有關(guān)英文說(shuō)課稿模板錦集6篇
作為一名辛苦耕耘的教育工作者，編寫說(shuō)課稿是必不可少的，借助說(shuō)課稿可以提高教學(xué)質(zhì)量，取得良好的教學(xué)效果。怎樣寫說(shuō)課稿才更能起到其作用呢？以下是小編精心整理的英文說(shuō)課稿6篇，僅供參考，希望能夠幫助到大家。
英文說(shuō)課稿 篇1
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(biāo)準(zhǔn)和教學(xué)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: 1.Knowledge 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. 3.Emotion 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.
英文說(shuō)課稿 篇2
�。ㄒ唬┙滩牡牡匚患白饔�
本課是初一新教材第5單元的第一部分，教材內(nèi)容圍繞著描述人現(xiàn)在的活動(dòng)展開(kāi)，讓學(xué)生學(xué)會(huì)談?wù)撊巳藗冋诟墒裁�。本課的教學(xué)內(nèi)容與學(xué)生的實(shí)際生活密切相關(guān)，易于引發(fā)學(xué)生運(yùn)用簡(jiǎn)單的英語(yǔ)進(jìn)行交際和交流。在學(xué)習(xí)活動(dòng)中，學(xué)生能通過(guò)交換對(duì)不同人物活動(dòng)的描述，促進(jìn)學(xué)生之間和師生之間的情感交流，增進(jìn)情誼。
�。ǘ┙虒W(xué)目標(biāo)
1、知識(shí)目標(biāo)：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(biāo)：
（1）、能抓住人物的主要特征來(lái)描述人物的外貌，并根據(jù)描述畫出人像。
�。�2）、能概括人物的外貌特征并根據(jù)人物特征推理出某一人物。
3、情感目標(biāo)：通過(guò)描述同學(xué)、教師或自己的偶像的外貌，表達(dá)自己的看法，使學(xué)生在人際交往中學(xué)會(huì)尊重和理解別人，學(xué)會(huì)交換不同的看法，了解他人的愛(ài)好，增進(jìn)情誼。
（三）教學(xué)重點(diǎn)及難點(diǎn)
1、掌握并運(yùn)用描述人物活動(dòng)和地點(diǎn)的詞匯：watching， ding， eating cleaning， plaing， reading， swiing， shpping， pl， schl， all， librar
2、掌握并運(yùn)用簡(jiǎn)單的英語(yǔ)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。
�。ㄋ模谭ㄔO(shè)計(jì)
對(duì)本課我主要采取了如下幾種教法：
1．聽(tīng)錄音。
聽(tīng)音是英語(yǔ)學(xué)習(xí)的重要方法，也是課堂教學(xué)的重要步驟。在聽(tīng)中可以感知，可以模仿。
2．重點(diǎn)解釋，個(gè)別操練。
在每一堂教學(xué)中，學(xué)生總會(huì)遇到一些難以理解的詞、句型、短語(yǔ)、句子或某一語(yǔ)法現(xiàn)象。如本課出現(xiàn)的一般過(guò)去時(shí)的用法等都需要教師個(gè)別解釋甚至創(chuàng)設(shè)語(yǔ)言情境進(jìn)行操練和舉例，以掃除自由交際過(guò)程中的“攔路虎”，為語(yǔ)言的進(jìn)一步學(xué)習(xí)奠定基礎(chǔ)。
3．指導(dǎo)學(xué)生展開(kāi)情景對(duì)話。
在第一部分和第二部分的教學(xué)過(guò)程中，要想辦法使人人開(kāi)口，使人人都有成功感。通過(guò)對(duì)話逐步達(dá)到對(duì)教材內(nèi)容的全部操練。。第三部分問(wèn)答游戲時(shí)，猜中的同學(xué)老師給予鼓勵(lì)，激勵(lì)更多的同學(xué)參與進(jìn)來(lái)
4．學(xué)生獨(dú)立操作。
首先要求學(xué)生根據(jù)師生示范獨(dú)立對(duì)話，隨后叫幾組分別站起來(lái)表演。這是深化課堂教學(xué)的重要舉措。
5． 我在教學(xué)過(guò)程中設(shè)計(jì)了填表和動(dòng)詞填空的練習(xí)，以檢查學(xué)生對(duì)本課的掌握情況。在整個(gè)教學(xué)活動(dòng)中，我還采用了幻燈片，對(duì)順利開(kāi)展教學(xué)活動(dòng)起到了很好的 輔助作用。
（五）．學(xué)法指導(dǎo)：
我所采用的教法有助于學(xué)生掌握如下學(xué)法：
1．養(yǎng)成聽(tīng)的習(xí)慣。
學(xué)生要經(jīng)常聽(tīng)錄音，聽(tīng)教師講英語(yǔ)，聽(tīng)同學(xué)們講英語(yǔ)，這對(duì)學(xué)好英語(yǔ)大有好處。
2．科學(xué)儲(chǔ)備大量知識(shí)。
學(xué)生不掌握豐富的知識(shí)就不可能進(jìn)行很好的語(yǔ)言交流。所以學(xué)生必須了解語(yǔ)言規(guī)律，掌握豐富的詞匯，熟知語(yǔ)法規(guī)則，會(huì)熟練表達(dá)由各個(gè)話題而展開(kāi)的交際內(nèi)容。要學(xué)會(huì)在實(shí)踐中學(xué)，在應(yīng)用中學(xué)，這樣學(xué)來(lái)的知識(shí)記憶深刻、靈活度大。
3．及時(shí)鞏固，反復(fù)記憶。
凡教師在課堂上所講到的語(yǔ)言難點(diǎn)，學(xué)生應(yīng)及時(shí)整理，再次認(rèn)識(shí)并積極使用。對(duì)前面已學(xué)過(guò)的課文，學(xué)生要有安排地經(jīng)常復(fù)習(xí)，否則常常是學(xué)了新的，忘了舊的。
4．積極操練，重在口頭。
在課堂上，學(xué)生要積極參與教師設(shè)計(jì)的每個(gè)教學(xué)活動(dòng)，要大膽開(kāi)口，創(chuàng)造性地說(shuō)自己想說(shuō)的話。課后和其他同學(xué)及時(shí)進(jìn)行英語(yǔ)交流。只有這樣，才能將書本知識(shí)變成自己的知識(shí)和語(yǔ)言能力；也只有這樣，才能實(shí)現(xiàn)脫口說(shuō)英語(yǔ)的目的。（六）教學(xué)設(shè)計(jì)在上新課之前先復(fù)習(xí)動(dòng)詞的ing形式，和上節(jié)課的重點(diǎn)句型。通過(guò)對(duì)重點(diǎn)句型的變形導(dǎo)入新課。安排猜謎游戲幫助學(xué)生鞏固新知之新知識(shí)。然后翻開(kāi)課本學(xué)習(xí)2c，這樣可以降低學(xué)生學(xué)習(xí)難度，有利于學(xué)生更好的掌握新知識(shí)。接下來(lái)再講2a和2b，之后是3a和3b。講解4時(shí)，難度再次加大，因?yàn)樾枰獙W(xué)生用自己的語(yǔ)言講解圖片。于是我利用教材所給的圖片和問(wèn)題進(jìn)行引導(dǎo)，先讓學(xué)生觀察圖片，在就圖片回答問(wèn)題。問(wèn)題有答案之后，要求他們講述圖片，這個(gè)難度就大大降低了。最后我在就學(xué)生的講述進(jìn)行適當(dāng)?shù)囊龑?dǎo)和補(bǔ)充。下課前布置作業(yè)，結(jié)束課堂。在整個(gè)教學(xué)過(guò)程當(dāng)中，我有意識(shí)的降低教學(xué)難度，為學(xué)生更好的學(xué)習(xí)創(chuàng)造良好條件。
本課以素質(zhì)教育為目的，結(jié)合教材重點(diǎn)、難點(diǎn)及英語(yǔ)學(xué)科特點(diǎn)，利用多媒體輔助教學(xué)，以任務(wù)性教學(xué)為主，從視、聽(tīng)、說(shuō)等方面使學(xué)生得到鍛煉，在愉快、輕松的氛圍中溫故而知新，達(dá)到初步運(yùn)用英語(yǔ)交際的能力。由于缺少經(jīng)驗(yàn)，在教學(xué)過(guò)程中難免會(huì)出現(xiàn)不足，敬請(qǐng)各位專家老師不吝賜教，謝謝大家！
英文說(shuō)課稿 篇3
a. New wrds and phrases
b. Sentence pattern: If- clause
c. iprve their reading sills.
d. Taling abut prbles f the Earth.
6. 說(shuō)教學(xué)難點(diǎn) teaching difficult pints (語(yǔ)法；發(fā)展交際能力)
a. functinal ite: Suppsitin.
b. Develp their cunicative abilit. Act ut their wn dialgue.
7. 說(shuō)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、說(shuō)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、說(shuō)學(xué)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、說(shuō)教學(xué)過(guò)程Teaching prcedures
I. 復(fù)習(xí) (Revisin) 5in (Dail reprt; 詞匯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(xiàn) (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(duì)話 / 閱讀 (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.
* 閱讀: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 識(shí)別關(guān)鍵詞e wrds；確定主題句；創(chuàng)設(shè)信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。達(dá)到對(duì)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(yè) (Hewr) 1 (Writing; cntinue the str; recite; retell)
Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.
五、說(shuō)板書B(niǎo)lacbard design
英文說(shuō)課稿 篇4
一、分析教材
1、教材內(nèi)容要點(diǎn)：
第一、定語(yǔ)從句的概念
第二、定語(yǔ)從句的分類
第三、定語(yǔ)從句的用法
2、教材的地位和作用：
定語(yǔ)從句是高中英語(yǔ)教學(xué)中的一個(gè)非常重要的語(yǔ)法，也是高考的一個(gè)熱點(diǎn)。在英語(yǔ)里，定語(yǔ)從句可以使一個(gè)繁瑣的句子變得非常簡(jiǎn)潔，同時(shí)，它在人們?nèi)粘?huì)話中出現(xiàn)的頻率特別高。定語(yǔ)從句掌握地扎實(shí)與否關(guān)系到一個(gè)學(xué)生英語(yǔ)水平的高低。因此，定語(yǔ)從句的學(xué)習(xí)和掌握在英語(yǔ)學(xué)習(xí)中有著重要的意義。
3、教學(xué)目的
根據(jù)教學(xué)大綱的要求，通過(guò)這一節(jié)課的教學(xué)，要使學(xué)生知道什么是定語(yǔ)從句和定語(yǔ)從句的分類，掌握定語(yǔ)從句的用法。培養(yǎng)學(xué)生的觀察能力、分析概括能力以及演繹推理能力等。還要培養(yǎng)學(xué)生探索求真知的精神，對(duì)學(xué)生進(jìn)行實(shí)踐觀點(diǎn)的教育。
4、教學(xué)的重點(diǎn)與難點(diǎn)
定語(yǔ)從句是本課的主要內(nèi)容，與日常英語(yǔ)的應(yīng)用密切聯(lián)系，所以定語(yǔ)從句的概念與運(yùn)用是本節(jié)課的一個(gè)重點(diǎn)。對(duì)定語(yǔ)從句的復(fù)習(xí)，需要綜合應(yīng)用所學(xué)知識(shí)來(lái)解決原來(lái)的遺留問(wèn)題，因而對(duì)句子分析和推理概括能力要求提高了。而高中生側(cè)重于對(duì)直觀現(xiàn)象進(jìn)行具體、形象的思維來(lái)獲得知識(shí)。因此這個(gè)知識(shí)點(diǎn)既是本節(jié)課的重點(diǎn)又是難點(diǎn)。
培養(yǎng)學(xué)生的多種能力也是這節(jié)課的重點(diǎn)，這是素質(zhì)教育對(duì)現(xiàn)代教學(xué)的要求。
二、分析學(xué)生
大多數(shù)學(xué)生上進(jìn)心強(qiáng)，學(xué)習(xí)態(tài)度端正，有良好的學(xué)習(xí)習(xí)慣，但是缺乏一定的探索研究問(wèn)題的能力。
定語(yǔ)從句是學(xué)生在英語(yǔ)學(xué)習(xí)中比較常用的語(yǔ)法，也是他們必須掌握的內(nèi)容。教學(xué)中要注意培養(yǎng)學(xué)生對(duì)英語(yǔ)的興趣，充分發(fā)揮主體作用，迎合他們好奇、好動(dòng)、好強(qiáng)的心理特點(diǎn)，調(diào)動(dòng)他們學(xué)習(xí)的積極性和主動(dòng)性。
高中生的思維方式由形象思維向抽象思維過(guò)渡，因此在教學(xué)中應(yīng)注意積極引導(dǎo)學(xué)生應(yīng)用已掌握的基礎(chǔ)知識(shí)，通過(guò)理論分析和推理判斷來(lái)獲得新知識(shí)，發(fā)展抽象思維能力。當(dāng)然在此過(guò)程中仍需以一些感性認(rèn)識(shí)作為依托，可以借助多媒體設(shè)備加強(qiáng)直觀性和形象性，以便學(xué)生理解和掌握。
三、教學(xué)方法
這節(jié)課可綜合應(yīng)用提問(wèn)、歸納、介紹、檢查、講授和討論等多種形式的教學(xué)方法，提高課堂效率，培養(yǎng)學(xué)生對(duì)英語(yǔ)的興趣，激發(fā)學(xué)生的求知欲望。充分體現(xiàn)以教師為主導(dǎo)，以學(xué)生為主體的原則。創(chuàng)設(shè)英語(yǔ)情境讓學(xué)生參與語(yǔ)言實(shí)踐，邊動(dòng)口邊思考。從語(yǔ)言分析總結(jié)出結(jié)論以調(diào)動(dòng)學(xué)生的積極性。
四、教學(xué)程序
教學(xué)中要以了解、學(xué)習(xí)研究英語(yǔ)的方法為基礎(chǔ)，掌握知識(shí)為中心，培養(yǎng)能力為方向，緊抓重點(diǎn)突破難點(diǎn)，具體設(shè)計(jì)如下：
1、新課導(dǎo)入：
以創(chuàng)設(shè)問(wèn)題情境導(dǎo)入新課。學(xué)源于思，思源于疑，一上課便以聽(tīng)歌曲填空的形式引入課題，引導(dǎo)學(xué)生分析歌詞中的有關(guān)定語(yǔ)從句的句子，認(rèn)真分析句子成分，使學(xué)生產(chǎn)生強(qiáng)烈的求知欲和好奇心，調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性和主動(dòng)性。
2、講授新課：
任何語(yǔ)言學(xué)習(xí)都離不開(kāi)語(yǔ)言實(shí)踐。這節(jié)課主要采用講授歸納的方法來(lái)建立定語(yǔ)從句的概念。我將一個(gè)定語(yǔ)從句列在投影上，讓學(xué)生分析這個(gè)句子的成分，從而導(dǎo)出兩個(gè)非常重要的內(nèi)容----先行詞和關(guān)系詞，然后逐一解釋。通過(guò)分析例句，培養(yǎng)了學(xué)生的分析能力、觀察能力，增強(qiáng)了他們的感性認(rèn)識(shí)。為了使學(xué)生能對(duì)定語(yǔ)從句有更進(jìn)一步的認(rèn)識(shí)，這里我又采用提問(wèn)的方法讓學(xué)生說(shuō)出定語(yǔ)從句的分類，然后我對(duì)其進(jìn)行進(jìn)一步地解釋和說(shuō)明，讓學(xué)生通過(guò)講解概括，總結(jié)出定語(yǔ)從句的分類。在此基礎(chǔ)上，我讓同學(xué)們回答出定語(yǔ)從句中的關(guān)系代詞有哪些，通過(guò)一些簡(jiǎn)單的例句，讓學(xué)生知道每一個(gè)代詞在句子中起什么作用以及用法。在講解關(guān)系代詞與介詞時(shí)，我讓學(xué)生自己歸納出它們的規(guī)律，提高學(xué)生的概括能力，從而達(dá)到復(fù)習(xí)的目的。
在講解關(guān)系詞that和which、who和that、as和which這一環(huán)節(jié)時(shí)，我先讓學(xué)說(shuō)出它們的特殊用法，然后我再進(jìn)一步加以闡述。從而，引出它們的特殊用法。
一）、that和which的特殊用法：
1、有些情況下只用關(guān)系詞that,而不宜用which。
a、從句所修飾的詞又被形容詞最高級(jí)或序數(shù)詞修飾時(shí),只能用that引導(dǎo)從句。
b、先行詞是all,something,nothing,anything等不定代詞時(shí)，只能用that。
c、先行詞既有人也有物時(shí),只用that引出從句。
d、先行詞是one of,the one, 或用little,few, no, all, any, only, just, very作修飾時(shí)，只能用that。
e、當(dāng)主句已有疑問(wèn)詞 who或which時(shí)，只能用that。
2、定語(yǔ)從句中宜用which而不宜用that的情況。
a、當(dāng)關(guān)系代詞前面有介詞時(shí)。
b、在非限制性定語(yǔ)從句中。
c、在一個(gè)句子中有兩個(gè)定語(yǔ)從句，其中一個(gè)從句的關(guān)系代詞用了that，另一個(gè)宜用which。
二）、who和that的特殊用法：
who、that在許多情況下可以通用，但有時(shí)宜用who不用that。
a、先行詞是one(s),anyone,someone, those時(shí)，關(guān)系詞使用who。
b、在there be 句型中，先行詞指人時(shí)，關(guān)系詞用who。
三)、關(guān)系代詞as和which的區(qū)別
as和which所代表的都是整個(gè)句子所表示的內(nèi)容,但是二者有兩點(diǎn)不同之處：
a、在形式上as引導(dǎo)的非限制定語(yǔ)從句可位于主句后面,也可位于主句之前；而which引導(dǎo)的非限制定語(yǔ)從句只能位于主句之后，不能位于主句的前面。
b、在意義上，as定語(yǔ)從句和主句的關(guān)系一般為一致關(guān)系，常譯為“正如……”，“就象……”，而which定語(yǔ)從句和主句的關(guān)系是因果關(guān)系，或which從句是對(duì)主句的評(píng)論。因此，在意思通順的情況下，which可代替as，而as許多時(shí)候不能代替which。
針對(duì)關(guān)系副詞的復(fù)習(xí)，因其難度不大，我直接采用講解法，學(xué)生容易理解。關(guān)系副詞是用來(lái)引導(dǎo)定語(yǔ)從句的，它和關(guān)系代詞一樣，具有數(shù)種作用。
a、在從句中代替先行詞。
b、在句中作狀語(yǔ)。
c、連接作用，把兩個(gè)句子連接成為一個(gè)帶有定語(yǔ)從句的復(fù)合句。
同時(shí)，在解釋的過(guò)程中不斷穿插練習(xí)，達(dá)到鞏固復(fù)習(xí)的目的,體現(xiàn)精講精練的教學(xué)原則和我校提出的“四轉(zhuǎn)五讓”原則。
3、反饋和鞏固
在講解完所有語(yǔ)法點(diǎn)之后，為了更加有效地鞏固所復(fù)習(xí)的知識(shí)，我設(shè)計(jì)了兩種有針對(duì)性的習(xí)題練習(xí)，讓學(xué)生把掌握的知識(shí)運(yùn)用于實(shí)際語(yǔ)言操作中，從而達(dá)到知能并重的目的。
4、小結(jié)
最后通過(guò)小結(jié)，以表格的形式把本節(jié)課所復(fù)習(xí)的語(yǔ)法點(diǎn)進(jìn)行總結(jié)。
5、板書設(shè)計(jì)
GRAMMAR
Attributive Clause
6、布置作業(yè)
Finish off the exercise paper.
課后反思
課后各位聽(tīng)課教師對(duì)本節(jié)課進(jìn)行了點(diǎn)評(píng)，結(jié)合其他聽(tīng)課的評(píng)價(jià)及與其他教師的交流，談?wù)剛�(gè)人的思考，具體如下：
一)、值得推介的幾點(diǎn)
1、重視基礎(chǔ)語(yǔ)言知識(shí)，對(duì)于基礎(chǔ)的語(yǔ)言知識(shí)講得透，講得到位。
2、重視語(yǔ)言綜合運(yùn)用能力的培養(yǎng)。講知識(shí)點(diǎn)時(shí)，能結(jié)合語(yǔ)境，提供情境，對(duì)于學(xué)生語(yǔ)言基礎(chǔ)知識(shí)的綜合運(yùn)用起到了鋪墊作用，對(duì)于學(xué)生發(fā)散思維能力的培養(yǎng)有很大的幫助。
3、課堂教學(xué)有思想。教師擁有豐富資源，多媒體課件設(shè)計(jì)地實(shí)用、合理。講授方法新穎獨(dú)特，練習(xí)形式靈活多樣。
4、教師個(gè)人素質(zhì)較好，能靈活應(yīng)對(duì)任何突發(fā)教學(xué)情況，合理安排講練比率。
二)、存在問(wèn)題
1、英語(yǔ)思維與漢語(yǔ)思維同時(shí)存在，相互干擾。偶爾用漢語(yǔ)組織教學(xué)好像省事，其實(shí)反而浪費(fèi)時(shí)間和精力，不利于學(xué)生形成用英語(yǔ)思維的習(xí)慣，更影響交際速度。
2、交際面有時(shí)過(guò)窄，很難訓(xùn)練到全部。很多學(xué)生只有聽(tīng)的份，沒(méi)有說(shuō)的機(jī)會(huì)，這是大班的局限，有些活動(dòng)是為了順利進(jìn)行而局限于“好學(xué)生”身上，一些英語(yǔ)學(xué)困生被遺忘。時(shí)間長(zhǎng)了，會(huì)使學(xué)生討厭英語(yǔ)并放棄英語(yǔ)的學(xué)習(xí)。
3、任務(wù)型教學(xué)活動(dòng)有時(shí)設(shè)計(jì)地不是很好。活動(dòng)要求有時(shí)不是很明確，活動(dòng)設(shè)計(jì)不能從學(xué)生生活經(jīng)驗(yàn)，興趣愛(ài)好出發(fā)，活動(dòng)形式有時(shí)單調(diào)，缺乏趣味性。
三)、幾點(diǎn)想法
1、千方百計(jì)、想方設(shè)法激發(fā)學(xué)生的學(xué)習(xí)興趣，調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。有人說(shuō)“掌握一門外語(yǔ)就比別人多活了一輩子。”因?yàn)槟惚葎e人多了解另一種語(yǔ)言背景下的政治歷史、天文地理、風(fēng)土人情等等。向?qū)W生多介紹經(jīng)典音樂(lè)、視頻、英文佳作等，在潛移默化中培養(yǎng)學(xué)生的學(xué)習(xí)興趣。
2、在課堂上注意學(xué)生的綜合語(yǔ)言運(yùn)用能力的培養(yǎng)。在基礎(chǔ)的語(yǔ)言形式訓(xùn)練上提升交際品位，為學(xué)生創(chuàng)設(shè)豐富的語(yǔ)言環(huán)境，讓學(xué)生產(chǎn)生交際的愿望和機(jī)會(huì)，使交際具有實(shí)際內(nèi)容和實(shí)際意義。
3、要繼續(xù)學(xué)習(xí)，不斷充電，提升自身的業(yè)務(wù)素質(zhì)和人文素養(yǎng)。
英文說(shuō)課稿 篇5
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：
（一）、Warming 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。）
（三）、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�、Practise
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。)
（五）、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。)
�。omework
1、Read after the tape recording.
2、Make up a dialoguein pairs.
�。▽⒄n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6
一．說(shuō)教材：
《birthdays》是譯林英語(yǔ)五下的最后一個(gè)單元。本課時(shí)主要講授的是第一板塊Story time的內(nèi)容。主要圍繞“過(guò)生日”這一話題，通過(guò)問(wèn)詢和討論在生日里所做的事情展開(kāi)對(duì)話。
教學(xué)大綱對(duì)Story time的要求是通過(guò)對(duì)話、短文、故事等，幫助學(xué)生掌握基本的英語(yǔ)語(yǔ)言知識(shí)，發(fā)展基本的英語(yǔ)聽(tīng)、說(shuō)、讀、寫技能，初步形成用英語(yǔ)與他人交流的能力，進(jìn)一步促進(jìn)思維能力的發(fā)展，同時(shí)提高學(xué)生的綜合人文素質(zhì)。所以本課的主要目標(biāo)是培養(yǎng)學(xué)生靈活運(yùn)用所學(xué)知識(shí)進(jìn)行語(yǔ)言表達(dá)的能力。
二．說(shuō)教學(xué)目標(biāo)：
針對(duì)這些要求，我設(shè)定了本課時(shí)的教學(xué)目標(biāo)是：
1. 學(xué)生能流利朗讀并理解story time。
2. 學(xué)生能聽(tīng)懂、會(huì)讀句型" When's your birthday? It's on the eleventh of May. It's on the eighth of April."
3. 學(xué)生能運(yùn)用句型"What do you do on your birthday? I usually..."正確問(wèn)答生日活動(dòng)。
而本課有比較明顯的中西文化區(qū)別，所以針對(duì)這一特征，設(shè)定情感和文化目標(biāo)為：
1. 能理解中西方生日文化的去別和融合。
2. 能懂得感恩父母。
三：說(shuō)教學(xué)方法：
教法：
1. 問(wèn)答式教學(xué)法：它能充分發(fā)揮師生兩方面的積極性，用此法可啟發(fā)學(xué)生思維，培養(yǎng)學(xué)生分析問(wèn)題、解決問(wèn)題的能力和口頭表達(dá)能力，激發(fā)其學(xué)習(xí)的主動(dòng)性、積極性。
2. 討論式教學(xué)法：通過(guò)對(duì)教學(xué)主題的自由討論，得出在生日經(jīng)常做的事情。在討論的過(guò)程中運(yùn)用所學(xué)的語(yǔ)言。不僅能幫助學(xué)生正確運(yùn)用語(yǔ)言，也能創(chuàng)建比較自由舒適的課堂環(huán)境。
3. 情境教學(xué)法：給學(xué)生創(chuàng)建比較真實(shí)的語(yǔ)言環(huán)境，在情境中學(xué)習(xí)課文的內(nèi)容。
學(xué)法：
1. 聽(tīng)選法：要求學(xué)生在聽(tīng)的過(guò)程中完成信息的采集。幫助學(xué)生鍛煉聽(tīng)取信息的能力。
2. 速讀法：以快速閱讀為基礎(chǔ)，找出與給出主題相關(guān)的內(nèi)容，幫助學(xué)生練習(xí)泛讀能力。
3. 精讀法：細(xì)讀課文，找出細(xì)節(jié)內(nèi)容。在這一部分，學(xué)生需要對(duì)課文進(jìn)行分析，并找出正確的答案。鍛煉學(xué)生對(duì)文本的分析運(yùn)用能力。
四：說(shuō)教學(xué)過(guò)程：
本課時(shí)是本單元的第一課時(shí)，主要教學(xué)過(guò)程如下：
課前活動(dòng)：
一、熱身活動(dòng)
為了幫助學(xué)生進(jìn)入學(xué)習(xí)狀態(tài)，設(shè)計(jì)如下的課前活動(dòng)。
1. 解釋卡片和獎(jiǎng)勵(lì)機(jī)制。
2. Listen to the song< Happy birthday to you>
3. Say a chant< The months chant>
二、引入課題
1. 正是上課，首先出示本課的學(xué)習(xí)目標(biāo)，讓學(xué)生對(duì)本節(jié)課需要掌握得內(nèi)容有比較清晰的了解。
2. 討論月份，引入主題。
T: boys and girls. There are twelve months in a year. Which month do you like best?
S: I like…
T: I like October best. Because my birthday is in October. Do you want to know?
You can ask“ When’s your birthday? ”引入生日討論。
連讀，板書。
Put in order
先出示打亂的生日活動(dòng)，觀看聽(tīng)老師的生日活動(dòng)，然后完成排序練習(xí)。
以上引入課題：birthdays
三、處理文本
為了幫助學(xué)生鍛煉聽(tīng)、說(shuō)、讀的能力，設(shè)計(jì)了如下的處理文本的活動(dòng)。
a. (放視頻，完成連線)
b.聽(tīng)錄音，說(shuō)出所做的事情。（板書）
c. 速讀課文，找出Mike做的事
d. 精讀
Read the text carefully and try to find the answers.
1）Who do they spend their birthdays with?(他們和誰(shuí)一起度過(guò)生日？)
2）What do they eat?
文化滲透：Chinese people usually spend their birthdays with their families, they often eat noodles. Western people usually spend their birthdays with their friends, they often eat birthday cakes.
3）T: They do different things on their birthdays.
Are they happy on their birthdays?
S: Yes.
How can you know?
找出句子: We have a great time. We have a lot of fun.
四、練讀課文。
練讀課文時(shí)比較枯燥的，所以設(shè)計(jì)了多樣的練讀方法。
1）跟讀，注意語(yǔ)音語(yǔ)調(diào)，特別是重音。
2）三人多樣練讀，請(qǐng)兩組示范。
3）齊讀。
五、復(fù)述課文
復(fù)述課文是比較有效的檢驗(yàn)學(xué)生是否掌握課文內(nèi)容的方法，所以在本部分設(shè)計(jì)了逐層遞進(jìn)的復(fù)述方法。
1）看板書，復(fù)述。
2）去掉動(dòng)詞詞組，復(fù)述。
六、你的生日
讓學(xué)生正式運(yùn)用本節(jié)課所學(xué)的知識(shí)，進(jìn)行豐富的討論活動(dòng)。
T: We know Su Hai, Su Yang and Mike’s birthdays. Now, it’s your turn to share your birthdays.
1)提供表格，讓學(xué)生先選一選。
2)根據(jù)選擇,和同桌說(shuō)一說(shuō)。
3)請(qǐng)學(xué)生說(shuō)一說(shuō)。
文化滲透：隨著時(shí)代的發(fā)展，中國(guó)的生日文化已經(jīng)吸納了很多西方元素，中西方生日文化的差異已經(jīng)不是很明顯了。
T: Now we also eat birthday cakes and have a birthday party with our friends. So with the development of the world, the differences between China and western countries are getting smaller and smaller.
七、情感教育
幫助學(xué)生學(xué)會(huì)感恩父母并且對(duì)本課的內(nèi)容進(jìn)行書寫訓(xùn)練。
Your birthdays are wonderful. Your parents remember your birthday and prepare a lot of presents for you. But I have a question. Do you know your parents’ birthdays. Who knows? Hands up! Not all of us know the birthdays of our Parents. But our parents is the most important people in our life. Boys and girls, Let’s design some birthday activities for your parents’ birthdays. Write down your ideas.
八、評(píng)價(jià)和回家作業(yè)
針對(duì)上課是出示的學(xué)習(xí)目標(biāo)，讓學(xué)生對(duì)自己這節(jié)課的學(xué)習(xí)效果進(jìn)行評(píng)價(jià)和反饋。知道自己的薄弱點(diǎn)在哪兒。針對(duì)這些評(píng)價(jià)內(nèi)容，設(shè)計(jì)回家作業(yè)。
(必做)1. Listen to the tape and read after it three times.
2. Write down more ideas for your parents’ birthdays.
(選做)1. Try to retell the story.
2. Write down your parents’ birthday dates.
五：說(shuō)板書
本課的板書采用了和課文相關(guān)的蛋糕和面條，并在上面貼上對(duì)用人物的活動(dòng)詞組，輔以頭像幫助理解。非常的生動(dòng)，讓學(xué)生對(duì)本課的內(nèi)容有比較直觀的理解。
【有關(guān)英文說(shuō)課稿模板錦集6篇】相關(guān)文章：
有關(guān)英文說(shuō)課稿模板錦集六篇03-25
有關(guān)英文說(shuō)課稿模板錦集八篇03-15
有關(guān)英文說(shuō)課稿模板錦集8篇03-14
有關(guān)英文說(shuō)課稿模板錦集10篇03-10
有關(guān)英文說(shuō)課稿模板錦集5篇03-07
有關(guān)英文說(shuō)課稿模板錦集9篇03-05
有關(guān)英文說(shuō)課稿模板錦集五篇03-05