作爲一名教學工作者，通常需要用到說課稿來輔助教學，藉助說課稿可以更好地提高教師理論素養和駕馭教材的能力。說課稿應該怎麼寫纔好呢？以下是小編收集整理的英文說課稿，僅供參考，希望能夠幫助到大家。
英文說課稿 篇1
Good morning, everyone,
Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong’an Middle School, Congtai District of Handan.
My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With Transportation”, and the topic of Lesson 37 is “Flying Donuts”. I have decided to say the lesson from six parts:
Part One —— Analysis of the Teaching Material
One: Status and Function
1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.
2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.
3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.
4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.
Two: Teaching Aims and Demands
The teaching aims basis is established according to Junior School English syllabus provision.
1. Knowledge objects
(1) To study the new words “fuel”, “oil” and “coal”.
(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.
2. Ability objects
(1) To develop the students’ abilities of listening, speaking, reading and writing.
(2) To train the students’ ability of working in pairs.
(3) To develop the students’ abilities of communiation by learning the useful structures.
3. Moral objects
(1) Through different teaching methods to make students be interested in study.
(2) Love to know more knowledge about tranportation and dare to express their opinions in English.
(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.
Three: Teaching Keys and Difficult Points
The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching materials position and function.
1. Key points:
(1) able to express words, phrases and sentences in English.
(2). Know about the improvement of transportation and Danny’s invention.
2. Difficult points:
Be able to talk about their imaginary future transportation in oral English.
Part Two —— The Teaching Methods
Communicative teaching method; 2. Audio-visual teaching method;
3. Task-based teaching method;
4. Classified teaching method.
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method and “Classified” teaching method. That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.
In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.
Part Three —— Studying ways
1. Teach the students how to be successful language learners.
2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.
Part Four —— Teaching steps
As this lesson plays an important part in the Engish teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.
The entire steps are:
Step1 Warm-up and Lead-in
Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us?
Purpose of my designing: In this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s leson has something to do with their discussion.
Step2 Presentation
1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.
Purpose of my designing: After seeing the pictures, the students will know what they are and they can learn them quickly and easily.
2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.
Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.
3. Text Learning and a Quiz
I’ll use CAI to present the whole text. I’ll write the key points on the blackboard while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.
After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don’t think so, have fun, a new kind of, on the way to school, and so on.
Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.
4. Key Structures and Difficult Points Learning
First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all.
For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases.
Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.
5. Read and Say
Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud.
Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more.
Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.
Part Five —— Summarize and Homework
Ask the students such questions:
What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let’s try!
Then show them some exercises and help them to finish them.
At last, tell the students what today’s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.
Part Six —— Blackboard Designing
Purpose of my designing: Presents the text key content clearly on the blackboard, favors the students to knowledge grasping.
OK. That’s all. Thanks for listening to me and helping me.
英文說課稿 篇2
Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
（一） STATUS AND FUNCTION
is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain "four skills" request of listening, speaking, reading and writing. To start listing "Word Bank" and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.
lesson is the first one of Unit if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.
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 spoken English.
（二）ANALYSIS OF THE STUDENTS
The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.
（三）TEACHING AIMS AND DEMANDS
The teaching aims basis is established according to Junior School English syllabus provision.
ledge objects
（1） To make the Ss know how to use the affirmative sentence "This is. . . ." and the negative sentence "This is not…"Everyday expressions for "Apologies""Im sorry""Thats all right".
（2） To study the new words "six, hey, sorry, it’s, that’s", etc. by learning the dialogue of this lesson.
（3） To finish some exercises.
ity 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 develop the Ss’ abilities of communication by learning the useful structures.
l objects
（1） To enable the Ss to be polite and love life.
（2） To enable the Ss to look after their things well.
（四）TEACHING KEY AND DIFFICULT POINTS
The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching materials position and function.
points:
（1）。To help the Ss to communicate with each other.
（2）。To enable the Ss to study in groups and co-operate skillfully.
（3）。To develop the Ss’ interest in English.
icult points:
（1） How to make dialogues and act them out.
（2） How to write the right whole sentences.
（五） TEACHING AIDS
Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.
Part Two The Teaching Methods
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. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.
Teaching special features
To use these methods are helpful to develop the Ss’ thought.
Part Three STUDYING WAYS
h the Ss how to be successful language learners.
the Ss pass "Observation—Imitation—Practice " to study language.
h the Ss how to master dialogues and how to communicate with others.
Teaching special features:
Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.
Part Four Teaching Procedure
I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.
Step1 Warm-up
1. Free talk between T and Ss .
Such as: Hi, I’m . . . . What’s your name?
This is … How do you do?
Who is he/she? How are you?
Who can count from 1to 5?
What’s this in English? etc.
2.A game: Ask the Ss to give T some school things. For example:
T: Give me your book.（ruler, box, pen, table, knife, etc.）
T: This is your book. This is not my book. It’s your book. etc.
In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.
Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.
Step2. Presentation
This course is very important. I’ll mainly talk about this step.
I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.
First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.
A: Hi, B. How are you today?
B: I’m fine, thank you. And you?
A: I’m fine, too. Oh, this is my bag.
B: No, this is not your bag. It’s my bag.
A: （Look closely） Oh, I’m sorry.
B: That’s all right.
（At the same time, C is running up and hitting A.）
C: Oh, I’m sorry.
A: That’s OK.
I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.
Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.
tice
First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.
Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.
uction
In this step I’ll give the Ss a free space to show their abilities.
Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.
After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.
Purpose of my designing: "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. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.
l 1 Model 1.
I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.
Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.
sh the Ss’ workbook.
Purpose of my designing: To check the knowledge Ss have learned in this lesson.
work:
（1）Recite the words as many as possible after class.
（2）Make a dialogue according to Sample A and write it in the exercise book.
Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
Blackboard Design
Lesson Six Sample ASix This is my…hey This is not your. . . y It’s my. . . . Picture it’s=it is Oh, I’m ’s=that is That’s all right/OK.
英文說課稿 篇3
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:
ledge 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 _______________________________.
ity 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 .
ion 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.
unicative Approach
e Language Teaching
-based Language Teaching
l 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.
英文說課稿 篇4
這堂課的語言知識技能目標是：
通過在創設買水果的情境的對話中，使學生能聽懂、會說：Do you like ….? / Yes，I do …. / No，I don’t. / What about …? / Let,s have some …這些句型。 並能在實際情境中運用。
情感目標是：
在小組內用“What about …”向別人提意或詢問，滲透人際間要有良好的溝通方式。
我這堂課總體的設計理念是採用了任務型教學的方式。“教師應該避免單純傳授語言知識的教學方法，儘量採用‘任務型’的教學途徑”，這是《英語課程標準》所指出的，所以全課始終在購買水果的情境中進行着，讓學生觸景生情，在完成購買水果的任務中，學生愉快地學習英語。
爲了很好的達成以上教學目標，把教室佈置成一個模擬購買水果的情境：四個同學圍成一個小組，每組的桌上，放一個水果盆和一個用紙密封的水果籃，水果盆和水果籃中都放入“pear peach orange watermelon”的英語圖片。
過程：
在課的開始部分，我組織一個對前一課時所學四個水果單詞的warm—up。爲了提高學生學習的積極性，複習採用的方法是：每個小組桌子上放一個用紙密封的水果籃。籃中放入一些水果圖片，老師問學生，Guess it ，pless. What’s in it? 學生不知是什麼物品，都想去摸，自然就提高了學生的參與積極性，讓學生摸出一個圖片，說出這個水果的英語單詞。先老師參與到其中一組，師生共同示範一次，然後每個小組，輪流從密封的水果籃裏摸，摸到一個水果圖片，就說出它的英語單詞，其他學生要聽出他說的單詞是否準確。
（這種複習符合學生好奇心理，激發學生說的慾望和聽的興趣，擴大參與面，實現生生互動。）
複習之後，教師就用語言來創設一個購買水果的情境，“Amy and Bai ling go to the fruit shop ，Which fruit they like best? Let’s have a look。”播放課件，讓學生整體感知課文“Let’s talk”部分。
先讓學生聽兩遍課件中的課文朗讀，瞭解整個故事情節，並對本課所要學的句型有個初步的印象。聽兩遍的過程，也是規範學生語言的過程。
之後，再播放一次課件，程度好的學生可以跟讀對話，給不同程度學生有不同的發展。
教師提出全文任務：Look ! So much fruits 。Do you like it？If you can say it well。The fruits is for you。有學習的目標是任務型英語教學的基礎，也是激發學生學習興趣的途徑。
這篇課文中，學生要了解四個句型的意思，並達到會說的程度是本課的重點，句型較多，也是學習的一個難點。爲克服內容多的難點，我將全文內容整合，重新分組。這符合新課標“教師要善於結合實際教學需要，靈活和有創造性地使用教材，對教材內容進行適當調整”的精神。 我的引導過程具體分爲三個環節。
第一環節：
教師參與到其中的一個小組，用“Do you like …？”的句型提問，因爲學生在上學期已經接觸了“like”一詞，現在又有了前面三次聽的機會，對本課所要學的對話有了一定的感知，預計有部分學生會回答“Yes，I do. 或 No，I don’t .”當學生回答“Yes，I do.”時，我就說：“Here you are .”同時也將水果遞給學生，在教師與學生、學生與學生的對話中，領悟了“Yes，I do.”和“Here you are .”的意思。
當學生回答“No, I don’t.” 時，教師不把水果遞給他。通過這個過程的口語與演示，學生也會領悟到“No, I don’t.”的意思。
同時，進行師問生答的口語操練。師生對話要適當增加，使學生對“Yes，I do.和No, I don’t”的句型有更多的操練機會。這樣，第一環節的目標也就達到了。
第二環節：
由師問生答的形式，變爲生問師答。通過教師引導，讓學生用“Do you like …”提問。因爲，學生要把“Do you like …”的音讀準，有一定難度。因此，在起先學生說這句式時，要發揮教師的主導作用，讓學生跟讀，注重學生髮音的準確。
在學生基本會用“Do you like …”提問後，教師引導小組內成員相互之間用“Do you like …與Yes或No”的句式進行問答，整個對話過程要留給學生足夠的時間，教師還要及時瞭解各組的對話情況，通過激勵與輔導形式，達到優等生熟練、其他學生基本會說的程度。
第三環節：
教師與學生合作當一對顧客，起先還是運用“Do you like …與Yes或No”進行對話。當學生說“No，I don’t .”時，教師順勢引出“What about … ?”和“Let’s have some …”的句型。教師配以動作演示，當學生對這兩句口語有強烈刺激後，就組織學生自願組合成一對顧客，進行對話，要求在對方說“No，I don’t .”時，要選擇另外水果圖片，並用“What about … ?”和“Let’s have some …”句型說話。這一環節的重點就是操練這兩個句型，同時也實現了本課時的情感目標——那就是人際間要有良好的溝通方式。
（以上三個教學環節，將本課要學的三類新句型，分層練習，一步一個句型，掌握一句，再學一句，學生頭緒清晰，學得輕鬆，效果自然就高了。）
朗讀:
在學生對所學四個句型基本掌握之後，組織學生通讀課文，熟讀對話。先教師一句一句領讀，再組織指名讀，自由讀。朗讀有利於提高口語表達能力，是新課程所提倡的最基本的學習策略。學生在各種形式的讀中，提高了英語口語水平。
操練:
最後操練部分：將各組水果圖片集中，整個教室組成一個模擬型的水果超市，操練分兩步：1、教師與學生配合示範練習：教師邀請一位學生組成一對購物夥伴，走進水果超市，要求相互間用“Do you like …？Yes, I do.和No, I don’t about pears?”和“Let’s have some …”這些句型進行英語購物，從而激發其他學生的操練慾望。2、學生之間配合購物操練：讓少部分學生自願當營業員，大部分當顧客，兩位顧客組成一對購物夥伴，走進水果超市，進行英語對話，如果學生說得準確，那麼水果就可被取走。學生扮演的顧客與營業員之間的角色要自由換位，以便讓每個學生對各類句型都能得到訓練。
整堂課，教師樹立讓每個學生得到發展的理念，比如創設的活動情境，有利於全體學生髮展語言技能，提高實際語言運用能力。優等學生在聽的基礎上就有自由嘗試說的機會。組成學習小組學習口語，注重相互間的合作。全課有多次遞進式的口語實踐機會。
注重把英語教學與情感教育有機結合。全課就是在寬鬆、民主、和諧的學習環境中完成活動過程的，教師參與小組交流引導，關注學習困難學生的語言實踐。
英文說課稿 篇5
一、說教材。
我這次授課的內容是PEP教材五年級上冊Unit 2 My Days of the Week A部分的 Let’s start,Let’s learn and Let’s play.這一部分的教學是在學生已經掌握許多課程名稱的基礎上進行的有關星期單詞的詞彙課教學，也爲以後能夠熟練運用句型What day is it today? What do you have on Mondays?詢問今天是星期幾和談論一週內有關學校課程的安排等打下基礎。
二、說學情。
本班三十五人，學生整體素質有待提高，可是有大部分學生對英語的學習興趣較爲濃厚，上課積極性較高。但是，由於學生本身知識積累較少，課堂上對問題的理解不透徹，合作學習及獨立思考方面也表現不夠好。所以就要求我們教師更要做一個有心人，充分利用各種資源來提高課堂教學效率。
三、說理念。
基於教材與學情，在本課我主要突出兩個理念：
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：一個自制的單詞轉盤、還準備了學生喜歡的一些動畫人物的圖片、自制的PPT以及錄音帶中外教的示範教讀等，讓他們渾然一體形成一條有效的資源鏈，最大限度地服務於課堂教學。
2、利用課堂主陣地，培養學生對四會單詞的聽、說、讀、寫以及綜合語言運用能力。英語教學中培養學生的綜合語言運用能力是英語教學的重要目標之一。
四、說教法學法。
根據詞彙教學的特點和學生的學情實際，在這一節課中我主要採用了任務型教學法和活動法進行教學。始終堅持融詞彙教學於訓練句型之中，倡導學生體驗參與，讓學生在一個又一個的任務活動中達成習得語言的目的。既培養了學生的學習興趣又爲學生形成一定的綜合語言運用能力起到了作用。
五、說教學目標：
1，能聽懂問句：What day is it today? What do we have on Mondays? 並能做出正確回答。
2, 能夠聽、說、讀、寫單詞：Monday, Tuesday, Wednesday, Thursday, Friday, 並能根據實際情況替換關鍵詞熟練運用。
3，能夠運用新的語言做 Let’s play 中的星期轉盤遊戲。
4, 欣賞歌曲“ My Days of the Week ”。
六、說教學重難點：
本課時的教學重點和難點是Let’s learn 部分的四會單詞：Monday, Tuesday,
Wednesday, Thursday, Friday, 要求學生結合所給句型替換關鍵詞，逐步達到聽、說、讀、寫四會掌握。
七、說教學流程：
（一）Warm-up
1, 日常口語練習
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 ”學生感知本單元的新語言。
（二）Presentation
1, Let’s start
以我們的新同學Dora and Boot 要帶同學們去探險爲情境，用新句子What classes do you like?
I like…把學生分成四組學習。同時還引出新課程：Moral Education ,Social Studies的學習。
2，Let’s learn
(Dora今天要帶我們去魔仙堡，得經過小矮人的單詞橋和句型樂園。我們來看看怎麼樣才能通過吧。)
⑴小矮人的單詞橋
A, 聽錄音，讓學生整體感知今天的學習內容。
B, 學習Monday
（出示Monday）T: What day is it today?
S: It’s Monday.
師範讀-----小老師帶讀------分組讀--------個別讀
C, 學習Tuesday
學習方法同學習Monday。
師範讀-----小老師帶讀------開火車讀--------齊讀
D, 學習Wednesday
通過找單詞遊戲突破Wednesday的讀音這一難點。
E, 學習Thursday
通過比較學習Tuesday和Thursday。
F, 學習Friday
利用French fries 遷移學習Friday.
在學習新單詞的過程中，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，爲以後的輸出奠定基礎。 G, 總結五個單詞的特點並識記。
H, 師範寫，生仿寫。師巡視指導。
(2)通過小矮人的單詞橋。
（三）Consolidation
句型樂園
玩轉盤，我最棒
規則：一位學生轉動轉盤的指針指向某個星期單詞，問：What day is it today
小組的其他學生用：It’s …進行猜測。猜對之後，再問What do we have on…/ We have… 誰猜對，並說對就是贏家。
師先示範-----小組長帶領小組成員玩------小組展示。
（四）Summary and homework
師生共同歸納總結，評出優勝小組，讓組長給他們蓋章。
作業：1,把今天學習的.內容讀給家人聽。
2，根據個人愛好設計一張個性化課程表。
英文說課稿 篇6
Teaching aims and demands 教學目標
1. Knowledge aims:
a. Provide Ss some information about the cellphone.
b. Learn new words and expressions: toothpick, agreement, disagreement, disagree, absolutely, depend, be good at, inside out
2. Ability aims 能力目標
a. Enable Ss to find the answers in the text quickly and correctly.
b. help Ss to find the main idea of each paragraph.
3. Learning ability aims 學能目標
a. Help Ss to express their opinions about life on the go.
b. Improve the reading ability.
Teaching important points 教學重點
Let Ss learn to how to improve their ability.
Teaching difficult points 教學難點
How to get the main idea of the text and each paragraph quickly and correctly.
Teaching methods 教學方法
1. Co-operative method for creative ideas.
2. Fast reading and careful reading
ion-and-answer activity teaching method
Teaching aids 教具準備
1. A telephone
2. Some pictures
Teaching procedures & ways 教學過程與方式
Step I Lead-in and warming-up
Ask the students consider this question: If I miss my mother, how can I do? Then the Ss can give me many ways like walking home to tell my mother, write a letter, or just give a call. Then I asked my Ss which one is the best. The students will tell me "telephone", and then I will deal with the new lesson life on the go.
Step II
Check the answers in the exercise books and tell them some skills of reading.
Step III Fast reading
Give the students some minutes and read the text quickly and then answer the questions.
1. What does life on the go mean?
Life on the go here means a fast-paced lifestyle where people are always on the go—rushing from one place to another, using phones, computers, etc.
2. What is the second paragraph about?
It’s mainly about the different uses of cellphones.
Step IV Careful reading
Read the text carefully and then decide the following true or false questions.
1. Many Chinese teenagers live life on the go just like Wang Mei.
2. With cellphones, we can only make calls and send messages.
3. All cellphones have an electronic calendar to remind you of appointments and dates.
4. The students don’t use the cellphone in the classroom because of the school rules.
5. With a cellphone, students will certainly waste some time and money on it.
6. Teenagers like cellphones just because they can send messages.
7. Wang Mei has a cellphone but her best friend Xiao Li hasn’t.
Step V Consolidation
Give the students 5 minutes to read the text against and find the main idea of each paragraph.
Para. 1 Wang Mei is an example of Chinese teenagers who have cell phones.
Para. 2 Cell phones can be used for what?
Para. 3. Why are not the students allowed to use the cell phone.?
英文說課稿 篇7
Unit 10 Ifyou go to the party, you’ll have a great time!
Reading 說課稿
Ⅰ. The analysis of the teaching material
This lesson is a reading passage which focused on the topic of sharing your problems with others when you have students will learn that it’s normal to have trouble. Talking to someonecan help a lot. Such a topic is related to our daily life, so it is easy toarouse the students’ learning interest.
Teaching objectives:
ledge objective:
a. Students can master the usage of the keywords and phrases: teenager, normal, unless, mistake, angry, careful, careless,in half, keep…to oneself, etc.
b. Students can understand the main idea ofthe article.
B. abilityobjective:
a. Students can use the proper reading skillssuch as anticipating, skimming, scanning to achieve the reading tasks.
entscan use the new words and phrase to finish the exercise.
C. emotionalobjective:
a. To develop the spirit of cooperationthrough teamwork and pair-discussion.
b. To arouse students’ interest in Englishlearning.
c. To help students get the proper ways tosolve problems.
Key and difficult points:
A. keypoints:
a. To master the usageof the key words and phrases.
b. To use the properreading skills to achieve the reading tasks.
B. difficultpoint:
Enable students to use the new words andphrases to express their ideas in daily life.
Ⅱ. Theanalysis of students
The Students have been learning English forsome years. They understand some words and simple sentences. They are curiousand active. They enjoy learning through cooperation in a relaxing atmosphere. However,their English learning levels are different from each other. Most of them don’thave enough English to express what to do when they have problems. They need theteacher’s help and encouragement in their further study.
Ⅲ. Teaching methods
In this lesson, I will use audio-visualteaching method, communicative teaching method and task-based teaching des, ()multimedia, blackboard, tape recorder are needed as the teaching aids.
Ⅳ. Teaching procedures
Step 1 Warming-up （5 minutes）
Play a video. Students watch it and talk about thefollowing questions:
What kind of things do they worry about?
What will you do if you have the same problem?
Step 2 Pre-reading （8 minutes）
1. Show some funny pictures and sentences onPPT. Lead students to guess the meaning of the new words. Learn the new wordsand phrases.
2. According to the picture on the textbook,ask students to predict the main idea of the passage.
Step 3 While-reading （18 minutes）
1. Skim the passage quickly and choose the main idea（a, b or c）。
2. Scan the article and find the answers to the questionsin 2c in pairs.
3. Read carefully and finish the mind map.
Students these days often have_______ with their_____ and ______.
Some people believe_________________________________.
Laura’s problem:__________________________
At first, she______________________________.
In the end, she____________ and her parents______________.
and her parents______.
Laura’s opinion:
____________
Robert Hunt feels the same way as Laura.
It’s best not to______________________________.
The first step is to___________________________.
In English, we say that _______________________.
Step 4 Post-reading （10 minutes）
1. Solve difficulties in groups. Just now students metsome difficult points while reading. Now they can work them out in groups. The Teacher will help to solve the problem that they can’t solve by themselves.
2. Finish 2 tasks.
Task 1: Fill in the blanks with the new words andphrases.
Task 2: Make a survey. Let each student ask 2-3 groupmembers some questions and take note of their answers. Then make a report.（Students can use the mind map to finish this task. ）
Step5 Summing up （3minutes）
Ask students to summarize what they have learned in this class. And the teacher will complete what the students summary.
Step 6 Homework （1 minute）
Level A: Choose 10words and phrase to make your own sentences.
Level B: Complete your report and write it down.
Ⅴ. Blackboard designing
I will divide the blackboard into 3 parts:
Unit 10 If you go to the party, you’ll have a great time!
key words and phrases
key sentence structures
mistake, careful, careless, understanding, unless, in half, keep… to oneself
…
If …， they will…
It is best （not） to do sth.
Unless… , I will…
英文說課稿 篇8
一、 說課標
新課程標準的三維教學觀，具體到英語學科就是要整合發展學生語言技能、語言知識、情感態度、學習策略和文化意識五個方面的素養，培養學生綜合運用語言的能力。指出：“教師在教學才過程中應與學生積極互動、共同發展。教師應尊重學生的人格，關注個體差異，滿足不同學生的學習需要，創設能引導學生主動參與的教育環境，激發學生的學習積極性，培養學生掌握和運用知識的態度和能力，使每個學生都能得到充分的發展。因此，本課的設計重點是：幫助學生形成自主、合作、探究的學習模式，掌握閱讀的一些基本技巧，讓每個學生在原有的基礎上都學有所得。
二、說教材
（一） 教材地位和教學內容分析 本課是高一必修模塊1第4單元的閱讀課型，這單元圍繞earthquakes這一主題開展聽、說、讀、寫多種教學活動。Reading設計爲本單元的第2課時。本課型是單元整體教學的重要環節，爲學生的語言學習、語法學習提供了載體，並且是學生獲取信息的主要來源。“Reading――― A NIGHT THE EARTH DIDN’T SLEEP” 具體描寫1976年唐山大地震的震前、震中和震後。本篇文章詞彙量大，運用了大量的動詞、複雜的數字，出現許多定語從句，篇幅較長，並且採用一些修辭手法，對學生的語言閱讀能力提出了更高的要求。但文章的結構較明顯，較容易歸納出各部分的中心詞。
（二）教學目標
1. 語言知識目標：
a)使學生了解自然災害的相關詞彙，並掌握複雜數字的表達法。
b)學習掌握與地震相關的詞彙，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些優美句子的賞析。
2. 語言技能目標：
a)閱讀技能的訓練：讓學生學會克服生詞障礙，通過略讀，歸納出文章的大意；通過細讀，理清文章的總體框架與脈絡，歸納出各部分的中心詞；通過查讀，捕捉文章的重要細節，培養學生獲取、處理信息的能力。
b) 讓學生複述課文，分析、感悟作者的寫作意圖。
c) 讓學生運用本節課所學詞彙、知識，通過採訪唐山大地震倖存者的形式進行小組活動，提高學生用英語進行創造性交流的能力。
a）學會有關地震的知識，並能通過學習討論懂得地震時的應急逃生，地震後如何科學救人和有關地震的形成和減少地震所造成的損失等一般知識。
b）懂得地震無情人有情，即使發生了多麼可怕的災難，國家和解放軍官兵都會不顧自身安危，奮力搶救，培養學生一方有難、八方支援的互助友愛精神。
c）瞭解自然災害會給人類帶來嚴重的破壞性後果，讓學生進一步感悟、領會到人類應與自然界和諧共處。
d）培養學生的合作意識和“合作學習”的習慣。
e）欣賞課文中優美句子，瞭解一些英語修辭手法，使學生在學習完課文之後得到一次美的享受，一次心靈的愉悅和昇華。
（三）教學重點和難點：
1． 重點
1）讓學生了解唐山大地震，瞭解地震的成因、預兆、地震造成的損失，地震時的應急救生以及震後的救援。
2）訓練學生的閱讀技巧，提高閱讀能力。側重培養學生對文章的整體性結構的把握和挖掘作者寫作的意圖，突出培養學生以下3個方面的能力：
a.文章段落中心詞把握能力。
b.根據主題快速捕捉文章重點細節的能力。
c.總結歸納能力。
3）重點掌握有關地震的詞彙，特別是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。 4）欣賞並理解課文中優美句子，讓學生掌握一些英語修辭用法。
2．難點
1) 如何使學生養成科學的閱讀習慣，提高閱讀理解能力和語言水平。
2) 如何使學生學會提取、篩選和重組文章中的信息，並靈活運用於語言實踐中，達到語言實踐能力的擴展與提高。
三、 教學方法
1、任務型語言教學法 任務型語言教學認爲：人們使用語言的過程就是一個完成各種各樣任務的過程。任務型學習強調通過“做中學”、“學中做”，使學生在完成任務的過程中習得語言。本課組織學生四至五人組成一個學習小組，進行一次就地震後倖存者的訪問。該設計基於課文內容，但又不侷限於課文的範疇，旨在貫徹“做中學”、“學中做”策略，吸引和組織他們積極參與，並通過討論、交流和合作等方式，在自然、真實的情境中，完成任務，體會、掌握語言的應用，達到學以致用的目的。
2．直觀法（視聽教學法） 充分利用多媒體教學手段，通過播放影視剪輯，與課文主題相關的圖片、圖表等直觀手段，在充分調動學生學習興趣的同時，降低學習難度，突破重難點。
3．合作學習教學法 合作學習教學法是以小組活動爲主體的一種教學活動，一種同伴之間的合作互動活動。合作學習教學法有利於改善課堂心理氣氛、大面積提高學生的學業成績、促進學生良好非智力品質的發展，調整學生的語言焦慮感。因此，本課打破傳統的教師單向灌輸，採用“四至五人組成一個學習小組”的課堂教學結構，來組織教學，旨在營造輕鬆的學習氛圍，爲積極學習提供有利的條件，讓學生在完成任務的過程中通過互相交流，降低語言焦慮感，獲得愉快的學習經歷，從而對學習本身和所學內容產生興趣感。
四、教學過程
STEP1 導入 lead-in 在課堂開始，我會給學生播放一段有馮小剛導演拍的電影《唐山大地震》的片段節選，讓學生能通過電影能理解和體會到自然災害給人類帶來的巨大災難。讓後直接導入今天的課題。這個能激發學生去了解這篇文章的興趣，積極加入課堂。
Step2 pre-reading 讀前 在這個環節我會在學生在讀這篇文章之前給出幾個問題。但是並不要求學生馬上給出答案。而是要求在下一環節的閱讀中找出答案。
Step3 while reading 在這個環節當中我設計了3個活動 第一個活動 activity1 fast reading 給學生幾分鐘的時間，讓後讓學生快速閱讀這篇文章，並找出在讀前所給題的答案，在讀完文章之後，讓幾個同學來進行回答。 第二個活動 activity2 scanning 放錄音，讓學生跟隨錄音快速閱讀，並要求學生找出每一段落的中心句，並在讀完之後，要求得出這篇文章的整體大意。並讓學生起來進行回答 第三個答案：acrtivity3 task 在這一環節當中我會設計一個任務。任務類型爲知識的搶答。 首先我會將整個班級分爲若干個小組，每組有七到八個人。並選出小組長。這一環節中我設計了十個對錯題，（true or false）,要求學生以小組的形式進行搶答。並作出得分記錄，最後還要評選出第一名。在搶答過程當中，我並不只單單是以遊戲的形式來完成這一任務，只是簡單的完成對錯題，我會要求每組在搶答的過程當中，要對他們所選的答案進行解釋說明爲什麼。讓學生在這個過程當中真正玩有所得。
Step 4 post-reading 這一環節我會把我們所讀的這篇文章設計成一篇閱讀題的模式，設計五道選擇題，用幻燈片展示出來，並讓學生進行選擇。題目的設計會以文章的主旨大意和一些細節作爲試題。這讓學生能在這一環節當中對剛剛已經學習知識進行鞏固。
Step5 summary 在這一環節中我會整堂課做一個簡短的總結，並再一次強調本次課的重難點。讓學生明確本課的重點，再一次明確課堂目標。和引導學生對這篇文章的情感態度進行昇華。
Step6 homework 作業
1、要求學生背誦本次課的重點詞彙和短語
2、要求完成相應聯繫。
3、要求學生課後通過各種途徑查到關於地震的常識，並去了解一些
英文說課稿 篇9
一、說教材
1.教材內容
我說課的內容是人民教育出版社九年義務教育課程標準實驗教科書四年級上冊中的Unit2 My Schoolbag。這一單元呈現了教科書的名稱。本單元通過一系列的活動與對話來講解大家在日常生活中描述書本的單詞和句子。本單元需要6個課時完成。我現在要說的是第一個課時。
2.教材地位
本課時是第二單元的第一課時，綜觀PEP教材，本課時首次出現教科書名稱。本課時又是第二單元的重點，因此本課時的教學對第二單元的學習起着決定性的作用。
二、說教學目標
根據本課時內容的特點和四年級學生的年齡特點和任務型教學模式的要求。在教學過程設計中，特別關注全體學生的學習發展，注重互動，給孩子們學習英語的氛圍，讓他們運用語言進行交際，用英語做事情，讓學生們在活動中參與體驗和理解。因此我制定了以下教學目標：
1、知識與能力
a、能夠聽、說、認讀本課時主要生詞English book, math book, Chinese book, story-book, notebook, schoolbag。
b、能夠聽懂、會說How many … do you have? I have….並能在實際情景中運用。
c.能聽懂指示語，並按照指令做出相應的動作，如：Put your English book on your head….
2、過程與方法
3、情感態度與價值觀
通過教學，逐漸達到培養孩子們的語感以及運用本單元語言內容做事情的目的，同時也讓孩子們學會關愛社會，並且運用實際行動來表達自己的愛心的情感態度。
三、教學重難點：
本課時的重點是能夠聽、說、認讀本課時主要生詞English book, math book, Chinese book, story-book, notebook, schoolbag。語音的教學是這一環節的重點，預計學生初學時會出現較明顯的語音錯誤，因此我要注意指導學生仔細聽音、讓學生觀察老師的口型，認真模仿、及時結合學生髮音進行評價糾誤。另一方面，在所學單詞中很多都於book有關，這些單詞的書寫形式有所不同，學生很容易出錯，要及時相機指導，而且這些單詞中還設計到合成詞，如：school+book=schoolbook,所有的這些都要讓學生抓住，抓牢。
難點是能夠聽懂、會說How many … do you have? I have….並能在實際情景中運用。在這個句型設計到單詞的複數形式，對於學生來說是個難點，要詳解。
四、說教法、學法
1.教法設計
四年級的學生的注意力很難持久，他們對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，因此我採用綜合運用全身肢體反映法（TPR），情景導入法和任務型教學模式，使優秀的學生學得更好，使基礎差的學生在課堂上多開口，使他們有所提高，以達到調動全班學生學習英語興趣的目的。
2. 學法指導
新課標倡導“以人爲本”，倡導自主、合作、探究的學習方式。本課時中教師充分考慮到學生的年齡特徵、興趣和認知水平，準備了直觀、生動的教具，創設了寬鬆活潑的學習環境和真實有意義的活動場景，設計了多樣的學生喜愛的教學活動，讓學生在情境中感受英語，運用英語。
五、 課前準備
1、準備一臺錄音機及相關的磁帶，便於學生更好的掌握語音及語調。
2、準備相關的課件，讓學生在形象逼真的氛圍中更好的學習。
3、準備與本課時相關的單詞卡，便於學生反覆認讀。
六、說教學程序
我的教學思路有五步：
Step1：Warming up 創設情景，引入新知
（1） Sing a song.
唱一唱學過的歌曲《In the classroom》，既活躍了氣氛，又能使學生儘快地融入英語課堂學習的氛圍。
（2）通過聽指令做動作（如：point to the window , point to the door ….）等複習第一單元的知識，同時爲進入本單元的schoolbag作鋪墊。
Step2：. Presentation 激情引趣，學習新知
（1）由point to the bag 導入課題 (板課題) 並引導學生說。
（2）多媒體課件呈現所學新單詞。學習單詞按易到難，由淺入深原則逐一學習。先從大家熟悉的English book入手，然後到Chinese book, math book, notebook ,由於story-book比較難發音，因此安排在最後。
（3）通過圖片、單詞卡片、課本讓學生反覆指認這些單詞。
（4）Guessing game .讓學生快速搶猜單詞。
（5）教學句型:How many …do you have? I have….
通過學生與老師 ，老師與老師之間的對話來加強學習，在同學們熟悉單詞後，引導他們加入How many …do you have? I have….進行操練。
Step3：. Play time 深化新知，體驗參與
（1） Let’s do.
學生在老師的帶領下進行let’s do. 需特別注意事物間的方位關係以及介詞的用法：in, on, under, near（出示課件幫助理解）.這部分是對所學單詞的鞏固並應用。
（2） Let’s sing “Books and Pencils ”讓句型化難爲易。伴隨着音樂的節拍，學生在輕鬆愉悅的氣氛中學習興趣濃厚，使得整節課在充滿樂趣的氛圍中度過。
通過歌曲既鞏固所學知識，又讓學生在玩、唱中去習得語言。
Step4： Practice. 鞏固新知，運用新知
我會設計一個場景，比如說在一張桌子上擺放一本英語書，三本數學書，五本故事書……讓學生分成兩組用今天所學的知識來簡述，
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……
通過這樣的練習，達到鞏固新知，運用新知的目的。
Step5： Extension完善新知，拓展延伸
讓學生用所學的句型和單詞找一找身邊的事物並延伸到課外。培養學生綜合運用語言。讓學生帶這問題走出教室。
七、教學反思
本節課採用任務型教學，利用多媒體課件突出重點，突破難點，使教學內容形象生動有趣，學生易於接受；根據學生的年齡特徵採用多種遊戲活動，激發興趣，激活思維。預計所有的學生都能理解和掌握六個新單詞意義和讀音，大多數學生能夠用所學語句進行相關的對話，表達自己的認知情況。
八、說板書設計
板書分爲兩部分，即單詞和句型。讓學生對本課學習的知識清晰明瞭，突出教學目標的重難點，有利於學生理解吸收和記憶。
Unit2 My Schoolbag
schoolbag English book Chinese book,
math book, notebook story-book,
How many books do you have?
--- I have 6.
英文說課稿 篇10
一、教學內容分析
(一)、知識背景
定語從句是高中英語教學的重點語法，大學聯考必考內容之一，也是一個難點。涉及面廣，平行區分難度大，因此需要作專題複習，歸納，講解，辨析。
（二）、教學重點難點
1、語言知識重點與難點
（1）that 與which 用法區別
（2）對the way的考查
（3）關係副詞引導的定語從句和介詞+關係代詞引導的定語從句。
2、綜合知識重點與難點
（1）as 的使用
（2）對where 的考查
（3）綜合考查
教學輔助手段：多媒體
二、教學目標
（一）、知識技能
1、複習、掌握關係代詞和副詞引導的定語從句及介詞+關係代詞引導的定語從句。
2、歸納並掌握與定語從句相類似的句法考察現象。
2、提高學生語法分析以及綜合運用能力。
（二）過程與方法
習題引導，自主歸納，近似對比，拓展演化
（三）情感態度
“辦法總比困難多”，遇到難題、複雜情況要積極想辦法。
（四）學習策略
1、認知策略：能總結定語從句的結構規律，並加以應用；
2、調控策略：利用遊戲，鼓勵學生主動積極思考，寓教於樂
三、教學步驟
1、導課
（1）習題導入：展示一組reason用法考查題目，引導學生形成一種基本思維----與一個關鍵詞相關的從句並非只有一種，因此需要站得更高，才能看的更全面，準確。
（2）拓展回顧，框架定位
拓展複習範圍，回顧句法結構體系，給定語從句一個宏觀的定位，同時也將複句連詞分析進行一個策略上的定位。
2、基礎知識回顧
（1）練習引導
（2）歸納總結
關係詞及其意義
指代人關係代詞
指代事物在從句中作主幹成分
所屬關係whose
指地點關係副詞
指時間在從句中) 作狀語
指原因why
3、考點與難點歸納
（1）考點1：that與which
歸納只使用which和that應遵循的規則
（2）考點2：theway用做先行詞
歸納做題技巧
theway做先行詞時，先看後面定語從句中是否缺少主語或賓語：
缺少主語或賓語：引導詞用that/which/不填（作賓語）
主語賓語都不缺：引導詞用that/inwhich/不填
（3）考點3：介詞+關係詞
歸納做題技巧
定語從句句首爲介詞時，後可接的關係詞爲：
1、介詞+whom/which/whose2．名詞＋of+關係詞
3．不定代詞／數詞＋of+關係詞4．介詞＋名詞＋of+關係詞
（4）難點一：as的用法
歸納as在限制性和非限制性定語從句中做關係代詞的用法，並歸納做題技巧。
（5）難點二：一些特殊詞之後的where
解析：
1、如果定語從句分別修飾point，situation，part，condition和case等表示抽象意義的詞，常用where引導，意思是“到了某種地步，在某種境況中”。
2、先行詞是表示地點的名詞，定語從句未必用where
如果定語從句的先行詞是地點（或時間）類名詞，而關係詞又代替先行詞在從句中充當主幹成分，從句用that /which引導；如果是關係詞在從句中充當狀語類成分，用where /when/in which。
（6）難點三、綜合考查
綜合考查一：定語從句與強調句
綜合考查二：定語從句與同位語從句
綜合考查三：定語從句與表語從句
4、對比訓練與鞏固
採用競賽的形式，分爲兩組，由對方爲己方出題，輪流，選出優勝組。
5、能力提升
請學生完成一篇短文，並使用定語從句，使學生具體運用中提升能力。
6、作業：完成短文
英文說課稿 篇11
一、教學目標與要求
1、能聽懂、會說：“I have a new water bottle. Can I see it? Sure. Here you are.” 並能在實際生活中運用。
2、能聽說讀單詞storybook和water bottle。
3、學歌謠“I have a storybook . Me too.”
二、教學重、難點分析
重點：能聽懂，會說：“I have ….”句型和單詞storybook 和water bottle。
難點：在實際生活中運用“I have….”句型。
三、課前準備
1.教師準備掛圖、玩具、文具等實物，VCD、錄音機。
2、學生自備文具和自帶一些小玩具
四、教學步驟和建議
1、 熱身(Warm-up)
(1)、教師與學生進行日常口語會話練習。
(2)、複習上學期所學句型“I have a ….”教師拿出一個玩具汽車並說“I have a new car.”把它遞給學生讓他來說“I have a new car.”拿出多個玩具練習這個句型，讓每一個學生都說一遍。
2、新授(Presentation)
(1)、教師拿出一本故事書說“I have a new storybook.”，學生也拿出一本故事書說“I have a new storybook.”教師緊接着說“Can I see it.”學生答“Sure. Here you are.”和多個學生進行這個對話練習。
(2)、全班學生看本課VCD教學片。
(3)、通過觀看教學片，在幾遍後讓學生試着跟讀Just speak部分的內容。
(4)、學生跟讀，教師糾正部分單詞的發音。
(5)、學生分組分角色朗讀，做到最快、最清晰、最大聲。
(6)、請部分學生拿着水壺、故事書到前面表演對話。
(7)、去掉VCD的聲音，讓學生爲教學片配音。
(8)、用圖片展示生詞storybook和water bottle，通過搶答遊戲的方式讓學生能聽、說、讀這兩個單詞，具體步驟如下：教師把圖片快速從學生眼前閃過，然後學生舉手搶答。答對者獎勵一個小貼紙。
(9)、讓學生使用所學過的玩具或文具對Just speak部分的對話進行改編並表演出來。例如：
A: Hi, ….I have a new doll.
B: Hi, …. I have a new ball.
A: Oh, cool. Can I see it.
B: Sure. Here you are.
A: Wow! Its super.
(10).聽錄音欣賞歌謠，在活躍的氣氛中讓學生跟着節奏學說歌謠。
五、鞏固與延伸(Consolidation and extension)
1、打開質量監測完成對應的練習(教師給予一定的指導)。
2、家庭作業：跟讀課文，朗讀歌謠。
英文說課稿 篇12
The lesson I am going to talk about is from the teaching materialBook One ,Unit third part that is used by the kids in Grade One .
一、Analysis of the teaching material （說教材）
This is a dialogue that happens in the fruit shop ral sentences surround selling and buying the fruit will be learned ng 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 : lychee, banana, apple,"What’s this ?It’s an apple."In Unit seven ,we grasped the numbers from one to ten 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 rding to the kids’ English level and the corresponding content in the daily life ,I give them some extra extending train their ability of communicate with the others in English ,I prepare the following design .
Teaching aims （教學目標）
1. knowledge and skill aims :（知識技能目標）
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、態度、價值目標）
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 :（教學重點）
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 :（教學難點）
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 ;（教具準備）
Multimedia , flash cards ,fresh fruit and arrangements and decorations of the fruit shop .
Teaching methods :（教學方法）
Task objective teaching method method , performance and games methods .
二、Analysis of the learners :（說學習者）
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 ,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 I try my best to do is to arouse the kids’ interests and protect their enthusiasm.
三、Analysis of the teaching methods （說教法）
says that during the Foundation Education period ,the total goal for English lesson is to improve the pupils’ ability of comprehensive using language promotes task teaching structure rding 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 ng this procedure ,the pupils’ ability of thinking and using language is developed very well .
四、Analysis of the teaching procedures .（說教學過程）
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 .（複習數字和水果）
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 review the spelling of the words using the basic pronunciation knowledge .
C. Play a game named "up and down "asis 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 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 quicker one will be the winner .
Eg: Six oranges ,please .
4. Time to practice for all the class （全體同學操練）
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，瞭解本課故事情節）
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 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）
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 urage 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 such a peace and pleasant situation they like to speak the dialogue they learned to express themselves can feel the success and become confident in speaking English .
7. Conclusion （總結）
The teacher would lead the class to read the sentences on the board and ask some more difficult questions e the pupils can not understand them clearly ,but it doesn’t matter 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）
Encourage the pupils to design a little fruit shop at home and teach their family the dialogue in the fruit shop 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 learn and practice while playing . I think it’s really a good lesson of high quality.
k design （ 板書設計）
