英语说课稿15篇
作为一名辛苦耕耘的教育工作者，可能需要进行说课稿编写工作，是说课取得成功的前提。如何把说课稿做到重点突出呢？下面是小编整理的英语说课稿，仅供参考，大家一起来看看吧。
英语说课稿1
一、说教学内容
本课的内容是广州版小学英语教材六年级上册Module 5 Unit 13 Work with Language。也是这个模块的第二课时。本课主要教学内容是在学习动词短语的过去式和第一人称表达的基础上，再发展学习第二，第三人称和复数的表达和在情景中的运用。本课的主要任务是复习巩固动词和动词短语的过去式，能用各种人称对过去的事情进行问答，谈论。锻炼学生的语言综合运用能力，培养学生的阅读能力和写作能力。本课的教学内容语法性比较强，内容比较枯燥，针对这一特点，我设计了多个游戏，利用歌曲，小诗和日记展卡来增强趣味性，激发学生的兴趣，调动他们的积极性。
二、说学生
六年级的学生，由于年龄，生理，心理等各方面的影响，他们比较懂事，知道学习英语的重要性，有非常浓厚的兴趣，平时的学习积极性和主动性也很高，但往往他们在课堂上的表现也是比较内敛和含蓄的。这个年龄段的学生，他们不喜欢在大众面前表现自己了，这就要求教师在课堂教学中必须不断的激发和引导他们，让他们积极大胆的表达自己。本班的学生对英语学习兴趣很高，有一定的英语基础，有一定的英语语言综合运用能力。在本课时之前，他们了解了什么是过去时，学习了几个动词的过去式和一个过去时的问答：what did you do yesterday? I…(ed)…
三、说教学目标
㈠语言知识目标
⒈复习巩固已学动词的过去式，继续学习其他动词的过去式，如talked。
⒉复习、操练和巩固一般过去式的问与答，并归纳句型：
Did you/he/she/they…?Yes，I/he/she/they did. No，I/he/she/they didn’t.
What did you do?I…Ved.
What did he/she/they do? He/she/they…Ved.
㈡语言技能目标
⒈能熟练地说出已学动词的过去式。
⒉能基本读出动词加ed后的发音。
3.能自然地运用已学句型描述和表达自己做过什么事情，或与他人进行自然地交流，知道问与答的句型。
4.能进行初步的写话。
㈢情感态度目标
让学生当自己学习和生活的小主人，从总结自己上星期做了什么，下星期打算做什么，逐渐引导学生形成良好的生活和学习的方式，提高学生学习的主动性和自觉性。
㈣学习策略目标
⒈培养学生与人交流的习惯，在交流中学到东西的策略。
⒉培养学生学会结合已学知识进行新知识的学习，降低学习的难度，形成知识网络的策略。
⒊培养学生把学习和生活实际联系起来，把学习生活化的策略。
⒋培养学生学会通过观察和对比进行自我归纳和概括的学习策略。
四、说教学重点，难点
⒈复习巩固动词的过去式。
⒉能结合实际情况，正确运用过去式的句型谈论和描述过去做了什么的话题。
3.在适当的情景中，一般过去式句型的灵活运用。
五、说教法和学法
(一)小组活动学习法
把全班分成7个小组，课堂各项教学活动匀以小组活动为主线，结对或全班活动为辅，学生互相交流，切磋，共同完成学习任务，在合作中感受学习英语的乐趣及交流的意义，也通过小组成员之间“荣辱与共”的关系而形成同步学习的环境。
(二)活泼轻松课堂的教学法：
我将教学建立在满足学生心理需要的基础上。使教学活动带有浓厚的情感色彩，在短语和句型练习中使用了本班学生的照片，贴近生活;在小组接龙，猜照片的游戏中，激发兴趣，活跃课堂;歌曲，小诗的运用更是令整堂课活泼和轻松了起来。最后环节的写作，我并不是让学生干巴巴的写，而是让他们在事先设计好的各种形状的卡纸上写，并用展板把他们的作品展出来，这样更能调动他们的积极性。
(三)鼓励法
课堂评价主要以鼓励性评价为主，课上师恰当的使用激励性评语和摘贴纸的方法让学生渴望成功的心理得到满足，这也是激励学生积极投身英语学习的一个最简单而有效的方法。
六、说教学过程
整个教学程序我采用了听、说、玩、唱、读、写一系列的教学活动，具体设计为热身——复习和导入——学习和巩固——巩固和发展。
教学步骤 教师活动 学生活动 设计意图
Warming up 1.sing a song 2.Greeting 引出过去时 1.sing a song 2.answer the teacher's questions 活跃课堂气氛，增进师生间的信任和谐关系，并能自然导入本节课题.
Revision and leading in 1.Free talk: 问学生 What's the day today?
What was the date yesterday?
What did you do yesterday? 2.组织学生玩游戏：小组接龙，说动词短语的过去式. 1.和老师free talk回答问题：:
What's the day today? what was the date yesterday
What did you do yesterday?
Today is October 29th. Yesterday was October 28th.
I …ed… yesterday. 2.玩游戏：小组接龙，积极快准的说动词短语的过去式. 1.自然的过渡导入，在轻松而又紧张的竞赛游戏中复习动词短语的过去式,为下面的句子的表达和运用打好基础，做好准备.
2.游戏的设计能激发学生的学习积极性和自信心.
Learning and consolidation 猜相片 幻灯片出示学生的相片，组织学生游戏：看相片问答：Who is (are)he/she(they)? What did he/she/they do?
He/she/they is/are… He/she/they…ed… 看同学的相片，猜相片,问答：Who is(are)he/she(they)? What did he/she/they do?
He/she/they is/are… He/she/they…ed… 1.用学生的`生活照，照片里都是学生熟悉的同学，既能很好地创设了真实的语言环境，更能极好的引起学生的兴趣.
2.从上一环节的短语过渡到现在的句子表达，从第一人到第三人称的表达，在猜猜说说中不知不觉中完成了学习任务.
课本work with language 的学习 1.听力连线，(课本第61页第一题)
2.Check the answer 1.认真听录音，连线(课本第61页第一题) 2.check the answer 听力连线，学生要耳听，动脑判断和想，还要动手写.是对上面学习内容的检测，也是对学生听，想，做等方面能力的训练.
1.师生问答，生生问答，提问上周做的事情Last week, What did you do on Monday/Tuesday ... 2.Free talk谈论自己上周做的事情.
3.填写表格，写出自己一周做的事情(课本61页第二题) 1.师生问答，生生问答，提问上周做的事情Last week, What did you do on Monday/Tuesday ... 2.Free家talk谈论自己上周做的事情.
3.填写表格，写出自己一周做的事情(课本61页第二题) 1.为学生创造更多开口的机会，增进小组合作.
2.训练说和写的能力的同时，为下面的写日记做好铺垫.
小诗 chant 边拍手边有节奏chant 调节气氛，活跃课堂，帮助学生上口所学句型.
Consoli- dation and develop- ment 阅读短文 reading comprehension reading comprehension 训练学生的阅读能力，让学生体验中西文化的不同.更为下一步的写作起到示范作用.
小结 归纳学过的动词过去式和他们的读音. 和老师一起归纳和读学过的一般动词过去式; 了解他们的读音 帮助学生归纳，让学生能更系统的学习，降低学习难度.
写话 写自己的dairy做示范，让学生写自己的某一天或一周的活动 1.看刚才的阅读材料和老师的dairy示范，写写自己的某一天或一周的活动，
2.写好后贴在本小组的板快上.
3.参观和欣赏别人的写作. 训练学生的写作能力，综合表达和运用能力.
homework 布置作业：Write a diary about today 布置作业：Write a diary about today
英语说课稿2
各位评委老师，大家好!
今天我说课的题目是初中英语第二册“Unit 6 Holidays”，整个说课我将分四部分进行讲述，即教材分析、教法、学法、教学程序。
一、说教材
本单元主要围绕“谈论节日里所做的事情”这一话题展开教学。这一单元的内容体现了浓郁的东西方文化特点，是一个学生十分感兴趣的话题。这里涉及了十个东西方节日，和三个四会句型及一个三会句型。我根据学生的实际情况，选取了New Years Day，Spring Festival，May Day，Childrens Day，National Day五个节日，及三个四会句型和一个三会句型作为第一教时的教学内容。在这些节日里，只有Spring Festival是学生没接触过的，其余四个节日学生都或多或少接触过了，因此我将节日中人们的活动及四个句型作为教学的重点和难点来处理。在句型的操练过程中，让学生感受东西方文化的特点。
二、说教法
1.英语学习的目的重在更好地运用语言于实际的交流之中，单调地重复课文内容或机械地操练吸引不了我们的学生。
为达到交流的目的，我采用情境教学法、直观教学法，在课堂上我尽量创设真实或比较真实的语言交流情境，让学生在情境中进行语言交流，从而习得语言。
2.结合本课的句型特点和重点，我在教学中，主要选用“合作学习”的教学方式，引导学生自主学习，使之成为学习的主人。
为学生营造一个民主、生动、活泼的学习环境，使学生主动参与到探究过程当中，培养学生的创新意识和自学能力。
三、说学法
根据教材和学生的认知水平，使学生在不断参与竞争、团结合作的互动环节中渗透“你才是学习的主人”的意识，培养学生自主学习的能力和意识，使学生学到的是学习的方法，提高的是学习的能力。
四、说教学过程
(一)词不离句，句不离境
在英语教学中提倡习得。“习得”是指由于处于某种语言环境而随意地学得此语言的潜意识过程;而“学习”往往是指有意识的学习过程。我在教学过程中做到词不离句，句不离境，注重让学生在语言环境中自然而然习得语言。
上课伊始，我通过和学生的自由对话引出课题，接着播放了“Happy New Year”这首学生比较熟悉的歌曲来营造一个节日的情境。让学生在歌声及动画中理解和学会第一个节日New Years Day。其他节日我也通过图片和动画给学生直观的印象，在和学生的谈论中让他们理解和掌握单词的音、形、义。
在句型教学中，我创设了一个和学生聊天的情境，在学生已有的知识背景下和学生就节日进行聊天，在聊天的过程中引出新句型，这些句型大都是学生已经掌握的，在这一课中只是让学生学会如何正确使用这些句型来进行有关节日的询问。在谈论New Years Day时由我引出句型。接下来的几个节日，我出示图片，让学生进行谈论。还为学生设计了一个猜节日的游戏，让他们在询问同学和老师的真实情境中熟练地掌握这些句型。
(二)任务设计层层递进，环环相扣，突破难点
新课标倡导任务型教学途径。在本课的难点突破上，我采用多个任务层层推进，逐步突破难点。在这一课中，对于学生来说节日中人们的活动及如何询问是难点。我首先通过唱歌及和学生讨论有关新年的活动为任务引出句型;接着通过学生问我有关春节的时间及活动的任务，让学生尝试使用新句型;然后通过调查剩余三个节日的活动，让学生在使用的过程中熟练掌握;最后我设计了一个猜节日的游戏活动，让学生在玩的过程中，灵活运用所学的句型和短语。这四个任务形式各异，但层层递进，环环相扣，前一个任务是后一个任务的基础，在难度不断提高的过程中让学生不知不觉突破了难点。
(三)注重学生学习策略的培养
《英语课程标准》提出：“加强对学生学习策略的指导，让他们在学习和运用英语的过程中逐步学会如何学习，为他们的终身学习奠定基础。”我在本课的教学设计中注重培养学生的学习策略。
在单词教学中，我通过音标的出示，指导学生如何根据语音规律来认读和记忆单词。
在句型教学中，我引导学生结合语境，采用推测和询问等方法进行学习，在New Years Day 的教学中，我通过询问学生，无形中给学生示范了这一学习的方法，接着让学生采用这种方法来学习Spring Festival，最后在其余三个节日的教学中，我为学生设计了探究式学习活动，让学生通过询问和思考，学会主动去获得信息，促进了学生实践能力和创新思维的发展。
在教学完句型后，我还设计了一个猜节日的游戏活动，通过这个游戏活动，不仅为了让学生提高综合运用语言的能力，还为了让学生学会用英语来解释英语的方法。平时学生在解释一些模糊的知识时，总习惯借助母语，有时这会给英语学习带来负面影响。所以让学生学会用英语解释英语的方法对于高年级的.学生来说非常有必要。
(四)听、说、读、写结合，培养学生综合运用语言的能力
在现在的小学英语教学中，教师更多地注重学生听说读能力的培养，这使学生进入中学后很不适应中学的英语教学。因此在小学高年级的英语教学中应更多地注重学生写的能力的培养。在本课的教学中，我设计了两个写的练习：一个是在新句型出示后，让学生在调查节日的过程中完成表格，让学生对句型的掌握落实在听说读写各个方面;还有一个是在教学的最后，我设计了写一篇关于自己最喜欢的节日的小作文。这个任务看似比较难，学生平时很少进行这种写的训练。但其实在本课的句型和节日都学习完后，学生已有了积累，我再通过部分单词的提示，相信学生不会有太大的困难。
我的说课完毕。谢谢大家!
1.应试者基本功扎实，能够正确使用英语进行说课教学，语言清晰，表达准确。
在说课教学内容方面也比较丰富，尝试以学生为主体，寓学于乐。有自己的独到之处，让老师们记忆深刻，久久不忘。
2.说课过程注意衔接，善于质疑。
依靠多媒体技术，整合教学资源。课堂设计新颖，任务性强。
不足：
1.重点内容的教学相对贫乏。
教师应该善于发挥主导作用，使教学引人入胜，轻松自如，调动起学生的学习积极性，从而使学生学得津津有味。
2.板书重点不突出，知识点不明确。
一堂课板书的内容是突出教学重点，与整堂课中教师的讲授、练习等有机结合，相互衔接，教师应该把重点内容板书在黑板上，让学生一目了然，清晰构建知识要点。 试主要考察应聘者学科知识、教师基本素养、语言表达能力、仪表举止等，满分为101分。
1、教材分析与处理（30分）。
其中教学目标确立准确（10分）；重点、难点明确（10分）；课堂结构安排合理（10分）。
2、教学方法（15分）。
主要测试考生对教法使用是否恰当。
3、教学程序（25分）。
其中导入自然、新颖（5分）；教材讲解透彻（15分）；课堂小结简要明确（5分）。
4、教学基本功（30分）。 其中语言清晰、准确（10分）；教态自然、大方（10分）；展示板书设计（10分）。
英语说课稿3
Lesson Plan Presentation
Hello, everyone! It’s my great pleasure to be here to give my lesson plan presentation. The lesson plan I am going to present is the Reading part from NSEFC Module2 Unit5. The Topics of this unit are music and different types of music. It’s a reading course. The passage “A band that wasn’t” consists of two parts. The structure is very clear, but many new words and phrases in this passage make it difficult for students to understand the content. Based on the above analyses, I rearrange the teaching material. In the comprehending part, I rearrange exercise two. Instead of writing main idea for each paragraph, students should finish it by a match work. It will make it easier to understand the outline of the passage.
My students are in senior one, so they have achieved certain English level which can help them comprehend the text better. They are also easily activated by pictures and sounds in the class and like to air their opinions. They are familiar with the topic “music”, What’s more, they are eager to know more about it. Their interest in such topic can help them learn the passage well.
As we all know, the deep understanding of the reading material is based on various kinds of information including the printed context and also readers' knowledge, concept and value. The information will compensate for each other and in different ways help readers read. I mainly adopt three-stage model—pre-reading, while-reading, and post-reading to deal with the reading. To help students learn more effectively, I also adopt experiential learning, encouraging Ss to learning new things by doing and experiencing. Students can acquire expressions and the ways of solving problems better by taking part in activities like A Date with Lu Yu and discussion, etc.
According to the analysis of the teaching material, the learning condition, and the theory of teaching reading, I set the following learning objectives：
1. Language skills:
By the end of the class, Ss will be able to improve their reading skills by skimming for the main idea of each paragraph and scanning for the Monkees’ specific information. They can also talk about the formation of the Monkees and the factors to its success in A Date with Lu Yu.
2. Linguistic knowledge:
Ss can use the important words and expressions properly such as attach, on purpose, be crazy about, etc. and learn the usual way how most bands become popular and the history of the Monkees.
3. Affects:
Ss will know some important factors to success, like hardworking, opportunity, etc. and enjoy expressing opinions in group work.
4. Cultural awareness:
1) know the usual way to form a band and the history of the Monkees
2) be aware of the famous bands abroad and home
5. Learning strategy:
1) learn autonomously and cooperatively in different activities before, during and after reading.
2) get more information through Internet, magazines, etc.
Language focus
1) improve Ss’ reading ability, such as skimming, scanning.
2) learn the usual way how most bands become popular and the history of the Monkees.
Anticipated difficulty:
Because of their limited vocabulary, poor organization, etc, the role play maybe difficult for them to do.
In order to achieve the learning objectives, several activities are designed for the three stages- pre-reading, While-reading and Post-reading. The teaching procedures are as followes:
In pre-reading stage, I designed two activities. In activity 1, Ss listen to 4 songs and guess which band sings the song. By sharing their knowledge about some familiar bands, their learning interest will be fully aroused. As a result, a good classroom atmosphere is achieved. In activity 2, Ss will watch a short video and then share their ideas about the Monkees. This activity aims to lead in the topic of the passage naturally and make Ss mentally prepared for the text they are going to learn.
In While-reading stage, I designed two activities: fast reading and close reading. In fast reading，I will ask them to go through the text quickly and match the main ideas of each paragraph. Then they should scan the passage and find out the information about the Monkees. The fast reading activities are to develop the students’ reading skills of skimming for general idea of the passage and scanning for specific information. As for close reading, I designed various kinds of comprehending activities, students have to go back to the text again to gather information, reorganize or reinterpret the information. They have to truly understand the attitude of the author and the purpose of the text so as to get the answers. As to paragraph 1, I will ask Ss to read it and answer some questions. Then they should read para.2 carefully and find out the usual way in which a band becomes popular. And Ss should find out the plan and the factors of the Monkees and the way how the Monkees became well-known when dealing with para.3 and 4.
In Post-reading stage, I designed two activities. Activity1 is discussing. Ss should discuss around the question “What’s the most important thing to success?” Through this activity, affective objectives of this lesson are achieved. By discussing, they will be clear about qualities needed to make their dreams come true in the future. Activity 2 is role play. The second activity is an interview. Ss will work in groups of five. One acts as Lu Yu while the other four are the members of the Monkees. They have to talk something about their hard way to be popular and to be the real band. This serves as the output after reading the passage.
After class, Ss are asked to work in group of four, and search some information of their favorite band and introduce it. By searching the internet, magazines or newspaper to get some information of a certain band, Ss will develop their resource strategy. By such kind of group work, Ss will have more opportunity to communicate with their classmates after class.
Finally I’d like to show my blackboard design. In the left side, it’s the usual way a band becomes popular. In the middle of the blackboard, it’s the way how the Monkees became well-known. There are some new words and phrases in the right.
This is my lesson plan presentation. Thank you for your attention!
英语说课稿4
Good morning, dear judges. I’m No.1. I am glad to interpret my lesson here today. The lesson plan I am going to talk about is from unit 7 what does he look like? Now, I will present it from several parts: the analysis of teaching material, teaching objectives, important points and difficult points, teaching procedures, the blackboard design and so on.
I. The analysis of teaching material
This course is the first period of Unit 7, which is chosen from PEP English, Grade. 7. This course mainly talks about people’s appearance, such as people’s height, build and hair. It can help students to judge different looks of different people. And improve their communicate abilities and find people according to him/ her appearance. Therefore, this lesson plays an key role in their further studying.
II. The analysis of students
The students in Grade. 7 can adapt to the junior middle school English learning atmosphere and methods. After the last term, many students have got familiar with the present tense. So I think it’s easy for them to master this course. But they are young, more encouragements are needed. And teacher should try to give more time to students to practice.
III. The analysis of teaching objectives
According to the new Curriculum Standard in English, I set the teaching objectives as follows:
The first one, knowledge aim: By the end of the class, students can read and write these words: hair, tall, height, thin, heavy, build, etc. and can read “curly, straight, medium.” Students can describe one’s appearance, by using these sentence patterns: What do you look like? I’m short. What does he/she look like? He/She has short hair.
The second one, ability aim: Promote students’ listening and speaking skills and communicative competence about describing one’s appearance. Promote students’ competence of analyzing, inducing, and summarizing.
The third one, emotional aim: Promote students’ awareness of helping others.
IV. The analysis of teaching important points and difficult points
Vocabulary: hair, tall, height, thin, heavy, build, curly, straight, medium.
Target languages: -What does he/she look like?
-He/She is tall.
-What do you look like?
-I’m thin. I have short hair.
V. The analysis of teaching methods
As we all know ,the main instruction aims of learning English in middle school is to cultivate students’ basic abilities of listening and speaking and their good sense of the English language . So in this lesson I will mainly use Task -based Language Teaching Method and the Audio-Lingual Method. That is to say, I will let the students learn in real situations to finish a task by making activities such as talking, guessing game, having a competition and so on. About learning strategies: self-learning and cooperative learning.
VI. The analysis of teaching aids
To help students learn better. I will mainly use chalks, multimedia recourse, pictures.
VII. The analysis of teaching procedure
Next, let’s focus on the most important part of this lesson, the analysis of teaching procedures. I’ll finish this lesson in the following steps.
Step 1. Lead-in
I’ll ask students some questions and lead them to describe the QQ show pictures on the screen. Then I will write “long hair, short hair, curly hair, straight hair” on the blackboard. It can arouse students’ interest to speak English and make students have something to say by using interesting QQ pictures.
Step 2. Pre-listening
Then, let’s move to next step, pre-listening. I will show pictures of star stars, which elicits “tall, short, of medium height ,heavy, thin, of medium build”, and at the same time I will write these words on the blackboard. Then game time. I will divide the class into two groups. I will read the words on the blackboard once, students repeat them twice. If I read it aloud, students should read quieter. If someone makes mistakes, another group will get one point. The reason why I design this part is that I believe the competition can arouse students' interest in learning English.
Step 3. While-listening
Now let’s talk about the third period, while-listening. There are 3 activities in this step. The first activity is extensive listening. I’ll ask students to listen to the tape, then find out the main idea of this conversation. The second activity is intensive listening. I will ask students to listen to the tape once again. And try to find the answer. “What does he look like?” I will write the dialogue on the blackboard. The third activity is to read after the tape. Through this section, students could understand the dialogue.
Step 4. Post-listening
Next step is about post-listeing. Students should finish a task: you meet a woman who is looking for his son, and you want to help her to find his child as follows:
---Excuse me. Did you see a little boy?
---Oh. What does he look like?
---He is ... / he has...
During this training, students are able to practice dialogue in a real situation
Step 5.Summary and homework
Now, let’s come to the summary. I’ll make a summary together with students at the end of the class. It can help students review what we have learned today. The homework is to make a new dialogue with the new words and sentences and share it in next class. It can provide more opportunities to practice after class.
VIII. The analysis of blackboard design
The last part is my blackboard design. These are the new words and phrases. These are key sentences. It shows the important points for students.
Finally, I believe that students are able to describe person's appearance, distinguish the difference of the use of “is / has”, and their sense of helpfulness will be promoted at the end of the lesson. That’s all for my presentation. Thank you for your listening.
英语说课稿5
Geetings and introduction:
Good afteroon,everyone. I’m Yuan Xingchen. I’m an English teacher from Sihong No3 Middle School. I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is made of five parts. It includes Teaching material analysis, Teaching methods ,Study methods ,Teaching procedures and blackboard design.
一。 Teaching material analysis.
I. Status and function
Today I’m going to talk about_______________________________________
It plays a very important role in the English teaching of this unit. By studying this lesson, Ss can improve their listening ability. The Ss should receive some moral education. At the same time, we should get the Ss to learn some words and some expressions about protecting wild animals.
II. Teaching aims
1. Aims on the knowledge
（1） To enable the Ss to understand and speak: ______________________ Make sure that Ss can use these sentences in real situations.
（2） To help Ss to finish _________________________________
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 .
3. Aims on the emotion
（1） To foster Ss’ consciousness of good co-operation and proper competition.
（2） To enable Ss to_________________________________
4. Key-points of this lesson
（1） To help Ss_____________________________________
（2） To enable Ss to study in groups and co-operate skillfully.
（3） To develop Ss’ interest in English.
5. Difficult points
（1） To help the Ss _______________________and make sure they can use ______________correctly.
（2 ）How to_________________________________________
6. Teaching aids
In this lesson, the multi-media will be used to make the class lively and
improve my teaching result.
二 .Teaching methods
As we all know: the main instructional aims of learning English 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.
三。Study methods
① Teach the Ss how to be successful language learners.
②Get the Ss to form good learning habits.
③Teach the Ss how to communicate with others and take competition methods to develop the Ss interest in English.
四。Teaching procedures and purposes of my designing.
I’ll finish this lesson in five steps.
Step 1. Warm-up and preview
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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.
______________________________________________________________________________________________________________________________________________________________________________________________________________
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
______________________________________________________________________________________________________________________________________________________________________________________________________________
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. Production
______________________________________________________________________________________________________________________________________________________________________________________________________________
Purpose: To check the knowledge Ss have learned in this period.
Step 5. Homework
______________________________________________________________________________________________________________________________________________________________________________________________________________
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.
五。Blackboard design
英语说课稿6
一、说教材：
本课选自小学英语PEP教材六年级上册第二单元A部分。这一单元要求学生能够简单描述城市、城镇或社区内公共设施的大致位置，如Where is the cinea， please？ It’s next t the hspital。 等。要能够询问路线并简单问答，如Where is the pst ffice？ It’s east f the cinea。 Turn left at the cinea， then g straight。 It’s n the left。 而本课中，要求达到一下几个目标；
能力目标：学会简单询问路线，能够运用句型： Hw can I get t the …？ u can g b the … bus。 Wal straight fr three inutes。 The… is n the left。
知识目标：掌握并听、说、认读let’s read部分对话，理解对话中出现的新时态和指点路线的新语言。
情感态度：培养学生团结友爱、乐于助人的良好品质。
学习策略：引导学生在学习过程中重视相互合作，培养合作学习的意识。
文化目标：了解地图以及各个地点的交通路径。
二、说教学过程：
Ⅰ。热身：
课堂在唱一唱的欢乐气氛中展开，引出schl一词，然后进行问答Hw d u g t schl？ I g t schl…。 既复习句型，也巩固有关交通工具的单词bie， bus， car， train …。 同时为后文对话中的u can g b the N。 11 bus。作伏笔。
Ⅱ。呈现：
Step1：
看地图，由热身部分的对话引出学校的方位，很自然地问一问学校在哪里Where is the schl？ 然后再扩展到其他场所，运用句型Where is the …？ It’s …。 来操练和巩固单词bstre， she stre， librar， cinea， hspital， z， pst ffice， par…
Step2：
教师用一句I want t bu a pair f shes。 Where shuld I g？ 让学生动脑，说说所进行的活动要到那个地方，为紧接着的新句型作好了铺垫。
新授对话：What are u ging t d after schl？ I want t …。教师向学生解释be ging t这一时态在本句中的用法，表示将来时态，让孩子知道这里表示的是将要去做某事，不用详细展开语法。
Step3：
学生说一说他们放学后要去做什么，知道了到哪里去做这件事情后，便需要询问这一地点了Where is the …？ It’s…。教师在地图上画出几条公交线路，学生观察后发现可以乘坐什么车到达某地方： Hw can I get t the …？ u can g b the … bus。，教学词组g straight fr … inutes，…is n the left/right。 学生从地图上的线路很好地掌握g straight， n the left/right的含义。
Step4：
师生操练、生生操练新授的问路指路句型。指出一个地点，提问Hw can I get t the …？ 学生进行具体描述后，教师将他的答案分步骤写在黑板上。全班一起按照这个路线走一走，在地图上画一画，看是否能正确到达。
Step5：
带着问题听对话录音，1。 What is Mie ging t d？ 2。 What is he ging t bu？ 3。 Where is he ging？ 4。 Where is the she stre？ 5。 Which bus can he tae？ 6。 Is the hspital n the right r left side f the rad？ 这些问题都是比较直接的，学生能很快地抓住文中关键词得到答案，因此这一训练很好地考察了他们抓关键信息的能力，同时也使注意力达到高度集中。
Ⅲ。巩固：
Step6：
教师带读课文，详细地划出本文中的重难点词组和句子，提出掌握的要求，请学生熟练朗读课文，然后分角色朗读并表演。几组同学下来，当学生对课文非常熟悉时，要求学生自编对话进行表演。
Ⅳ。作业：
绘制一张简易地图，告诉好朋友和同学如何到达自己的家，渗透情感教育，对学生的实际能力也是一种考察。
三、说教法：
1。结合实际，贴近生活
本课以一首歌曲导入，由以学生最为熟悉的学校为切入点，逐步展开地图，把各个地方呈现在学生面前，复习学过的句型Where is the…？ It’s …。也为后面的教学作铺垫。然后以一系列活动让学生说出地点，引出对话What are u ging t d after schl？ I want t …。 学生把生活中的问路场景搬进了课堂，大大激发了孩子的学习兴趣，也为教学作好了情感上的.铺垫。
2。 由浅入深，由简到难
课堂从学过的单词入手，引出地图，然后巩固对话Where is the …？ It’s …。 在旧知的基础上逐渐引出新知，操练Hw can I get t the …？ u can …。拓展：G straight fr … inutes; The … is n the left/right。 学生观察公交线路，准确表述出如何到达某一地点。沿着由词到句，由句到篇，由旧知到新知的路线，孩子们一步一个脚印，学得轻松，学得扎实。
3。 情景创设，真实体验
教师创设了学生问路的情境，切身体会问路指路寻路的感受。这样的情境加深了对课文的理解，也增强了对语言的理解和运用。
四、说学法：
本课选者模拟场景和真实场景相结合，自主学习和引导学习相结合的方式，对问路指路等对话进行操练，每一环节都是下一学习环节的铺垫和连接，为学习的深入进行打下基础。学生通过师生对话、生生对话、自编对话、听音理解、阅读理解、练习巩固、表演创新等一系列步骤，扎实地掌握了整篇课文，并能在改换场景的情况下灵活运用。
五、说作业布置：
本堂课的重点是问路指路，学生在实际生活中经常会到好朋友家玩耍，因此，让孩子说说如何到达同学的家里是最熟悉的话题了，符合学生的认知水平，也体现了同学之间友好相处，加深交流的思想理念。
六、小结：
整堂课注重学生的课堂参与，也不乏老师的适时指点，关乎孩子的生活体验，也训练孩子的观察能力，培养孩子的合作互助，也锻炼他们的语言表达，从全方位给学生提供了学习英语、运用英语的环境。
英语说课稿7
教学过程设计
根据教学目标，学生心理及生理特点，教学过程设计首先要以能引起小学生的兴趣为先，激励和培养孩子们学习英语的兴趣。因此我设计了三个环节：
第一，玩中学
(一)创设情景，导入新课
1，依据课标中指出的任务型教学活动要以学生的生活经验和兴趣为出发点，内容和方式要尽量真实，因此我创设了这样一个情境：在上课铃响后，我面带微笑走入课堂，并且热情地向学生们打招呼说：Hello.或I am Miss Liu，your English teacher."hello，hi"这两个句子孩子们早已从电视，电影上接触过，再加上我的表情和动作学生们马上领悟到这是我在向他们问好并在作自我介绍，这时与靠近我的学生握手，向远处的学生挥手.表扬那些用英语向我打招呼的学生说：Very good.Well done."I"或"Clever boy/Clever girl"随即教如何称呼教师的单词，待学生操练后，可要求学生互致问候，对刚接触英语的一年级学生而言，通过和老师握握手，打声招呼，使他们紧张的心情得到放松，他们会觉得原来英语课是那么美好，那么轻松。
2，教师在黑板上写出English.
3，教师告诉学生英语是世界上最广泛的语言，许多国家都把英语作为官方语言.问一问学生都有哪些国家说英语(如：英国，美国，加拿大，澳大利亚，新西兰)。
4，教师问学生为什么学英语.并告诉学生，学好英语就可以和更多的人交流，结识更多的朋友，学到更多的知识。
整体呈现，重点掌握。
创设悬念
师：同学们，老师今天给你们带来了四位新朋友，这四位新朋友将一直陪伴我们，和我们共同来学习，你们想知道他们都是谁吗?
2，观看课件(多媒体展示)这一遍要求学生带着以上问题看，听，思考。第二遍模仿，跟读.在此阶段我运用了视听法，挖掘学生的视觉空间智能.让他们通过看，听就能大致理解所学语言的含义.
师带着头饰(Daming Amy ling ling Sam)
主动与学生打招呼，介绍自己，鼓励学生回应自己。
学习告别用语"Bye" " Good bye"
教师告诉学生四个新朋友要和大家玩一个捉迷藏的游戏，藏起来之前他们来向大家说再见.然后学生通过听录音，并进行模仿。虽然内容简单，但是要注意要求学生/ai/的发音要饱满，不能像中文"爱"的发音。
Group work
教师布置任务，让学生练习本课会话。这里我采用了小组合作学习方法，同学们在完成任务的过程中，教师巡视，引导，帮助并参与到学生的活动中来。
第二，学中做(即巩固操练)
大纲中指出保持积极的学习态度是英语学习成功的关键，注意不断地激发并强化学生的学习兴趣，并引导他们逐渐将兴趣转化成稳定的学习动机.因此在这一环节我设计了三个活动。
1，对话表演
学生四人一组练习对话并进行表演，展示他们的模仿效果，这一环节巩固新知，练习所学语言.针对基础不同的学生设计不同层次的任务目标，使学生在这一活动中认识自己学习的优势与不足，培养合作精神，体验成功和快乐。
2，制作名片
这一活动的目的是学习与巩固有关自我介绍的表达方法，培养学生口语能力和自主学习的能力。
Step I学生制作运用各种方式介绍自己，学生通过设计自己喜欢的名片，进一步培养他们的视觉空间智能。
Step II学生在小组内出示自己的作品并介绍自己，这一环节培养了语言智能。
Step III 各小组推出自己的代表向全班汇报，进一步激发他们的表演欲望，同时提高了语言运用能力。
通过这么一次活动，学生不仅掌握了所学的知识点，更发挥了他们的潜能，在这么有创意的活动中，不仅运用了语言，学以致用，而且促进了英语与美术学科之间的渗透和交融。
3，游戏巩固
《国家英语课程标准》中倡导任务型的教学途径，以学生能做某事Learning by doing的描述方式.设定目标要求，来培养学生综合语言运用能力.根据小学生的生理及心理特征，小学英语教学中的任务设计首先要以能引起小学生的兴趣为先，激励和培养孩子们学习英语的兴趣.由此可见，小学阶段培养学生的学习兴趣尤为重要，而游戏是小学生喜闻乐见的娱乐活动.它能调动学生学习的积极性，把学习变成乐事，使孩子们在游戏中学习知识，锻炼能力，培养兴趣。使学生通过观察，思考，交流与合作等方式，学习和使用英语，进一步巩固所学内容。
活动1：做一做，猜一猜。让一名学生在教室前面用肢体语言来表达今天所学内容，其他的学生来猜出动作所表现的语言.这项活动挖掘了孩子身体运能智能，同时又体现了老师的TPR教学法。
活动2：选出一名学生背对大家，这时教师指定一名学生说"Hi"或"Hello"前面的'学生从声音辨别(如辨别是Tom)要说：Hi，Tom.Hello，Tom. 如猜对后面的学生这时要说Yes.I am... 如果没猜对要说 No，I am...
活动3：击鼓传花。首先，将全班学生分成两组.教师可有节奏地敲击小鼓，两组学生分别传花.当老师的鼓声停住时，拿到花的同学就站起来说："Hello/Hi，I am..."如果学生已有英文名字，即可在此处进行练习，如没有，可先用中文名字代替.(这个游戏也可以用放音乐来代替击鼓，学生可待音乐停止时，起立做自我介绍。)
以上几种活动进一步巩固了自我介绍这一学习目标。
第三，做中得(即实践活动)
(一)活动手册练习
(二)课外延伸
新课程倡导"任务型"的教学途径，要求在设计"任务型"的教学活动时，活动不仅限于课堂教学，而且要延伸到课外，让学生自己努力去创设一个学习英语环境，更好的学习英语.所以我要求学生在学习后主动用英语向班里不认识的小朋友介绍自己.回到家里和父母，朋友用英语问候，告别。
实践证明：玩中学，学中做，做中得，这三个环节的使用极大地激发了学生学习英语的兴趣，使孩子们在玩中掌握语言，运用语言."亲其师，信其道"，课上我始终运用smile教学法(此教法的使用使孩子们紧张的情绪得到松弛，使他们随时感到老师的亲切，和蔼，愿意主动地去亲近老师。)和TPR教学法(此教法的使用能帮助组织教学，达到增进师生感情，激活学生学习情绪，突出教学重点，提高教学效果等作用.)用自己的微笑，手势赢得学生，使学生在快乐，有趣的课堂氛围中收获知识！我相信只要我坚持不懈地沿着这条路走下去，不断总结和实践，一定会达到我们所追求的使学生爱学英语，会学英语，善学英语的境界！
英语说课稿8
Good afternoon, my dear judges, I am ______, from ______, it is my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of five parts.
Part 1 The analysis of the teaching material
This lesson is a reading passage, which focused on the topic of __________________, such a topic is related to our daily life, so it is easy to arouse the Ss’ learning interests.
My teaching objectives include the following parts.
First, the knowledge objective :By the end of this lesson, Ss can learn the new words and new phrases:______________________________________ 其他参考活动：Debate----当话题有矛盾的双面
Discussion——当话题是讨论解决问题
Do a survey——调查
Understand the main idea of the article;
And master the usage of ___________________(某个语法点)
Second, the Ability objective:
skim for the main idea of the article and
scan for the specific information,
predict some information and
understand the whole article, and
enlarge the relative knowledge by reading more materials in library or from internet, write a report of the topic, etc. Third， the emotional objective:
to develop the spirit of cooperation through teamwork and pair-discussion;
arouse Ss’ interest in English learning
Forth, the Cultural awareness
Fifth， the Important points:
to get an overall understanding of the whole text,
and develop their reading skills such as anticipating, skimming, scanning, summarizing language points…..… (具体课型用具体例子阐述)
the usage of the______________________( 语法或句型)
While the Difficult points:
Are enable the Ss to use the new words and phrases to express their ideas in daily life, and develop the ability of skimming and scanning.
master the usage of ____________________________( 语法或句型)
根据教学过程设计的内容来决定)
Part 2 The analysis of students
The Ss have learned English for some years. They understand some words and simple sentences. They are curious, active, and fond of game, competition, and various activities. They enjoy learning through cooperation in a relaxing atmosphere.
Part 3 Teaching methods
In this lesson, My teaching methods include
audio-visual teaching method, communicative teaching method, and task-based teaching methods. Besides, a computer, blackboard, a tape recorder, a projector are needed as the teaching aids.
Part 4 Teaching procedures
There are five steps in my teaching procedures. But before teaching, I will divide the whole class into 4 groups to
do competitions while finish different tasks in this lesson.
Step 1 Warming-up and leading in (3mins)
Free talk; talk something related the topic of the article.
参考活动：
Brainstorming, setting the scene, show pictures etc.
Purpose: activate the Ss to regard the topic of ___________________(主题) and create a relaxing atmosphere. Step 2 Pre-reading (10mins)
There are 3 tasks for the Ss.
（1）Do a guessing game.
（2）Show some funny pictures and sentences on PPT and then ask the Ss to
（3）Guess the meaning of the new words.
Practice the new words and phrases:
Match the new words and phrases with the Chinese meanings.
Predicting: based on the title/ pictures on the text. ( 看具体情况而定)
Purpose: through guessing, to arouse Ss learning interest, and help them to learn the new words and phrases which they may come across while reading, pave the way for the following learning and cultivate the ability of anticipating.
{Meanwhile, pronunciation of some letter strings such as “ea” (pea, tea, feast..) and “er” (cucumber…) are highlighted so as to foster students’ phonetic sensitivity.} （如果有语音教学则可渗透。）
Step 3 While- reading (15mins)
There are two tasks for the Ss.
first reading:
Ss read the article as quickly as they can and try to get the general idea by answer the following questions. Q1: who/ when/ what/ ……….
second reading: pair-discussion
Ss read the article more carefully, and then discuss with their partners to finish the T/F exercises and fill in the table/blanks in the sentences.
A : T/F
B: Fill in blanks.
根据课文内容而定。参考活动：
Fill in the table, make an outline of the article, find the topic sentences of each paragraph, etc.
Purpose: the two tasks are aim to develop Ss’ reading ability. Skimming for the main idea of the article, and scanning for the specific information. And then get a deep understanding of the article.
Step 4 Post-reading (10mins)
1）Group discussion: fill in the blanks
Ss discuss the article with their group members, and find out the language points, such as the key words, phrases, and sentence structures in the article.
And then fill in the blanks in a short passage present on the PPT. The short passage is made up from the article, and the answers are the language points in this lesson.
After check the answers, I will help the Ss to summarize the language points.
2）Retell:
Use the key word and phrases presented on the PPT to retell the article.
Make a report——小组合作，反馈
Purpose: Through group work, cultivate the spirit of cooperation, and train the ability of solve problem by
themselves. In class, the teacher is just a guide, while the Ss are the center, where, the teacher just join them, giving suggestions, and offering help when they need. Meanwhile, ask the Ss to retell the article, is an output, and it can evaluates how well the Ss learned in this lesson.
Step 5 Homework (2mins)
go over today’ lesson and preview the next lesson
go to the library or search on the internet to get more extra material about this topic and then write a report. Purpose: consolidate the language points and do prepare for the next lesson, and develop the ability of writing. Part 5 Layout
New words
Title new phrases
初中英语说课稿全英【2】
Good morning everyone. Standing here, I’m very happy and excited. It’s my great honor to be here to present my lesson, and the chance is very precious for me. And I’ll try my best. Now i will introduce myself briefly, my name is , born in Yunnan province. I was graduated from ________ my major is________.and i got my bachelor degree after my graduation in the year of 20xx, I spend most of my time on study, I have passed CET4、TEM4. and i have acquired basic knowledge of my major during my school time. I'm capable of more responsibilities.
My character? i cannot describe it well, but i know i am optimistic and confident. I'm a good team player and I'm a person of great honesty to others. Also I am able to work under great pressure, sometimes i prefer to stay alone, reading, listening to music, but i am not lonely, i like to chat with my classmates, almost talk everything, my favorite pastime is volleyball, playing cards or surf online. Through college life,i learn how to balance between study and entertainment. To be an English teacher is my dream, so now I am standing here.
Today I’ll talk about unit 9 , the topic is about saving our earth, my contents consists of 8 parts ，the lesson is focused on the topic of the problems of the earth. I will talk about it from …..
Analysis of the teaching material
Analysis of the students
Teaching methods
Teaching aims and demands
Teaching aids teaching aids
Teaching procedure
Blackboard design
Conclusion
Well, firstly, I’ll tinterest is best teacher for the students. 2. It lays stress on the communication. According to the problem of Chinese students learning English, the book design a lot of material to improve the students’ ability of listening speaking, reading, and writing. So I think the book is very good.
kids are very active and like so during my class, I’ll design some interesting games to activate them to participate and learn something. They will also be interested in the class.
Next I’ll talk about My teaching methods are task-based approach and different methods can make the class active.
Let’s move on to another
There are knowledge aims and ability students to master the words and phrases… And the sentences…
Knowledge Aims
1. Talk about nature, ecology and the environment.
2. Make the Ss know the Earth Summit and the importance of the environment.
3. Further develop students’ reading ability as well as listening and speaking abilities.
4. Make the Ss learn some useful words and expressions.
5. Arouse the Ss to take better care of the earth.
(1) To enable the Ss to understand and speak this topic: “ make sure that Ss can use useful expressions in real situations.
We must make sure that… I am all for…
Sure/ certainly/AbsoluteIt’s clear that…
If nothing is done…, then… it would be better if we…
I believe that we must… I can’t imagine that….
Is there a better way to…
(2) To help Ss to learn Make Ss learn some useful words and expressions as well as inversion.
Ability aims are to improve students’ listening and speaking ability by reading and joining activities.
(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
Emotional Aims
(1)To build Ss’ senses of good co-operation and care of our earth.
(2) To lead Ss to show their loveliness to the poor.
Now I’m going to talk about next part is
In this class, I’ll use
Now I’ll talk about most important partEnglish learners and real master .So teacher should act as a guider, an organizer and a director who play a role when necessary in teaching procedure. In my English Plan, It consists of 5 steps. Warming up, lead-in, contents key points and difficult points and homework.
Step1 is warming up. Here I’ll use PPT to play an English song Bingo for the students and I’ll ask them try to follow it to sing together. By this, the students can be interested in it and pay their attention to our class easily and improve their ability of speaking.
1. Free talk between T and Ss about problems what we are facing in the classroom.
Step2 is lead-in （导入根据所授内容设计，可通过展示与本课有关的话题或者图片等等引出本课话题）
1. At the beginning, Begin the class by showing some pictures of serious environmental problems. Now the earth is being seriously polluted
2. Ask the Ss some questions.
What’s the biggest problem facing the earth? Why do you think so?
What causes the problem?
What are the" big three”? Do you know of any other major problems facing the earth?
What can we do solve the problem?
Step 3 is contents(本部分为主要授课内容及组织的课堂活动。可从听说读写四块分写)
After the reading, students will have some practices. It will be the most interesting part to students. Why? Because I will leave students time to talk together.
1. The students are divided into several groups and there are four in each group with different roles.
Student D will have a summarize.
4. Ask the Ss use these useful expressions:
Step 4 is key points and difficult points(本部分列出本课重难点可为单词句型或语法知识)
Key-points
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
Teaching important points (生词、句型；培养阅读技能)
1) New words and phrases
2) Talking about problems of ……
3) Develop their communicative ability. Act out their own
4) Grammar: There are Inversion sentences in this lesson. We can see from the sentences that...
1.
2. 3. Among the speaker need for equality and fairness in the world. have bought one.
4.
Step 5 Blackboard Design
Blackboard design should be thought for a thing that attract the student’s attention and let them to write down the important teaching points. I will divide the blackboard into two parts .The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class. The right part will be precious explanation, I will write some sentence of the words, phrases and structures to explain their meaning.
Step 6 is homework. (作业形式最好新颖，例如课让学生根据本课内容做个小调查等)
Write a speech paragraph to tell what you think the most serious environment problem is. Explain why you think the problem is serious and what you think should be done to solve it.
Step 7 is conclusion
We human beings should take good care of our planet, because it is the only place we can survive. Love the earth, love ourselves, more importantly; we need action to save the earth.
No matter which steps are taken, the purpose is to provide teacher and students with information and internal demand to improve teaching skill and learning quality. Strategy and approach will help students become more independent and the successful learner.
To be a good teacher is my dream; I think a teacher is not only a guide for the students, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study, but also on their lives. I’ll try my best and I’m confident that I can be a good teacher.
英语说课稿9
Good morning, everyone. I’m No.7. My name is . I come from . It’s my great pleasure to be here sharing my teaching plan with you. The content of my lesson is the reading and writing part of Unit3 in Book Two. I’m ready to begin this lesson with seven parts: analysis of teaching material, analysis of students, teaching aims, teaching & learning methods, teaching procedures, blackboard design and teaching reflections.
First, let me talk about the teaching material.
Part 1: Analysis of the teaching material
I will analyze this part from two sections: Book and Content.
Our textbook published by Jiangsu Education Publishing House is English Basic Module Two for vocational schools. It emphasizes improving Ss’ four language skills—listening, speaking, reading and writing. It also emphasizes interest and utility.
This unit is the third one and the topic is about bargaining at the market. The aims are to understand shopping information and how to buy goods and make a bargain.
This is the reading and writing part, which is the highlight of the whole unit. It helps students to know what Buy Nothing Day is and understand its origin and the ideas it advocates, which is the theme of this unit.
Now, let me have an analysis of my students.
Part 2: Analysis of the Ss
My students are from Grade One, majoring in electro mechanics. There are 42 students in all, 9 girls and 33 boys. They are quick in thinking and active in class, though they have a weak language foundation and poor ability of communicating in English. Besides, they love shopping, and they want to know something about shopping in western countries. Therefore, they are wiling to participate in interesting activities in class and are brave enough to express themselves.
According to the new curriculum standard, the syllabus and my students' situations, I set the teaching aims as follows:
Part 3: Teaching aims
Knowledge aims are to enable Ss to master important words , phrases and understand the text and get information about Buy Nothing Day in western countries.
Ability aims are to enable Ss to improve their reading ability, especially skimming and scanning abilities. And to help them learn to write a complaint letter.
Emotion aims are to enable Ss to foster the idea of reasonable consumption and raise environmental protection awareness and know team spirit by cooperating with each other.
According to the teaching aims, the key points of this lesson are to enable Ss to grasp important words and phrases and get details about Buy Nothing Day.
And the difficult points are to help Ss learn to write a complaint letter and raise the interest of learning English through class activities.
Next, let me show you my teaching methods.
Part 4: Teaching & Learning methods
The aims of learning English are to improve Ss’ four language skills: listening, speaking, reading and writing. As we all know, Ss are the real masters of the class, so the teacher should act as a guider, an organizer and a director.
Based on my belief that teaching is all for students, I choose the following teaching methods, such as Task-based teaching method, situational teaching approach, student-centered teaching method and so forth.
My Ss learn English by means of the following ways such as autonomous study, target learning and cooperative study in pairs or groups and so on.
In order to strengthen students' interest and attention, I present the text through the use of multi-media teaching aids. It runs through the whole class.
Well, now let me introduce my teaching procedures briefly.
Part 5: Teaching procedures.
I set 6 steps to finish studying this part in three lessons.
Step 1: Lead-in
Activity 1: Enjoying a video and telling the story about the film:
Purpose: Story telling can check Ss’ preparation for the class and also train Ss’ oral English and ability of speaking.
Teaching effect: Actually, my Ss’ did well. They love watching film and have prepared before class, so they were active here and willing to have a try.
Activity 2: Free talk
I use Question & answer teaching method here.
I present four questions. My Ss discuss and answer them.
Purpose: After discussing the questions, the topic of this passage – “Buy Nothing Day” can be put forward naturally.
Teaching effect: Shopping is close to my Ss’ daily life, so they had much to say and a relaxed and active atmosphere was built here.
Step 2: Pre-reading
Read the new words and phrases, and translate them into Chinese.
Purpose: This step can not only check Ss’ grasp of words before class, but also make the word preparation for the next reading.
Teaching effect: In fact, my Ss’ reactions achieved my purpose. They mastered the words well.
Step 3: While-Reading
I use Task-based teaching method here.
Activity 1: Skimming
Skim the whole passage, and tick the answer to the question: What Buy Nothing Day mean?
Purpose: Through this task, my Ss can get a general idea of the passage.
Teaching effect: Actually, my Ss’ could find the right answer according to its
literal meaning. They were also interested in having a further understanding about the special day.
Activity 2: Scanning
Listen to the tape and then finish the multiple-choice questions. Ss can discuss in pairs.
Purpose: Through this task, my Ss can get more information about the passage and improve their listening ability.
Teaching effect: In fact, Ss finished this task well in pair discussion.
Activity 3: Careful reading
Read the text aloud and find the answers to the questions in group discussion.
Purpose: Through this task, my Ss can understand “Buy Nothing Day” further in a lively atmosphere.
Teaching effect: Actually, most Ss’ reactions achieved the purpose. A few Ss had difficulty in answering the questions. But in group work, they solved the problem easily.
Activity 4: Self-check
Do T/F questions by themselves without looking back.
Purpose: Ss can check whether they have understood the passage completely through this task.
Teaching effect: In fact, most Ss could finish the task well. What’s more, a few mistakes could also be corrected by checking.
Through the 4 activities, my Ss have a full understanding of the whole passage. By using different reading skills, such as skimming, scanning, their reading abilities are well improved. By different activities, such as individual work, pair work and group work, Ss learn English in a cooperative way.
Step 4: Consolidation.
Task: Further understanding
Think about the advantages and disadvantages that shopping may bring about, discuss in groups and use their own words to finish the table.
Purpose: Through this task, Ss can consolidate what they have learned today and learn to treat shopping in a rational way so that they can consume rationally in the future. This is internalization.
Teaching effect: Actually, my Ss have understood the text and had such a heated discussion in groups that they could write down the answers except for some spelling mistakes.
By this step, it achieved the teaching aims of understanding the text and fostering the abilities of practice, participation and cooperation.
Step 5: Extension
I use Situational teaching approach here.
Activity 1: Having a competition
My Ss discuss the questions about their different shopping experiences and have a competition to list the shopping problems.
Purpose: Competition can arouse Ss’ interest. Through this task, the knowledge about shopping Ss got from the text is combined with their daily life.
Teaching effect: In fact, each pair had their own problems, but some groups made mistakes in writing and expressing.
Activity2: Having a discussion about how to write a complaint letter to solve the shopping problem.
Purpose: This step can help Ss to know the main content and component parts of a complaint letter, preparing for the next step.
Teaching effect: Actually, each pair could find the right order according to their real experience.
Activity 3: Writing--- completing a complaint letter
Purpose: Through this step, Ss can master the key points to write a complaint letter. And it trains Ss’ ability of writing.
Teaching effect: In fact, most Ss are poor in writing. But they could finish the task based on last activity.
This step leads to the emotion aims of this lesson, which are to treat shopping in a rational way, consume rationally, and develop the Ss’ interest of learning English.
Step 6: Self-evaluation and Homework
At the end of the class, I present a form to help Ss review what they learnt in this part and check how much they mastered in the lesson.
And then according to the survey, I assign homework to students of different levels: lower students, middle-level students and A-class ones. And I also have homework for group.
Purpose: My homework offers Ss tasks of different levels. They can choose according to their own situations. This kind of homework satisfies the needs of different Ss.
Teaching effect: The homework for each student has been done well, but the homework for groups had no effect.
Well, let me talk about the sixth part--- Blackboard design.
Part 6: Blackboard Design
My blackboard design is just like this. I divide the blackboard into two parts. I use the left part to write the advantages and disadvantages about shopping. Ss use the right part to have group competition. Each group writes the problems they meet when shopping.
Part 7: Teaching Reflections
At last, as a teacher, I have some reflections.
Advantages
1. Through different kinds of activities, such as group competition and discussion, Ss’ interest was aroused and a relaxed and active atmosphere was built.
2. Through different kinds of tasks, such as exercises, cooperation and participation, Ss mastered more knowledge, and their reading ability and writing skills were improved.
3. More attention was paid to the students’ need and Ss trained their ability of cooperation in pair work and group work.
Disadvantages
1. Rushing to answer made the good students answer more questions. I think the poor students should be given more opportunities.
2. Discipline problem. I should improve my ability to control the whole class.
So much for my explanation. That’s all. Thank you!
英语说课稿10
英语说课稿：《Do you like pears?》
今天我要说课内容是PEP教材，三年级下册第四单元，话题是“Do you like pears? ”部分第二课时，它是在学生学了“pear peach orange watermelon”四个水果单词之后一堂口语教学课。
这堂课语言知识技能目标是：
通过在创设买水果情境对话中，使学生能听懂、会说：Do you like ….? / Yes，I do …. / No，I don’t. / What about …? / Let,s have some……这些句型。 并能在实际情境中运用。
情感目标是：
在小组内用“What about …”向别人提意或询问，渗透人际间要有良好沟通方式。
我这堂课总体设计理念是采用了任务型教学方式。“教师应该避免单纯传授语言知识教学方法。尽量采用‘任务型’教学途径”。这是《英语课程标准》所指出。所以全课始终在购买水果情境中进行着，让学生触景生情，在完成购买水果任务中，学生愉快地学习英语。
为了很好达成以上教学目标，把教室布置成一个模拟购买水果情境：四个同学围成一个小组，每组桌上，放一个水果盆和一个用纸密封水果篮。水果盆和水果篮中都放入“pear peach orange watermelon”英语图片。
过程：
在课开始部分，我组织一个对前一课时所学四个水果单词warm—up。为了提高学生学习积极性，复习采用方法是：每个小组桌子上放一个用纸密封水果篮。篮中放入一些水果图片，老师问学生，Guess it ，pless. What’s in it? 学生不知是什么物品，都想去摸，自然就提高了学生参与积极性，让学生摸出一个图片，说出这个水果英语单词。先老师参与到其中一组，师生共同示范一次，然后每个小组，轮流从密封水果篮里摸，摸到一个水果图片，就说出它英语单词，其他学生要听出他说单词是否准确。
（这种复习符合学生好奇心理，激发学生说欲望和听兴趣，扩大参与面，实现生生互动。）
复习之后，教师就用语言来创设一个购买水果情境，“Amy and Bai ling go to the fruit shop ，Which fruit they like best? Let’s have a look。”播放课件，让学生整体感知课文“Let’s talk”部分。
先让学生听两遍课件中课文朗读，了解整个故事情节，并对本课所要学句型有个初步印象。听两遍过程，也是规范学生语言过程。
之后，再播放一次课件，程度好学生可以跟读对话，给不同程度学生有不同发展。
教师提出全文任务：Look ! So much fruits 。Do you like it？If you can say it well。The fruits is for you。有学习目标是任务型英语教学基础，也是激发学生学习兴趣途径。
这篇课文中，学生要了解四个句型意思，并达到会说程度是本课重点，句型较多，也是学习一个难点。为克服内容多难点，我将全文内容整合，重新分组，这符合新课标“教师要善于结合实际教学需要，灵活和有创造性地使用教材，对教材内容进行适当调整”精神。 我引导过程具体分为三个环节。
第一环节：
教师参与到其中一个小组，用“Do you like …？”句型提问，因为学生在上学期已经接触了“like”一词，现在又有了前面三次听机会，对本课所要学对话有了一定感知，预计有部分学生会回答“Yes，I do. 或 No，I don’t .”当学生回答“Yes，I do.”时，我就说：“Here you are .”同时也将水果递给学生。在教师与学生、学生与学生对话中，领悟了“Yes，I do.”和“Here you are .”意思。
当学生回答“No, I don’t.” 时，教师不把水果递给他。通过这个过程口语与演示，学生也会领悟到“No, I don’t.”意思。
同时，进行师问生答口语操练。师生对话要适当增加，使学生对“Yes，I do.和No, I don’t”句型有更多操练机会。这样，第一环节目标也就达到了。
第二环节：
由师问生答形式，变为生问师答。通过教师引导，让学生用“Do you like …”提问。因为，学生要把“Do you like …”音读准，有一定难度。因此，在起先学生说这句式时，要发挥教师主导作用，让学生跟读，注重学生发音准确。
在学生基本会用“Do you like …”提问后，教师引导小组内成员相互之间用“Do you like …与Yes或No”句式进行问答，整个对话过程要留给学生足够时间，教师还要及时了解各组对话情况，通过激励与辅导形式，达到优等生熟练、其他学生基本会说程度。
第三环节：
教师与学生合作当一对顾客，起先还是运用“Do you like …与Yes或No”进行对话。当学生说“No，I don’t .”时，教师顺势引出“What about … ?”和“Let’s have some …”句型。教师配以动作演示，当学生对这两句口语有强烈刺激后，就组织学生自愿组合成一对顾客，进行对话，要求在对方说“No，I don’t .”时，要选择另外水果图片，并用“What about … ?”和“Let’s have some …”句型说话。这一环节重点就是操练这两个句型，同时也实现了本课时情感目标——那就是人际间要有良好沟通方式。
（以上三个教学环节，将本课要学三类新句型，分层练习，一步一个句型，掌握一句，再学一句，学生头绪清晰，学得轻松，效果自然就高了。）
朗读：
在学生对所学四个句型基本掌握之后，组织学生通读课文，熟读对话。先教师一句一句领读，再组织指名读，自由读。朗读有利于提高口语表达能力，是新课程所提倡最基本学习策略。学生在各种形式读中，提高了英语口语水平。
操练：
最后操练部分：将各组水果图片集中，整个教室组成一个模拟型水果超市。操练分两步：1、教师与学生配合示范练习：教师邀请一位学生组成一对购物伙伴，走进水果超市，要求相互间用“Do you like …？Yes, I do.和No, I don’t 。 What about pears?”和“Let’s have some …”这些句型进行英语购物，从而激发其他学生操练欲望。2、学生之间配合购物操练：让少部分学生自愿当营业员，大部分当顾客，两位顾客组成一对购物伙伴，走进水果超市，进行英语对话。如果学生说得准确，那么水果就可被取走。学生扮演顾客与营业员之间角色要自由换位，以便让每个学生对各类句型都能得到训练。
整堂课，教师树立让每个学生得到发展理念，比如创设活动情境，有利于全体学生发展语言技能，提高实际语言运用能力。优等学生在听基础上就有自由尝试说机会。组成学习小组学习口语，注重相互间合作。全课有多次递进式口语实践机会。
注重把英语教学与情感教育有机结合。全课就是在宽松、民主、和谐学习环境中完成活动过程，教师参与小组交流引导，关注学习困难学生语言实践。
英语说课稿11
单元背景：
本单元是以“家庭成员”为话题展开听、说、读、写等各种教学活动。中心话题是介绍家人和亲属，学生的学习活动是在真实的生活场景中展开的。并把“名词的单、复数形式”这一语法主线贯穿其中。教学内容为语法的学习和使用提供了必要的感性材料，同时也体现了语法项目与交际情景自然结合的特点。通过本单元的学习，使学生学会运用简易的口头、笔头英语来介绍家人或朋友，并能够画出自己的家谱。
课时设计说明：
本单元分四课时进行：第一课时sectionA(1a,1b,1c,2a,2b,2c,2d)；
第二课时sectionA (grammar focus—3c);
第三课时sectionB(1a---1e);
第四课时sectionB(2a---3b)
review and check
本节课是本单元的第一课时，以听说为主，充分地发挥学生的主体性，在活动中掌握学习方式，协调师生双方在教学中的关系，采用任务型的教学模式，通过感知、体验、实践、参与等方式，完成任务目标，感受成功。以同桌讨论，小组合作学习为主要形式，让学生在自主创作的过程中，自主地表达，自主地学习，实现对知识的融合。教师在学生展示过程中适时给予肯定和鼓励，从而实现教学相长。
学情分析：
我教学的对象是初一年级的学生,有较强的记忆力和模仿能力，并有较强的求知欲和表现欲。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。通过学生间的合作学习，降低他们学习的难度，使他们体验成功的快乐。我所任教的初一3班的学生通过三个预备单元和一个正式单元的学习，具备了一定的学习能力和语言表达能力，可以通过自主学习和合作学习自己分析问题、解决问题，但在学习过程中还是可能出现一些表达方面的问题，比如名词的单复数，人称代词与形容词性物主代词的混淆等语法错误。
学习目标：
学会介绍自己的家人和朋友。
根据相关信息辨别人物。
鼓励学生间的英语交流，锻炼学生的口语和交际能力，培养学生学习英语的兴趣和乐于参与课堂的积极性。
教学重难点及解决措施：
本单元的重点是介绍家人，亲属和一般名词的单复数形式。
本单元的难点是区分名词的单复数形式，be动词,指示代词（this,that,these,those）之间的关系。
教学过程：
1、Warm-up
播放英语儿歌“The finger family”
设置问题“Do you know this song is about what?”
“Can you find out any family members in this song? “
借助多媒体播放英语儿歌，自然导入本节课将要进行的内容。巧设问题使学生听儿歌时具有目的`性。自然地将学生带入本节课要进行的话题中。对于积极参与回答问题的学生予以口头表扬。
2、brainstorm
①在黑板上呈现学生抢答的家庭成员的名称如：grandmother,grandfather, sister,brother,son,daughter…
②开展黄金60秒速记单词比赛。
③指导学生做课本25页的1a练习。
设置抢答环节，借助黑板呈现重点单词。通过黄金60秒活动进行比赛，看谁在60秒的时间里识记的单词最多。通过将单词和图片配对的练习检测学生学习单词的情况。
3、Listening
放磁带，并订正答案。
使用录音机放听力材料，对做对的学生进行口头表扬。
4、Presentation1
①运用自己的家庭成员照片，引出本节课的重点句型This is …/ That is …;These are…/Those are…
②并进行领读。
③让学生对所学句式进行规律总结，发现This /That is +单数可数名词?
These/Those are +复数可数名词?
将课前准备好的家庭成员照片展示给学生，在这一过程中进行引导，纠错，领读，总结规律，并适时给予学生以口头表扬，鼓励学生。
5、Practicing
①出示幻灯片
②指导学生运用所学句式make a sentence。
教师通过幻灯片将要操练的图片展示出来，学生进行操练，加深学生对所学句型的印象。对表现好的同桌予以小贴画奖励，充分调动学生参与课堂的积极性。
6、Groupwork
巡视，指导小组活动，并在小组活动中出现的问题进行解答。
指导学生在全班介绍自己的家庭成员
通过向小组成员介绍自己的家庭成员的活动检测学生对所学句型的掌握情况。通过全班展示环节，让学生更多地了解了自己的同学。小组活动有效地调动了学生参与课堂的积极性。
7、Presentation2（a guessing game）
播放图片，让学生猜猜他们都是谁。并对学生进行知识的引导。
Who is he/she ?
Who are they?
借助幻灯片，将一些学生熟知的明星的小时候的照片播放出来，让学生猜猜都是谁。这一环节的设置增加了课堂的趣味性，学生参与课堂的积极性很高。
8、Lstening
放听力材料，指导学生看图片回答问题，订正答案。
利用课本26页2b中的图片进行师生对话，检测学生对重点句式的掌握情况。对于表现好的同桌予以小贴画奖励。
9、Pairwork
放幻灯片，出示对话范例，指导学生进行同桌对话。
借助多媒体将对话范例在幻灯片上展示出来，指导学生进行对话，使学生活动的目的性更强，更清晰。
对于口语流利，没有语法错误的同桌以口头表扬。
10、Groupwork
巡视，指导学生的语音语调。
解释学生的疑问。
指导小组活动。
对课本26页的2d进行自学并答疑解惑。适时给予学生以口头表扬。评出优胜组，并给予优胜小组以全班掌声鼓励，口头表扬和小礼品嘉奖。
11、Summary
教师予以指导，总结。
通过课堂小结培养学生的表达能力，给予勇敢站起来畅谈本节课收获的学生以口头表扬。
12、Homework
宣读作业并解释作业要求。
通过家庭作业让学生对课堂所学知识进行加深巩固。并选出优秀作业进行展示。
英语说课稿12
一、教材分析；
１、教材简析：
高一英语第十五单元的话题是“play”戏剧， 整个单元的设计围绕“戏剧”展开听、说、读、写多种教学活动，内容涉及“编故事表演”、“读剧本”、“如何写剧本”等，让学生初步熟悉戏剧， 学会剧本的欣赏、写作和表演。我上的这节课本单元的第三节阅读训练课，是由法国19世纪后半期优秀的批判现实主义作家莫泊桑的短篇小说《项链》改编的短剧。通过本单元的学习，既要让学生接触、了解戏剧的一些特点，又要让学生通过语言实践活动来体验语言，而提升自己综合语言运用的能力。
2、教学目标：（知识目标、能力目标、德育目标）
知识目标：
(１)学习、掌握有关戏剧的体裁，熟悉和体验故事发生的典型环境和剧中人物的典型语言。
(２)在认知、理解剧情的基础上，学会欣赏戏剧。
能力目标：
（1）发展学生听、说、读、写的基本技能，提高阅读技巧，培养综合语言运用的能力；
（2）能利用上下文猜测词义，同时能根据上下文线索预测故事情节的发展；
（3）能根据所读材料运用适当语言进行表演。
德育目标：
通过本文激发学生对人生和命运的感悟，整体提高人文素质。
确立教学目标的依据：
根据新课标要求，通过听、说、读、写四项基本语言技能的训练，使学生形成综合语言运用能力，激发学生的学习兴趣，为真实语言交际打基础。此外，每一门课程都应该尽可能结合学科特点，把培养学生的情感融化到日常教育教学中。
３、重点与难点：
（1）重点：
1．了解戏剧的文体特点并以此指导阅读；训练skimming, scanning, careful reading等阅读微技能；
2．对戏剧深层次的理解及戏剧的欣赏，认识及分析主人公的人物特征及人物性格。
（2）难点：
1。阅读技能的训练；
2．对戏剧的欣赏及课本剧的表演。
4．教学辅助工具：
（1） 收音机；
（2）多媒体
（3）项链
二、教学流程：
１、新课导入
由前面两节课编故事及表演引出戏剧和学生们所喜欢的`不同戏剧类型（funny plays,serious plays or sad plays），然后通过brainstorm让学生以个人活动的方式列举出中外著名的剧作家，再通过多媒体让学生把作家、作品、国籍进行连线，以此引人法国作家莫泊桑及短剧《项链》。这样通过师生互动，激活主题，激发了学生的学习兴趣，对后面进行本文的阅读做了铺垫和准备。
２、新课的讲解
（1）不同层次的阅读技能训练；
首先是Speed reading，a. skimming，让学生进行跳跃式阅读，找出本剧中三个场景涉及的人物、时间、地点、旁白及人物之间的关系，使学生较全面地了解英语戏剧体裁。b. skanning，快速默读全文，了解课文大意，为下一步找出细节作好铺垫，教师要求学生（work in pairs）给每一场景取一个标题， 以此培养他们找寻文章或段落的主题句和概括大意的技能。
然后是careful reading ，a. 扫 读 ：用多媒体展示针对每个场景提出的2-3个问题，，学生通过扫读来获取细节信息。在通读全文梳理文章，理解主题基础上，学生熟悉了故事内容，才能学会如何欣赏戏剧， 提高他们的鉴赏能力。b .朗读：让学生跟读录音，掌握正确的语音语调,从整体上把握课文结构并从中得到自己的感受。这也为下一步学生分角色朗读做好铺垫，通过分角色有感情的朗读，学生能够做到全身心的参与，学习积极性也得以充分发挥。
学生通过以上活动，从基本框架到细节信息把握住了这篇戏剧。
接下来的环节是通过多媒体展示的几幅图片让学生复述课文，这既是理解基础上的表达，也是对理解的检验。它可以训练学生的各种思维能力，培养学生各种语用能力，是激发学生创造性思维的有效教学方法。复述课文是培养学生用英语连贯表达的一种有效的训练手段，而且加深了学生对课文的理解，从而促进他们的口语交际能力和书面表达能力的发展。
（2）、在情境中激思，培养创新思维：
在课文教学时，我采用多种思维训练法，培养学生的创新思维。根据教材的语言材料，巧设疑问，鼓励学生从不同方面，不同角度进行思维。
在careful reading的扫读中，每个场景的2-3个问题之后给学生提出一些预测和发散性思维的问题，作一些开发创造性思维的四人一组的小组讨论，如：“Pierre为什么会接受邀请“Mathilde会借什么样的项链？“你丢失了项链，你会怎么去处理？”，学生表现出极大的兴趣和参与热情。这激发了学生的好奇心，这样既可提高口语表达能力，又可提高学生的想像能力。所以教师在课堂上巧妙地适时设问，是对学生进行多种思维的训练，学生的思维创造性也因此得到充分发挥。
其次课文复述完之后，给学生提出更为深层次的问题:“What do you think of Pierre、Jeanne and Mathilde? Why do you think so? ”，分析主人公尤其是Mathilde的人物特征,培养学生分析能力。《项链》这篇文章一直以来被理解为批判资产阶级虚荣心，我则鼓励学生阐述各自不同的观点及理由，学生认为她虚荣之外，还很傻，同时她也很诚实，很勇毅等。让学生对此问题的各抒己见，学生批判性地看问题体现了新教材的精神。其中我从诚实谈到到 “诚信”，让学生谈谈自己对诚信的看法。通过课堂对学生进行人生观、价值观、世界观的熏陶，整体提高人文素质，而学生用英语表达这种思想感情，也是对语言运用能力的培养。
3、板书展示：
Unit 15 The Necklace
Guy de Maupassant Mathilde: a young lady
(1850-1893) Pierre: A government worker, Mathilde’s husband
Ball of Fat / My Uncle Jules Jeanne: A young lady; Mathilde’s Good friend
4、作业的布置：
（1）用戏剧的体裁续写本文-第四幕场景，以“Mathilde得知真相后”为题要求学生进行课文续写，训练培养学生的创造性思维能力。目的以此调动学生的积极性，使学生处于积极思维的状态之中，丰富学生想象力，全方位、多角度培养学生运用英语的能力。
（1） 用英语排练这篇短剧，包括自己续写的结局：
三．教学反馈与反思：
1． 时间未能合理安排，给学生活动，思考，交流和表达的时间不够充分；
2． 引导学生对戏剧的欣赏做的不够；
3． 对学生续写的精彩的场景没有列出一本作品展示。
由于缺少经验，在说课过程中难免会出现不足，敬请各位老师不吝赐教。
英语说课稿13
一、说教材
本单元的主要语言功能是 “问路及应答”。 本课为上册第五单元的主要部分-----课文对话。在前面的课文中已经学习了部分用介词短语表示方位的方法。本单元语言功能介绍部分已经介绍了“问路及应答”的常用表达法，在课文对话部分通过三段对话设置三个情景将进一步深入学习“问路及应答”这一语言功能。本课是前一课时的拓展和延伸。
二、说目标
1) 语言技能目标：问路 “Asking the way”
2) 语言知识目标：单词(Four skills)：excuse me; until; in front of ; department store; catch (a bus ) ; frequently; overbridge.
句式 (Four skills)：
A) ------Excuse me, how can I get to the zoo?
------ Go along this road until you get to the overbridge.
B) Get off the bus at the third stop, and then turn left.
Keep on going until you come to a tall building.
3)情感态度目标：培养学生乐于助人的品德
4)学习策略目标：讨论式、协作式、启发式等学习方法。
三、重点和难点
本课的重点为：问路及应答
难点为：------Excuse me, how can I get to the zoo?
------ Go along this road until you get to the overbridge.
四、媒体
本课综合利用了投影仪、录音机、小黑板等多种媒体，在视、听、说等方面为学生创造了良好的学习氛围。
五、教学过程
1) 复习：展示一幅有关问路内容的图片让学生到前面来表演，检查前一课内容的掌
握情况(此项活动以作业方式在上一堂课已布置给学生)。同时为本课的`顺利进行
作好了辅垫。
2) 导入新课：
让学生听课文第一段对话录音，并回答老师的问题: Where does the yang man want to go ? 让学生初步了解到本课的内容仍与问路有关从而导入新课。
3) 呈现新知：
首先由教师提示学生本课我们将学习一种新的问路方法，然后展示给学生课文中新出现的句式，让学生自己读课文弄懂句子的含义，在此过程中学生可以互相讨论和参考课后注解，这样也可以培养学生的自学能力，然后教师讲解知识点。
4) 操练
分两部进行
第一步是双基操练：展示给学生一幅本课对话内容的图片，让学生在熟读课文的基础上，成组进行表演，以查看学生理解和掌握双基内容的情况。
第二步是创新应用：为了能让学生将所学知识应用在实际生活中，在学生完成上幅图片的基础上，我又展示给学生一幅含有更多地点的图片，学生们分组选取不同地点进行讨论，然后站起来表演，并由大家一起评价选出优胜者。要做好这种练习，学生要联系以前所学内容进行设计，创设不同的情境，组织语言集体操练。小组协作也可以使学生之间做到取长补短，共同进步，增强同学之间的凝聚力、荣誉感和责任感，更大地调动全体学生学习的积极主动性。也是一堂课最高潮、最精彩的部分。
5)总结：
由学生互相讨论总结本课所学内容，再由教师协助归纳写在黑板上。这种总结方法可以使学生独立思考，构建自己的知识体系。更好地掌握重点内容。
6) 作业
要求学生熟读课文对话，在次基础上写一段对话------去龙泉公园如何走。
7) 评价
本课采用教师在教学进程中随时用激励性语言评价和最终学生集体评价的方法。
六、反思
本课综合利用了多种媒体，灵活使用了多种教学方法，充分体现了以教师为主导，学生为主体的教学理念。课堂气氛活跃，较好地完成了本课的教学目标。
但本课也存在着一些不足之处。A)单词的教授方法单调，效果不好。如果让各别学生读，师生共同检查的方法会更好些;另外有的单词有多种用法(如：catch) 让学生用这个词造句复习一下比较好。B)最后创新应用练习，如果让学生讨论下面的话题会更好：你家住在哪?从你家到浏河中学如何走?你和同学们要到东方百货商场购物，乘车怎么走?这样更能达到实际应用的目的。
英语说课稿14
一、教材分析：
1、教材的地位及作用：
本课是牛津教材5B第三单元第二课时， 本单元围绕“兴趣爱好”这个话题开展教学活动。主要是学习一般疑问句Do you have any hobbies? 及其答语Yes,I do. No, I don.t.和主语为第三人称单数动词的用法。本节课是本单元的重点，通过学习初步领会第三人称单数动词和第一人称单数动词的区别。同时通过课文重点句子的学习，听的懂、会说、会读课文，进一步提高学生听、说、读、写综合素质能力。
2、教学目标：(知识目标、能力目标、德育目标)
知识目标：
(1)，能进一步掌握本单元所学的有关兴趣爱好的词汇：take photos go shopping collect stamps collect coins grow flowers keep goldfish make model ships make clothes 。
(2)，能用He/She likes.... 的句型描述他人的爱好和活动。了解主语为第三人称单数时动词的变化形式。
(3)，正确的理解课文内容，并能朗读，表演对话。
(4)，能演唱本文的英语歌曲。
能力目标：提高学生听、说、读、写及通过网络自学的综合能力。
德育目标：通过学习本文，让学生知道良好的兴趣爱好能拓展知识，并能丰富一个人的生活。
确立教学目标的依据：
根据英语教学大纲规定，通过听、说训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
3、重点与难点：
重点：能流畅的朗读对话，并了解主语为第三人称单数时动词的变化形式。
确立重点与难点的依据：
根据教学大纲的要求，及本课在教材中所处的地位和作用。
二、教材处理：
根据以上对教材的分析，我将本课设计成了网络课，，使每一个学生主动探究学习的.过程中，激发学生学习兴趣，掌握知识。并通过即时的反馈练习，对学生所学知识点进行训练，从而达到巩固知识的目的。
三、教学方法：
根据网络课的特点，结合教材内容，我采用了任务型的教学方法，让学生在教师的指导下,通过感知、体验、实践、参与和合作等活动方式，完成任务，感受成功。
四、教学手段：
主要以现代化电教手段--网络教学，贯穿整个教学过程。增加了直观性、趣味性和参与性，加大了课堂密度，提高了教学效果。
五、教学程序：
1、 动手找一找
课前老师将全班同学的兴趣爱好输入电脑：如1.Xu fang: I like collecting stamps. 2.Hu Mingqing: I like making clothes...这一步骤我主要是复习导入，引出新知。师生通过复习第一课时的内容后通过师生问答引出第三人称单数动词的用法，并学习课文中出现的Show...to...的句型结构。
① T:Hello,boys and girls.Do you have any hobbies?
S1:Yes, I do.I like collecting stamps.
T:Please show it to us .
S1:OK.
T:How beautiful.
老师夸张的强调，让学生对beautiful这个单词有个初步的印象。反复几次，让一些平时不发言，但有特别爱好的学生有表现的机会。
② T:Do you know xxs hobby?
S:Sorry. I dont know.
T:Please search and tell us.
任务很简单，学生在老师的课件中寻找同学的兴趣，汇报时，第一个同学老师强调纠正He likes.... 第二个同学很自然的用到了likes.老师不断的报名字，学生快速的寻找汇报，并在头脑中不断的将第一人称转化成第三人称。
1、 在线测一测
通过刚才的交流，学生已初步领会了第三人称单数动词的用法，老师马上请同学们自己完成自我评价的任务，在线测试，看看自己到底对以上的知识有没有掌握了。例题：
1.I____going shopping. ○like ○likes
2.Tom _____collecting stamps. ○like ○likes.
学生每选择一题，都马上即时反馈，如 Sorry,youre wrong. 或 Youre right.Very good。在几道测试中，学生对第一、第二人称、复数和第三人称动词的用法自然区分开来
2、 自己学一学
牛津小学英语5B 特点是着重训练听说技能，提高会话能力，如果按字按句分析，学生有可能会厌倦。把任务交给学生，让学生自主学习，是我这堂课的重点。根据课文围绕爱好中的“邮票”这一话题，我将“课文学习”这 一部分设计成两个主页面，邮票学习和全文学习。邮票学习分五个页面：ship stamp flower st& animal st& Chinese st& more stamp. 每个页面都有邮票图片和该词组的发音，学生自己控制学习的进度，简单的点击一次就可以了，不会的再点击一次，设计的页面中，不断渗透课文的重点难点：如： flower stamp 的页面中正式出现beautiful. 学生在学习过程中自己已经领会其含义，只要跟读几遍就可以了。在 Chinese stamp中放入一些英国邮票并插入一句话：These are not Chinese stamps. These are ? stamps. 这道题的设计目的是为了训练学生的语言运用能力。More stamps中放入人物、风景、建筑等邮票，丰富的图片拓宽了学生的视野，激发了学生的兴趣，更为后面的学习打下了伏笔。
在课文学习这一段，除了配有全文录音，更有重点句的单独录音，特别难理解的，我还配上简短的中文，学生边点击边自学，非常自由。
3、 大家说一说
刚才学习的过程完全是学生的自学过程，老师无法得知学生的掌握程度，所以在这一阶段我设计了一个交流讨论的内容，内容围绕刚才你所听到的和看到的展开，具体是重点句子的指名读 和几个问题的交流，大屏幕上先出示问题：
通过大家的交流讨论，逐步理解课文，解决重点难点。
5，再来考一考
刚才的交流如果说还不够全面，不能体现每个人的学习水平，那么综合性的在线测试又是一个从面到点的考察，既考察学生的听力，又考察学生对课文的理解程度和第三人称动词的用法，再一次让学生完成自我评价的任务。老师通过电脑系统对三种层次的同学作业情况一目了然，并能作针对性的讲解。例题：
Mike likes_____
○collecting stamps ○taking photos
Bens brother likes_____
○collecting ship stamps ○collecting animal stamps
Yang Lin ____nice food and _____beautiful flowers
○cook grow ○cooks grows
所有题目完成后，电脑直接显示出测试成绩，当许多同学看到：“恭喜你，你得了100分”这句话时，都抑制不住的开心。
这堂课的安排，我利用网络，针对五年级的教材特点和学生喜欢电脑的特点，遵循教学内容以任务驱动为模式而设计的。
我们知道，如果课堂上只是简单的知识传递和枯燥的机械性操练，学生是很难引起兴趣的。所以我在任务的安排上更多的是倾向于学生的自主性学习，充分利用网络来创设情境和开阔视野，并开展小组讨论的形式，考虑到了师生互动，生生互动和人机互动。通过感知、体验，实践、参与和合作的方式，让学生在愉快的氛围中学习。
英语说课稿15
一、说教材
1. 教材的地位和作用：
说课的内容是《牛津小学英语》6B的Unit 7 A letter to a penfriend的E、F部分。本单元围绕“写信”这一主题，从谈论自己的笔友入手到着手给笔友回信，把有关“自我介绍”、“询问他人情况”、“征求意见”等日常交际用语、词汇和句型有机地结合起来，并运用于对话和课文中。本节课是本单元的拓展与延伸，也是本单元的教学难点，它既呈现了十分丰富的语言材料，又展示了“与外籍朋友通信”的多种形式和具体操作过程。重点训练学生的阅读理解能力和写作能力。培养学生的综合语言运用能力。
2. 教学目标：（知识目标、能力目标、情感目标）
知识目标：
① 能正确掌握英文信件和电子邮件的写作格式。
② 通过阅读，能正确的理解、掌握信件内容。
③ 能根据提供的信息，初步学习信件的写作。
能力目标：
① 培养学生的阅读理解能力和写作能力。
② 培养学生运用英语进行交际的意识和能力。
情感目标：
培养学生积极运用所学英语进行表达和参与实际交流的情感态度。
确立教学目标的依据：
根据“英语课程标准”描述，基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力；培养学生的观察、记忆、思维、想象能力和创新精神；帮助学生了解世界和中西方文化的差异，拓展视野，为他们的终身学习和发展打下良好的基础。
3. 教学重点与难点：
重点：通过阅读，使学生能正确的理解、掌握信件内容。
难点：信件的写作。
确立重、难点的依据：
根据“英语课程标准”的二级目标描述：对英语学习有持续的兴趣和爱好。能用简单的英语交换有关个人、家庭和朋友的简单信息。能根据图片或提示写简单的句子。乐于了解异国文化、习俗。以及本课在教材中所处的地位和作用。
二、说教法、学法
为了顺利完成以上的.教学目标，更好地突出重点，突破难点，同时根据小学生的心理特点和本课的教学内容，我采用谈话、讲解、自学辅导与交际教学法相结合的方法，充分利用多媒体教学手段创设情景，借助图片、表格、投影仪等辅助教学，启发学生的思维，培养学生阅读理解能力、写作能力以及运用英语进行交际的意识和能力。
在教学过程中，我努力贯彻新课标倡导的情景教学原则和“任务型”教学途径这一理念，结合本课学习内容，设计各种活动，引导学生在完成“读信”和“写信”咛迦挝竦墓程中运用语言，达到学以致用的目的?
三、说教学程序
1. 新课导入
首先我以How old are you?/ How many people are there in your family?/What’s your favourite subject?/ What are your hobbies?/ Do you have penfriend?等与本课教学内容密切相关的日常交际用语与学生展开交谈。既营造了良好的英语学习氛围，又为新课的导入做好准备。同时，在交谈中自然引出本节课的难点词组和句子，适时讲解，分散了新课学习的难点。
2. 新课的讲解与操练
本节课始终围绕“写信”开展各项活动。首先我以启发式谈话让学生对本单元的内容有个思维的延续，引出Liu Tao 写给Peter的信。我通过多媒体展示Peter读信的画面和声效，给学生以真实感，让学生整体感知信件内容，并帮助学生降低阅读的难度。
为了让学生更好的理解、掌握信件的内容，我设计了一份Liu Tao的资料表（见附表一），让学生在自主阅读的过程中完成表格。本部分的设计训练了学生通过阅读捕捉相关信息，抓住阅读重点的能力，培养了学生自主学习的能力和正确的阅读方法和习惯。在学生独立阅读之后，我又设计了小组内就所填的资料内容互相讨论的活动，以提高学生学习的主动性和积极性，培养学生的合作意识。
在学生充分掌握了Liu Tao的信件内容后，我又以Liu Tao的资料卡引出Peter的资料卡，让学生通过互相问答来加深对Peter的了解，为帮助Peter回信打下坚实的基础。而让学生帮助Peter回信这一环节的设计，将学生由信件情景的旁观者变成了参与者，使学生置身于情景之中主动学习。
在教学过程中，我还适时的介绍了信件和e-mail的写作格式，并通过多媒体的展示，让学生在观察比较中，进行区分。
3. 拓展反馈
在“读信”和“写信”的过程中，学生们已经对拥有一个penfriend非常的向往了。因此，在这个环节中我用多媒体创设了笔友俱乐部的情景，让学生“征集笔友”，通过填写自己的资料卡，写出简单的自我介绍（见附表二），并向大家介绍自己这一系列情景的创设，让学生之间形成“信息沟”，引导学生进入角色，让他们在真实的情景中感受语言，运用语言进行表达和参与实际交流。并以此来培养学生的写作能力。
4. 总结延伸
在本节课的最后，我要求学生课后将自己的个人资料和自我介绍通过电子邮件的形式发送到互联网上来“征集笔友”。这既是本节课的延伸，又能够真正达到学以致用的目的。
5. 板书设计
letter e-mail信头（地址，日期）称呼正文结尾署名 From:TSubjectate:
板书设计的意图是让学生对英文信件和e-mail的格式有一个直观的认识，并能够正确地进行区分。
本节课以培养学生的综合语言运用能力为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从听、说、读、写等方面使学生得到锻炼，在愉快、轻松的氛围中培养学生运用英语进行交际的意识和能力。
以上是我对本节课的教学设计和思路，敬请各位老师不吝赐教。
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