英文説課稿模板彙編十篇

作為一名無私奉獻的老師，就有可能用到説課稿，藉助説課稿可以更好地組織教學活動。那麼大家知道正規的説課稿是怎麼寫的嗎？以下是小編為大家整理的英文説課稿10篇，希望對大家有所幫助。

英文説課稿 篇1

一、説教材分析

1、教材的地位和作用：

本課是國中牛津英語8B第七單元Water Talk課文的教學。這篇課文是一篇較長的閲讀文章。八年級的英語教學突出了閲讀文章的教學，而長篇文章的閲讀也恰是同學們學習的難點。如何處理好此篇閲讀文章的教學，如何讓學生對文章有整體的把握與理解以及對部分生詞有初步的掌握，將是本課着重解決的問題。本課雖是閲讀教學，但是在教學中，本課也有針對性地對學生的聽, 説, 讀, 寫進行了一定的操練, 以便提高學生綜合運用語言的能力。本課課文所涉及的內容為水的旅程，聯繫了生活實際，是學生較為熟知的話題;同時將水擬人化，增加了文章的趣味性。本堂課將着眼於課本，充分挖掘文章的知識性以及趣味性。

2、教學目標的確立

Teaching objectives:

1. Language objectives:

To learn the new words: precious, vanish, a sewage plant, a water treatment works, thorough, etc.

To get to know water’s journey.

2. Skill objectives:

To find out the information according to the given questions.

To improve the students’ skills in using some verbs to describe facts.

3. Emotional objectives:

To arouse the students’ awareness of the importance and necessity of saving

二、説學情分析與學法指導：

學情分析：初中學生的形象思維能力較強，抽象思維能力較弱，上課注意力容易分散。八年級的學生已具備一定的英語基礎，好奇心強，求知慾旺盛，已不滿足教師對課文的簡單重複，因而在注重啟發引導，培養學生分析、概括能力的同時，本課將採用靈活多樣的教學方法，並配以趣味圖片及動漫，從而增強學生的興趣和注意力。

學法指導：

1、在課前設定閲讀任務, 讓學生帶着任務進行閲讀, 增強閲讀的目的，對文本有一個整體把握

2 、在教學中, 指導學生掌握閲讀的步驟和方法，加強泛讀與精讀的訓練。

3、在教學中, 注意啟發和引導學生質疑問題。

4、在教學中, 指導和訓練學生掌握閲讀的基本技巧, 比如教給學生圈點、劃線﹑改寫等方法。

三、説教學設計與步驟

課堂的設計遵循了課文整體教學的思路，結合聽、説、讀、寫訓練，加強了同學們對文本的理解以及對重要語言知識點的掌握，最終達到提升學生綜合運用語言的能力。

Teaching procedures:

Pre-task 環節，激發興趣，做好鋪墊。

1. Let students read a poem and guess to elicit the topic—Water. (引發興趣)

2. Ask students to say something about water to elicit a new word— precious.(以舊帶新)

3. Ask the students to finish Water’s talk in groups. Check whether the students understand the main idea of the passage.(旨在對文章的整體把握)

While-task環節，嘗試用不同的方法對各段進行分段教學。

1. Introduce Daisy’s bathroom and teach some words--- tap, sink, drain. (由圖片引出課文生詞，處理文中的開頭部分)

2. Read aloud the rewritten reading part on the slide and tell why water was angry.(閲讀被改寫過的段落後，同學們就水為什麼會生氣這一問題進行思考。)

3. Ask the students to read the first part of the passage and use the new words to replace the expressions in the rewritten part. (對照被改寫的段落，在書上圈出不同的地方，看似簡單的任務，卻很好地調動了學生，讓學生輕鬆地掌握了生詞的英語釋義。)

4. Play the recording of the second part and let the students find out the places water passed in order. (聽段落，把握大意，篩選信息。)

5. Show the students some pictures and let them tell what water did and what happened to water. Students are required to use the key verbs.

(趣味圖片，關鍵動詞來説明)

6. Get the students to know the end of water’s journey and learn the new word --- a sewage plant. Make sure the students know water’s cycle.(問題設問，鋪墊下文)

7. Prepare some questions about water’s journey and have them wok out the questions in groups.(小組問題競答，檢查與鞏固課文內容。)

Post-task 環節，總結與拓展。

1. Get the students to have a competition. They take turns to write a flow chart of water’s journey in four and one of them read it out after completing it.(小組比賽，完成水旅程的流程圖，更進一步地檢測並鞏固所學內容。)

2. Let the students watch a flash on water’ cycle and tell what they think of the journey.

Try to arouse their awareness of the importance of saving water.(情意昇華，珍惜水資源。)

Homework 作業佈置

1. Read the passage after the tape.

2. Use the given words to finish a short passage at least 60 words with the topic of ‘Water’s journey’.(寫話練習是對所學內容的複習與鞏固)

英文説課稿 篇2

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

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

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

1. Linguistic knowledge

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

Be familiar with the topic history.

2. Language skills

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

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

3. Affects

Love our country by learning more about Chinese history.

4. Cultural awareness

Know more about history of other countries.

5. Learning strategy

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

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

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

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

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

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

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

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

英文説課稿 篇3

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4

一、教材分析：

教材概述：

《新目標英語》Go for it !每個單元包括section A , section B,跟 self check三個，部分其中A 部分是基本的語言內容，B部分是知識的擴展跟綜合的語言運用。Self check 部分是讓學生用來自我檢測本單元所學的語言知識。教材突出語言使用能力的培養，它採用任務型語言教學模式，每個單元都設計成一個或幾個與該單元話題有關的任務，讓學生在完成任務的過程中，使用英語獲取信息，進行交流，真正體現了在"在做中學""在學中用"的教學理念。

單元內容分析：

本單元的標題為This is my sister ,教材以family members 為中心話題，圍繞着"介紹家人跟朋友"展開，學習跟運用目標語言"介紹人物跟識別人物"

本單元的教學內容：

1.掌握詞彙 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend. 等

2.補充詞彙 husband wife son-in-law daughter-in-law mother-in -law father-in -law, nephew , niece等

3.介紹他人的句型 This/That is… , These/Those are…

4.詢問，辨認人物的疑問句形式 Is this/that…？

二、教學設計思路

《新目標英語》中的具體語言目標是通過各種各樣的tasks來實現的，學生需要運用具體而特定的行動來完成一定的交際任務，整個教學過程中就是各種語言結構與語言功能與不同的學習任務有機的結合，因此，本單元我將始終引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得跟積累相應的學習經驗，讓學生在用中學，在學中用。

根據語言學習的認知規律；由淺入深，由已知到未知，本單元計劃用四個課時。

分課分析：

第一課時： Section A, 1a, 1b, 1c, 2a, and 2b

利用教學圖片跟製作多媒體課件來展開課堂pair work ,group work等口語交際活動，引導學生學會運用指示代詞介紹人物，幫助學生掌握家庭人員的稱謂，區分單指跟復指。

教學重點：

1）詞彙father ,mother ,grandfather, grandmother , brother ,sister , uncle ,aunt ,parent（s），grandparent（S） friend,these, those

2）句型 This/That is… , These/Those are…

教 學 難 點： 複數指示代詞these those 家庭成員的 複數形式及它們在句中的正確運用。

第二課時： Section A 2c , 2d , 3a , 3b, 3c , 4,

利用照片跟多媒體遊戲， 複習鞏固家庭成員的稱謂， 運用this /that…疑問句形式，辨認人物。

教 學 重 點： 掌握句型Is that/this……？及其肯定跟否定回答。

第三課時： Section B 1, 2a, 2b, 2c, 3a, 3b, and 3c

複習猜詞遊戲鞏固跟教學更多的家庭成員的詞彙，通過製作家譜，進一步明確家庭成員間的關係。

教學重點：

1）詞彙 uncle aunt cousin son daughter dear thanks for photo here

2） 掌握並製作家譜

3）擴充詞彙 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece

第四課時 section B 4, self check

通過小組活動跟知識檢測，促使學生不斷地使用所學內容，從而提高他們靈

活運用知識的能力

教學重點： 書信的格式

教學難點： 以書信的形式介紹家人

三、教學目標

1.語言知識目標

1）學習並掌握與家庭成員有關的詞彙 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend.

補充詞彙 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece

2） 學會初步運用指示代詞 this that these those 介紹他人

3） 學會初步運用 this that 的疑問句形式詢問辨認人物

2.語言技能目標

1）培養良好的聽説讀寫能力

2）通過創設情景，培養學生的發展思維能力，激發學生的想象力。

3.情感目標

1），創設真實情景，激發學生學習英語的興趣，培養學生積極主動的學習精神。

2）通過小組間良性的競爭與合作，培養友好互助的精神。

3）通過對家庭成員之間關係的描述，增進學生關心熱愛家人的情感，促進學生彼此之間的相互瞭解，增進友誼。

4.文化意識

1） 瞭解英語國家中不同性別常用的名字及家庭成員之間的稱呼習俗，瞭解中西方在家庭成員稱呼上的文化差異，拓展學生的視野。

2） 跨學科學習，利用多媒體跟卡通圖片，強化視覺能力，拓展語言藝術，培養審美意識。

5.學習策略目標

1）幫助學生明確學習目的，指導學生做好預習

2）利用不同方法收集卡通圖片 或家人照片，供上課小組活動使用

3）通過小組討論，競賽，遊戲等多種形式，確立learning by doing learning for using 的學習英語的思想。

四、教學原則

1. 活動性原則 提倡學生主動參與，體驗，交流，合作，探究等多種學習。

2. 合作性原則 以學生為主體，師生合作，生生合作，體現教與學的互動，交往。

3. 任務型原則 運用任務型的教學途徑，培養學生綜合語言運用能力。

4. 情感性原則 激發學生學習英語的興趣跟始終保持良好的學習情緒。

五、教學方法

1.提問引入法 通過提問，集體，分組，分行回答，或學生逐個回答的形式開展教學，檢查 跟鞏固新舊知識。

2.交際功能法 通過集體，分組，兩人，個人操練等形式，達到交際的目的，促進語言實際運用能力的提高。

六、任務特點：

在本單元的教學活動中，每課都圍繞一箇中心任務而進行。

第一課時 識別家庭成員及其稱謂。

第二課時 相互問答，介紹家庭成員。

第三課時 製作家譜並描述家庭成員

第四課時 以短信的形式向朋友介紹家庭成員，以quiz的形式對本單元的學習做終結性評價。

英文説課稿 篇5

一．説教材：

《birthdays》是譯林英語五下的最後一個單元。本課時主要講授的是第一板塊Story time的內容。主要圍繞“過生日”這一話題，通過問詢和討論在生日裏所做的事情展開對話。

教學大綱對Story time的要求是通過對話、短文、故事等，幫助學生掌握基本的英語語言知識，發展基本的英語聽、説、讀、寫技能，初步形成用英語與他人交流的能力，進一步促進思維能力的發展，同時提高學生的綜合人文素質。所以本課的主要目標是培養學生靈活運用所學知識進行語言表達的能力。

二．説教學目標：

針對這些要求，我設定了本課時的教學目標是：

1. 學生能流利朗讀並理解story time。

2. 學生能聽懂、會讀句型" When's your birthday? It's on the eleventh of May. It's on the eighth of April."

3. 學生能運用句型"What do you do on your birthday? I usually..."正確問答生日活動。

而本課有比較明顯的中西文化區別，所以針對這一特徵，設定情感和文化目標為：

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：説教學方法：

教法：

1. 問答式教學法：它能充分發揮師生兩方面的積極性，用此法可啟發學生思維，培養學生分析問題、解決問題的`能力和口頭表達能力，激發其學習的主動性、積極性。

2. 討論式教學法：通過對教學主題的自由討論，得出在生日經常做的事情。在討論的過程中運用所學的語言。不僅能幫助學生正確運用語言，也能創建比較自由舒適的課堂環境。

3. 情境教學法：給學生創建比較真實的語言環境，在情境中學習課文的內容。

學法：

1. 聽選法：要求學生在聽的過程中完成信息的採集。幫助學生鍛鍊聽取信息的能力。

2. 速讀法：以快速閲讀為基礎，找出與給出主題相關的內容，幫助學生練習泛讀能力。

3. 精讀法：細讀課文，找出細節內容。在這一部分，學生需要對課文進行分析，並找出正確的答案。鍛鍊學生對文本的分析運用能力。

四：説教學過程：

本課時是本單元的第一課時，主要教學過程如下：

課前活動：

一、熱身活動

為了幫助學生進入學習狀態，設計如下的課前活動。

1. 解釋卡片和獎勵機制。

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，首先出示本課的學習目標，讓學生對本節課需要掌握得內容有比較清晰的瞭解。

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，觀看聽老師的生日活動，然後完成排序練習。

以上引入課題：birthdays

三、處理文本

為了幫助學生鍛鍊聽、説、讀的能力，設計瞭如下的處理文本的活動。

a. (放視頻，完成連線)

b.聽錄音，説出所做的事情。（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?(他們和誰一起度過生日？)

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。

練讀課文時比較枯燥的，所以設計了多樣的練讀方法。

1）跟讀，注意語音語調，特別是重音。

2）三人多樣練讀，請兩組示範。

3）齊讀。

五、複述課文

複述課文是比較有效的檢驗學生是否掌握課文內容的方法，所以在本部分設計了逐層遞進的複述方法。

1）看板書，複述。

2）去掉動詞詞組，複述。

六、你的生日

讓學生正式運用本節課所學的知識，進行豐富的討論活動。

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，讓學生先選一選。

2)根據選擇,和同桌説一説。

3)請學生説一説。

文化滲透：隨着時代的發展，中國的生日文化已經吸納了很多西方元素，中西方生日文化的差異已經不是很明顯了。

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

幫助學生學會感恩父母並且對本課的內容進行書寫訓練。

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、評價和回家作業

針對上課是出示的學習目標，讓學生對自己這節課的學習效果進行評價和反饋。知道自己的薄弱點在哪兒。針對這些評價內容，設計回家作業。

(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：説板書

本課的板書採用了和課文相關的蛋糕和麪條，並在上面貼上對用人物的活動詞組，輔以頭像幫助理解。非常的生動，讓學生對本課的內容有比較直觀的理解。

英文説課稿 篇6

Good morning, everyone,

Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong’an Middle School, Congtai District of Handan.

My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With Transportation”, and the topic of Lesson 37 is “Flying Donuts”. I have decided to say the lesson from six parts:

Part One —— Analysis of the Teaching Material

One: Status and Function

1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.

2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.

3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.

4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.

Two: Teaching Aims and Demands

The teaching aim's basis is established according to Junior School English syllabus' provision.

1. Knowledge objects

(1) To study the new words “fuel”, “oil” and “coal”.

(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.

2. Ability objects

(1) To develop the students’ abilities of listening, speaking, reading and writing.

(2) To train the students’ ability of working in pairs.

(3) To develop the students’ abilities of communiation by learning the useful structures.

3. Moral objects

(1) Through different teaching methods to make students be interested in study.

(2) Love to know more knowledge about tranportation and dare to express their opinions in English.

(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.

Three: Teaching Keys and Difficult Points

The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching material's position and function.

1. Key points:

(1) able to express words, phrases and sentences in English.

(2). Know about the improvement of transportation and Danny’s invention.

2. Difficult points:

Be able to talk about their imaginary future transportation in oral English.

Part Two —— The Teaching Methods

Communicative teaching method; 2. Audio-visual teaching method;

3. Task-based teaching method;

4. Classified teaching method.

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method and “Classified” teaching method. That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.

In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.

Part Three —— Studying ways

1. Teach the students how to be successful language learners.

2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.

Part Four —— Teaching steps

As this lesson plays an important part in the Engish teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.

The entire steps are:

Step1 Warm-up and Lead-in

Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us?

Purpose of my designing: In this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s leson has something to do with their discussion.

Step2 Presentation

1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.

Purpose of my designing: After seeing the pictures, the students will know what they are and they can learn them quickly and easily.

2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.

Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.

3. Text Learning and a Quiz

I’ll use CAI to present the whole text. I’ll write the key points on the blackboard while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.

After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don’t think so, have fun, a new kind of, on the way to school, and so on.

Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.

4. Key Structures and Difficult Points Learning

First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all.

For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases.

Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.

5. Read and Say

Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud.

Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more.

Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.

Part Five —— Summarize and Homework

Ask the students such questions:

What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let’s try!

Then show them some exercises and help them to finish them.

At last, tell the students what today’s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.

Part Six —— Blackboard Designing

Purpose of my designing: Presents the text key content clearly on the blackboard, favors the students to knowledge grasping.

OK. That’s all. Thanks for listening to me and helping me.

英文説課稿 篇7

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

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

First. Aims on the knowledge

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

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

2. Aims on the abilities

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

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

3. Aims on the emotion

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

Second. Key-points of this lesson

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

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

. Difficult points

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

V. Teaching methods

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

I’ll finish this lesson in six steps.

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

1. chant 聽錄音，一邊拍手一邊唱

2. 出示人物圖，進行提問：Where is he live / she?

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

回答出單詞即可，複習上一課詞彙。

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

Do you know what is Beijing famous for?

Beijing is famous for Tian’an man square.

What else do you know about Beijing.

請學生説出北京的一些著名景點

a) 出示各景點卡片，帶讀正音。

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

…is famous for ……或……is in ……

Tokyo is famous for cherry blossom.

Cherry blossom is in Tokyo.

4．提問：Where does …come from?

Where does he /she live?

What is his /her famous for?

請學生回答，老師出板書，帶讀。

做問答練習

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

英文説課稿 篇8

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

First, let me talk the teaching material. Part 1 Teaching Material:

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

By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about

(1) the good character to be a successful person

(2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming.

(3)Charlie Chaplin and his humor English jokes

(4)Different body language and the similarities in body language which make the others understand our feelings.

(5)Theme park but also learning ability in English .

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

（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新課程標準和教學大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:

ledge objects:

(1)the students can hear, read, and use the main sentence patterns.

(2) the students can understand the content of the lesson:

(3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects:

Ability objects of this section are

(1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.

(2) To train the Ss’ ability of working in pairs.

(4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability.

ion objects:

By reading A Student of African wildlife /why not carry on the good work, students can learn from

(1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful.

(2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.

英文説課稿 篇9

Unit 10 Ifyou go to the party, you’ll have a great time!

Reading 説課稿

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 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:

ledge 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.

entscan 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 des, ()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…

英文説課稿 篇10

説教材：

1. 教材內容

本節教材重點圍繞節日展開，圍繞人們經常如何度過節日展開話題。本課時要求學生能掌握四個節日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at …? I… .並能自由交流如何度過假日。在本課中did引導的一般疑問句及回答也是新知之一。因為在前面第三單元己出現了be 動詞的過去式，所以學生在學習的時候這方面比較容易掌握。

2.教材的地位

本節課所選的教學內容是牛津國小英語6A Unit 6。本單元教學圍繞節日兒展開的。在詢問節日這部分，學生已有了前面第三單元的知識鋪墊，比較易於深入與擴展。這樣的安排，既體現了教材循序漸進、由難到易的編排意思，又符合學生的知識水平和認知水平。關於人們如何度過節日這一話題，特別是西方的節日，。則需要學生課後及時收集資料。在實際教學中，本課採用舊話題先教新句型，再用句型引新知的方式展開，這樣既便於學生接受掌握，也體現了教學內容之間的連貫性。

説目標：

1. 教學目標

新課程強調知識與技能、過程與方法、情感態度與價值觀三個角度的有機結合，本着這樣的認識，我制定如下教學目標。

[認知目標] 學生能聽、説、讀短語及單詞：visit relatives and friends , go to parties, dress up in costumes, ware masks , make pumping lanterns, eat lots of delicious food , National Day, Christmas, Halloween, Spring Festival , favourite ; 能運用 When's … ? What do people usually do at …? Did you…last …? Yes , I did./ No, I didn't.等進行口語交際。

[能力目標]能用英語交流在假日中的活動，部分同學能用英語流利介紹節日的有關情況。

[情感目標] 通過活動、遊戲使學生產生學習英語的興趣;讓學生敢於、樂於開口，積極參與交流。並讓學生在學習的過程中，培養他們的合作意識和競爭意識。

2. 教學重難點

教學的重點是讓學生掌握詞組，能夠熟練的運用詞組進行交流，初步鍛鍊學生運用詞組描述節日的能力;難點是讓學生認識時態的變化，及意識到詞組的不同運用能造就語言的豐富性。

説教法：

1. 教法設計

根據英語這門課本身的特點及六年級學生的興趣，我通過了設計具體形象的情景，以舊帶新，不斷滾動知識點，以此來分散教學難點，讓學生直觀地感知與理解。同時創設數個任務活動，從單詞到短語到句子到對話到片斷，使學生在師生、生生之間的多向交流中進行有意義的練習與實踐，充分發揮他們的學習主體性，培養他們學習致用的能力。

2. 學法指導

引導學生通過比較、觀察、猜測的方法逐漸感悟新語言項目的功能，讓學生在多層次的練習中體會到學習英語時“運用”的必要性，鼓勵學生積極思維，大膽嘗試。

3. 教學手段

根據本課的教學內容、教學目標、學生的年齡特徵和心理特徵，為了更好地激發學生的學習興趣，從而能積極主動參與學習。教學中運用多媒體課件、圖片等教學輔助手段，置抽象的句型於一個個生動的情景、遊戲之中，不僅使學習過程自然輕鬆，更能較好地啟智開思。

説過程：

1.熱身( Warm up)

(1)宣佈本節課的學習方式：小組競賽。以座位分成四個參賽小組，按每個同學的課堂表現為本組加星，課末評出WINNER。然後，開始“每課一句”，本節課所教授的句子是“Lite is long if you know how to use it.”

[設計意圖] 學習方式的宣佈讓學生對本節課充滿了興趣，激起了他們的鬥志和為本組爭星的表現欲。“每課一句”是我在六年級開始每堂課上設置的一個必備環節。這個環節主要教學生一些妙言警句。這些句子既豐富了學生的詞彙量，提高了他們的表達能力，同時也讓他們學到了地道的英語表達方式。從而為學習英語創設一個良好的氛圍。

2.以舊帶新 [lead in ]

提供話題Birthday，師生自由交流，然後用“How do you spend your birthday?”引出本課的新句型“What do you do on your birthday?” 進而再導入“ Did you … last birthday? ”及回答。然後用Colour 話題引出句型My favourite …

[設計意圖] 通過舊知識滾出新知識，是我常用的教學方法之一。以舊帶新，學生可以比較輕鬆地掌握本課的句型。同時把新的句型和老話題融合一起。有助於培養學生的語言思維能力的開放性。

3.呈現、操練(Presentation, Practice)

承接Colour話題，引出第一個節日：National Day。利用課件呈現中國國旗。教師引導的話如下：

T:My favourite is red . Because Chinese flag is red . The main colour in China is red on important days. I love China , so I like red. I like red , because I'm from china. Do you like China? Do you like red now?

S: Yes…

T： Do you know my country's birthday?

S: The first of October.

T: What holiday is on that day?

S: National Day.

[設計意圖] 找到話題與所授新知的契合點，讓學生很自然地從一個話題向另一個話題過渡，從而開始了本節課Holiday的話題。同時英語並不是僅僅是一種工具，它是能夠表現出情感的。在此由紅色引出中國，由中國引出它的生日，簡單的幾句帶有感染力的話就能激發學生的愛國熱情。

接着用在談論生日時所學的句型讓學生談論一下國慶節，使所學知識處於不斷的滾動複習鞏固之中。用Guess 猜下一個節日Halloween.猜出來之後，利用謎面鍛鍊學生聽與説的能力。

[設計意圖]因為Halloween節日在5A的書上有專門的一單元的介紹，所以雖然它是一個外國的節日，可是學生對它並不陌生。利用謎面，讓學生讀一讀，説一説，談一談。在此環節充分鍛鍊學生的口語表達能力。

聖誕節的出示用一首輕快明瞭的CHANT作為引入，同時讓學生看一段配上音樂的介紹資料，然後用今天要掌握的句型來問一問。之後，出現了一個有關聖誕節的小故事，讓學生自由的閲讀，然後完成後面的題目。

[設計意圖] 在課中關注學生的注意力的放鬆。高輸入量的學習會讓學生很快有疲勞的感覺，從而降低學習效率。在此環節，設計了CHANT 和一段瞭解性文字的閲讀，就是給學生創設了一段休息的時間。然後再根據高年級學生的英語閲讀能力的培養需要，適時進行一篇短文閲讀。

聖誕節後進行春節的教學。用一封來自外國朋友的信引出春節。這是一個美國的朋友，她先介紹了一下人們如何過聖誕的情況，然後向中國的朋友問了三個有關春節的問題：What holiday is the popular holiday in China? When is it ? What do people do on that day? 教師讓學生四人一組討論後再反饋回答。

[設計意圖] 在這兒出現了一封的書寫方式，同時很好地導出了下面的內容，教師給學生提供了廣闊的自由想像和發揮的空間，讓學生運用所學的語言進行擴展性的練習。

4. 拓展、鞏固(Extension , Consolidation)

(1) Listen and number

(2) Say out the holiday

將一些沒有學過的節日收集在一起，讓學生猜測出意思，並能説出時間。

(3) Try your best

按自己的能力選做一題，題目要求由難到易，選擇不同程度的題所獲得的加星也不斷增加。

[設計意圖] 檢查一節課的教學效果，課外知識的拓展，豐富學生的知識面。選做題的設置，再次調動起學生的積極性。本來無望獲勝的小組，此時又有了一次機會，不甘失敗的心理會讓他們充分發揮潛能;而本來勝利在望的小組，此時又有了危機感，讓他們不敢掉以輕心。於是一場比拼實力的競爭又在無形之中展開了。他們不斷調動出潛能，能於同學互幫互助，一種為本組爭光的主人翁意識也在不斷膨脹中。從而形成了一個積極的參與氛圍。

5 課後作業(Homework)

(1) Look and write

(2) 用至少五句話介紹一個節日。

[設計意圖] 鞏固所學，將課內的學習延伸到課外。