有關(guān)英文說(shuō)課稿模板集錦6篇
在教學(xué)工作者開(kāi)展教學(xué)活動(dòng)前，時(shí)常需要編寫(xiě)說(shuō)課稿，借助說(shuō)課稿可以有效提高教學(xué)效率。如何把說(shuō)課稿做到重點(diǎn)突出呢？下面是小編整理的英文說(shuō)課稿6篇，歡迎閱讀，希望大家能夠喜歡。
英文說(shuō)課稿 篇1
一、教學(xué)內(nèi)容分析
(一)、知識(shí)背景
定語(yǔ)從句是高中英語(yǔ)教學(xué)的重點(diǎn)語(yǔ)法，高考必考內(nèi)容之一，也是一個(gè)難點(diǎn)。涉及面廣，平行區(qū)分難度大，因此需要作專(zhuān)題復(fù)習(xí)，歸納，講解，辨析。
�。ǘ�、教學(xué)重點(diǎn)難點(diǎn)
1、語(yǔ)言知識(shí)重點(diǎn)與難點(diǎn)
（1）that 與which 用法區(qū)別
�。�2）對(duì)the way的考查
（3）關(guān)系副詞引導(dǎo)的定語(yǔ)從句和介詞+關(guān)系代詞引導(dǎo)的定語(yǔ)從句。
2、綜合知識(shí)重點(diǎn)與難點(diǎn)
�。�1）as 的使用
（2）對(duì)where 的考查
�。�3）綜合考查
教學(xué)輔助手段：多媒體
二、教學(xué)目標(biāo)
（一）、知識(shí)技能
1、復(fù)習(xí)、掌握關(guān)系代詞和副詞引導(dǎo)的定語(yǔ)從句及介詞+關(guān)系代詞引導(dǎo)的定語(yǔ)從句。
2、歸納并掌握與定語(yǔ)從句相類(lèi)似的句法考察現(xiàn)象。
2、提高學(xué)生語(yǔ)法分析以及綜合運(yùn)用能力。
�。ǘ┻^(guò)程與方法
習(xí)題引導(dǎo)，自主歸納，近似對(duì)比，拓展演化
�。ㄈ┣楦袘B(tài)度
“辦法總比困難多”，遇到難題、復(fù)雜情況要積極想辦法。
�。ㄋ模⿲W(xué)習(xí)策略
1、認(rèn)知策略：能總結(jié)定語(yǔ)從句的結(jié)構(gòu)規(guī)律，并加以應(yīng)用；
2、調(diào)控策略：利用游戲，鼓勵(lì)學(xué)生主動(dòng)積極思考，寓教于樂(lè)
三、教學(xué)步驟
1、導(dǎo)課
�。�1）習(xí)題導(dǎo)入：展示一組reason用法考查題目，引導(dǎo)學(xué)生形成一種基本思維----與一個(gè)關(guān)鍵詞相關(guān)的從句并非只有一種，因此需要站得更高，才能看的更全面，準(zhǔn)確。
（2）拓展回顧，框架定位
拓展復(fù)習(xí)范圍，回顧句法結(jié)構(gòu)體系，給定語(yǔ)從句一個(gè)宏觀的定位，同時(shí)也將復(fù)句連詞分析進(jìn)行一個(gè)策略上的定位。
2、基礎(chǔ)知識(shí)回顧
�。�1）練習(xí)引導(dǎo)
�。�2）歸納總結(jié)
關(guān)系詞及其意義
指代人關(guān)系代詞
指代事物在從句中作主干成分
所屬關(guān)系whose
指地點(diǎn)關(guān)系副詞
指時(shí)間在從句中) 作狀語(yǔ)
指原因why
3、考點(diǎn)與難點(diǎn)歸納
�。�1）考點(diǎn)1：that與which
歸納只使用which和that應(yīng)遵循的規(guī)則
�。�2）考點(diǎn)2：theway用做先行詞
歸納做題技巧
theway做先行詞時(shí)，先看后面定語(yǔ)從句中是否缺少主語(yǔ)或賓語(yǔ)：
缺少主語(yǔ)或賓語(yǔ)：引導(dǎo)詞用that/which/不填（作賓語(yǔ)）
主語(yǔ)賓語(yǔ)都不缺：引導(dǎo)詞用that/inwhich/不填
（3）考點(diǎn)3：介詞+關(guān)系詞
歸納做題技巧
定語(yǔ)從句句首為介詞時(shí)，后可接的關(guān)系詞為：
1、介詞+whom/which/whose2．名詞＋of+關(guān)系詞
3．不定代詞／數(shù)詞＋of+關(guān)系詞4．介詞＋名詞＋of+關(guān)系詞
�。�4）難點(diǎn)一：as的用法
歸納as在限制性和非限制性定語(yǔ)從句中做關(guān)系代詞的用法，并歸納做題技巧。
（5）難點(diǎn)二：一些特殊詞之后的where
解析：
1、如果定語(yǔ)從句分別修飾point，situation，part，condition和case等表示抽象意義的詞，常用where引導(dǎo)，意思是“到了某種地步，在某種境況中”。
2、先行詞是表示地點(diǎn)的名詞，定語(yǔ)從句未必用where
如果定語(yǔ)從句的先行詞是地點(diǎn)（或時(shí)間）類(lèi)名詞，而關(guān)系詞又代替先行詞在從句中充當(dāng)主干成分，從句用that /which引導(dǎo)；如果是關(guān)系詞在從句中充當(dāng)狀語(yǔ)類(lèi)成分，用where /when/in which。
�。�6）難點(diǎn)三、綜合考查
綜合考查一：定語(yǔ)從句與強(qiáng)調(diào)句
綜合考查二：定語(yǔ)從句與同位語(yǔ)從句
綜合考查三：定語(yǔ)從句與表語(yǔ)從句
4、對(duì)比訓(xùn)練與鞏固
采用競(jìng)賽的形式，分為兩組，由對(duì)方為己方出題，輪流，選出優(yōu)勝組。
5、能力提升
請(qǐng)學(xué)生完成一篇短文，并使用定語(yǔ)從句，使學(xué)生具體運(yùn)用中提升能力。
6、作業(yè)：完成短文
英文說(shuō)課稿 篇2
Good morning, everyone !
I’m No.____ candidate. Nice to meet you! （鞠躬）
Today my topic is about ________________________,(板書(shū)) I will analyze the lesson from the six parts.：analysis of teaching
material, teaching aims and demands, student analysis, teaching met
hods, learning methods and procedures. （下面我將從教材、教學(xué)目
標(biāo)和要求、學(xué)情、教法、學(xué)法、教學(xué)程序等幾個(gè)方面進(jìn)行說(shuō)課。） Part 1 Analysis of the teaching material .
Status and functions :
The topic of this unit is about________________. It is from the unit ______of PEP English < go for it> the _______semester of grade ______. This is an interesting topic for students .So all the activities in this unit are helpful to raise students’ learning interest. As we all know, interest is the best teacher for students .This unit includes two sections (section A and section B). I will finish section A from 1a to Grammar Focus in this period. Let students learn happily and easily. All the activities in this lesson are designed to help Ss consolidate the language points in this unit.
Part 2 Teaching Aims and Demands
Knowledge objects:
The Ss can master the usage of the important words, expressions and
sentences.
____________________________________________________
____________________________________________________
____________________________________________________
The Ss can use the patterns to express their thoughts in the proper
situation.
The Ss can understand the content of the lesson, talk about
Ability objects:
To develop the Ss’ abilities of listening, speaking, reading and writing.
To improve the student’s reading ability.
To guide Ss to set up effective studying strategies.
Emotion or moral objects:
By studying this lesson, the students and put the
moral education in the language study.
In order to achieve these aims, we must be clear about the important
points and difficult points:
The important points：
�。�1）
（2）
�。�3）
The difficult points：
�。�1）
（2）
Part３ 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 English language. So in this unit， I’ll mainly use “Communicative” Approach(交際教學(xué)法), “Task-based” language teaching (任務(wù)教學(xué)法). The Situational Approach(情景教學(xué)法) .
Part４ The Studying of Students and learning Methods
Most of the students are from the countryside, and most of them are poor in cooperative learning skills. Some students are not active in the class, and some students don’t like English. Therefore, I’ll make Ss get the knowledge actively by probe study and cooperative study and let the Ss pass "Observation—Imitation—Practice " to study.
Part５ Teaching Procedure
Period 1(1a--- Grammar Focus)
Step 1 warming up
It will cost 3 minutes
In this step , I’ll ask students to have a free talk with the knowledge they have learnt last lesson . In this way , students will pay their attention to our class easily , and their speaking
ability will be improved .
Step 2 leading in
It will cost 2minutes .
I’ll show some pictures about__________________, and tell something about _________, these can form a relaxing atmosphere and let the students get ready for the next step . Step 3 presentation
It’ll cost 20 minutes
I’ll show some words and sentences ,and ask students to guess the meaning of new words , with the help of PPT . I’ll set a real situation to help the class learn new words and sentence pattern .students can follow the tape recorder reading words and text .
Situational approach is used here .
Step 4 practice
It’ll cost 10 minutes
In this step , I’ll divide the whole class into 4groups to have a competition by reading the dialog and role-playing . Then ,I’ll ask students to make a new dialog to check if they can use new words and sentence pattern correctly .
Task-based teaching method is used here，and students’ cooperation ability will be well developed .
Step 5 summary
It’ll cost 5 minutes .
In this step ,I’ll guide students to conclude key words and sentence pattern to wide their knowledge
In the end ,I’ll give some homework ,go over today’s lesson and preview next lesson , go to the library or search the internet for some information ,then write a short passage .
Ok ,that’s all for my lesson ,Thank you a lot for listening .
英文說(shuō)課稿 篇3
一 說(shuō)教材：新英語(yǔ)課程標(biāo)準(zhǔn)指出，基礎(chǔ)教育階段英語(yǔ)課程的總體目標(biāo)是培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。而綜合語(yǔ)言運(yùn)用能力又以學(xué)生語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)五個(gè)方面的綜合素養(yǎng)為基礎(chǔ)。
《新課標(biāo)》倡導(dǎo)任務(wù)型教學(xué)模式，以發(fā)展學(xué)生的語(yǔ)言實(shí)踐能力為主線，突出語(yǔ)言的交際功能及其工具性特點(diǎn)；以培養(yǎng)學(xué)生用英語(yǔ)進(jìn)行交際功能為最終目的，注意學(xué)生學(xué)習(xí)興趣的培養(yǎng)。
因此我采用“任務(wù)——探究——?jiǎng)?chuàng)造”型教學(xué)方法，讓學(xué)生在有趣，開(kāi)放式的語(yǔ)言環(huán)境中，學(xué)會(huì)觀察，思考，討論和總結(jié)，在“用”中發(fā)展思維能力、創(chuàng)新意識(shí)和各種語(yǔ)言應(yīng)用能力。
聯(lián)系任教的內(nèi)容而言，這是一節(jié)情景對(duì)話課，圍繞“征詢(xún)意見(jiàn)”這一日常用語(yǔ)展開(kāi)。在第三課中，學(xué)生已經(jīng)能用“ would you like some...?”進(jìn)行詢(xún)問(wèn)。能聽(tīng)懂會(huì)說(shuō)chicken，pop, milk, a sandwich。本課時(shí)的教學(xué)內(nèi)容為用“What would you like？”進(jìn)行征詢(xún)意見(jiàn)。根據(jù)這一安排和學(xué)生的整體認(rèn)識(shí)水平，從知識(shí)教學(xué)、能力培養(yǎng)等方面考慮，我確立本課時(shí)的教學(xué)目標(biāo)為：
1、知識(shí)目標(biāo): 能聽(tīng)懂會(huì)說(shuō)I’m hungry. What would you like?Yes, I’d like…..
2、能力目標(biāo): 聽(tīng)懂會(huì)說(shuō)hamburger、French fries、pizza、pop。
3、情感目標(biāo): 能運(yùn)用所學(xué)句型進(jìn)行對(duì)話表演和口語(yǔ)交際，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，培養(yǎng)學(xué)生的英語(yǔ)學(xué)習(xí)能力。
4 本課時(shí)的教學(xué)重點(diǎn)是：能聽(tīng)懂會(huì)說(shuō) I’m hungry. What would you like? No, I’d like…..聽(tīng)懂會(huì)說(shuō)hamburger、French fries、pizza、pop。教學(xué)難點(diǎn)是能用“What would you like？”征詢(xún)別人意見(jiàn)以及hamburger, French fries的正確發(fā)音。
5 學(xué)情分析:
6 教具準(zhǔn)備: 錄音機(jī),卡片,多媒體
二教學(xué)方法：
討論法，講授法，演示法，練習(xí)法
三教學(xué)程序：
為實(shí)現(xiàn)以上目標(biāo)，我是這樣設(shè)計(jì)教學(xué)過(guò)程的：
�。ㄒ唬arming up
1、Sing some songs.
2、Play a game.快速呈現(xiàn)食物圖片，做問(wèn)答。
(通過(guò)唱唱、問(wèn)答的形式，不僅吸引學(xué)生的注意力，調(diào)動(dòng)積極性，而且營(yíng)造了學(xué)習(xí)英語(yǔ)的氛圍。同時(shí)也為本課的教學(xué)作了知識(shí)的鋪墊，構(gòu)建了知識(shí)表象。)
�。ǘevision
�。ňo接著教師摸著肚子，作饑餓狀）引導(dǎo)學(xué)生一起說(shuō)出I’m hungry，圍繞呈現(xiàn)的圖片快速對(duì)話。
�。ㄒ詫�(duì)話的形式，喚起學(xué)生的記憶，使學(xué)生熟練運(yùn)用舊知，同時(shí)對(duì)I’m hungry進(jìn)行了滲透。）
�。ㄈ�、Presentation
1、依次呈現(xiàn)some bread、some juice的圖片。
T: Would you like some bread?
S: Yes, please
2、T: I’m thirsty.（教師作干渴狀，引導(dǎo)學(xué)生邊做邊說(shuō)I’m thirsty.）
T: Would you like some juice?
S: Yes,please.
T: Here you are.
通過(guò)已掌握的句型新授hamburger, French fries pizza ,pop。
(利用舊知，在已熟練了的交際語(yǔ)境中學(xué)習(xí)新單詞，同時(shí)配以相應(yīng)的圖片，加深了對(duì)單詞的理解，也降低了難度。并即使由師生操練轉(zhuǎn)向生生操練，由模仿提高到運(yùn)用，這符合學(xué)生的認(rèn)知規(guī)律。)
3、（呈現(xiàn)以上四幅新授圖片）Make out some dialogues.
(將單詞融進(jìn)有實(shí)際意義的對(duì)話中，充分體現(xiàn)在交際中教，在運(yùn)用中學(xué)的理念，通過(guò)這種方式便于學(xué)生的理解和運(yùn)用。)
4、（請(qǐng)一名較突出的學(xué)生引導(dǎo)作干渴狀）：
S:I’m thirsty. I want to drink.
T: What would you like, please?
S: I’d like some pop, please!
(教師作饑餓狀)：
T：I’m hungry. I want to eat.
S: What would you like, please?
T: I’d like some French fries, please!
(在說(shuō)的過(guò)程中予以圖片加以配合，幫助理解；由模仿到練習(xí)，反復(fù)刺激學(xué)生的感官，增強(qiáng)學(xué)生對(duì)新知的理解和運(yùn)用。)
�。ㄋ模ractise
1、Listen to the tape and read after the tape.
2、Act out the dialogue.
(在聽(tīng)讀的過(guò)程中培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣，通過(guò)演演的形式讓學(xué)生在情景中練習(xí)達(dá)到掌握的目的。)
�。ㄎ澹�、consolidation
1、Make a survey.
2、Who’s the best?
(師生示范表演為學(xué)生提供一個(gè)可操作的模式，以任務(wù)型的活動(dòng)方式，通過(guò)合作學(xué)習(xí)，并予以評(píng)價(jià)知道，給學(xué)生提供平等的說(shuō)英語(yǔ)的機(jī)會(huì)，鼓勵(lì)學(xué)生在競(jìng)賽中學(xué)，這樣既創(chuàng)造了輕松愉快、自然和諧的課堂氣氛，又促進(jìn)了交際活動(dòng)的展開(kāi)。通過(guò)“Apple Tree”的評(píng)價(jià)總結(jié)，讓學(xué)生認(rèn)識(shí)到集體目標(biāo)的實(shí)現(xiàn)離不開(kāi)個(gè)人的努力，激發(fā)其進(jìn)一步追求成功的欲望。)
（六）、Homework
1、Read after the tape recording.
2、Make up a dialoguein pairs.
（將課內(nèi)的`學(xué)習(xí)延伸到課外，維持學(xué)生的學(xué)習(xí)興趣。）
教學(xué)的對(duì)象是三年級(jí)學(xué)生，他們活潑好動(dòng)，喜歡直觀形象的事物，對(duì)游戲、競(jìng)賽、動(dòng)畫(huà)特別感興趣。教師在教學(xué)時(shí)應(yīng)堅(jiān)持以聽(tīng)說(shuō)為主的原則，注意啟發(fā)、引導(dǎo)和幫助學(xué)生通過(guò)說(shuō)、唱、動(dòng)、游戲等方式積極、主動(dòng)、大膽、愉快地參與教學(xué)活動(dòng)。
Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.
I. Contents:
Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)
II. Teaching aims
1. Aims on the knowledge
(1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations.
(2) To help Ss to finish the survey.
(3) Let Ss finish the assessment of “Let’s check” in this unit.
2. Aims on the abilities
(1) To develop Ss’ abilities of listening and speaking.
(2) To train the Ss’ ability of working in groups.
(3) To foster Ss’ abilities of communication and their innovation.
3. Aims on the emotion
(1)To foster Ss’ consciousness of good co-operation and proper competition.
(2) To lead Ss to show their loveliness to the poor.
III. Key-points of this lesson
(1) To help Ss ask and answer the question: What’s in it?
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
IV. Difficult points
(1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.
(2) To finish the survey by themselves.
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.
VI. Teaching procedures and purposes of my designing.
I’ll finish this lesson in five steps.
Step 1. Warm-up and preview
1. Free talk between T and Ss about things in the classroom.
2. Sing the song together: Books and pencils.
3. Do some TPR, for example: Show me your English book. Show me your crayon.
4. Review the numbers by asking: “How many crayons do you have?”
Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.
Step 2. Presentation
Now I’ll mainly talk about this step.
1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.”
(1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.
(2) T: My schoolbag is heavy.
Open the bag and say: “What’s in it? What’s in my schoolbag?”
Take out a Chinese book. Then do the action again. Let the Ss read the sentence.
2. Play a guessing game. Divide the whole class into four groups to have a competition.
Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.
3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.
Girl: My schoolbag is heavy.
Boy: What’s in it?
Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.
Boy: What will you do?
Girl: They are for the poor.
Boy: Great! I’ll bring some school things too.
The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.
4. Mention that we should take care of the poor.
5. Play the cassette. Let the Ss listen and imitate the dialogue.
Pay attention to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.
Step 3. Practice
Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.
Step 4. Assessment
Help Ss finish “Let’s check” of this unit and workbook.
Purpose: To check the knowledge Ss have learned in this period.
Step 5. Add-activity
1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.
2. Take care of everything they have.
Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned
英文說(shuō)課稿 篇4
Unit 10 Ifyou go to the party, you’ll have a great time!
Reading 說(shuō)課稿
Ⅰ. The analysis of the teaching material
This lesson is a reading passage which focused on the topic of sharing your problems with others when you have worries.The students will learn that it’s normal to have trouble. Talking to someonecan help a lot. Such a topic is related to our daily life, so it is easy toarouse the students’ learning interest.
Teaching objectives:
A.knowledge objective:
a. Students can master the usage of the keywords and phrases: teenager, normal, unless, mistake, angry, careful, careless,in half, keep…to oneself, etc.
b. Students can understand the main idea ofthe article.
B. abilityobjective:
a. Students can use the proper reading skillssuch as anticipating, skimming, scanning to achieve the reading tasks.
b.Studentscan use the new words and phrase to finish the exercise.
C. emotionalobjective:
a. To develop the spirit of cooperationthrough teamwork and pair-discussion.
b. To arouse students’ interest in Englishlearning.
c. To help students get the proper ways tosolve problems.
Key and difficult points:
A. keypoints:
a. To master the usageof the key words and phrases.
b. To use the properreading skills to achieve the reading tasks.
B. difficultpoint:
Enable students to use the new words andphrases to express their ideas in daily life.
Ⅱ. Theanalysis of students
The Students have been learning English forsome years. They understand some words and simple sentences. They are curiousand active. They enjoy learning through cooperation in a relaxing atmosphere. However,their English learning levels are different from each other. Most of them don’thave enough English to express what to do when they have problems. They need theteacher’s help and encouragement in their further study.
Ⅲ. Teaching methods
In this lesson, I will use audio-visualteaching method, communicative teaching method and task-based teaching method.Besides, (www..Com)multimedia, blackboard, tape recorder are needed as the teaching aids.
Ⅳ. Teaching procedures
Step 1 Warming-up （5 minutes）
Play a video. Students watch it and talk about thefollowing questions:
What kind of things do they worry about?
What will you do if you have the same problem?
Step 2 Pre-reading （8 minutes）
1. Show some funny pictures and sentences onPPT. Lead students to guess the meaning of the new words. Learn the new wordsand phrases.
2. According to the picture on the textbook,ask students to predict the main idea of the passage.
Step 3 While-reading （18 minutes）
1. Skim the passage quickly and choose the main idea（a, b or c）。
2. Scan the article and find the answers to the questionsin 2c in pairs.
3. Read carefully and finish the mind map.
Students these days often have_______ with their_____ and ______.
Some people believe_________________________________.
Laura’s problem:__________________________
At first, she______________________________.
In the end, she____________ and her parents______________.
and her parents______.
Laura’s opinion:
____________
Robert Hunt feels the same way as Laura.
It’s best not to______________________________.
The first step is to___________________________.
In English, we say that _______________________.
Step 4 Post-reading （10 minutes）
1. Solve difficulties in groups. Just now students metsome difficult points while reading. Now they can work them out in groups. The Teacher will help to solve the problem that they can’t solve by themselves.
2. Finish 2 tasks.
Task 1: Fill in the blanks with the new words andphrases.
Task 2: Make a survey. Let each student ask 2-3 groupmembers some questions and take note of their answers. Then make a report.（Students can use the mind map to finish this task. ）
Step5 Summing up （3minutes）
Ask students to summarize what they have learned in this class. And the teacher will complete what the students summary.
Step 6 Homework （1 minute）
Level A: Choose 10words and phrase to make your own sentences.
Level B: Complete your report and write it down.
Ⅴ. Blackboard designing
I will divide the blackboard into 3 parts:
Unit 10 If you go to the party, you’ll have a great time!
key words and phrases
key sentence structures
mistake, careful, careless, understanding, unless, in half, keep… to oneself
…
If …， they will…
It is best （not） to do sth.
Unless… , I will…
英文說(shuō)課稿 篇5
【說(shuō)教材】
1。教材內(nèi)容
本課時(shí)的教材內(nèi)容是有關(guān)職業(yè)的六個(gè)單詞dctr fire fighter nurse ffice wrer plice fficer secretar taxi driver teacher 以及詢(xún)問(wèn)別人職業(yè)的句型What des ur father d？ He is a …。
2。教材的地位
本課時(shí)教材是對(duì)前幾冊(cè)教材所學(xué)有關(guān)職業(yè)名稱(chēng)詞匯的一個(gè)擴(kuò)充和所學(xué)句型的拓展。使學(xué)生的詞匯量在原來(lái)的基礎(chǔ)上有一個(gè)提高，同時(shí)使他們掌握了多種詢(xún)問(wèn)職業(yè)的問(wèn)答方式。
【說(shuō)教學(xué)目標(biāo)】
根據(jù)教材的內(nèi)容和<<英語(yǔ)課程標(biāo)準(zhǔn)>>要求，我確定了以下教學(xué)目標(biāo)以及教學(xué)重難點(diǎn)：
1、知識(shí)目標(biāo)：能夠聽(tīng)、 說(shuō) 、讀、寫(xiě)六個(gè)新授單詞dctr fire fighter nurse ffice wrer plice fficer secretar taxi driver teacher能聽(tīng)、說(shuō)、認(rèn)讀句型What des ur father d？ He is a …。
2、能力目標(biāo)：學(xué)會(huì)使用句型What des ur father d？He is … 來(lái)詢(xún)問(wèn)和回答他人職業(yè)，并能使用句型What are u ging t be？ I’ ging t be…來(lái)詢(xún)問(wèn)別人和表達(dá)自己的理想。
3、情感目標(biāo)：在課堂中培養(yǎng)學(xué)生積極用英語(yǔ)表達(dá)的習(xí)慣，以及在各項(xiàng)活動(dòng)中培養(yǎng)學(xué)生積極與他人合作的精神。
4、教學(xué)重難點(diǎn)：本課時(shí)的教學(xué)重點(diǎn)是使學(xué)生能夠掌握6個(gè)四會(huì)單詞和兩個(gè)句型。教學(xué)難點(diǎn)是單詞singer的語(yǔ)音教學(xué)。
【說(shuō)教法】
1。教法設(shè)計(jì)
小學(xué)英語(yǔ)教學(xué)應(yīng)該把培養(yǎng)學(xué)生的學(xué)習(xí)興趣、調(diào)動(dòng)學(xué)生學(xué)習(xí)英語(yǔ)的主動(dòng)性作為教學(xué)重點(diǎn)，根據(jù)學(xué)生的認(rèn)知規(guī)律，我采用了游戲教學(xué)法和任務(wù)型教學(xué)法，讓學(xué)生通過(guò)閱讀、思考、猜謎、調(diào)查、交流和合作等方式學(xué)習(xí)和使用英語(yǔ)，完成學(xué)習(xí)任務(wù)。
2． 學(xué)法指導(dǎo)
在學(xué)習(xí)過(guò)程中，從學(xué)生的學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，倡導(dǎo)體驗(yàn)、實(shí)踐、參與和交流的學(xué)習(xí)方式，培養(yǎng)學(xué)生的英語(yǔ)綜合語(yǔ)言運(yùn)用能力，主動(dòng)思維，大膽實(shí)踐，形成自主學(xué)習(xí)的能力。
3。教學(xué)手段
根據(jù)本課教材的特點(diǎn)，我除了采用常規(guī)的教學(xué)手段外，同時(shí)采用了多媒體現(xiàn)代教學(xué)技術(shù)，使學(xué)生的多種感官共同參與到整個(gè)學(xué)習(xí)過(guò)程中，激發(fā)學(xué)生的學(xué)習(xí)興趣，提高課堂教學(xué)效率。
【說(shuō)設(shè)計(jì)】
1． 導(dǎo)入設(shè)計(jì)
�。�1）Let’s sing。。
在熱身時(shí)讓學(xué)生一起唱四年級(jí)上第六單元的歌曲What des he d？這首歌曲與本課教學(xué)內(nèi)容有著密切的關(guān)系。放在課前作為熱身活動(dòng)，能使學(xué)生更快地進(jìn)入學(xué)習(xí)狀態(tài)。同時(shí)也起到復(fù)習(xí)鞏固的作用。
（2）Rean and guess。通過(guò)閱讀一段簡(jiǎn)單的文字來(lái)猜教師的一位新朋友來(lái)導(dǎo)入新課，旨在培養(yǎng)學(xué)生的閱讀能力。
�。�3） Guessing gae： What can Mr。 Cat d？，設(shè)計(jì)這樣一個(gè)游戲的第一個(gè)目的是為了自然地過(guò)渡到本課的詞匯教學(xué)；第二是為了充分調(diào)動(dòng)學(xué)生參與活動(dòng)的積極性。這是一個(gè)難度比較低的游戲，考慮到六年級(jí)學(xué)生普遍存在著害羞怕出錯(cuò)的心理，我認(rèn)為這樣一個(gè)低難度的游戲能充分調(diào)動(dòng)他們的參與熱情。
2． 新課呈現(xiàn)
�。�1）本課六個(gè)新授詞匯我都以Mr。 Cat鄰居的身份導(dǎo)入。其中我在部分單詞的出現(xiàn)方式上稍做變化。以不同形式的猜謎方式引出，其中通過(guò)閱讀文字引出趙薇actress的教學(xué)，以聽(tīng)歌曲的猜人物的方式引出周杰倫singer的教學(xué)，以看圖片猜人物的方式引出楊紅櫻writer的教學(xué)，這樣不僅能調(diào)動(dòng)學(xué)生的多種感官共同參與到整個(gè)學(xué)習(xí)過(guò)程中，激發(fā)學(xué)生的學(xué)習(xí)興趣，還大大地提高了課堂教學(xué)效率。同時(shí)在每個(gè)單詞新授后我都安排了一個(gè)同樣的環(huán)節(jié)讓學(xué)生說(shuō)說(shuō)自己所知道的各個(gè)職業(yè)的一些名人。培養(yǎng)學(xué)生良好的口語(yǔ)表達(dá)能力。
�。�2）單詞拼讀能力的訓(xùn)練和單詞頻度規(guī)律的總結(jié)。主要是訓(xùn)練學(xué)生對(duì)四會(huì)單詞的拼讀能力，其中有三個(gè)單詞writer， singer，TV reprter的結(jié)尾三個(gè)字母都是er，給學(xué)生歸納總結(jié)有助于學(xué)生記憶。
（3）Guessing gae： What des Mr Cat’s father d？這個(gè)游戲的主要目的還是為了進(jìn)一步鞏固這六個(gè)新單詞的學(xué)習(xí)�？紤]到六年級(jí)學(xué)生對(duì)于這種比較刺激的游戲都特別感興趣，我把這個(gè)游戲設(shè)計(jì)成小組競(jìng)猜的形式，在此不僅復(fù)習(xí)了單詞和句型，又滿足了學(xué)生的好勝心理。
�。�3）Let’s chan進(jìn)一步鞏固本課重點(diǎn)句型的學(xué)習(xí)。
�。�4）Grup wr：我把書(shū)本上的形式稍做了改變。通過(guò)Mr Cat提問(wèn)的方式導(dǎo)入，Which b is the st ppular nw？讓學(xué)生通過(guò)調(diào)查來(lái)幫助Mr Cat解答問(wèn)題，其中在調(diào)查前我讓學(xué)生做一個(gè)預(yù)測(cè)，如果預(yù)測(cè)是對(duì)的每人可以得到一張書(shū)簽作為獎(jiǎng)勵(lì)，以此來(lái)提高學(xué)生參與活動(dòng)的積極性。
3．回家作業(yè)。
英文說(shuō)課稿 篇6
The lesson I am going to talk about is from the teaching materialBook One ,Unit 8.the third part that is used by the kids in Grade One .
一、Analysis of the teaching material （說(shuō)教材）
This is a dialogue that happens in the fruit shop .several sentences surround selling and buying the fruit will be learned .During the first and the second part in this unit ,the kids have understood simple instructions and act accordingly ,and they can say simple words ,phrases or sentences by looking at objects and the pictures .eg: lychee, banana, apple,"What’s this ?It’s an apple."In Unit seven ,we grasped the numbers from one to ten .The main language points in this unit is to make sentences using the fruit and numbers freely and communicate with others in English in the fruit shop. And pay close attention to the single and plural forms of the nouns .According to the kids’ English level and the corresponding content in the daily life ,I give them some extra extending .To train their ability of communicate with the others in English ,I prepare the following design .
Teaching aims （教學(xué)目標(biāo)）
1. knowledge and skill aims :（知識(shí)技能目標(biāo)）
Review the names of the ten different kinds of fruit and recognize the numbers from one to ten .
Understand simple instructions about the numbers and act accordingly.
Practice English and communicate with others in the situation.
2. Equip them with the emotion ,attitude and value goals :（情感、態(tài)度、價(jià)值目標(biāo)）
Cultivate the spirit of co-operations in the group work
Bring up the good quality of protect and make friends with the animals .
Teaching importance :（教學(xué)重點(diǎn)）
1. Make sentences using the fruit and the numbers . "Six oranges ,please .’
2. Distinguish the difference between the single form and the plural forms of the nouns ."one apple / two apples …"
3. The sentences used when selling and buying the fruit in a fruit shop.
Teaching difficulties :（教學(xué)難點(diǎn)）
1. Distinguish the difference between the single and the plural forms of the nouns .
2. Train their ability of communicating with others in English .
Teaching aids ;（教具準(zhǔn)備）
Multimedia , flash cards ,fresh fruit and arrangements and decorations of the fruit shop .
Teaching methods :（教學(xué)方法）
Task objective teaching method .TPR method , performance and games methods .
二、Analysis of the learners :（說(shuō)學(xué)習(xí)者）
We are facing the 5 to 6-year-old little kids who just graduated from the kindergarten ,and they can not tell the difference between kindergarten and the primary school. sometimes they even don’t know how to behave in the class. So ,I think the most important thing for me to do is to attract their interests and make them love English and feel confident in this subject .so ,I will play some interesting games with them ,show them the funny cartoon movie and role the plays in the text or have a competation. we should not only focus on the language point itself ,but also set up the real circumstance where I can encourage them to express themselves better .What I try my best to do is to arouse the kids’ interests and protect their enthusiasm.
三、Analysis of the teaching methods （說(shuō)教法）
says that during the Foundation Education period ,the total goal for English lesson is to improve the pupils’ ability of comprehensive using language .It promotes task teaching structure .According to the little kids’ physical and psychological characteristics of keeping curios ,active and imitating and showing themselves .I adopt the "task –research—construct " teaching methods and organize the class to focus on the importance and solve the difficulties .I give the pupils an open and relaxed circumstance in which they can learn to observe ,think and discuss .during this procedure ,the pupils’ ability of thinking and using language is developed very well .
四、Analysis of the teaching procedures .（說(shuō)教學(xué)過(guò)程）
1. Warm up .（歌曲熱身）
All the class sing English song "Ten little Indian boys " to arouse their interests and help them to step into English learning circumstance happily.
2. Review the fruit and the numbers those we learned in the first and the second part in this unit .（復(fù)習(xí)數(shù)字和水果）
A. Watch a funny video . and answer the questions .（learn more fruit and practice more sentence patterns eg: strawberry / watermelon/ pineapple /cherry） ask some questions .
What’s this ?
What colour is it ?
How many bananas are there ?
Do you like eating bananas ?
What is your favourite fruit ?
Encourage them to open their mouth and speak English as much as they can .
B. Play guessing game .to review the spelling of the words using the basic pronunciation knowledge .
C. Play a game named "up and down ".emphasis on distinguishing the single and plural forms of the nouns .
3. Guide the pupils to the main teaching points .（引入新課）To comprehensive use the numbers and the fruit that is a needed in a fruit shop .Ask two volunteers to come to the front and choose the right number cards and stick it beside the right fruit according to the other pupils’ instructions .The quicker one will be the winner .
Eg: Six oranges ,please .
4. Time to practice for all the class （全體同學(xué)操練）。The pupils choose the right cards they have prepared and put them up above their heads when they hear the teacher’s instructions and give them to the teaching answering loudly: "Here you are .’
5. Watch a video （觀看多媒體，了解本課故事情節(jié)），understand what’s happening in the story ,（This part is important, reasonable and effective）and guide them to protect and make friends with the animals .
Present the situation of a fruit shop .the teacher will act a shopkeeper and invite a better pupil to be the customer and finish all the buying steps .
Shopkeeper : Good morning .
Customer : Good morning .
Shopkeeper : Can I help you ?
Customer : Yes ,six oranges ,please .
Shopkeeper : Here you are .
Customer : Thank you very much .
Shopkeeper : You are welcome .
6. Consolidation and Practice（鞏固和練習(xí)）
Group work : Divide the class into eight groups and every group will be decorated into a fruit shop, ask one pupil to be the shopkeeper and the other members in this group will be the customers .Encourage them to buy and sell the fruit with what they learned in this part ,I design a real situation that is common in our daily life and the kids will not feel uncomfortable or unfamiliar with it, The teacher will go around the class and supply the help to the unable ones .In such a peace and pleasant situation they like to speak the dialogue they learned to express themselves .They can feel the success and become confident in speaking English .
7. Conclusion （總結(jié)）
The teacher would lead the class to read the sentences on the board and ask some more difficult questions .Maybe the pupils can not understand them clearly ,but it doesn’t matter .we just give the pupils more information about the language and give them the better language circumstances that can help them in the future learning .
8. Homework : （家庭作業(yè)）
Encourage the pupils to design a little fruit shop at home and teach their family the dialogue in the fruit shop .When they practice this , they should take photos and show the other pupils the next day .
In this lesson , what I design （not only the presentation of the main teaching points ,but also the activities） attract the pupils interests .They learn and practice while playing . I think it’s really a good lesson of high quality.
Black design （ 板書(shū)設(shè)計(jì)）
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