英文説課稿模板8篇

作為一名默默奉獻的教育工作者，可能需要進行説課稿編寫工作，通過説課稿可以很好地改正講課缺點。我們應該怎麼寫説課稿呢？以下是小編整理的英文説課稿8篇，供大家參考借鑑，希望可以幫助到有需要的朋友。

英文説課稿 篇1

（英文萬能版）

● Good morning, my dear judges. I am number_______. I’m glad to interpret my teaching design here.

● My teaching content today is Part of Unit of PEP Primary English, Book This unit is mainly about Now, I will explain the lesson from the following aspects.

1. 教學內容 (Contents)

Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit .

It includes , ____ and . In section 1, it mainly deals with these key words,

2. 教學對象(talk about the students)

Secondly, it is about the students. Our students are in Grade

They are active and curious, interested in new things.

After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language.

They have learnt English for years, and have already known

It is not difficult for them to understand and use the language

3. 教學目標 (Teaching aims)

So, I set the following aims.

By the end of the lesson, students will be able to read, recognize, and use these words:

And, these sentences:

By the end of the lesson,

①Ss can understand the and get useful information from the through attentive listening / reading.

②Ss are able to talk about

③Ss can use to give suggestions on

④Ss’ abilities of listening and speaking will be developed.

(Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is

①to help students cultivate and foster their abilities of working in groups.

②to foster Ss’ consciousness of good-cooperation and proper competition.

③to help Ss cultivate their abilities to analyze and solve problems independently.

④to foster Ss’ initiative and creativeness.

⑤to help Ss to recognize and identify the differences between Chinese and English cultures on

⑥to help Ss know some and comprehend the

①to make sure that Ss can useCorrectly and skillfully. to develop Ss’ interest in English. ②The difficult point is:

The pronunciation of

4.教法學法(Teaching methods)

Fourthly, it talks about teaching methods.

In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on.

5. 教學過程

① 具體steps 根據具體內容定；

一般分為：warming up lead inpresentationconsolidationhomework

②板書steps ＋ purpose 説明； ③如有可能，同時完成layout設計;

Next, let’s focus on the teaching procedures. I will finish the lesson in steps.

It will cost about mins.

After greeting with the Ss, I will begin the lesson by singing the song

together with the Ss. Purpose:

The purpose of this is to form a better English learning surrounding for the Ss, and, at the same time, it provides situations to review the learnt

knowledge for the next step.

It will cost about mins.

With the help of the PPT, I set a situation of

by to stimulate the Ss’ interest of the lesson.

By playing the PPT, IAnd then, (板書layout)

The purpose of this is to present the new words and sentences in the situation, which relates to the Ss’ real life experiences, to help the Ss understand the language easily and naturally.

After presenting each new word (by the guessing game), I will impart the knowledge of pronunciation rules in teaching the new words.

It is called Phonics.

It can facilitate the Ss’ abilities to pronounce the words, and help them to remember the spelling of the words.

（機械上口； 有意義操練； let’s do; 課文對話表演;）

It will cost mins, including

Due to the Ss’ age, I make

The purpose of this is to draw the whole Ss’ attention to the spelling of the words.

It is to help Ss to learn through a true situation.

In this step, I will give Ss a free space to show their abilities.

I will Then,

Task-based teaching method and Communicative language teaching are used here.

The activity is to develop Ss’ ability of communication, and also, their ability of cooperation will be well developed.

Making a new dialogue is to check if Ss can use correctly and skillfully.

（總結上課內容； 德育滲透； 作業佈置；）

In this step, I will guide the Ss to conclude the key words And sentences

And also, I will

The purpose of this is to stimulate Ss’ interest of learning English and wide their knowledge about communication across cultures.

6.板書再次介紹（Talking about the blackboard design again）

And, this is my layout design.

That’s all for my teaching design. Thank you a lot for listening.

英文説課稿 篇2

Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is 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 (新課程標準和教學大綱), 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.

英文説課稿 篇3

一、教學目標與要求

1、能聽懂、會説：“I have a new water bottle. Can I see it? Sure. Here you are.” 並能在實際生活中運用。

2、能聽説讀單詞storybook和water bottle。

3、學歌謠“I have a storybook . Me too.”

二、教學重、難點分析

重點：能聽懂，會説：“I have ….”句型和單詞storybook 和water bottle。

難點：在實際生活中運用“I have….”句型。

三、課前準備

1.教師準備掛圖、玩具、文具等實物，VCD、錄音機。

2、學生自備文具和自帶一些小玩具

四、教學步驟和建議

1、 熱身(Warm-up)

(1)、教師與學生進行日常口語會話練習。

(2)、複習上學期所學句型“I have a ….”教師拿出一個玩具汽車並説“I have a new car.”把它遞給學生讓他來説“I have a new car.”拿出多個玩具練習這個句型，讓每一個學生都説一遍。

2、新授(Presentation)

(1)、教師拿出一本故事書説“I have a new storybook.”，學生也拿出一本故事書説“I have a new storybook.”教師緊接着説“Can I see it.”學生答“Sure. Here you are.”和多個學生進行這個對話練習。

(2)、全班學生看本課VCD教學片。

(3)、通過觀看教學片，在幾遍後讓學生試着跟讀Just speak部分的內容。

(4)、學生跟讀，教師糾正部分單詞的發音。

(5)、學生分組分角色朗讀，做到最快、最清晰、最大聲。

(6)、請部分學生拿着水壺、故事書到前面表演對話。

(7)、去掉VCD的聲音，讓學生為教學片配音。

(8)、用圖片展示生詞storybook和water bottle，通過搶答遊戲的方式讓學生能聽、説、讀這兩個單詞，具體步驟如下：教師把圖片快速從學生眼前閃過，然後學生舉手搶答。答對者獎勵一個小貼紙。

(9)、讓學生使用所學過的玩具或文具對Just speak部分的對話進行改編並表演出來。例如：

A: Hi, ….I have a new doll.

B: Hi, …. I have a new ball.

A: Oh, cool. Can I see it.

B: Sure. Here you are.

A: Wow! It's super.

(10).聽錄音欣賞歌謠，在活躍的氣氛中讓學生跟着節奏學説歌謠。

五、鞏固與延伸(Consolidation and extension)

1、打開質量監測完成對應的練習(教師給予一定的指導)。

2、家庭作業：跟讀課文，朗讀歌謠。

英文説課稿 篇4

《My home》是國小英語四年級上冊的第四單元。本單元的教學內容都是圍繞"家"這一學生喜聞樂見的主題展開的。本節課是第四單元的第一課時，教學內容是要學習有關房間的五個單詞及進行簡單的對家的介紹，本課時是本單元的重點，所以首先應讓學生掌握各個房間的名稱，再通過Let’s do等TPR活動進行鞏固操練，本節課掌握的好壞程度，直接會影響到本單元后階段有關"描述和詢問東西在哪裏"的對話和故事的掌握，因此在本單元教學中具有舉足輕重的地位。

Theaching goal:

1.能夠聽、説、認讀五個有關房間的單詞 study, kitchen, bedroom, bathroom, living room.

2.能夠用This is my home. You can see a living room…句型簡單介紹房子。

3.能夠聽懂"Let’s do"的指令，並做出相應的動作。

4. 培養學生對家的熱愛，提高學生的口語表達能力和交際能力。

Theaching key:

熟練認讀有關房間的五個單詞。

Theaching difficulty:單詞bathroom, living room,的正確發音。

Theaching aid: Cards Tape recorder CAI

Theaching method: TPR Pairwork Groupwork

Theaching steps

Step 1 Warm-up

1. Good morning. Boys and girls. How are you? Nice to meet you.

’s sing《In the Classroom》，OK?

Step 2 Preview

the CAI（door ,window） What’s this? This is my home, there are many room are there? Do you visit my home? Now, let’s study Unit4 《My Home》。

Step 3 Presentation

1.（Show the CAI）。 This is my home, you can see a bedroom, a living room, a study ,a kitchen and a bathroom

,what’s this?（客廳） There are five words on the blackboard, listen to me and guess, which word is "living room"?Teach"living room". There is a TV in the living room. What can you do in the living room? Teach"watch TV"t "living room,living room , watch TV."

3.（Show the CAI）。 ,what’s this?（書房） Listen to me and guess, which word is "study"?Teach"study". There are many books in the study. What can you do in the study? Teach"read a book"t "study,study, read a book".

4.（Show the CAI）。 ,what’s this?（廚房） Listen to me and guess, Which word is "kitchen"?Teach"kitchen". What can you do in the study? Teach"have a snack"t "kitchen ,kitchen,have a snack".

5.（Show the CAI）。 ,what’s this?（bathroom） Listen to me and guess, which word is "bathroom"?Teach"bathroom". What can you do in the bathroom? Teach"take a shower"t "bathroom ,bathroom ,take a shower".

6.（Show the CAI）。 ,what’s this?（bed ） What’s this? （room） What’s this? （bedroom）Teach"bedroom". There is a bed in the bedroom. What can you do in the bedroom? Teach"have a sleep"t "bedroom bedroom, have a sleep"

en to the tape and read after the tape.

’s do.

Show the "Go to the ", put the "living room, study , kitchen, bathroom, bedroom" on, then T act "Go to the living room, watch TV. Go to the study, read a book. Go to the kitchen,have a snack. Go to the bathroom ,take a shower. Go to the bedroom, have a sleep".

Now let’s do, ok? Follow me.

Step 4 Practice

Now, this group is team one, this group is team two. Let’s go,ok?

1.炸地雷： Let’s play a game, Ok? Who can read? Read together.

e your eyes, what’s missing? Guess, then tell us.

,look at the screen, Guess, what’s this? （Show the CAI ） The student guess.

, this is my home,you can see a bedroom, a living room, a study ,a kitchen and a bathroom.

Who can do like me ? Tell us what’s your room like?

The students look and say.

Homework:

your home to your friend.2. Prepare the"Lets talk."

五、Blackblard design:

Unit4 My Home

living room watch TV

study read a book

kitchen have a snack

bathroom take a shower

bedroom have a sleep

英文説課稿 篇5

Today I’m going to talk about lesson 62 of Unit 11, NEW START Primary English, Book

7. This lesson includes three parts: “listen and number”“ask and answer” and “let's write” .

First. Aims on the knowledge

(1) To make students understand and speak: ：“Eiffel tower、Disneyland、Big ben、Opera what is his city famous for”

(2) To help Ss to finish the blank. In page 23.

2. Aims on the abilities

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

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

3. Aims on the emotion

(1) To lead Ss to show the famous building in their hometown，develop their country emotion.

Second. Key-points of this lesson

(1) To help Ss ask and answer the question: What is his city famous for?

(2) To make Ss to study in groups and develop Ss’ interest in English.

. Difficult points

To help the Ss ask and answer the question “What is his city famous for?” and make sure they can use it。.

V. Teaching methods

As we all know: the main instructional aims of learning English in primary school is to improve the abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange（安排、準備） four kinds of activities: singing, guessing game, finishing a survey and having a competition（競賽）. Students should prepare（準備） some school things（學具）. VI. Teaching procedures（程序）。

I’ll finish this lesson in six steps.

Step 1Step 2. Step 3. Step 5. Step 6.

1. chant 聽錄音，一邊拍手一邊唱

2. 出示人物圖，進行提問：Where is he live / she?

Where does he / she come from? Where does he / she live?

回答出單詞即可，複習上一課詞彙。

老師：Binbin comes from China. He lives in Beijing.

Do you know what is Beijing famous for?

Beijing is famous for Tian’an man square.

What else do you know about Beijing.

請學生説出北京的一些著名景點

a) 出示各景點卡片，帶讀正音。

b) 完成Part A Write the number 後訂正答案 c) 兩人一組利用圖片做國家和城市的遊戲

…is famous for ……或……is in ……

Tokyo is famous for cherry blossom.

Cherry blossom is in Tokyo.

4．提問：Where does …come from?

Where does he /she live?

What is his /her famous for?

請學生回答，老師出板書，帶讀。

做問答練習

5．These are Pen’s Pal . Which pen pal do you want to have? 讓學生用一張卡片進行練習

英文説課稿 篇6

　　（一）教材的地位及作用

本課是七年級新教材第5單元的第一部分，教材內容圍繞着描述人現在的活動展開，讓學生學會談論人人們正在幹什麼。本課的教學內容與學生的實際生活密切相關，易於引發學生運用簡單的英語進行交際和交流。在學習活動中，學生能通過交換對不同人物活動的描述，促進學生之間和師生之間的情感交流，增進情誼。

　　（二）教學目標

1、知識目標：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、能力目標：

（1）、能抓住人物的主要特徵來描述人物的外貌，並根據描述畫出人像。

（2）、能概括人物的外貌特徵並根據人物特徵推理出某一人物。

3、情感目標：通過描述同學、教師或自己的偶像的外貌，表達自己的看法，使學生在人際交往中學會尊重和理解別人，學會交換不同的看法，瞭解他人的愛好，增進情誼。

　　（三）教學重點及難點

1、掌握並運用描述人物活動和地點的詞彙：watching， ding， eating cleaning， plaing， reading， swiing， shpping， pl， schl， all， librar

2、掌握並運用簡單的英語交際句型：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）．教法設計

對本課我主要採取瞭如下幾種教法：

1．聽錄音。

聽音是英語學習的重要方法，也是課堂教學的重要步驟。在聽中可以感知，可以模仿。

2．重點解釋，個別操練。

在每一堂教學中，學生總會遇到一些難以理解的詞、句型、短語、句子或某一語法現象。如本課出現的一般過去時的用法等都需要教師個別解釋甚至創設語言情境進行操練和舉例，以掃除自由交際過程中的.“攔路虎”，為語言的進一步學習奠定基礎。

3．指導學生展開情景對話。

在第一部分和第二部分的教學過程中，要想辦法使人人開口，使人人都有成功感。通過對話逐步達到對教材內容的全部操練。。第三部分問答遊戲時，猜中的同學老師給予鼓勵，激勵更多的同學參與進來

4．學生獨立操作。

首先要求學生根據師生示範獨立對話，隨後叫幾組分別站起來表演。這是深化課堂教學的重要舉措。

5． 我在教學過程中設計了填表和動詞填空的練習，以檢查學生對本課的掌握情況。在整個教學活動中，我還採用了幻燈片，對順利開展教學活動起到了很好的 輔助作用。

　　（五）．學法指導：

我所採用的教法有助於學生掌握如下學法：

1．養成聽的習慣。

學生要經常聽錄音，聽教師講英語，聽同學們講英語，這對學好英語大有好處。

2．科學儲備大量知識。

學生不掌握豐富的知識就不可能進行很好的語言交流。所以學生必須瞭解語言規律，掌握豐富的詞彙，熟知語法規則，會熟練表達由各個話題而展開的交際內容。要學會在實踐中學，在應用中學，這樣學來的知識記憶深刻、靈活度大。

3．及時鞏固，反覆記憶。

凡教師在課堂上所講到的語言難點，學生應及時整理，再次認識並積極使用。對前面已學過的課文，學生要有安排地經常複習，否則常常是學了新的，忘了舊的。

4．積極操練，重在口頭。

在課堂上，學生要積極參與教師設計的每個教學活動，要大膽開口，創造性地説自己想説的話。課後和其他同學及時進行英語交流。只有這樣，才能將書本知識變成自己的知識和語言能力；也只有這樣，才能實現脱口説英語的目的。（六）教學設計在上新課之前先複習動詞的ing形式，和上節課的重點句型。通過對重點句型的變形導入新課。安排猜謎遊戲幫助學生鞏固新知之新知識。然後翻開課本學習2c，這樣可以降低學生學習難度，有利於學生更好的掌握新知識。接下來再講2a和2b，之後是3a和3b。講解4時，難度再次加大，因為需要學生用自己的語言講解圖片。於是我利用教材所給的圖片和問題進行引導，先讓學生觀察圖片，在就圖片回答問題。問題有答案之後，要求他們講述圖片，這個難度就大大降低了。最後我在就學生的講述進行適當的引導和補充。下課前佈置作業，結束課堂。在整個教學過程當中，我有意識的降低教學難度，為學生更好的學習創造良好條件。

本課以素質教育為目的，結合教材重點、難點及英語學科特點，利用多媒體輔助教學，以任務性教學為主，從視、聽、説等方面使學生得到鍛鍊，在愉快、輕鬆的氛圍中温故而知新，達到初步運用英語交際的能力。由於缺少經驗，在教學過程中難免會出現不足，敬請各位專家老師不吝賜教，謝謝大家！

英文説課稿 篇7

這堂課的語言知識技能目標是：

通過在創設買水果的情境的對話中，使學生能聽懂、會説：Do you like ….? / Yes，I do …. / No，I don’t. / What about …? / Let,s have some …這些句型。 並能在實際情境中運用。

情感目標是：

在小組內用“What about …”向別人提意或詢問，滲透人際間要有良好的溝通方式。

我這堂課總體的設計理念是採用了任務型教學的方式。“教師應該避免單純傳授語言知識的教學方法，儘量採用‘任務型’的教學途徑”，這是《英語課程標準》所指出的，所以全課始終在購買水果的情境中進行着，讓學生觸景生情，在完成購買水果的任務中，學生愉快地學習英語。

為了很好的達成以上教學目標，把教室佈置成一個模擬購買水果的情境：四個同學圍成一個小組，每組的桌上，放一個水果盆和一個用紙密封的水果籃，水果盆和水果籃中都放入“pear peach orange watermelon”的英語圖片。

過程：

在課的開始部分，我組織一個對前一課時所學四個水果單詞的warm—up。為了提高學生學習的積極性，複習採用的方法是：每個小組桌子上放一個用紙密封的水果籃。籃中放入一些水果圖片，老師問學生，Guess it ，pless. What’s in it? 學生不知是什麼物品，都想去摸，自然就提高了學生的參與積極性，讓學生摸出一個圖片，説出這個水果的英語單詞。先老師參與到其中一組，師生共同示範一次，然後每個小組，輪流從密封的水果籃裏摸，摸到一個水果圖片，就説出它的英語單詞，其他學生要聽出他説的單詞是否準確。

（這種複習符合學生好奇心理，激發學生説的慾望和聽的興趣，擴大參與面，實現生生互動。）

複習之後，教師就用語言來創設一個購買水果的情境，“Amy and Bai ling go to the fruit shop ，Which fruit they like best? Let’s have a look。”播放課件，讓學生整體感知課文“Let’s talk”部分。

先讓學生聽兩遍課件中的課文朗讀，瞭解整個故事情節，並對本課所要學的句型有個初步的印象。聽兩遍的過程，也是規範學生語言的過程。

之後，再播放一次課件，程度好的學生可以跟讀對話，給不同程度學生有不同的發展。

教師提出全文任務：Look ! So much fruits 。Do you like it？If you can say it well。The fruits is for you。有學習的目標是任務型英語教學的基礎，也是激發學生學習興趣的途徑。

這篇課文中，學生要了解四個句型的意思，並達到會説的程度是本課的重點，句型較多，也是學習的一個難點。為克服內容多的難點，我將全文內容整合，重新分組。這符合新課標“教師要善於結合實際教學需要，靈活和有創造性地使用教材，對教材內容進行適當調整”的精神。 我的引導過程具體分為三個環節。

第一環節：

教師參與到其中的一個小組，用“Do you like …？”的句型提問，因為學生在上學期已經接觸了“like”一詞，現在又有了前面三次聽的機會，對本課所要學的對話有了一定的感知，預計有部分學生會回答“Yes，I do. 或 No，I don’t .”當學生回答“Yes，I do.”時，我就説：“Here you are .”同時也將水果遞給學生，在教師與學生、學生與學生的對話中，領悟了“Yes，I do.”和“Here you are .”的意思。

當學生回答“No, I don’t.” 時，教師不把水果遞給他。通過這個過程的口語與演示，學生也會領悟到“No, I don’t.”的意思。

同時，進行師問生答的口語操練。師生對話要適當增加，使學生對“Yes，I do.和No, I don’t”的句型有更多的操練機會。這樣，第一環節的目標也就達到了。

第二環節：

由師問生答的形式，變為生問師答。通過教師引導，讓學生用“Do you like …”提問。因為，學生要把“Do you like …”的音讀準，有一定難度。因此，在起先學生説這句式時，要發揮教師的主導作用，讓學生跟讀，注重學生髮音的準確。

在學生基本會用“Do you like …”提問後，教師引導小組內成員相互之間用“Do you like …與Yes或No”的句式進行問答，整個對話過程要留給學生足夠的時間，教師還要及時瞭解各組的對話情況，通過激勵與輔導形式，達到優等生熟練、其他學生基本會説的程度。

第三環節：

教師與學生合作當一對顧客，起先還是運用“Do you like …與Yes或No”進行對話。當學生説“No，I don’t .”時，教師順勢引出“What about … ?”和“Let’s have some …”的句型。教師配以動作演示，當學生對這兩句口語有強烈刺激後，就組織學生自願組合成一對顧客，進行對話，要求在對方説“No，I don’t .”時，要選擇另外水果圖片，並用“What about … ?”和“Let’s have some …”句型説話。這一環節的重點就是操練這兩個句型，同時也實現了本課時的情感目標——那就是人際間要有良好的溝通方式。

（以上三個教學環節，將本課要學的三類新句型，分層練習，一步一個句型，掌握一句，再學一句，學生頭緒清晰，學得輕鬆，效果自然就高了。）

朗讀:

在學生對所學四個句型基本掌握之後，組織學生通讀課文，熟讀對話。先教師一句一句領讀，再組織指名讀，自由讀。朗讀有利於提高口語表達能力，是新課程所提倡的最基本的學習策略。學生在各種形式的讀中，提高了英語口語水平。

操練:

最後操練部分：將各組水果圖片集中，整個教室組成一個模擬型的水果超市，操練分兩步：1、教師與學生配合示範練習：教師邀請一位學生組成一對購物夥伴，走進水果超市，要求相互間用“Do you like …？Yes, I do.和No, I don’t about pears?”和“Let’s have some …”這些句型進行英語購物，從而激發其他學生的操練慾望。2、學生之間配合購物操練：讓少部分學生自願當營業員，大部分當顧客，兩位顧客組成一對購物夥伴，走進水果超市，進行英語對話，如果學生説得準確，那麼水果就可被取走。學生扮演的顧客與營業員之間的角色要自由換位，以便讓每個學生對各類句型都能得到訓練。

整堂課，教師樹立讓每個學生得到發展的理念，比如創設的活動情境，有利於全體學生髮展語言技能，提高實際語言運用能力。優等學生在聽的基礎上就有自由嘗試説的機會。組成學習小組學習口語，注重相互間的合作。全課有多次遞進式的口語實踐機會。

注重把英語教學與情感教育有機結合。全課就是在寬鬆、民主、和諧的學習環境中完成活動過程的，教師參與小組交流引導，關注學習困難學生的語言實踐。

英文説課稿 篇8

a. New wrds and phrases

b. Sentence pattern: If- clause

c. iprve their reading sills.

d. Taling abut prbles f the Earth.

6. 説教學難點 teaching difficult pints (語法；發展交際能力)

a. functinal ite: Suppsitin.

b. Develp their cunicative abilit. Act ut their wn dialgue.

7. 説教具 teaching aids (ulti-edia cputer, sftware, OHP)

The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.

二、説教法 Teaching ethds

Five step ethd; audi-vide; cunicative apprach;

Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.

三、説學法 Stud ethds

1. Teach Ss hw t be successful language learners.

2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;

3. Get the Ss t fr gd learning habits.

四、説教學過程Teaching prcedures

I. 複習 (Revisin) 5in (Dail reprt; 詞彙diagra; brainstring; activate scheata)

Activit 1: Iaginatin

1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)

2). Suppse u catch a bad cld, what’s t be dne?

3). Suppse ur bie is bren, what’s t be dne?

4). And suppse the earth, n which we all live, is daaged, what’s t be dne?

* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)

II. 呈現 (Presentatin) 5in

Activit 2: Presentatin

Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)

A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.

Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.

* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.

III. 對話 / 閲讀 (Dialgue)18

1. Pre- reading

Activit 3: Predictin

1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:

What d u thin is discussed at the cnference?

2. While- reading

Activit 4: Read and answer

2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.

* 閲讀: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 識別關鍵詞e wrds；確定主題句；創設信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。達到對課文的整體理解和掌握。S that the can have a gd understanding f the whle text.)

3. Pst- reading

Activit 5: Language fcus

While Ss are answering the Qs, the teacher deals with se e language pints.

a. is being caused b. and s n c. g n ding

d. be fit fr e. standing r f. if- clause

IV. 操練 (Practice) 10

Activit 6: Retell

Use ur wn wrds t retell the dialgue in the 3rd persn.

Activit 7: Acting ut

Activit 8: Drill – Suppsitin

Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)

(Retell; act ut; rle pla)

V. 鞏固 (Cnslidatin) 6

(Discussin; interview; press cnference; debate; quiz)

Activit 9: rle pla

Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.

* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.

Activit 10: Discussin

Thin f the questin: Are we causing daage t the wrld?

What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?

Cllect their answers and fr a reprt.

VI. 作業 (Hewr) 1 (Writing; cntinue the str; recite; retell)

Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.

五、説板書Blacbard design