英文説課稿集錦10篇

作為一名教師，常常需要準備説課稿，寫説課稿能有效幫助我們總結和提升講課技巧。説課稿要怎麼寫呢？以下是小編收集整理的英文説課稿10篇，歡迎大家借鑑與參考，希望對大家有所幫助。

英文説課稿 篇1

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2

Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）。 It is made up of four parts.

Part 1 My understanding of this lesson

The analysis of the teaching material:

This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the ocean and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the ocean better, love the ocean and save the ocean and the life of the ocean.

Teaching aims:

1. Knowledge aim: Understand the main idea of the text.

2. Ability aim: Retell the text in their own words.

3. Emotional aim: Make the Ss love the life of the ocean and do something to stop it being polluted.

Key points / Teaching important points:

How to understand the text better.

Teaching difficult points:

1. Use you own words to retell the text.

2. Discuss the pollution of the ocean and how to save the ocean.

Something about the Ss:

1. The Ss have known something about the ocean and ocean life through the Internet and other ways.

2. They are lack of vocabulary.

3. They don’t often use English to express themselves and communicate with others.

4. Some Ss are not active in the class because they are afraid of making mistakes.

Part 2 My teaching theories, methods and aids

Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.

Teaching method:

Double activities teaching method

Question-and-answer activity teaching method

Watch-and-listen activity

Free discussion method

Pair work or individual work method

Teaching aids:

1. a projector

2. a tape recorder

3. multimedia

4. the blackboard

Part 3. Teaching steps / procedures

I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

The entire steps are:

Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）， Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework

Step 1 Greetings

Greet the whole class as usual.

Step 2. Revision

1. Ask students some questions to revise the last lesson（show them on the screen）。

a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）

b. What is coral? Why are corals not found in deep water?

c. Why is the Dead Sea called the Dead Sea?

2. Check the homework（made a survey about the ocean or ocean life by surfing the Internet or asking for help from other people）。 Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.

Step 3. Lead-in and preparation for reading

Show them some pictures and letm talk each other, and then use the pictures about ocean and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.

Purpose: Arouse the students’ interest of study.

Bring in new subject: Life in the oceans.

Step 4. Fast reading

Read the passage as quickly as they can. I show the questions on the screen and letm get the main idea of each paragraph:

1. Why can living things live in such oceans around the Antarctica?

2. What does the whale feed on?

3. What is the difference between the sperm whale and other whales?

Method: Read the text individually, use question—and—answer activity.

Purpose: Improve the students’ reading ability.

Understand the general idea of each paragraph.

Step 5. Listening（book closed）

1. Listen to the tape then do an exercise（wb page 90, part 1）

2. True or false exercise.（on the screen）

Train the Ss’ listening ability and prepare for later exercises.

Step 6. Intensive reading

Read the passage carefully again and answer some detailed questions on the screen.

1. How much does a whale eat at a time?

2. Do all the whales feed on small fish?

3. How deep can a sperm whale dive?

It is also called depth reading or study reading. It means reading for detailed information.

Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.

Step 7. Preparation for details of the text on the screen

1. …its heart slows to half its normal speed.

slow-v. to become / make slower.

2. …using sound wave

Present participle used as adverbial.

3. provide sth. for sb.

provide sb. with sth.

4. at a time: each time

5. grow to a length of…

Purpose: Train the Ss’ ability of understanding and using laguage.

Step 8. Consolidation

1. Find out the topic sentences.

2. Retell the passage according to the topic sentences.

Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to letm have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.

Step 9. Discussion

Show them some pictures about the polluted ocean and many living things which are in danger and ask them: What are their opinions about it? In order to letm have free choice, I give them another topic: The ocean is being polluted. What should they do?

Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The ocean is in danger!

I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.

Step 10. Homework

Write an article Saving the ocean. I want to improve the ability of their writing. At the same time, train the ability of do-it-youself and looking up the information by themseleves.

Part 4. Blackboard design

Unit 16 Lesson 63

Topic Sentences:

1. Some living things can live in Antarctica.（what）

2. The whale feeds on small fish.（what）

3. The sperm whale feeds on squid.（difference）

Discussion:

1. The whales are in danger. What’s you opinion about it?

2. The ocean is being polluted. What should we do?

In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.

In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.

I want to make the design inductive, instructive and artistic.

英文説課稿 篇3

　　（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4

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:

英文説課稿 篇5

一、 説教材

今天我説課的內容是外研社的國小英語新標準三年級起始第一冊module 6 school, unit2 what’s this? 我採用多樣化的教學手段將聽、説、玩、唱溶於一體，激發學生學習英語的興趣和願望，使學生通過合作學習體驗榮譽感和成就感，從而樹立自信心，發展自主學習的能力，形成初步用英語進行簡單日常交際的能力。

二、説學情

三年級的學生於本期剛接觸英語，對學習英語充滿了好奇和興趣，渴望獲得更多的英語信息和知識。經過本模塊第一單元的學習，學生已經初步掌握了詢問並識別物體的句型：what’s this? 和what’s that? 學生已掌握的知識和心理狀態為本節課的自主探究打下了基礎。

三、 説教學目標

1、語言知識目標

(1) 讓學生能聽、説、認、讀pen,pencil,book,bag等單詞。

(2) 通過學習讓學生熟練掌握句型 what’s this? 和what’s that?

2、學習技能目標：

(1) 能聽懂let’s do中的指令並做出相應動作,如point to the …

(2) 根據圖片或在場景下進行簡單的英語交流和表達，培養學生靈活運用所學知識進行交流的能力.

3、情感態度目標

（1） 通過學習活動，使學生有興趣聽、説英語，培養學生注意觀察、樂於模仿的良好習慣和主動競爭的竟識。

（2） 讓學生在鼓勵性評價的中樹立學習英語的自信心。

（3） 通過小組活動培養學生合作交流的能力，從而讓學生意識到學習英語的重要意義。

（4）充分利用教材所提供的學習資源，實現自由參與與創新，能主動與他人交流，並克服交流中的困難，使交際順利進行。

四、説教學重難點

1、學習新單詞 pen,pencil,book,bag ，能正確認讀。

2、鞏固已學句型：what’s this? 和what’s that? 並能用 it’s a…作出相應的回答。

五、説課前準備

教具準備：課文錄音；帶單詞的物品圖片；實物pen,pencil,book,bag；魔法包；獎品（貼畫）。 學具準備：單色物品的圖片（學生課前畫好）

六、説教學策略

為了突破這一堂課的重、難點，根據國小生好奇、好勝、好動、模仿力強、表現欲旺盛等生理和心理特點，我主要採取了以下教法和學法。

（一） 小組活動學習法

把全班分成四個大組（兩行為一組），分別用數量單詞命名，並書寫在黑板的左邊或右邊。課堂各項教學活動均以小組活動為主線，結對或全班活動為輔，學生互相交流、探究，共同完成學習任務，在合作中感受學習英語的樂趣及交流的意義，也通過小組成員之間“榮辱與共”的關係而形成同步學習的環境。

（二） 情境教學法

給學生不斷創設各種真實的場景，促使學生説英語。

（三） 課堂評價主要以鼓勵性評價為主。

課上恰當使用激勵性評語和獎勵個人貼畫、小組獎的紅旗（畫在黑板上）的方法，讓學生渴望成功的心理得到滿足，這也是激勵學生積極投身英語學習的一個最簡單而有效的方法。老師操作起來也比較方便。

七、説教學過程

（一）熱身複習，營造學習英語的氣氛。

1、歌曲導入，激發學生學習的興趣

教育家托爾斯泰説過：“成功的教學所必須的不是強制，而是激發學生的興趣，激發學生參與學習的興趣，是新課導入的關鍵。精彩的課堂開頭，不僅能使學生迅速地興奮起來，而且還會使學生把學習當成一種自我需要，自然地進入學習新知的情景。因此，在熱身的時候，首先讓學生演唱歌曲“plese stand up ”，並做上相應的動作，這樣的導入能很快吸引住學生，還渲染了學生學習英語的良好氣氛。同時，歌曲中的物品也可勾起學生們對已學物品單詞的回憶，對複習句型what’s this? 和what’s that?作好鋪墊。

2、複習舊知，培養自信

教師出示tom的圖片，談話向孩子們引出本節課的新朋友：“it’s tom.” ，並讓學生熱情地和他打招呼。告訴學生們他是amy的弟弟，今年才三歲。小tom有些物品不認識，由於剛和大家見面，有些害羞，要老師代問，讓孩子們幫幫他。孩子們對幫助他人都比較熱心，反應都很積極。於是老師拿着tom的圖片，在教室裏四處走動，隨意拿起一件物品或指向一件物品，向學生提問：what’s this? 或what’s that?讓學生作出相應的回答。適時還可用what colour is it?進行詢問，藉以複習表示顏色的單詞。大力誇獎樂於助人的娃娃。這樣不僅複習了舊知識，渲染了學習英語的良好氣氛，而且滲透了思想品德教育。

（二）會話導入新知，促進語言實際運用能力的提高。

學生在一個平等尊重的氛圍中，他們的思維是放鬆的，敢於説、敢於參與教學。教師要真心誠意地把學生當成學習的主人，努力提高“導”的藝術，從而在教學中恰到好處地去啟發、點拔、儘可能地給學生多一點思考的時間，多一點活動的餘地，多一點表現自己的機會，這樣才能使課堂氛圍充滿活力。因此，這個環節我是這樣設計的:

1、教師拿着tom的圖片繼續指向教室裏的物品，向學生提問。課前教師在離講台較近的牆壁兩側和較遠的後牆兩邊分別貼上pen,pencil和book,bag的圖片，分別使用what’s this? 和

what’s that?向學生提問，學生可用中文來回答。教師引導用“it’s a…”來回答，自然引出新單詞，進行單詞教學。

2、遊戲——變一變。

老師先出示魔法包，把實物pen,pencil,book,bag一件件地特意讓學生看到之後，再把它們放進“魔法包”中，然後讓一名學生上台，從“魔法包”中握住一件物品，讓其餘學生猜是什麼。若猜對了就把物品拿出來，並讓另一名學生上台找出相應的單詞卡片，全班進行單詞練讀。學生們對“魔法包”充滿了好奇，而所學的單詞又是孩子們非常熟悉的文具物品，從而學習起來非常帶勁，能起到很好的鞏固作用。通過齊讀、指名讀、開火車讀、看口形猜單詞等多種形式的操練，孩子們能十分輕鬆地掌握單詞的認讀。對讀得對、讀得好的個人和小組要給以及時的鼓勵，調動學習的興趣和積極性。

（三）呈現新知,合作互動。

在國小英語課堂中使學生保持一種積極的緊張感，能夠激發他們學習的外部動機，引發他們一系列的自主活動，促進外部動機向內部動機的轉化。

1、遊戲——say and point

請四位學生上來，分別站在四個不同的方位，手裏分別拿着實物pen,pencil,book,bag再請一名學生髮出指令：point to the…其餘學生做出相應的動作，以達到對新單詞的熟練掌握。這個活動完全由學生來操作，既鍛鍊了學生的膽量和能力，又激發了學生學習的興趣。

2、演一演。這個部分是由學生導學。指派一生扮演tom，在教室隨意走動，指向任一物品，用what’s this? 和what’s that?進行詢問，其餘學生扮演amy作答，以答到操練句型的目的。為了激發學生學習的積極性和主動性，可多抽幾名學生扮演tom練習。這個環節主要是操練學生能正確使用what’s this? 和what’s that?來提問。對能正確使用this和 that來詢問的學生要加以大力表揚和獎勵。

3、小組活動：ask and answer

以學習小組（四人）為單位，擺出pen,pencil,book,bag等文具，可故意將其中的一件放遠一些。然後指派一人分別用what’s this? 和what’s that?進行詢問，其他學生作答。依次輪流進行，藉以達到熟練掌握句型的目的。若組內成員不懂，其他成員幫助，團結一心，完成任務。教師巡視指導。

4、學習課文 what’s this?

（1）學生打開書，結合課文插圖，聽課文錄音，理解文意。

（2）再聽錄音，生逐句模仿讀。教師適時正音。

（3）趣味操練——多種形式賽讀：男女生分角色讀；指名分角色讀；小組賽讀。優勝者分別獎個人貼畫、獎小組小紅旗。各種方式的賽讀，從多方面激發學生學習英語的興趣，培養自信心，讓他們感受到成功的快樂。

（四）鞏固新知，拓展練習。

1、完成運用任務（1）：賽一賽——將sb24頁的activity 3設計為一個搶答賽。

教師出示單色物品，用what’s this?詢問，學生搶答。在這個環節，教師要注意引導學生加上顏色作答。不僅鞏固了新知，也複習了舊知。這個練習有一定的難度，教師要多加誘導，多給孩子思考的餘地。通過努力，相信孩子們一定能完成得很好的。對答得對的要大加讚揚和獎勵，比如説：呀，你真了不起！能説那麼長的.英語句子了！太棒了！

2、完成運用任務2：將sb 25頁的activity 5設計為小組活動——show and ask

學生展示出課前畫好的單色物品圖片，在小組內互相用的what’s this? 和what’s that?來進行問答。提醒學生在問時把圖片拿出來，做出合適的動作；在答時儘量加上表示顏色的詞，教師巡視指導。 此任務的設計，重視了對學生思維能力、觀察能力的培養，特別是對學生合作學習能力的培養，讓學生們在師生，生生，小組等不同的合作方式中，學會傾聽，學會評價，為學生的終身學習奠定基礎。

（五） 課堂小結和課堂延伸

1、總結小組的戰利品，（包括個人的貼畫和黑板上小組的小紅旗）學生掌聲祝賀並鼓勵未獲勝的小組繼續努力，為激發下節課的學習氣氛打下基礎。

2、佈置課外作業——我來噹噹小老師。

將所學的單詞或英語句子教教你的家人或朋友。並將你當小老師的情況在下節英語課上向老師和同學彙報。

此環節將課堂延伸至課外，培養了學生的運用能力，讓孩子的家人和朋友也來分享學習英語的快樂，從而更加激發孩子學習英語的慾望，真切體驗學習英語的成功帶來的喜悦，達到學以至用的目的。

八、説設計説明

本節課不論是新知的呈現，還是遊戲的設計，都是以學生的自主探究學習為中心的，充分調動了學生學習英語的積極性，讓學生全員積極參與到課堂，在玩中學，學中用，提高了課堂實效，培養了學生學習英語的興趣。我相信通過這樣的教學方式，充分讓學生主體參與、體驗感悟、遊戲鞏固，是一定能圓滿實現課堂教學任務的。

附：板書設計

Module 6 School Unit 2 What’s this? What’s this?

It’s a red pen. yellow pencil. What’s that?

It’s a blue bag. green book.

英文説課稿 篇6

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

英文説課稿 篇7

一、説教材。

我這次授課的內容是PEP教材五年級上冊Unit 2 My Days of the Week A部分的 Let’s start,Let’s learn and Let’s play.這一部分的教學是在學生已經掌握許多課程名稱的基礎上進行的有關星期單詞的詞彙課教學，也為以後能夠熟練運用句型What day is it today? What do you have on Mondays?詢問今天是星期幾和談論一週內有關學校課程的安排等打下基礎。

二、説學情。

本班三十五人，學生整體素質有待提高，可是有大部分學生對英語的學習興趣較為濃厚，上課積極性較高。但是，由於學生本身知識積累較少，課堂上對問題的理解不透徹，合作學習及獨立思考方面也表現不夠好。所以就要求我們教師更要做一個有心人，充分利用各種資源來提高課堂教學效率。

三、説理念。

基於教材與學情，在本課我主要突出兩個理念：

1、整合各種資源，提高課堂效率。在這一課中我搜集整合了一些資源：一個自制的單詞轉盤、還準備了學生喜歡的一些動畫人物的圖片、自制的PPT以及錄音帶中外教的示範教讀等，讓他們渾然一體形成一條有效的資源鏈，最大限度地服務於課堂教學。

2、利用課堂主陣地，培養學生對四會單詞的聽、説、讀、寫以及綜合語言運用能力。英語教學中培養學生的綜合語言運用能力是英語教學的重要目標之一。

四、説教法學法。

根據詞彙教學的特點和學生的學情實際，在這一節課中我主要採用了任務型教學法和活動法進行教學。始終堅持融詞彙教學於訓練句型之中，倡導學生體驗參與，讓學生在一個又一個的任務活動中達成習得語言的目的。既培養了學生的學習興趣又為學生形成一定的綜合語言運用能力起到了作用。

五、説教學目標：

1，能聽懂問句：What day is it today? What do we have on Mondays? 並能做出正確回答。

2, 能夠聽、説、讀、寫單詞：Monday, Tuesday, Wednesday, Thursday, Friday, 並能根據實際情況替換關鍵詞熟練運用。

3，能夠運用新的語言做 Let’s play 中的星期轉盤遊戲。

4, 欣賞歌曲“ My Days of the Week ”。

六、説教學重難點：

本課時的教學重點和難點是Let’s learn 部分的四會單詞：Monday, Tuesday,

Wednesday, Thursday, Friday, 要求學生結合所給句型替換關鍵詞，逐步達到聽、説、讀、寫四會掌握。

七、説教學流程：

（一）Warm-up

1, 日常口語練習

T: Hello! How are you ? Nice to meet you.

S: I’m fine, thank you. / Nice to meet you, too.

T: Who’s your English ?

S: Miss Li.

T: What’s she like?

S: ….

2, 欣賞歌曲“ My Days of the Week ”學生感知本單元的新語言。

（二）Presentation

1, Let’s start

以我們的新同學Dora and Boot 要帶同學們去探險為情境，用新句子What classes do you like?

I like…把學生分成四組學習。同時還引出新課程：Moral Education ,Social Studies的學習。

2，Let’s learn

(Dora今天要帶我們去魔仙堡，得經過小矮人的單詞橋和句型樂園。我們來看看怎麼樣才能通過吧。)

⑴小矮人的單詞橋

A, 聽錄音，讓學生整體感知今天的學習內容。

B, 學習Monday

（出示Monday）T: What day is it today?

S: It’s Monday.

師範讀-----小老師帶讀------分組讀--------個別讀

C, 學習Tuesday

學習方法同學習Monday。

師範讀-----小老師帶讀------開火車讀--------齊讀

D, 學習Wednesday

通過找單詞遊戲突破Wednesday的讀音這一難點。

E, 學習Thursday

通過比較學習Tuesday和Thursday。

F, 學習Friday

利用French fries 遷移學習Friday.

在學習新單詞的過程中，始終把本課的新句子What day is it today? It’s… What do we have on Mondays? We have…貫穿始終，為以後的輸出奠定基礎。 G, 總結五個單詞的特點並識記。

H, 師範寫，生仿寫。師巡視指導。

(2)通過小矮人的單詞橋。

（三）Consolidation

句型樂園

玩轉盤，我最棒

規則：一位學生轉動轉盤的指針指向某個星期單詞，問：What day is it today

小組的其他學生用：It’s …進行猜測。猜對之後，再問What do we have on…/ We have… 誰猜對，並説對就是贏家。

師先示範-----小組長帶領小組成員玩------小組展示。

（四）Summary and homework

師生共同歸納總結，評出優勝小組，讓組長給他們蓋章。

作業：1,把今天學習的內容讀給家人聽。

2，根據個人愛好設計一張個性化課程表。

英文説課稿 篇8

i am an ordinary teacher, loyal to the party's education, in 23 years teaching career, from time to time to an excellent standard of teachers themselves, diligent, conscientious, loving students, comrades united in the ordinary post some achievements made by students, parents, colleagues, leadership at home.

a temper of thought, improve the state

as a teacher, i know that learning is a lifelong thing, only to continuous learning in order to advance with the times in terms of ideology, a strong man in business financing can be a qualified teacher of the people's republic of china. in the two decades of work, i have always conscientiously study marxism-leninism mao zedong thought, deng xiaoping theory and "three represents" important thought, in the face of major stand firm and clear-cut, with the party central committee at all times maintain a high degree of unity, faithful to the party's education . usually pay attention to the current study the party's principles, policies, concerned with national issues, and learn the use of political theory to guide their practice. the rostrum in the foot, i earnestly implement the party's education line, principles and policies, in strict accordance with the party's education policy, curriculum teaching, teacher and dedicated work to do a good job teaching. in any position, i have a high sense of responsibility and dedication to all of the enthusiasm into the work to foster the ideals, moral, disciplined, educated a new generation of successors for the term of office,志存高遠, love post jobs, willing to devote themselves, and willingly fulfill their sacred duty of teaching.

second, business skills, to join the curriculum

as an experienced teacher, i do not have the results in the stagnation of the past, high standards and strict requirements to treat myself, i am seriously in teaching classes, classes seriously, get their brains working, studying business, with an open mind to consult colleagues;批改作業timely patiently counseling students, for students of martial law and degrees, in good faith with the students to get along with the students to communicate with love. i think that students should be dependent on the teachers, experienced teachers teaching, but also a close friend, the elderly should be respected. with love and like it, the students always love my class, classroom teaching performance classes year round at the forefront of the same year. i brought the students in each class exams are among the best, not a student in my belief that hard work behind the fertile ground in education, i taught many classes as advanced classes.

i am diligent in learning, good at business, willing to devote themselves. every curriculum reform at the forefront of curriculum reform, teaching experience as a school, a rich old teachers, i am their own lack of knowledge, learning things naturally become the first to bear the brunt. the use of spare time, multi-data collection, reading newspapers, changing concepts of education, understanding the new trends in curriculum reform. over the years, i am constantly active learning curriculum theory, master, "new curriculum," the basic spirit, reading a lot of quality education and the new curriculum reform theory books, to make their own educational philosophy has always been ahead of the times, and better serve the educational and teaching work, teaching more than the award-winning paper, which i am teaching papers <>, education and scientific research papers in national evaluation activities, was a national first prize; in second national education work papers cup competition awarded first prize評優activities, and published in the <> publications; my instructional design "leaves", "gently to "by" contemporary chinese education teaching and research papers (case) "evaluation of the vetting committee, won the" unesco national results, "the first prize, and published in the" journal of teaching and research and practice "(monthly) october XX (total no. 25) on; i wrote, "into the curriculum to reflect the new" has been acclaimed experts; there i wrote "i am so backward into health" and "use of resources to fully exploit the extra-curricular teaching resources" and other papers also autonomous prefecture in western hunan education thesis assessment activities were given the second prize, third prize. in their own learning, i is not far behind, and actively participate in further their studies in a variety of training and has passed the computer early, mid-level training examinations, such as putonghua proficiency test.

英文説課稿 篇9

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:

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(交際教學法), “Whole language

teaching” (整體語言教學法)and “Task-based” language teaching (任務教學法). 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(現代社會交際教學理論), I adopt the TSA method(情景教學) and TBLT method (語言任務教學)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.

英文説課稿 篇10

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