关于英文说课稿范文汇编8篇

作为一无名无私奉献的教育工作者，就不得不需要编写说课稿，写说课稿能有效帮助我们总结和提升讲课技巧。快来参考说课稿是怎么写的吧！以下是小编收集整理的英文说课稿8篇，仅供参考，希望能够帮助到大家。

英文说课稿 篇1

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

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

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

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

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

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

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

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

5 学情分析:

6 教具准备: 录音机,卡片,多媒体

二教学方法：

讨论法，讲授法，演示法，练习法

三教学程序：

为实现以上目标，我是这样设计教学过程的：

（一）、Warming up

1、Sing some songs.

2、Play a game.快速呈现食物图片，做问答。

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

（二）、Revision

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

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

（三）、Presentation

1、依次呈现some bread、some juice的图片。

T: Would you like some bread?

S: Yes, please

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

T: Would you like some juice?

S: Yes,please.

T: Here you are.

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

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

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

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

4、（请一名较突出的学生引导作干渴状）：

S:I’m thirsty. I want to drink.

T: What would you like, please?

S: I’d like some pop, please!

(教师作饥饿状)：

T：I’m hungry. I want to eat.

S: What would you like, please?

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

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

（四）、Practise

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

2、Act out the dialogue.

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

（五）、consolidation

1、Make a survey.

2、Who’s the best?

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

（六）、Homework

1、Read after the tape recording.

2、Make up a dialoguein pairs.

（将课内的学习延伸到课外，维持学生的学习兴趣。）

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

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

I. Contents:

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

II. Teaching aims

1. Aims on the knowledge

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

(2) To help Ss to finish the survey.

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

2. Aims on the abilities

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

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

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

3. Aims on the emotion

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

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

III. Key-points of this lesson

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

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

(3) To develop Ss’ interest in English.

IV. Difficult points

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

(2) To finish the survey by themselves.

V. Teaching methods

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

VI. Teaching procedures and purposes of my designing.

I’ll finish this lesson in five steps.

Step 1. Warm-up and preview

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

2. Sing the song together: Books and pencils.

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

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

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

Step 2. Presentation

Now I’ll mainly talk about this step.

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

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

(2) T: My schoolbag is heavy.

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

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

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

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

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

Girl: My schoolbag is heavy.

Boy: What’s in it?

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

Boy: What will you do?

Girl: They are for the poor.

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

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

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

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

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

Step 3. Practice

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

Step 4. Assessment

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

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

Step 5. Add-activity

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

2. Take care of everything they have.

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

英文说课稿 篇2

一、说教材

1.教材内容

我说课的内容是人民教育出版社九年义务教育课程标准实验教科书四年级上册中的Unit2 My Schoolbag。这一单元呈现了教科书的名称。本单元通过一系列的活动与对话来讲解大家在日常生活中描述书本的单词和句子。本单元需要6个课时完成。我现在要说的是第一个课时。

2.教材地位

本课时是第二单元的第一课时，综观PEP教材，本课时首次出现教科书名称。本课时又是第二单元的重点，因此本课时的教学对第二单元的学习起着决定性的作用。

二、说教学目标

根据本课时内容的特点和四年级学生的年龄特点和任务型教学模式的要求。在教学过程设计中，特别关注全体学生的学习发展，注重互动，给孩子们学习英语的氛围，让他们运用语言进行交际，用英语做事情，让学生们在活动中参与体验和理解。因此我制定了以下教学目标：

1、知识与能力

a、能够听、说、认读本课时主要生词English book, math book, Chinese book, story-book, notebook, schoolbag。

b、能够听懂、会说How many … do you have? I have….并能在实际情景中运用。

c.能听懂指示语，并按照指令做出相应的动作，如：Put your English book on your head….

2、过程与方法

3、情感态度与价值观

通过教学，逐渐达到培养孩子们的语感以及运用本单元语言内容做事情的目的，同时也让孩子们学会关爱社会，并且运用实际行动来表达自己的爱心的情感态度。

三、教学重难点：

本课时的重点是能够听、说、认读本课时主要生词English book, math book, Chinese book, story-book, notebook, schoolbag。语音的教学是这一环节的重点，预计学生初学时会出现较明显的语音错误，因此我要注意指导学生仔细听音、让学生观察老师的口型，认真模仿、及时结合学生发音进行评价纠误。另一方面，在所学单词中很多都于book有关，这些单词的书写形式有所不同，学生很容易出错，要及时相机指导，而且这些单词中还设计到合成词，如：school+book=schoolbook,所有的这些都要让学生抓住，抓牢。

难点是能够听懂、会说How many … do you have? I have….并能在实际情景中运用。在这个句型设计到单词的复数形式，对于学生来说是个难点，要详解。

四、说教法、学法

1.教法设计

四年级的学生的注意力很难持久，他们对新鲜事物比较感兴趣，还有他们的水平参差不齐，甚至有较大差距，因此我采用综合运用全身肢体反映法（TPR），情景导入法和任务型教学模式，使优秀的学生学得更好，使基础差的学生在课堂上多开口，使他们有所提高，以达到调动全班学生学习英语兴趣的目的。

2. 学法指导

新课标倡导“以人为本”，倡导自主、合作、探究的学习方式。本课时中教师充分考虑到学生的年龄特征、兴趣和认知水平，准备了直观、生动的教具，创设了宽松活泼的学习环境和真实有意义的活动场景，设计了多样的学生喜爱的教学活动，让学生在情境中感受英语，运用英语。

五、 课前准备

1、准备一台录音机及相关的磁带，便于学生更好的掌握语音及语调。

2、准备相关的课件，让学生在形象逼真的氛围中更好的学习。

3、准备与本课时相关的单词卡，便于学生反复认读。

六、说教学程序

我的教学思路有五步：

Step1：Warming up 创设情景，引入新知

（1） Sing a song.

唱一唱学过的歌曲《In the classroom》，既活跃了气氛，又能使学生尽快地融入英语课堂学习的氛围。

（2）通过听指令做动作（如：point to the window , point to the door ….）等复习第一单元的知识，同时为进入本单元的schoolbag作铺垫。

Step2：. Presentation 激情引趣，学习新知

（1）由point to the bag 导入课题 (板课题) 并引导学生说。

（2）多媒体课件呈现所学新单词。学习单词按易到难，由浅入深原则逐一学习。先从大家熟悉的English book入手，然后到Chinese book, math book, notebook ,由于story-book比较难发音，因此安排在最后。

（3）通过图片、单词卡片、课本让学生反复指认这些单词。

（4）Guessing game .让学生快速抢猜单词。

（5）教学句型:How many …do you have? I have….

通过学生与老师 ，老师与老师之间的对话来加强学习，在同学们熟悉单词后，引导他们加入How many …do you have? I have….进行操练。

Step3：. Play time 深化新知，体验参与

（1） Let’s do.

学生在老师的带领下进行let’s do. 需特别注意事物间的方位关系以及介词的用法：in, on, under, near（出示课件帮助理解）.这部分是对所学单词的巩固并应用。

（2） Let’s sing “Books and Pencils ”让句型化难为易。伴随着音乐的节拍，学生在轻松愉悦的气氛中学习兴趣浓厚，使得整节课在充满乐趣的氛围中度过。

通过歌曲既巩固所学知识，又让学生在玩、唱中去习得语言。

Step4： Practice. 巩固新知，运用新知

我会设计一个场景，比如说在一张桌子上摆放一本英语书，三本数学书，五本故事书……让学生分成两组用今天所学的知识来简述，

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……

通过这样的练习，达到巩固新知，运用新知的目的。

Step5： Extension完善新知，拓展延伸

让学生用所学的句型和单词找一找身边的事物并延伸到课外。培养学生综合运用语言。让学生带这问题走出教室。

七、教学反思

本节课采用任务型教学，利用多媒体课件突出重点，突破难点，使教学内容形象生动有趣，学生易于接受；根据学生的年龄特征采用多种游戏活动，激发兴趣，激活思维。预计所有的学生都能理解和掌握六个新单词意义和读音，大多数学生能够用所学语句进行相关的对话，表达自己的认知情况。

八、说板书设计

板书分为两部分，即单词和句型。让学生对本课学习的知识清晰明了，突出教学目标的重难点，有利于学生理解吸收和记忆。

Unit2 My Schoolbag

schoolbag English book Chinese book,

math book, notebook story-book,

How many books do you have?

--- I have 6.

英文说课稿 篇3

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

Part One: Analysis of the teaching material

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

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

Part Two: Teaching aims

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

1. Students can read and understand the story.

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

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

Teaching key point and difficult point:

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

Part Three: Teaching equipment

CAI, tape recorder

Part Four: Teaching methods and learning methods

1. Communicative teaching method

2. Task-based" teaching method

erative learning method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. To use these methods are helpful to develop the students’ abilities.

Part Five: Teaching procedures

（1） Pre-reading activity:

Students act out part one of the story.

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

（2） While-reading activities:

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

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

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

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

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

themselves first and then ask them to discuss in groups.

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

immediately, secretly, attacked, escape

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

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

3. Gork shouted because Nobody hit him.

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

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

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

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

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

b. Were they free?

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

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

b. Gork, this is nobody.

c. You just had a bad dream.

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

e. We can’t kill him.

f. Nobody attacked and damaged my eye.

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

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

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

（3）Post-reading activity:

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

How did King call himself?

What did they use to melt the bars?

What hit Gork’s eye?

When the kangaroos came, what did Gork say?

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

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

2. Write down the story in your own words.

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

英文说课稿 篇4

一、教材分析

本堂课是一堂中考复习课，如果从分析教材来讲，本课话题主要是出现在仁爱英语九年级(下)Unit 5之中，主要讲的是让学生认识定语从句，了解定语从句的结构，并能熟练的运用定语从句。但是对于一堂中考复习课来讲，我觉得应当从中考英语对本课话题的难易度要求以及考点的探究入手。从历年的中考真题来看，对于定语从句的考察主要体现在单选题、完型填空和阅读理解中。当然还有就是从作文之中体现出来。而且我们知道，如今的中考英语，更侧重于在语境之中来考察语法和词汇项目，强化对学生语言运用能力的考察。

二、教学目标

根据课程标准和我市中考英语的要求，坚持以学生为本，切实体现素质教育，面向全体学生，立足基础，设置练习注意难易度适中，这堂课是一堂中考复习课，本课设计从英文歌曲导入，在课堂之上，利用简单习题小游戏，设置情景，情景之中学语法，以达到下列教学目标：

知识目标：复习和掌握定语从句中关系代词和关系副词的作用和功能，能准确选择定语从句所需的关系代词或关系副词。从知识系统的归纳呈现入手，注重学生基础知识的复习巩固;这堂课又是一堂语法复习课本身具有一定的应试成分。

能力目标：能较好地运用定语从句，能正确组织包含定语从句的复合句。注意培养学生运用所学的知识和技能分析、解决问题的能力。

德育目标：培养分析问题解决问题的能力，热爱祖国，关心时政，学会竞争和合作，建立自信心和集体荣誉感。

情感目标：通过学习调动学习积极性，使学生体会到英语的趣味和实用性。激发和培养学生学习英语的兴趣，建立学习英语的成就感和自信心。让他们成为课堂的主角，使学生懂得语法学习无处不在，使学生学在其中，乐在其中，并掌握一些应试技巧。

三、教学重点难点

提高学生对语法复习的兴趣和积极性，较好地掌握定语从句的用法，理解定语从句，运用知识点解题。

四、教学方法

《新课程标准》要求教师在教学中要以学生为主体，尝试创新思维，联系社会采用讨论、协作、探究、竞争的教学模式，引导学生灵活运用所学语法知识。采用研究性学习方法，寓教于乐。检验一节课成功与否，不是教师讲了多少，而是以学生的学习效果为评价标准。因此我借助多媒体，结合竞赛形式，力求使枯燥的'语法生动趣味化;并且考虑学生英语基础的实际情况，教学过程也要体现素质教育的全体性，因此设计任务循序渐进(如按“词→句→文”递进)，由浅入深，由易到难，导引学生参与整个学习过程，获得更佳的学习效果及发展智力，提高思维，观察，注意，记忆，想象，联想等能力。

五、教学过程

本堂课主要分为五个步骤：

第一步：创设情景 歌曲导入

我选择了英文歌曲《Lemon Tree》来导入本课的知识，请学生把歌曲最后一句空缺的词填上。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)

根据以上所说的2句I like the song whose name is Lemon Tree very much ? all that I can see is just a yellow lemon tree.请学生分析这两个句子中划线部分所出现的语法现象，由此导入到“定语从句”。简单但动感的FLASH很符合学生的口味，学习兴趣一下被调动起来。重要的是本歌的歌词中含有定语从句，可以于欢快的节奏中导引学生轻松自然地进入语法话题。

第二步：知识呈现，铺设阶梯

呈现定语从句的定义和结构使学生加深对定语从句的结构和关系代词、关系副词的印象，以便下面的竞赛中更好的发挥。

第三步：要点提醒，操练运用

为了更好的调动学习积极性，加强学生思维能力、协作竞争能力及强化团体荣誉意识。在本环节中，我采取了竞赛形式，把全班分成二大组，看哪方得分高。竞赛内容分为四部分：

第一部：基础语法知识(必答)：以抽签的方式选择本组所答的题，所有的题都是有关定语从句的理论知识填空，包括定语从句中的先行词、关联词、关联词的省略以及各个关联词的区别。使学生加深对定语从句的结构和关系代词、关系副词的印象，以便下面的竞赛中更好的发挥。对学生来说完成本项任务轻松、新鲜、又有一定的竞争，学生兴趣又一次被调动。复习基础理论知识，为以下的实际操练做较好的准备，提高准确率。

第二部：合并定语从句。贯彻由易渐难的原则，先从相对简单的题型开练，重点巩固关系代词的选择，并在第一题：The woman is our English teacher、He speaks English very well、→The woman who(that) speaks English very well is our English teacher

中点出另外一个知识点：定语从句中谓语动词的数要与先行词保持一致。鼓舞士气，提高自信心。

第三部：辨析正误，并说明原因。这部分主要是帮助学生区分关系代词that和which的不通用的特殊情况。1.2题是帮助学生辨析只能使用that而不使用which的特例。两个题并不能全部体现只能使用that而不使用which的特殊情况，所以在做完1、2题后全班一起总结，帮助他们将知识系统化。3、4题帮助学生区分只能使用which而不使用that的特殊情况。贯彻由易渐难的原则，简单的关系代词会用后，逐渐进入到关联词使用的特殊情况，是学生更全面的掌握定语从句。

第四部：格言英译中(抢答)。有了以上几部分的复习巩固，学生已经掌握了定语从句的必要知识点，本部分用英文表达几句著名的格言，帮助学生将知识升华。有利于学生知识面的拓展，也为以后写作做积累。

第四步：直击中考，深入探究

本环节中我精选了历年中考真题，少而精，体现难易度，并巩固本课的定语从句，激起学生英语学习的成就感和自信心。

第五步：课后作业，巩固所学

写作在中考中占较大的比重，故平时要多加训练，承上所提奥运话题让学生以感想并结合自身实际写短文，进一步锻炼在实际中运用定语从句的能力。而且本次教学活动关于定语

从句的任务设计理念是按“词→句→文”循序渐进，所以写作便是前面部分很好的延续和提高了。

六、课后反思

本堂课由于是公开课，虽然说已经花了大量的时间做了充分的准备，但由于前面的时候有点紧张，本堂课的内容大，以及课时的一些应变做得不够好，尽管说顺利地完成了教学，但是感觉还是没有达到自己预期的效果。比如说平时和学生口语的交流在本节课没有充分的体现出来，互动不够好;速度偏快，没有给学生留下足够的空白时间思考问题;作为重要教学辅助工具的黑板利用不够。从整体上看，本节课将语法复习课揉入情景交际之中，注意语法课的实用性和趣味性的结合，应该说是比较成功的一堂课。日后我将更加注意语法实用性和趣味性的探究，努力上好每种类型的课。

英文说课稿 篇5

一、 说教材

(一) 教材地位、作用

本课内容是本单元的核心教学内容是 “现在进行时”，主要学习句子What are you doing ?I’m … is he/she doing? He/She is …. 本单元出现了八个单词，都是动词的现在进行时态今天这一课是第一课时。所以今天的内容主要是呈现并操练八个单词，顺便结合句型进行交际活动。

(二) 教学目标

教学目标是教学活动的出发点和归宿，根据新课标以及大纲要求，结合以上分析，我确定本课的教学目标如下：

1、 认知目标：

(1) 能正确听、说、读、写词汇playing shopping studying painting eating runningsleeping writing

(2)正确听、说、读、句型 What are you doing ?I’m … is he/she doing? He/She is ….

2、 能力目标：

(1)培养学生的观察力，分析能力。

(2)培养学生的创造能力、发展学生个性。

3、情感目标：

(1)激发学生的学习兴趣，提高学习的积极性。

(2)激发学生的参与意识，综合运用语言知识的意识，团结合作的意识。

(三)教学重点：

能正确听、说、读、写词汇 playing shopping studying painting eating runningsleeping writing

(四)教学难点：

正确运用人称代词进行交流。

二、说教法、学法

爱因斯坦曾说过：“兴趣是最好的老师”.因此，英语教学一开始，就应当注意培养学生对这门学科的兴趣，保持强烈的好奇心和旺盛的求知欲。这就要求我们教师采用灵活多样的教学法，激发学生的学习兴趣，充分调动他们学习的积极性。所以，我采用情景法、多媒体辅助教学法、交际法等进行教学。

1、 情景法

2、 情景法强调语言在情景中的应用，让学生身临其境地学习英语，使教学在生动活泼的情景中进行。学生在轻松的情景下，容易学到知识与运用知识。

3、 多媒体辅助教学法

多媒体辅助教学集图象、声音、文字于一体，使教学内容更生

4、 动、形象，吸引学生的注意力，使其在轻松、愉快的氛围中接受新的知识。

5、交际法

学习英语，目的在于用英语进行交际。英语要作为交际工具来教，也要作为交际工具来学，做到学用统一。在教学中，我遵循这一原则，提供较真实的情景。如：在引入新课时教师和一学生正在打篮球，让学生体会现在进行时，活学或用所学知识。这样，激发了学生的学习兴趣，活跃了课堂气氛，又培养了学生的语言交际能力。

本堂课主要以现代化电教手段—多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。我根据本堂课的教学目标、要求看图说出他/她/我在做什么，设计了生活化的情景，让学生在实际情景中运用所学知识。同时通过多媒体的运用，设计各种小游戏，记忆看等多种形式的演练，让学生在玩中学，乐中学。

三、说教学程序

Step1 Free talk

师生交流，既复习旧知，又很好地拉近了师生间的距离，为下面的合作学习打下基础。

Step 2 Lead in

首先教师和一学生在打篮球。

设计思路： 每一堂课的开头很重要，要在上课一开始就吸引学生的注意力，调动他们的兴趣，这样便容易开展下面的内容。学生都喜欢玩，看到老师在课堂上打篮球立刻会吸引学生的注意力，学唱歌曲迎合了儿童的心理需求，从而促使他们在轻松自如的情况下，主动地学习。所以课前的预备活动，既活跃了课堂气氛，又缓解了学生的紧张情绪。

Step3、 Presentation

结合单词句型操练时，设计几个有竞赛的游戏，学生在玩游戏中既开心又可以巩固所学的单词和句型。根据多媒体音、形、色、像图文并茂的优势，提供不同的时间，给 学生创设了学习练说的机会，这样的练习，既保持了学生的学习积极性，又使学生体验到了知识收获后的满足。

Step 4、sing a song and finish activity

这一环节，根据儿童认知特点，学唱歌曲迎合了儿童的心理需求，从而促使他们在轻松自如的情况下，主动地学习。歌词正好与所学的句型一致。这一环节让学生在听、说、读方面得到练习、巩固. 培养学生良好的语音，语调和语感。

Step 5、播放FLASH动画

这一活动的设计，是对本课教学的有利巩固，学生都非常喜欢Gogo这个淘气的小生物和他的朋友们，学生学过的句型都在动画里出现，大部分学生都能看懂，学生见老师提出的问题自己能回答，使学生体验到了知识收获后的满足。

五、说板书设计

设计思路：

板书要求清晰、明了，体现教学的重点与难点，这里将本课的主要内容呈现在黑板上，同时这也有利于学生学习与运用对话。

英文说课稿 篇6

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.

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.

Ability objects

(1) To develop the students‘ abilities of listening, speaking, reading and writing.

(2) To train the students‘ ability of working in pairs

(3) To develop the students‘ abilities of communication by learning the useful structures.

3. Moral objects

(1) Through different teaching methods to make students be interested in study.

(2) Love to know more knowledge about transportation and dare to express their opinions in English.

(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.

Three: Teaching Keys and Difficult Points The teaching keys and difficult points‘ basis is established according to Lesson 37 in the teaching 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 1. 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 English 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 lesson 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:

1. 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 Lesson 37 Flying Donuts Language points:

k of认为,想起; think over仔细考虑; think out想出

the front of在……前面(部)/ in front of在……前面

the way to school在上学的路上/ on one‘s way home在回家路上

4. With用…… 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.

英文说课稿 篇7

Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard t, let me talk about the teaching material.

Part 1 Teaching Material:

This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage.

Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus （新课程标准和教学大纲）， after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:

ledge objects:

a）The Ss can hear, read, and use the main sentence patterns

b）The Ss can understand the content of the lesson.

c）The Ss can use the patterns to express their thoughts in the proper situation.

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 Improve the student’s reading ability, especially their skimming and scanning ability.

ion or moral objects:

a）By completing the task,the Ss increase their interest and set up self-confidence in science;

b）Teach the Ss what is "science", put the moral education in the language study.

now,let’s come to the Important points and the Difficult points.

Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .

Part 2 Teaching Methods:

In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" Approach（交际教学法）， "Whole language teaching" （整体语言教学法）and "Task-based" language teaching （任务教学法）。 That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories（现代社会交际教学理论）， I adopt the TSA method（情景教学） and TBLT method （语言任务教学）in my teaching, namely Total Situational Action and Task-based Language former is a "scene — activity" teaching method establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.

Part 3 Studying Methods:

Our students are almost from the countryside. They are lack of geography knowledge and the cultural background of those foreign senior students ,they have a certain ability to read . And the beautiful places are most attractive and easily arouse students learning for the learning methods, they are poor in cooperative learning students are not active in the class ,and some students don’t like efore, I ’ll have Ss study in a relaxed atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc. And make preparation for completing the new study r feeling and understanding the language points, let Ss get the knowledge actively by probe study and cooperative study. In a word,we’ll

h the Ss how to be successful language learners.

the Ss pass "Observation—Imitation—Practice "（观察—模仿—实践三步教学法） to study language.

h the Ss how to master dialogues and how to communicate with others.

Part 4 Teaching Procedure:

Step 1 Lead-in.

As we all know ,Benjamin Franklin is a famous politician and today, we will read a passage about him as a scientist. His serious attitude to science ’s see how Franklin made his famous electricity experiment by flying a kite.

1）。 Group competition

In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.

2）。 Group work

A match competition. Match Column B with Column A more examples to make Ss get information.

Purpose of my design:To get to know something about the story of famous scientists.

To have a better understanding about the importance of experiments in is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.

英文说课稿 篇8

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

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

Part 1 Teaching Material

The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.

Part 2 Teaching Aims

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

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.