关于英文说课稿汇编十篇

作为一名辛苦耕耘的教育工作者，常常要根据教学需要编写说课稿，借助说课稿可以提高教学质量，取得良好的教学效果。快来参考说课稿是怎么写的吧！下面是小编帮大家整理的英文说课稿10篇，欢迎阅读，希望大家能够喜欢。

英文说课稿 篇1

Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:

Analyzing teaching material

The teaching methods

The studying methods

The teaching procedures

and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”

This unit is about It is made up of paragraphs.

The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.

The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.

The emotional aim is to help students understand and to develop

students’ sense of cooperative learning.

Then the teaching key points is to help the students get a general idea of the whole

And the teaching difficult points is to make students use their own words to express

According to the analysis above, I’ll try my best to carry out the following theories

while dealing with this lesson:

To make students the real masters of the class while I just act as a director.

To combine the language structure with the language functions.

And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:

The first teaching method I will use is communicative approach, since language is

used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.

The second teaching method I would like to use is task-based approach. A task

resembles activities which our students or other people carry out in everyday life.

Learners should be given opportunities to reflect on what they have learned and how well they are doing.

The third teaching method I want to use is computer assisted language teaching.

Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.

And in order to practice my teaching methods better, the following teaching aids will be used:

A projector, a tape recorder, multimedia and of course the blackboard.

And then, I would like to talk about the studying methods. As students are poor in

cooperative learning skill, many students are not active in English class, and even

some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing,

thinking, and speaking. So, to make the students get the knowledge actively,

cooperative learning and task-based learning will be used.

Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.

Step 1 Lead-in

At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions,

the students will be eager to know something about and it’s the very time to naturally lead the class into

Step 2 Listening comprehensions

In this step, I will write several questions before listening to the text:

And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .

Step 3 skimming and scanning

In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.

Step 4 Retelling the passage

Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.

Step 7 Consolidation

In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.

Step 8 make a summary

I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.

And now let’s move to the last step

Step 9 Homework

1. Read the passage as frequently as you can

2. Find out some words and sentences you think are beautiful and recite them.

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.

That’s all of my teaching ideas about this lesson. Thanking you for your listening.

英文说课稿 篇2

一、说教材（教材分析） Analyzing teaching material

1. 说课型 lesson type （Dialogue/ reading/ listening/ revision）

2. 本课在教材中的地位 status and function

Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.

3. 说教学指导思想 teaching guideline

（Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model）

4. 说教学目标和要求 Teaching aims and demands （…be intended for Ss in key schools）

1）认知目标 knowledge objects

a. Enable the Ss to remember the following new words & phrases:

Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

b. Get the Ss to be familiar with this sentence pattern:

If the population keeps growing so quickly, there will only be standing room left…

Give the Ss a reinforced practice on the functional item Supposition.

c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.

2）智能目标 ability objects

a. Ask the Ss to make up a similar dialogue.

b. Help them to understand the dialogue better and improve the four skills.

c. Develop their ability of thinking independently.

d. Cultivate their ability to discover, analyze and solve problems.

e. Train them to collect information from the Internet.

f. Train them with some effective learning methods to optimize Ss’ learning results.

3）德育目标 moral objects

a. Arouse their interest in learning English;

b. Help them to understand the background of pollution.

c. Enable the students to love our earth and the nature.

d. Be aware of the importance of stopping pollution & protecting out environment.

e. Encourage the Ss to do something to save the earth.

5. 说教学重点 teaching important points （生词、句型；培养阅读技能）

a. New words and phrases

b. Sentence pattern: If- clause

c. improve their reading skills.

d. Talking about problems of the Earth.

6. 说教学难点 teaching difficult points （语法；发展交际能力）

a. functional item: Supposition.

b. Develop their communicative ability. Act out their own dialogue.

7. 说教具 teaching aids （multi-media computer, software, OHP）

The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.

二、说教法 Teaching methods

Five step method; audio-video; communicative approach;

Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

三、说学法 Study methods

1. Teach Ss how to be successful language learners.

2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

3. Get the Ss to form good learning habits.

四、说教学过程Teaching procedures

I. 复习 （Revision） 5min （Daily report; 词汇diagram; brainstorming; activate schemata）

Activity 1: Imagination

1）。 Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （Wash it? Or throw it away?）

2）。 Suppose you catch a bad cold, what’s to be done?

3）。 Suppose your bike is broken, what’s to be done?

4）。 And suppose the earth, on which we all live, is damaged, what’s to be done?

* What can you think of when you see "pollution" this word?（waste, environment, air, water, factory, desert, climate… Try to activate the Ss schemata regarding the topic of pollution.）

II. 呈现 （Presentation） 5min

Activity 2: Presentation

Play the song "Earth Song" sung by Michael Jackson. （Create an atmosphere）

A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.

III. 对话 / 阅读 （Dialogue）18m

1. Pre- reading

Activity 3: Prediction

1st listening/ fast reading, one guided Q to help Ss to get the main idea:

What do you think is discussed at the conference?

2. While- reading

Activity 4: Read and answer

2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.

* 阅读： Pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句；创设信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map.达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.）

3. Post- reading

Activity 5: Language focus

While Ss are answering the Qs, the teacher deals with some key language points.

a. is being caused b. and so on c. go on doing

d. be fit for e. standing room f. if- clause

IV. 操练 （Practice） 10m

Activity 6: Retell

Use your own words to retell the dialogue in the 3rd person.

Activity 7: Acting out

Activity 8: Drill – Supposition

Purpose: Practise the functional item of Supposition. （P. 33 Part 2; P.113, wb Ex. 3）

（Retell; act out; role play）

V. 巩固 （Consolidation） 6m

（Discussion; interview; press conference; debate; quiz）

Activity 9: role play

Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

* The Ss are encouraged to use the words and expression_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

Activity 10: Discussion

Think of the question: Are we causing damage to the world?

What should we do to save the earth and protect our environment especially in our daily life?

Collect their answers and form a report.

VI. 作业 （Homework） 1m （Writing; continue the story; recite; retell）

Write a letter to the mayor, telling him sth. about the pollution around your school.

五、说板书Blackboard design

英文说课稿 篇3

Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material:

This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）

By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings. (5)Theme park but also learning ability in English .

A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.

（As we 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: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.

(2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. ion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.

英文说课稿 篇4

Good morning, everyone! It’s my honor to present my lesson plan here. The teaching material comes from PEP Go for it 8B U6. The title of the reading part is I’ve been studying history in China. History is the topic of this passage. The story is narrated by an Australian, Leo, who tells his life in China, his family history and his study of history. This reading mainly focuses on developing Ss’ reading skill, especially scanning. So this is one of the language focuses. As for the content, because of many new words and phrases in the context and Ss’ lack of the knowledge about “history”, it is a little difficult for them to understand the passage. So the Ss may have a bit difficulty in retelling the passage in the last activity role-play. Thus I rearrange the material like this: The 3 questions in pre-reading are modified. I’ll choose some easier and funnier questions to lead Ss into the topic History. The grammar review in Exercise 3b, 3c is not the language focus in this lesson, thus it’s considered as the homework.

According to the New English Curriculum, the teaching should not only focus on the development of Ss’ reading strategy, also the Ss’ interest in English. So I apply communicative approach, making use of real-life situations to motivate their desire to communicate in meaningful ways about meaningful topics. Ss will enjoy their participation in this lesson by discussion and role-playing. As for the teaching aids, PPT, blackboard and audio tape are needed.

Based on those analyses, I set the following 5 teaching objectives. By the end of the class, Ss will be able to:

1. Linguistic knowledge

Master new words and expressions, such as emperor, dynasty, capital etc. (this is the language focus)

Be familiar with the topic history.

2. Language skills

Develop their reading skills, especially scanning. (This is the language focus I’ve mentioned before.)

Tell Mike Leo’s life in Harbin during the role-playing. (This is the anticipated difficulty.)

3. Affects

Love our country by learning more about Chinese history.

4. Cultural awareness

Know more about history of other countries.

5. Learning strategy

Learn to get more information both from books and the Internet.

Ok, now let’s move to the most important part: teaching procedure. I adopt 3-stage model: pre-reading, while-reading and post-reading. The duration is 45 minutes.

In pre-reading stage, there’re 2 activities for 9mins. I’d like to introduce Leo to Ss as a new friend. The first activity is Leo’s self-introduction through a short record. The record is prepared before the class with some key information about Leo. As a foreigner, Leo loves Chinese history very much, so he has many questions to ask Ss. The first one is about the emperors and the dynasties. Ss should be able to do the match between them. Those emperors are all famous characters in the Chinese history, such as Tang Taizong, Cheng Jisihan, Kang Xi and so on. The second one is about the famous capitals in the history. Ss should pick out the city which was not the capital in the history. By the way, I will provide some information about Harbin, which is the city where Leo lives. This introduction can also build Ss’ knowledge structure. This kind of lead-in could be funnier and easier, and the comfortable atmosphere can help Ss’ to acquire new knowledge easily.

In the second stage while-reading, there are 2 steps; they are fast-reading for 6mins and careful-reading for 15mins. There’re 2 activities in fast-reading: skimming for the main idea of each paragraph and scanning for the specific and important information to fill in the blanks. These tasks can help them get the general idea of the passage.

In careful-reading step, I’ll guide them to learn the passage paragraph by paragraph, from Leo’s introduction to Leo’ s family history, and Leo’s study of history, the last is Leo’s dream. Different tasks are designed for Ss: For the first paragraph, Ss are asked to find some key words about Leo: Australian, Jewish, etc. For the second paragraph, Ss are required to fill in the time table about Leo’s family history. As for Leo’s study, Ss are asked to make a comparison between Leo and his friends. The last is Leo’s dream, I’ll ask Ss several simple questions. I will make sure that Ss won’t be bored by the tasks and participate in all the activities actively.

In post-reading, there’re 2 activities for 14mins: discussion for 5mins and role-playing for 9mins. I’ll ask Ss two questions: Q1: Why are some old buildings in Harbin built in Russian style? Q2: Why does Leo want to go to Beijing for the Olympic Games in 20xx? What can we infer from that? Ss are supposed to learn more about the history of China and other countries, and develop their patriotic feeling. The role-playing is Leo’s talking with his friend Mike. They are talking about Leo’ life, work and the future plan. What Ss have learned in this lesson is needed in the talking. In order to lower the degree of the difficulty, I’ll provide some sentence structures, some questions and key words. So this can be considered as a review of the whole lesson. And this is the right time to practice Ss’ oral English and they should talk in the correct tense to practice the grammar we have learned before.

The last minute is for explaining homework: Suppose that Leo’s friend Mike is coming China for the Olympic Games, we should give him some tips. Ss are asked to get more information through the books and the Internet, and then write down at least 3 tips in the following structure: If you want to go to the Great Wall, you will have to take No.15 bus…. This task comes from Exercise 3b, 3c. Ss can not only review adverbial clauses of condition introduced by If according to the requirements of the teaching material but also enjoy learning with the given situation. As time’s limited in the class, the task is left as the homework.

Finally, making a good use of the blackboard can help Ss learn better. So this is my blackboard design: the title is in the middle of the blackboard, the left part is for some information related to Leo and also the structure of the whole passage, the right part is for some new words and expressions.

英文说课稿 篇5

英语说课稿（英文版）

8B Unit 3 Online Travel

Reading Around the world in eight hours

Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.

Part One: Analysis of the Teaching Material

(一) Status and Function

This is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.

(二) Analysis of the students

Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer out much knowledge ,you won’t be able to learn computer well.

(三)Teaching aims and Demands

ledge objects

To understand the aim of an educational CD-ROM and what the character can do

To infer meaning from keywords, context and existing knowledge.

To master the Passive voice.

ity objects

To develop the Ss’ abilities of listening, speaking, reading and writing.

To train the students how to use their own words to express their ideas.

(四)Teaching key and Difficult point

1. Key points

To review the Present perfect tense.

To learn the Passive voice.

To tell more about the CD-ROM.

To retell how the game is played

To understand the whole passage and answer teacher’s questions

2. Difficult points:

The Passive voice.

To retell how the game is played

(五) Teaching Equipment

Multi-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.

Part Two: The Teaching Metthods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based” teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.

To use these methods are helpful to develop the students’ abilities.

Part Three: Studying Procedures

Step 1

Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the world

Step 2

Tell students that the first paragraph of the reading passage explains the background to the game en to the tape. Ask some questions to check understanding, eg.

What’s the name of the new educational CD-ROM?

What can it help you to do?

Who is the designer?

Step 3

Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.

Who is the main character of the game?

How old is he?

What does he like doing?

What was he doing when he fell asleep?

Step 4

Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41

Step 5

Ask some questions to check understanding, eg.

How can you earn a point?

What will happen if you have earned a point?

What will happen if you have earned enough points?

How many levels does the game have?

How long does it take you to finish the game?

What do the questions test?

What will you see on the screen when you reach a new place?

What can you learn about when you reach London?

What will you see when you passa level?

What happened to the places you have visited?

Step 6

Read the whole passage and then ask some students to retell how the game is played(in 5steps)

1 See a golden cloud with instructions on it

2 See clouds with information about different places; See clouds with questions on them

3 Get a point every time you answer a question correctly

4 A cloud will come down and carry you off to a new place

5 See a world map. The old place is marked in bright purple

If possible, ask students to discuss what they have learned from the passage.(with their own words)

Step7 Use the following keywords to try to retell the passage.

Paragraph1.

a new educational CD-ROM, Around the world in Eight Hours.

Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM

Paragraph2.

Main character, love traveling, lie on the grass, fall asleep

Paragraph3.

be written on, different colors with questions on them

Every time you answer a question, earn enough points, come down, Carry off

Pargraph4

Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example

Paragraph 5

Be the best , get it in sold out

Step 8 Homework

1 Translating the following phrases:

1)同时 2) 过一关

3) 扮演…角色 4) 光盘的设计者

5) 一直广受欢迎的游戏 6) 得到足够的分数

7) 睡着 8) 英语语法和词汇

9) 在你的屏幕上 10) 检验知识

11) 在市场上 12) 例如

13) 掉下来 14) 售完

2 Try to recite the text.

Design of the blackboard

1) The Present perfect tense. A new educational CD-ROM has just come out.

When you have earned enough points,….……y you off to a place you have never visited before. The places you have visited are marked…

2) The Passive voice.

It is designed by Nancy Jackson. These words were written on it.

The places you have visited are marked in bright purple.

Get it now before it is sold out英语说课稿（英文版）

8B Unit 3 Online Travel

Reading Around the world in eight hours

Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.

Part One: Analysis of the Teaching Material

(一) Status and Function

This is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.

(二) Analysis of the students

Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer out much knowledge ,you won’t be able to learn computer well.

(三)Teaching aims and Demands

ledge objects

To understand the aim of an educational CD-ROM and what the character can do

To infer meaning from keywords, context and existing knowledge.

To master the Passive voice.

ity objects

To develop the Ss’ abilities of listening, speaking, reading and writing.

To train the students how to use their own words to express their ideas.

(四)Teaching key and Difficult point

1. Key points

To review the Present perfect tense.

To learn the Passive voice.

To tell more about the CD-ROM.

To retell how the game is played

To understand the whole passage and answer teacher’s questions

2. Difficult points:

The Passive voice.

To retell how the game is played

(五) Teaching Equipment

Multi-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.

Part Two: The Teaching Metthods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based” teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.

To use these methods are helpful to develop the students’ abilities.

Part Three: Studying Procedures

Step 1

Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the world

Step 2

Tell students that the first paragraph of the reading passage explains the background to the game en to the tape. Ask some questions to check understanding, eg.

What’s the name of the new educational CD-ROM?

What can it help you to do?

Who is the designer?

Step 3

Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.

Who is the main character of the game?

How old is he?

What does he like doing?

What was he doing when he fell asleep?

Step 4

Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41

Step 5

Ask some questions to check understanding, eg.

How can you earn a point?

What will happen if you have earned a point?

What will happen if you have earned enough points?

How many levels does the game have?

How long does it take you to finish the game?

What do the questions test?

What will you see on the screen when you reach a new place?

What can you learn about when you reach London?

What will you see when you passa level?

What happened to the places you have visited?

Step 6

Read the whole passage and then ask some students to retell how the game is played(in 5steps)

1 See a golden cloud with instructions on it

2 See clouds with information about different places; See clouds with questions on them

3 Get a point every time you answer a question correctly

4 A cloud will come down and carry you off to a new place

5 See a world map. The old place is marked in bright purple

If possible, ask students to discuss what they have learned from the passage.(with their own words)

Step7 Use the following keywords to try to retell the passage.

Paragraph1.

a new educational CD-ROM, Around the world in Eight Hours.

Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM

Paragraph2.

Main character, love traveling, lie on the grass, fall asleep

Paragraph3.

be written on, different colors with questions on them

Every time you answer a question, earn enough points, come down, Carry off

Pargraph4

Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example

Paragraph 5

Be the best , get it in sold out

Step 8 Homework

1 Translating the following phrases:

1)同时 2) 过一关

3) 扮演…角色 4) 光盘的设计者

5) 一直广受欢迎的游戏 6) 得到足够的分数

7) 睡着 8) 英语语法和词汇

9) 在你的屏幕上 10) 检验知识

11) 在市场上 12) 例如

13) 掉下来 14) 售完

2 Try to recite the text.

Design of the blackboard

1) The Present perfect tense. A new educational CD-ROM has just come out.

When you have earned enough points,….……y you off to a place you have never visited before. The places you have visited are marked…

2) The Passive voice.

It is designed by Nancy Jackson. These words were written on it.

The places you have visited are marked in bright purple.

Get it now before it is sold out

英文说课稿 篇6

一、分析教材

1、教材内容要点：

第一、定语从句的概念

第二、定语从句的分类

第三、定语从句的用法

2、教材的地位和作用：

定语从句是高中英语教学中的一个非常重要的语法，也是大学联考的一个热点。在英语里，定语从句可以使一个繁琐的句子变得非常简洁，同时，它在人们日常会话中出现的频率特别高。定语从句掌握地扎实与否关系到一个学生英语水平的高低。因此，定语从句的学习和掌握在英语学习中有着重要的意义。

3、教学目的

根据教学大纲的要求，通过这一节课的教学，要使学生知道什么是定语从句和定语从句的分类，掌握定语从句的用法。培养学生的观察能力、分析概括能力以及演绎推理能力等。还要培养学生探索求真知的精神，对学生进行实践观点的教育。

4、教学的重点与难点

定语从句是本课的主要内容，与日常英语的应用密切联系，所以定语从句的概念与运用是本节课的一个重点。对定语从句的复习，需要综合应用所学知识来解决原来的遗留问题，因而对句子分析和推理概括能力要求提高了。而高中生侧重于对直观现象进行具体、形象的思维来获得知识。因此这个知识点既是本节课的重点又是难点。

培养学生的多种能力也是这节课的重点，这是素质教育对现代教学的要求。

二、分析学生

大多数学生上进心强，学习态度端正，有良好的学习习惯，但是缺乏一定的探索研究问题的能力。

定语从句是学生在英语学习中比较常用的语法，也是他们必须掌握的内容。教学中要注意培养学生对英语的兴趣，充分发挥主体作用，迎合他们好奇、好动、好强的心理特点，调动他们学习的积极性和主动性。

高中生的思维方式由形象思维向抽象思维过渡，因此在教学中应注意积极引导学生应用已掌握的基础知识，通过理论分析和推理判断来获得新知识，发展抽象思维能力。当然在此过程中仍需以一些感性认识作为依托，可以借助多媒体设备加强直观性和形象性，以便学生理解和掌握。

三、教学方法

这节课可综合应用提问、归纳、介绍、检查、讲授和讨论等多种形式的教学方法，提高课堂效率，培养学生对英语的兴趣，激发学生的求知欲望。充分体现以教师为主导，以学生为主体的原则。创设英语情境让学生参与语言实践，边动口边思考。从语言分析总结出结论以调动学生的积极性。

四、教学程序

教学中要以了解、学习研究英语的方法为基础，掌握知识为中心，培养能力为方向，紧抓重点突破难点，具体设计如下：

1、新课导入：

以创设问题情境导入新课。学源于思，思源于疑，一上课便以听歌曲填空的形式引入课题，引导学生分析歌词中的有关定语从句的句子，认真分析句子成分，使学生产生强烈的求知欲和好奇心，调动学生学习的积极性和主动性。

2、讲授新课：

任何语言学习都离不开语言实践。这节课主要采用讲授归纳的方法来建立定语从句的概念。我将一个定语从句列在投影上，让学生分析这个句子的成分，从而导出两个非常重要的内容----先行词和关系词，然后逐一解释。通过分析例句，培养了学生的分析能力、观察能力，增强了他们的感性认识。为了使学生能对定语从句有更进一步的认识，这里我又采用提问的方法让学生说出定语从句的分类，然后我对其进行进一步地解释和说明，让学生通过讲解概括，总结出定语从句的分类。在此基础上，我让同学们回答出定语从句中的关系代词有哪些，通过一些简单的例句，让学生知道每一个代词在句子中起什么作用以及用法。在讲解关系代词与介词时，我让学生自己归纳出它们的规律，提高学生的概括能力，从而达到复习的目的。

在讲解关系词that和which、who和that、as和which这一环节时，我先让学说出它们的特殊用法，然后我再进一步加以阐述。从而，引出它们的特殊用法。

一）、that和which的特殊用法：

1、有些情况下只用关系词that,而不宜用which。

a、从句所修饰的词又被形容词最高级或序数词修饰时,只能用that引导从句。

b、先行词是all,something,nothing,anything等不定代词时，只能用that。

c、先行词既有人也有物时,只用that引出从句。

d、先行词是one of,the one, 或用little,few, no, all, any, only, just, very作修饰时，只能用that。

e、当主句已有疑问词 who或which时，只能用that。

2、定语从句中宜用which而不宜用that的情况。

a、当关系代词前面有介词时。

b、在非限制性定语从句中。

c、在一个句子中有两个定语从句，其中一个从句的关系代词用了that，另一个宜用which。

二）、who和that的特殊用法：

who、that在许多情况下可以通用，但有时宜用who不用that。

a、先行词是one(s),anyone,someone, those时，关系词使用who。

b、在there be 句型中，先行词指人时，关系词用who。

三)、关系代词as和which的区别

as和which所代表的都是整个句子所表示的内容,但是二者有两点不同之处：

a、在形式上as引导的非限制定语从句可位于主句后面,也可位于主句之前；而which引导的非限制定语从句只能位于主句之后，不能位于主句的前面。

b、在意义上，as定语从句和主句的关系一般为一致关系，常译为“正如……”，“就象……”，而which定语从句和主句的关系是因果关系，或which从句是对主句的评论。因此，在意思通顺的情况下，which可代替as，而as许多时候不能代替which。

针对关系副词的复习，因其难度不大，我直接采用讲解法，学生容易理解。关系副词是用来引导定语从句的，它和关系代词一样，具有数种作用。

a、在从句中代替先行词。

b、在句中作状语。

c、连接作用，把两个句子连接成为一个带有定语从句的复合句。

同时，在解释的过程中不断穿插练习，达到巩固复习的目的,体现精讲精练的教学原则和我校提出的“四转五让”原则。

3、反馈和巩固

在讲解完所有语法点之后，为了更加有效地巩固所复习的知识，我设计了两种有针对性的习题练习，让学生把掌握的知识运用于实际语言操作中，从而达到知能并重的目的。

4、小结

最后通过小结，以表格的形式把本节课所复习的语法点进行总结。

5、板书设计

GRAMMAR

Attributive Clause

6、布置作业

Finish off the exercise paper.

课后反思

课后各位听课教师对本节课进行了点评，结合其他听课的评价及与其他教师的交流，谈谈个人的思考，具体如下：

一)、值得推介的几点

1、重视基础语言知识，对于基础的语言知识讲得透，讲得到位。

2、重视语言综合运用能力的培养。讲知识点时，能结合语境，提供情境，对于学生语言基础知识的综合运用起到了铺垫作用，对于学生发散思维能力的培养有很大的帮助。

3、课堂教学有思想。教师拥有丰富资源，多媒体课件设计地实用、合理。讲授方法新颖独特，练习形式灵活多样。

4、教师个人素质较好，能灵活应对任何突发教学情况，合理安排讲练比率。

二)、存在问题

1、英语思维与汉语思维同时存在，相互干扰。偶尔用汉语组织教学好像省事，其实反而浪费时间和精力，不利于学生形成用英语思维的习惯，更影响交际速度。

2、交际面有时过窄，很难训练到全部。很多学生只有听的份，没有说的机会，这是大班的局限，有些活动是为了顺利进行而局限于“好学生”身上，一些英语学困生被遗忘。时间长了，会使学生讨厌英语并放弃英语的学习。

3、任务型教学活动有时设计地不是很好。活动要求有时不是很明确，活动设计不能从学生生活经验，兴趣爱好出发，活动形式有时单调，缺乏趣味性。

三)、几点想法

1、千方百计、想方设法激发学生的学习兴趣，调动学生的学习积极性。有人说“掌握一门外语就比别人多活了一辈子。”因为你比别人多了解另一种语言背景下的政治历史、天文地理、风土人情等等。向学生多介绍经典音乐、视频、英文佳作等，在潜移默化中培养学生的学习兴趣。

2、在课堂上注意学生的综合语言运用能力的培养。在基础的语言形式训练上提升交际品位，为学生创设丰富的语言环境，让学生产生交际的愿望和机会，使交际具有实际内容和实际意义。

3、要继续学习，不断充电，提升自身的业务素质和人文素养。

英文说课稿 篇7

一、教材分析

本堂课是一堂会考复习课，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。但是对于一堂会考复习课来讲，我觉得应当从会考英语对本课话题的难易度要求以及考点的探究入手。从历年的会考真题来看，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，如今的会考英语，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会考英语的要求，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，这堂课是一堂会考复习课，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：直击会考，深入探究

本环节中我精选了历年会考真题，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

写作在会考中占较大的比重，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.

英文说课稿 篇9

【说教材】

1。教材内容

本课时的教材内容是有关职业的六个单词dctr fire fighter nurse ffice wrer plice fficer secretar taxi driver teacher 以及询问别人职业的句型What des ur father d？ He is a …。

2。教材的地位

本课时教材是对前几册教材所学有关职业名称词汇的一个扩充和所学句型的拓展。使学生的词汇量在原来的基础上有一个提高，同时使他们掌握了多种询问职业的问答方式。

【说教学目标】

根据教材的内容和<<英语课程标准>>要求，我确定了以下教学目标以及教学重难点：

1、知识目标：能够听、 说 、读、写六个新授单词dctr fire fighter nurse ffice wrer plice fficer secretar taxi driver teacher能听、说、认读句型What des ur father d？ He is a …。

2、能力目标：学会使用句型What des ur father d？He is … 来询问和回答他人职业，并能使用句型What are u ging t be？ I’ ging t be…来询问别人和表达自己的理想。

3、情感目标：在课堂中培养学生积极用英语表达的习惯，以及在各项活动中培养学生积极与他人合作的精神。

4、教学重难点：本课时的教学重点是使学生能够掌握6个四会单词和两个句型。教学难点是单词singer的语音教学。

【说教法】

1。教法设计

国小英语教学应该把培养学生的学习兴趣、调动学生学习英语的主动性作为教学重点，根据学生的认知规律，我采用了游戏教学法和任务型教学法，让学生通过阅读、思考、猜谜、调查、交流和合作等方式学习和使用英语，完成学习任务。

2． 学法指导

在学习过程中，从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与和交流的学习方式，培养学生的英语综合语言运用能力，主动思维，大胆实践，形成自主学习的能力。

3。教学手段

根据本课教材的特点，我除了采用常规的教学手段外，同时采用了多媒体现代教学技术，使学生的多种感官共同参与到整个学习过程中，激发学生的学习兴趣，提高课堂教学效率。

【说设计】

1． 导入设计

（1）Let’s sing。。

在热身时让学生一起唱四年级上第六单元的歌曲What des he d？这首歌曲与本课教学内容有着密切的关系。放在课前作为热身活动，能使学生更快地进入学习状态。同时也起到复习巩固的作用。

（2）Rean and guess。通过阅读一段简单的文字来猜教师的一位新朋友来导入新课，旨在培养学生的阅读能力。

（3） Guessing gae： What can Mr。 Cat d？，设计这样一个游戏的第一个目的是为了自然地过渡到本课的词汇教学；第二是为了充分调动学生参与活动的积极性。这是一个难度比较低的游戏，考虑到六年级学生普遍存在着害羞怕出错的心理，我认为这样一个低难度的游戏能充分调动他们的参与热情。

2． 新课呈现

（1）本课六个新授词汇我都以Mr。 Cat邻居的身份导入。其中我在部分单词的出现方式上稍做变化。以不同形式的猜谜方式引出，其中通过阅读文字引出赵薇actress的教学，以听歌曲的猜人物的方式引出周杰伦singer的教学，以看图片猜人物的方式引出杨红樱writer的教学，这样不仅能调动学生的多种感官共同参与到整个学习过程中，激发学生的学习兴趣，还大大地提高了课堂教学效率。同时在每个单词新授后我都安排了一个同样的环节让学生说说自己所知道的各个职业的一些名人。培养学生良好的口语表达能力。

（2）单词拼读能力的训练和单词频度规律的总结。主要是训练学生对四会单词的拼读能力，其中有三个单词writer， singer，TV reprter的结尾三个字母都是er，给学生归纳总结有助于学生记忆。

（3）Guessing gae： What des Mr Cat’s father d？这个游戏的主要目的还是为了进一步巩固这六个新单词的学习。考虑到六年级学生对于这种比较刺激的游戏都特别感兴趣，我把这个游戏设计成小组竞猜的形式，在此不仅复习了单词和句型，又满足了学生的好胜心理。

（3）Let’s chan进一步巩固本课重点句型的学习。

（4）Grup wr：我把书本上的形式稍做了改变。通过Mr Cat提问的方式导入，Which b is the st ppular nw？让学生通过调查来帮助Mr Cat解答问题，其中在调查前我让学生做一个预测，如果预测是对的每人可以得到一张书签作为奖励，以此来提高学生参与活动的积极性。

3．回家作业。

英文说课稿 篇10

　　（一）教材的地位及作用

本课是七年级新教材第5单元的第一部分，教材内容围绕着描述人现在的活动展开，让学生学会谈论人人们正在干什么。本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生能通过交换对不同人物活动的描述，促进学生之间和师生之间的情感交流，增进情谊。

　　（二）教学目标

1、知识目标：What are u ding？ I a watching。What is he ding？ He is ding hewr。Is she reading？ N， she is ding her hewr。

2、能力目标：

（1）、能抓住人物的主要特征来描述人物的外貌，并根据描述画出人像。

（2）、能概括人物的外貌特征并根据人物特征推理出某一人物。

3、情感目标：通过描述同学、教师或自己的偶像的外貌，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的爱好，增进情谊。

　　（三）教学重点及难点

1、掌握并运用描述人物活动和地点的词汇：watching， ding， eating cleaning， plaing， reading， swiing， shpping， pl， schl， all， librar

2、掌握并运用简单的英语交际句型：What are u ding？ I a watching。What is he ding？ He is ding hewr。Is she reading？ N， she is ding her hewr。

　　（四）．教法设计

对本课我主要采取了如下几种教法：

1．听录音。

听音是英语学习的重要方法，也是课堂教学的重要步骤。在听中可以感知，可以模仿。

2．重点解释，个别操练。

在每一堂教学中，学生总会遇到一些难以理解的词、句型、短语、句子或某一语法现象。如本课出现的一般过去时的用法等都需要教师个别解释甚至创设语言情境进行操练和举例，以扫除自由交际过程中的“拦路虎”，为语言的进一步学习奠定基础。

3．指导学生展开情景对话。

在第一部分和第二部分的教学过程中，要想办法使人人开口，使人人都有成功感。通过对话逐步达到对教材内容的全部操练。。第三部分问答游戏时，猜中的同学老师给予鼓励，激励更多的同学参与进来

4．学生独立操作。

首先要求学生根据师生示范独立对话，随后叫几组分别站起来表演。这是深化课堂教学的重要举措。

5． 我在教学过程中设计了填表和动词填空的练习，以检查学生对本课的掌握情况。在整个教学活动中，我还采用了幻灯片，对顺利开展教学活动起到了很好的 辅助作用。

　　（五）．学法指导：

我所采用的教法有助于学生掌握如下学法：

1．养成听的习惯。

学生要经常听录音，听教师讲英语，听同学们讲英语，这对学好英语大有好处。

2．科学储备大量知识。

学生不掌握丰富的知识就不可能进行很好的语言交流。所以学生必须了解语言规律，掌握丰富的词汇，熟知语法规则，会熟练表达由各个话题而展开的交际内容。要学会在实践中学，在应用中学，这样学来的知识记忆深刻、灵活度大。

3．及时巩固，反复记忆。

凡教师在课堂上所讲到的语言难点，学生应及时整理，再次认识并积极使用。对前面已学过的课文，学生要有安排地经常复习，否则常常是学了新的，忘了旧的。

4．积极操练，重在口头。

在课堂上，学生要积极参与教师设计的每个教学活动，要大胆开口，创造性地说自己想说的话。课后和其他同学及时进行英语交流。只有这样，才能将书本知识变成自己的知识和语言能力；也只有这样，才能实现脱口说英语的目的。（六）教学设计在上新课之前先复习动词的ing形式，和上节课的重点句型。通过对重点句型的变形导入新课。安排猜谜游戏帮助学生巩固新知之新知识。然后翻开课本学习2c，这样可以降低学生学习难度，有利于学生更好的掌握新知识。接下来再讲2a和2b，之后是3a和3b。讲解4时，难度再次加大，因为需要学生用自己的语言讲解图片。于是我利用教材所给的图片和问题进行引导，先让学生观察图片，在就图片回答问题。问题有答案之后，要求他们讲述图片，这个难度就大大降低了。最后我在就学生的讲述进行适当的引导和补充。下课前布置作业，结束课堂。在整个教学过程当中，我有意识的降低教学难度，为学生更好的学习创造良好条件。

本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，以任务性教学为主，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。由于缺少经验，在教学过程中难免会出现不足，敬请各位专家老师不吝赐教，谢谢大家！