英文说课稿集合六篇

　　作为一名无私奉献的老师，通常需要准备好一份说课稿，借助说课稿可以有效提高教学效率。那么应当如何写说课稿呢？以下是小编精心整理的英文说课稿6篇，欢迎阅读与收藏。

英文说课稿集合六篇

英文说课稿篇1

　　一、教材分析：

　　教材概述：

　　《新目标英语》Go for it !每个单元包括section A , section B,跟 self check三个，部分其中A 部分是基本的语言内容，B部分是知识的扩展跟综合的语言运用。Self check 部分是让学生用来自我检测本单元所学的语言知识。教材突出语言使用能力的培养，它采用任务型语言教学模式，每个单元都设计成一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，进行交流，真正体现了在"在做中学""在学中用"的教学理念。

　　单元内容分析：

　　本单元的标题为This is my sister ,教材以family members 为中心话题，围绕着"介绍家人跟朋友"展开，学习跟运用目标语言"介绍人物跟识别人物"

　　本单元的教学内容：

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

　　2.补充词汇 husband wife son-in-law daughter-in-law mother-in -law father-in -law, nephew , niece等

　　3.介绍他人的句型 This/That is… , These/Those are…

　　4.询问，辨认人物的疑问句形式 Is this/that…？

　　二、教学设计思路

　　《新目标英语》中的具体语言目标是通过各种各样的tasks来实现的，学生需要运用具体而特定的行动来完成一定的交际任务，整个教学过程中就是各种语言结构与语言功能与不同的学习任务有机的结合，因此，本单元我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得跟积累相应的学习经验，让学生在用中学，在学中用。

　　根据语言学习的认知规律；由浅入深，由已知到未知，本单元计划用四个课时。

　　分课分析：

　　第一课时： Section A, 1a, 1b, 1c, 2a, and 2b

　　利用教学图片跟制作多媒体课件来展开课堂pair work ,group work等口语交际活动，引导学生学会运用指示代词介绍人物，帮助学生掌握家庭人员的称谓，区分单指跟复指。

　　教学重点：

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

　　2）句型 This/That is… , These/Those are…

　　教学难点：复数指示代词these those 家庭成员的复数形式及它们在句中的正确运用。

　　第二课时： Section A 2c , 2d , 3a , 3b, 3c , 4,

　　利用照片跟多媒体游戏，复习巩固家庭成员的称谓，运用this /that…疑问句形式，辨认人物。

　　教学重点：掌握句型Is that/this……？及其肯定跟否定回答。

　　第三课时： Section B 1, 2a, 2b, 2c, 3a, 3b, and 3c

　　复习猜词游戏巩固跟教学更多的家庭成员的词汇，通过制作家谱，进一步明确家庭成员间的关系。

　　教学重点：

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

　　2）掌握并制作家谱

　　3）扩充词汇 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece

　　第四课时 section B 4, self check

　　通过小组活动跟知识检测，促使学生不断地使用所学内容，从而提高他们灵

　　活运用知识的'能力

　　教学重点：书信的格式

　　教学难点：以书信的形式介绍家人

　　三、教学目标

　　1.语言知识目标

　　1）学习并掌握与家庭成员有关的词汇 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend.

　　补充词汇 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece

　　2）学会初步运用指示代词 this that these those 介绍他人

　　3）学会初步运用 this that 的疑问句形式询问辨认人物

　　2.语言技能目标

　　1）培养良好的听说读写能力

　　2）通过创设情景，培养学生的发展思维能力，激发学生的想象力。

　　3.情感目标

　　1），创设真实情景，激发学生学习英语的兴趣，培养学生积极主动的学习精神。

　　2）通过小组间良性的竞争与合作，培养友好互助的精神。

　　3）通过对家庭成员之间关系的描述，增进学生关心热爱家人的情感，促进学生彼此之间的相互了解，增进友谊。

　　4.文化意识

　　1）了解英语国家中不同性别常用的名字及家庭成员之间的称呼习俗，了解中西方在家庭成员称呼上的文化差异，拓展学生的视野。

　　2）跨学科学习，利用多媒体跟卡通图片，强化视觉能力，拓展语言艺术，培养审美意识。

　　5.学习策略目标

　　1）帮助学生明确学习目的，指导学生做好预习

　　2）利用不同方法收集卡通图片或家人照片，供上课小组活动使用

　　3）通过小组讨论，竞赛，游戏等多种形式，确立learning by doing learning for using 的学习英语的思想。

　　四、教学原则

　　1. 活动性原则提倡学生主动参与，体验，交流，合作，探究等多种学习。

　　2. 合作性原则以学生为主体，师生合作，生生合作，体现教与学的互动，交往。

　　3. 任务型原则运用任务型的教学途径，培养学生综合语言运用能力。

　　4. 情感性原则激发学生学习英语的兴趣跟始终保持良好的学习情绪。

　　五、教学方法

　　1.提问引入法通过提问，集体，分组，分行回答，或学生逐个回答的形式开展教学，检查跟巩固新旧知识。

　　2.交际功能法通过集体，分组，两人，个人操练等形式，达到交际的目的，促进语言实际运用能力的提高。

　　六、任务特点：

　　在本单元的教学活动中，每课都围绕一个中心任务而进行。

　　第一课时识别家庭成员及其称谓。

　　第二课时相互问答，介绍家庭成员。

　　第三课时制作家谱并描述家庭成员

　　第四课时以短信的形式向朋友介绍家庭成员，以quiz的形式对本单元的学习做终结性评价。

英文说课稿篇2

　　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, finishin

　　g a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.

　　VI. Teaching procedures and purposes of my designing.

　　I’ll finish this lesson in five steps.

　　Step 1. Warm-up and preview

　　1. Free talk between T and Ss about things in the classroom.

　　2. Sing the song together: Books and pencils.

　　3. Do some TPR, for example: Show me your English book. Show me your crayon.

　　4. Review the numbers by asking: “How many crayons do you have?”

　　Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.

　　Step 2. Presentation

　　Now I’ll mainly talk about this step.

　　1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.”

　　(1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.

　　(2) T: My schoolbag is heavy.

　　Open the bag and say: “What’s in it? What’s in my schoolbag?”

　　Take out a Chinese book. Then do the action again. Let the Ss read the sentence.

　　2. Play a guessing game. Divide the whole class into four groups to have a competition.

　　Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.

　　3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.

　　Girl: My schoolbag is heavy.

　　Boy: What’s in it?

　　Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.

　　Boy: What will you do?

　　Girl: They are for the poor.

　　Boy: Great! I’ll bring some school things too.

　　The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.

　　4. Mention that we should take care of the poor.

　　5. Play the cassette. Let the Ss listen and imitate the dialogue.

　　Pay attention to their pronunciation and intonat

　　ion. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.

　　Step 3. Practice

　　Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.

　　Step 4. Assessment

　　Help Ss finish “Let’s check” of this unit and workbook.

　　Purpose: To check the knowledge Ss have learned in this period.

　　Step 5. Add-activity

　　1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.

　　2. Take care of everything they have.

　　Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.

英文说课稿篇3

　　a. New wrds and phrases

　　b. Sentence pattern: If- clause

　　c. iprve their reading sills.

　　d. Taling abut prbles f the Earth.

　　6. 说教学难点 teaching difficult pints (语法；发展交际能力)

　　a. functinal ite: Suppsitin.

　　b. Develp their cunicative abilit. Act ut their wn dialgue.

　　7. 说教具 teaching aids (ulti-edia cputer, sftware, OHP)

　　The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.

　　二、说教法 Teaching ethds

　　Five step ethd; audi-vide; cunicative apprach;

　　Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.

　　三、说学法 Stud ethds

　　1. Teach Ss hw t be successful language learners.

　　2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;

　　3. Get the Ss t fr gd learning habits.

　　四、说教学过程Teaching prcedures

　　I. 复习 (Revisin) 5in (Dail reprt; 词汇diagra; brainstring; activate scheata)

　　Activit 1: Iaginatin

　　1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)

　　2). Suppse u catch a bad cld, what’s t be dne?

　　3). Suppse ur bie is bren, what’s t be dne?

　　4). And suppse the earth, n which we all live, is daaged, what’s t be dne?

　　* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)

　　II. 呈现 (Presentatin) 5in

　　Activit 2: Presentatin

　　Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)

　　A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.

　　Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.

　　* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.

　　III. 对话 / 阅读 (Dialgue)18

　　1. Pre- reading

　　Activit 3: Predictin

　　1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:

　　What d u thin is discussed at the cnference?

　　2. While- reading

　　Activit 4: Read and answer

　　2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.

　　* 阅读: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 识别关键词e wrds；确定主题句；创设信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。达到对课文的整体理解和掌握。S that the can have a gd understanding f the whle text.)

　　3. Pst- reading

　　Activit 5: Language fcus

　　While Ss are answering the Qs, the teacher deals with se e language pints.

　　a. is being caused b. and s n c. g n ding

　　d. be fit fr e. standing r f. if- clause

　　IV. 操练 (Practice) 10

　　Activit 6: Retell

　　Use ur wn wrds t retell the dialgue in the 3rd persn.

　　Activit 7: Acting ut

　　Activit 8: Drill – Suppsitin

　　Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)

　　(Retell; act ut; rle pla)

　　V. 巩固 (Cnslidatin) 6

　　(Discussin; interview; press cnference; debate; quiz)

　　Activit 9: rle pla

　　Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.

　　* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.

　　Activit 10: Discussin

　　Thin f the questin: Are we causing daage t the wrld?

　　What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?

　　Cllect their answers and fr a reprt.

　　VI. 作业 (Hewr) 1 (Writing; cntinue the str; recite; retell)

　　Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.

　　五、说板书Blacbard design

英文说课稿篇4

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

　　a temper of thought, improve the state

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

　　second, business skills, to join the curriculum

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

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

英文说课稿篇5

　　一、教材分析

　　本堂课是一堂中考复习课，如果从分析教材来讲，本课话题主要是出现在仁爱英语九年级(下)Unit 5之中，主要讲的是让学生认识定语从句，了解定语从句的结构，并能熟练的运用定语从句。但是对于一堂中考复习课来讲，我觉得应当从中考英语对本课话题的难易度要求以及考点的探究入手。从历年的中考真题来看，对于定语从句的考察主要体现在单选题、完型填空和阅读理解中。当然还有就是从作文之中体现出来。而且我们知道，如今的中考英语，更侧重于在语境之中来考察语法和词汇项目，强化对学生语言运用能力的考察。

　　二、教学目标

　　根据课程标准和我市中考英语的要求，坚持以学生为本，切实体现素质教育，面向全体学生，立足基础，设置练习注意难易度适中，这堂课是一堂中考复习课，本课设计从英文歌曲导入，在课堂之上，利用简单习题小游戏，设置情景，情景之中学语法，以达到下列教学目标：

　　知识目标：复习和掌握定语从句中关系代词和关系副词的作用和功能，能准确选择定语从句所需的关系代词或关系副词。从知识系统的归纳呈现入手，注重学生基础知识的复习巩固;这堂课又是一堂语法复习课本身具有一定的应试成分。

　　能力目标：能较好地运用定语从句，能正确组织包含定语从句的复合句。注意培养学生运用所学的知识和技能分析、解决问题的能力。

　　德育目标：培养分析问题解决问题的能力，热爱祖国，关心时政，学会竞争和合作，建立自信心和集体荣誉感。

　　情感目标：通过学习调动学习积极性，使学生体会到英语的趣味和实用性。激发和培养学生学习英语的兴趣，建立学习英语的成就感和自信心。让他们成为课堂的主角，使学生懂得语法学习无处不在，使学生学在其中，乐在其中，并掌握一些应试技巧。

　　三、教学重点难点

　　提高学生对语法复习的兴趣和积极性，较好地掌握定语从句的用法，理解定语从句，运用知识点解题。

　　四、教学方法

　　《新课程标准》要求教师在教学中要以学生为主体，尝试创新思维，联系社会采用讨论、协作、探究、竞争的教学模式，引导学生灵活运用所学语法知识。采用研究性学习方法，寓教于乐。检验一节课成功与否，不是教师讲了多少，而是以学生的学习效果为评价标准。因此我借助多媒体，结合竞赛形式，力求使枯燥的语法生动趣味化;并且考虑学生英语基础的实际情况，教学过程也要体现素质教育的全体性，因此设计任务循序渐进(如按“词→句→文”递进)，由浅入深，由易到难，导引学生参与整个学习过程，获得更佳的学习效果及发展智力，提高思维，观察，注意，记忆，想象，联想等能力。

　　五、教学过程

　　本堂课主要分为五个步骤：

　　第一步：创设情景歌曲导入

　　我选择了英文歌曲《Lemon Tree》来导入本课的知识，请学生把歌曲最后一句空缺的词填上。I wonder how I wonder why

　　Yesterday you told me 'bout the blue blue sky

　　Is just a yellow lemon tree (答案：that, that, that)

　　根据以上所说的2句I like the song whose name is Lemon Tree very much ? all that I can see is just a yellow lemon tree.请学生分析这两个句子中划线部分所出现的语法现象，由此导入到“定语从句”。简单但动感的FLASH很符合学生的口味，学习兴趣一下被调动起来。重要的是本歌的歌词中含有定语从句，可以于欢快的节奏中导引学生轻松自然地进入语法话题。

　　第二步：知识呈现，铺设阶梯

　　呈现定语从句的定义和结构使学生加深对定语从句的结构和关系代词、关系副词的印象，以便下面的竞赛中更好的发挥。

　　第三步：要点提醒，操练运用

　　为了更好的调动学习积极性，加强学生思维能力、协作竞争能力及强化团体荣誉意识。在本环节中，我采取了竞赛形式，把全班分成二大组，看哪方得分高。竞赛内容分为四部分：

　　第一部：基础语法知识(必答)：以抽签的方式选择本组所答的题，所有的题都是有关定语从句的理论知识填空，包括定语从句中的先行词、关联词、关联词的省略以及各个关联词的区别。使学生加深对定语从句的结构和关系代词、关系副词的印象，以便下面的竞赛中更好的发挥。对学生来说完成本项任务轻松、新鲜、又有一定的竞争，学生兴趣又一次被调动。复习基础理论知识，为以下的实际操练做较好的准备，提高准确率。

　　第二部：合并定语从句。贯彻由易渐难的原则，先从相对简单的题型开练，重点巩固关系代词的选择，并在第一题：The woman is our English teacher、He speaks English very well、→The woman who(that) speaks English very well is our English teacher

　　中点出另外一个知识点：定语从句中谓语动词的数要与先行词保持一致。鼓舞士气，提高自信心。

　　第三部：辨析正误，并说明原因。这部分主要是帮助学生区分关系代词that和which的不通用的特殊情况。1.2题是帮助学生辨析只能使用that而不使用which的特例。两个题并不能全部体现只能使用that而不使用which的特殊情况，所以在做完1、2题后全班一起总结，帮助他们将知识系统化。3、4题帮助学生区分只能使用which而不使用that的特殊情况。贯彻由易渐难的原则，简单的关系代词会用后，逐渐进入到关联词使用的特殊情况，是学生更全面的掌握定语从句。

　　第四部：格言英译中(抢答)。有了以上几部分的复习巩固，学生已经掌握了定语从句的必要知识点，本部分用英文表达几句著名的格言，帮助学生将知识升华。有利于学生知识面的拓展，也为以后写作做积累。

　　第四步：直击中考，深入探究

　　本环节中我精选了历年中考真题，少而精，体现难易度，并巩固本课的定语从句，激起学生英语学习的成就感和自信心。

　　第五步：课后作业，巩固所学

　　写作在中考中占较大的比重，故平时要多加训练，承上所提奥运话题让学生以感想并结合自身实际写短文，进一步锻炼在实际中运用定语从句的能力。而且本次教学活动关于定语

　　从句的任务设计理念是按“词→句→文”循序渐进，所以写作便是前面部分很好的延续和提高了。

　　六、课后反思

　　本堂课由于是公开课，虽然说已经花了大量的时间做了充分的准备，但由于前面的时候有点紧张，本堂课的内容大，以及课时的一些应变做得不够好，尽管说顺利地完成了教学，但是感觉还是没有达到自己预期的效果。比如说平时和学生口语的交流在本节课没有充分的体现出来，互动不够好;速度偏快，没有给学生留下足够的空白时间思考问题;作为重要教学辅助工具的黑板利用不够。从整体上看，本节课将语法复习课揉入情景交际之中，注意语法课的实用性和趣味性的结合，应该说是比较成功的一堂课。日后我将更加注意语法实用性和趣味性的探究，努力上好每种类型的课。

英文说课稿篇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).Be 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.

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