒體設(shè)備加強(qiáng)直觀性和形象性，以便學(xué)生理解和掌握。
三、教學(xué)方法
這節(jié)課可綜合應(yīng)用提問(wèn)、歸納、介紹、檢查、講授和討論等多種形式的教學(xué)方法，提高課堂效率，培養(yǎng)學(xué)生對(duì)英語(yǔ)的興趣，激發(fā)學(xué)生的求知欲望。充分體現(xiàn)以教師為主導(dǎo)，以學(xué)生為主體的原則。創(chuàng)設(shè)英語(yǔ)情境讓學(xué)生參與語(yǔ)言實(shí)踐，邊動(dòng)口邊思考。從語(yǔ)言分析總結(jié)出結(jié)論以調(diào)動(dòng)學(xué)生的積極性。
四、教學(xué)程序
教學(xué)中要以了解、學(xué)習(xí)研究英語(yǔ)的方法為基礎(chǔ)，掌握知識(shí)為中心，培養(yǎng)能力為方向，緊抓重點(diǎn)突破難點(diǎn)，具體設(shè)計(jì)如下：
1、新課導(dǎo)入：
以創(chuàng)設(shè)問(wèn)題情境導(dǎo)入新課。學(xué)源于思，思源于疑，一上課便以聽(tīng)歌曲填空的形式引入課題，引導(dǎo)學(xué)生分析歌詞中的有關(guān)定語(yǔ)從句的句子，認(rèn)真分析句子成分，使學(xué)生產(chǎn)生強(qiáng)烈的求知欲和好奇心，調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性和主動(dòng)性。
2、講授新課：
任何語(yǔ)言學(xué)習(xí)都離不開(kāi)語(yǔ)言實(shí)踐。這節(jié)課主要采用講授歸納的方法來(lái)建立定語(yǔ)從句的概念。我將一個(gè)定語(yǔ)從句列在投影上，讓學(xué)生分析這個(gè)句子的成分，從而導(dǎo)出兩個(gè)非常重要的內(nèi)容----先行詞和關(guān)系詞，然后逐一解釋。通過(guò)分析例句，培養(yǎng)了學(xué)生的分析能力、觀察能力，增強(qiáng)了他們的感性認(rèn)識(shí)。為了使學(xué)生能對(duì)定語(yǔ)從句有更進(jìn)一步的認(rèn)識(shí)，這里我又采用提問(wèn)的方法讓學(xué)生說(shuō)出定語(yǔ)從句的分類，然后我對(duì)其進(jìn)行進(jìn)一步地解釋和說(shuō)明，讓學(xué)生通過(guò)講解概括，總結(jié)出定語(yǔ)從句的分類。在此基礎(chǔ)上，我讓同學(xué)們回答出定語(yǔ)從句中的關(guān)系代詞有哪些，通過(guò)一些簡(jiǎn)單的例句，讓學(xué)生知道每一個(gè)代詞在句子中起什么作用以及用法。在講解關(guān)系代詞與介詞時(shí)，我讓學(xué)生自己歸納出它們的規(guī)律，提高學(xué)生的概括能力，從而達(dá)到復(fù)習(xí)的目的。
在講解關(guān)系詞that和which、who和that、as和which這一環(huán)節(jié)時(shí)，我先讓學(xué)說(shuō)出它們的特殊用法，然后我再進(jìn)一步加以闡述。從而，引出它們的特殊用法。
一）、that和which的特殊用法：
1、有些情況下只用關(guān)系詞that,而不宜用which。
a、從句所修飾的詞又被形容詞最高級(jí)或序數(shù)詞修飾時(shí),只能用that引導(dǎo)從句。
b、先行詞是all,something,nothing,anything等不定代詞時(shí)，只能用that。
c、先行詞既有人也有物時(shí),只用that引出從句。
d、先行詞是one of,the one, 或用little,few, no, all, any, only, just, very作修飾時(shí)，只能用that。
e、當(dāng)主句已有疑問(wèn)詞 who或which時(shí)，只能用that。
2、定語(yǔ)從句中宜用which而不宜用that的情況。
a、當(dāng)關(guān)系代詞前面有介詞時(shí)。
b、在非限制性定語(yǔ)從句中。
c、在一個(gè)句子中有兩個(gè)定語(yǔ)從句，其中一個(gè)從句的關(guān)系代詞用了that，另一個(gè)宜用which。
二）、who和that的特殊用法：
who、that在許多情況下可以通用，但有時(shí)宜用who不用that。
a、先行詞是one(s),anyone,someone, those時(shí)，關(guān)系詞使用who。
b、在there be 句型中，先行詞指人時(shí)，關(guān)系詞用who。
三)、關(guān)系代詞as和which的區(qū)別
as和which所代表的都是整個(gè)句子所表示的內(nèi)容,但是二者有兩點(diǎn)不同之處：
a、在形式上as引導(dǎo)的非限制定語(yǔ)從句可位于主句后面,也可位于主句之前；而which引導(dǎo)的非限制定語(yǔ)從句只能位于主句之后，不能位于主句的前面。
b、在意義上，as定語(yǔ)從句和主句的關(guān)系一般為一致關(guān)系，常譯為“正如……”，“就象……”，而which定語(yǔ)從句和主句的關(guān)系是因果關(guān)系，或which從句是對(duì)主句的評(píng)論。因此，在意思通順的情況下，which可代替as，而as許多時(shí)候不能代替which。
針對(duì)關(guān)系副詞的復(fù)習(xí)，因其難度不大，我直接采用講解法，學(xué)生容易理解。關(guān)系副詞是用來(lái)引導(dǎo)定語(yǔ)從句的，它和關(guān)系代詞一樣，具有數(shù)種作用。
a、在從句中代替先行詞。
b、在句中作狀語(yǔ)。
c、連接作用，把兩個(gè)句子連接成為一個(gè)帶有定語(yǔ)從句的復(fù)合句。
同時(shí)，在解釋的過(guò)程中不斷穿插練習(xí)，達(dá)到鞏固復(fù)習(xí)的目的,體現(xiàn)精講精練的教學(xué)原則和我校提出的“四轉(zhuǎn)五讓”原則。
3、反饋和鞏固
在講解完所有語(yǔ)法點(diǎn)之后，為了更加有效地鞏固所復(fù)習(xí)的知識(shí)，我設(shè)計(jì)了兩種有針對(duì)性的習(xí)題練習(xí)，讓學(xué)生把掌握的知識(shí)運(yùn)用于實(shí)際語(yǔ)言操作中，從而達(dá)到知能并重的目的。
4、小結(jié)
最后通過(guò)小結(jié)，以表格的形式把本節(jié)課所復(fù)習(xí)的語(yǔ)法點(diǎn)進(jìn)行總結(jié)。
5、板書(shū)設(shè)計(jì)
GRAMMAR
Attributive Clause
6、布置作業(yè)
Finish off the exercise paper.
課后反思
課后各位聽(tīng)課教師對(duì)本節(jié)課進(jìn)行了點(diǎn)評(píng)，結(jié)合其他聽(tīng)課的評(píng)價(jià)及與其他教師的交流，談?wù)剛�(gè)人的思考，具體如下：
一)、值得推介的幾點(diǎn)
1、重視基礎(chǔ)語(yǔ)言知識(shí)，對(duì)于基礎(chǔ)的語(yǔ)言知識(shí)講得透，講得到位。
2、重視語(yǔ)言綜合運(yùn)用能力的培養(yǎng)。講知識(shí)點(diǎn)時(shí)，能結(jié)合語(yǔ)境，提供情境，對(duì)于學(xué)生語(yǔ)言基礎(chǔ)知識(shí)的綜合運(yùn)用起到了鋪墊作用，對(duì)于學(xué)生發(fā)散思維能力的培養(yǎng)有很大的幫助。
3、課堂教學(xué)有思想。教師擁有豐富資源，多媒體課件設(shè)計(jì)地實(shí)用、合理。講授方法新穎獨(dú)特，練習(xí)形式靈活多樣。
4、教師個(gè)人素質(zhì)較好，能靈活應(yīng)對(duì)任何突發(fā)教學(xué)情況，合理安排講練比率。
二)、存在問(wèn)題
1、英語(yǔ)思維與漢語(yǔ)思維同時(shí)存在，相互干擾。偶爾用漢語(yǔ)組織教學(xué)好像省事，其實(shí)反而浪費(fèi)時(shí)間和精力，不利于學(xué)生形成用英語(yǔ)思維的習(xí)慣，更影響交際速度。
2、交際面有時(shí)過(guò)窄，很難訓(xùn)練到全部。很多學(xué)生只有聽(tīng)的份，沒(méi)有說(shuō)的機(jī)會(huì)，這是大班的局限，有些活動(dòng)是為了順利進(jìn)行而局限于“好學(xué)生”身上，一些英語(yǔ)學(xué)困生被遺忘。時(shí)間長(zhǎng)了，會(huì)使學(xué)生討厭英語(yǔ)并放棄英語(yǔ)的學(xué)習(xí)。
3、任務(wù)型教學(xué)活動(dòng)有時(shí)設(shè)計(jì)地不是很好。活動(dòng)要求有時(shí)不是很明確，活動(dòng)設(shè)計(jì)不能從學(xué)生生活經(jīng)驗(yàn)，興趣愛(ài)好出發(fā)，活動(dòng)形式有時(shí)單調(diào)，缺乏趣味性。
三)、幾點(diǎn)想法
1、千方百計(jì)、想方設(shè)法激發(fā)學(xué)生的學(xué)習(xí)興趣，調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。有人說(shuō)“掌握一門(mén)外語(yǔ)就比別人多活了一輩子�！币�?yàn)槟惚葎e人多了解另一種語(yǔ)言背景下的政治歷史、天文地理、風(fēng)土人情等等。向?qū)W生多介紹經(jīng)典音樂(lè)、視頻、英文佳作等，在潛移默化中培養(yǎng)學(xué)生的學(xué)習(xí)興趣。
2、在課堂上注意學(xué)生的綜合語(yǔ)言運(yùn)用能力的培養(yǎng)。在基礎(chǔ)的語(yǔ)言形式訓(xùn)練上提升交際品位，為學(xué)生創(chuàng)設(shè)豐富的語(yǔ)言環(huán)境，讓學(xué)生產(chǎn)生交際的愿望和機(jī)會(huì)，使交際具有實(shí)際內(nèi)容和實(shí)際意義。
3、要繼續(xù)學(xué)習(xí)，不斷充電，提升自身的業(yè)務(wù)素質(zhì)和人文素養(yǎng)。
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