英文说课稿模板汇编7篇

　　作为一位无私奉献的人民教师，通常会被要求编写说课稿，说课稿有助于顺利而有效地开展教学活动。那么优秀的说课稿是什么样的呢？以下是小编精心整理的英文说课稿7篇，仅供参考，希望能够帮助到大家。

英文说课稿模板汇编7篇

英文说课稿篇1

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

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

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

　　1. Linguistic knowledge

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

　　Be familiar with the topic history.

　　2. Language skills

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

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

　　3. Affects

　　Love our country by learning more about Chinese history.

　　4. Cultural awareness

　　Know more about history of other countries.

　　5. Learning strategy

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

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

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

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

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

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

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

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

英文说课稿篇2

　　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 communication 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 transportation 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.

英文说课稿篇3

　　8B Unit 3 Online Travel

　　Reading Around the world in eight hours

　　Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.

　　Part One: Analysis of the Teaching Material

　　(一) Status and Function

　　This is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.

　　(二) Analysis of the students

　　Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer .Without much knowledge ,you won’t be able to learn computer well.

　　(三)Teaching aims and Demands

　　1.Knowledge objects

　　To understand the aim of an educational CD-ROM and what the character can do

　　To infer meaning from keywords, context and existing knowledge.

　　To master the Passive voice.

　　2.Ability objects

　　To develop the Ss’ abilities of listening, speaking, reading and writing.

　　To train the students how to use their own words to express their ideas.

　　(四)Teaching key and Difficult point

　　1. Key points

　　To review the Present perfect tense.

　　To learn the Passive voice.

　　To tell more about the CD-ROM.

　　To retell how the game is played

　　To understand the whole passage and answer teacher’s questions

　　2. Difficult points:

　　The Passive voice.

　　To retell how the game is played

　　(五) Teaching Equipment

　　Multi-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.

　　Part Two: The Teaching Methods

　　1. Communicative teaching method

　　2. Audio-visual teaching method

　　3. Task-based” 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.

　　To use these methods are helpful to develop the students’ abilities.

　　Part Three: Studying Procedures

　　Step 1

　　Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that t

　　he game is set in different countries and involves a tour around the world

　　Step 2

　　Tell students that the first paragraph of the reading passage explains the background to the game .Listen to the tape. Ask some questions to check understanding, eg.

　　What’s the name of the new educational CD-ROM?

　　What can it help you to do?

　　Who is the designer?

　　Step 3

　　Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.

　　Who is the main character of the game?

　　How old is he?

　　What does he like doing?

　　What was he doing when he fell asleep?

　　Step 4

　　Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41

　　Step 5

　　Ask some questions to check understanding, eg.

　　How can you earn a point?

　　What will happen if you have earned a point?

　　What will happen if you have earned enough points?

　　How many levels does the game have?

　　How long does it take you to finish the game?

　　What do the questions test?

　　What will you see on the screen when you reach a new place?

　　What can you learn about when you reach London?

　　What will you see when you pass a level?

　　What happened to the places you have visited?

　　Step 6

　　Read the whole passage and then ask some students to retell how the game is played(in 5steps)

　　1 See a golden cloud with instructions on it

　　2 See clouds with information about different places; See clouds with questions on them

　　3 Get a point every time you answer a question correctly

　　4 A cloud will come down and carry you off to a new place

　　5 See a world map. The old place is marked in bright purple

　　If possible, ask students to discuss what they have learned from the passage.(with their own words)

　　Step7 Use the following keywords to try to retell the passage.

　　Paragraph1.

　　a new educational CD-ROM, Around the world in Eight Hours.

　　Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM

　　Paragraph2.

　　Main character, love traveling, lie on the grass, fall asleep

　　Paragraph3.

　　be written on, different colors with questions on them

　　Every time you answer a question, earn enough points, come down, Carry off

　　Pargraph4

　　Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example

　　Paragraph 5

　　Be the best , get it in sold out

　　Step 8 Homework

　　1 Translating the following phrases:

　　1)同时

　　2) 过一关

　　3) 扮演…角色 4) 光盘的设计者

　　5) 一直广受欢迎的游戏 6) 得到足够的分数

　　7) 睡着 8) 英语语法和词汇

　　9) 在你的屏幕上 10) 检验知识

　　11) 在市场上 12) 例如

　　13) 掉下来 14) 售完

　　2 Try to recite the text.

　　Design of the blackboard

　　1) The Present perfect tense. A new educational CD-ROM has just come out.

　　When you have earned enough points,….……..Carry you off to a place you have never visited before. The places you have visited are marked…

　　2) The Passive voice.

　　It is designed by Nancy Jackson. These words were written on it.

　　The places you have visited are marked in bright purple.

　　Get it now before it is sold out

英文说课稿篇4

　　一、说教材

　　1.教材内容

　　我说课的内容是人民教育出版社九年义务教育课程标准实验教科书四年级上册中的Unit2 My Schoolbag。这一单元呈现了教科书的名称。本单元通过一系列的活动与对话来讲解大家在日常生活中描述书本的单词和句子。本单元需要6个课时完成。我现在要说的是第一个课时。

　　2.教材地位

　　本课时是第二单元的第一课时，综观PEP教材，本课时首次出现教科书名称。本课时又是第二单元的重点，因此本课时的教学对第二单元的学习起着决定性的作用。

　　二、说教学目标

　　根据本课时内容的特点和四年级学生的年龄特点和任务型教学模式的要求。在教学过程设计中，特别关注全体学生的学习发展，注重互动，给孩子们学习英语的氛围，让他们运用语言进行交际，用英语做事情，让学生们在活动中参与体验和理解。因此我制定了以下教学目标：

　　1、知识与能力

　　a、能够听、说、认读本课时主要生词English book, math book, Chinese book, story-book, notebook, schoolbag。

　　b、能够听懂、会说How many … do you have? I have….并能在实际情景中运用。

　　c.能听懂指示语，并按照指令做出相应的动作，如：Put your English book on your head….

　　2、过程与方法

　　3、情感态度与价值观

　　通过教学，逐渐达到培养孩子们的语感以及运用本单元语言内容做事情的目的，同时也让孩子们学会关爱社会，并且运用实际行动来表达自己的爱心的情感态度。

　　三、教学重难点：

　　本课时的重点是能够听、说、认读本课时主要生词English book, math book, Chinese book, story-book, notebook, schoolbag。语音的教学是这一环节的重点，预计学生初学时会出现较明显的语音错误，因此我要注意指导学生仔细听音、让学生观察老师的口型，认真模仿、及时结合学生发音进行评价纠误。另一方面，在所学单词中很多都于book有关，这些单词的书写形式有所不同，学生很容易出错，要及时相机指导，而且这些单词中还设计到合成词，如：school+book=schoolbook,所有的这些都要让学生抓住，抓牢。

　　难点是能够听懂、会说How many … do you have? I have….并能在实际情景中运用。在这个句型设计到单词的复数形式，对于学生来说是个难点，要详解。

　　四、说教法、学法

　　1.教法设计

　　四年级的'学生的注意力很难持久，他们对新鲜事物比较感兴趣，还有他们的水平参差不齐，甚至有较大差距，因此我采用综合运用全身肢体反映法（TPR），情景导入法和任务型教学模式，使优秀的学生学得更好，使基础差的学生在课堂上多开口，使他们有所提高，以达到调动全班学生学习英语兴趣的目的。

　　2. 学法指导

　　新课标倡导“以人为本”，倡导自主、合作、探究的学习方式。本课时中教师充分考虑到学生的年龄特征、兴趣和认知水平，准备了直观、生动的教具，创设了宽松活泼的学习环境和真实有意义的活动场景，设计了多样的学生喜爱的教学活动，让学生在情境中感受英语，运用英语。

　　五、课前准备

　　1、准备一台录音机及相关的磁带，便于学生更好的掌握语音及语调。

　　2、准备相关的课件，让学生在形象逼真的氛围中更好的学习。

　　3、准备与本课时相关的单词卡，便于学生反复认读。

　　六、说教学程序

　　我的教学思路有五步：

　　Step1：Warming up 创设情景，引入新知

　　（1） Sing a song.

　　唱一唱学过的歌曲《In the classroom》，既活跃了气氛，又能使学生尽快地融入英语课堂学习的氛围。

　　（2）通过听指令做动作（如：point to the window , point to the door ….）等复习第一单元的知识，同时为进入本单元的schoolbag作铺垫。

　　Step2：. Presentation 激情引趣，学习新知

　　（1）由point to the bag 导入课题 (板课题) 并引导学生说。

　　（2）多媒体课件呈现所学新单词。学习单词按易到难，由浅入深原则逐一学习。先从大家熟悉的English book入手，然后到Chinese book, math book, notebook ,由于story-book比较难发音，因此安排在最后。

　　（3）通过图片、单词卡片、课本让学生反复指认这些单词。

　　（4）Guessing game .让学生快速抢猜单词。

　　（5）教学句型:How many …do you have? I have….

　　通过学生与老师，老师与老师之间的对话来加强学习，在同学们熟悉单词后，引导他们加入How many …do you have? I have….进行操练。

　　Step3：. Play time 深化新知，体验参与

　　（1） Let’s do.

　　学生在老师的带领下进行let’s do. 需特别注意事物间的方位关系以及介词的用法：in, on, under, near（出示课件帮助理解）.这部分是对所学单词的巩固并应用。

　　（2） Let’s sing “Books and Pencils ”让句型化难为易。伴随着音乐的节拍，学生在轻松愉悦的气氛中学习兴趣浓厚，使得整节课在充满乐趣的氛围中度过。

　　通过歌曲既巩固所学知识，又让学生在玩、唱中去习得语言。

　　Step4： Practice. 巩固新知，运用新知

　　我会设计一个场景，比如说在一张桌子上摆放一本英语书，三本数学书，五本故事书……让学生分成两组用今天所学的知识来简述，

　　E.g. Show me your notebook

　　Show me your English book

　　E.g. __How many English books, math books, Chinese books, story-books, notebooks, schoolbags do you have?

　　__I have……

　　通过这样的练习，达到巩固新知，运用新知的目的。

　　Step5： Extension完善新知，拓展延伸

　　让学生用所学的句型和单词找一找身边的事物并延伸到课外。培养学生综合运用语言。让学生带这问题走出教室。

　　七、教学反思

　　本节课采用任务型教学，利用多媒体课件突出重点，突破难点，使教学内容形象生动有趣，学生易于接受；根据学生的年龄特征采用多种游戏活动，激发兴趣，激活思维。预计所有的学生都能理解和掌握六个新单词意义和读音，大多数学生能够用所学语句进行相关的对话，表达自己的认知情况。

　　八、说板书设计

　　板书分为两部分，即单词和句型。让学生对本课学习的知识清晰明了，突出教学目标的重难点，有利于学生理解吸收和记忆。

　　Unit2 My Schoolbag

　　schoolbag English book Chinese book,

　　math book, notebook story-book,

　　How many books do you have?

　　--- I have 6.

英文说课稿篇5

　　（英文万能版）

　　● Good morning, my dear judges. I am number_______. I’m glad to interpret my teaching design here.

　　● My teaching content today is Part of Unit of PEP Primary English, Book This unit is mainly about Now, I will explain the lesson from the following aspects.

　　1. 教学内容 (Contents)

　　Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit .

　　It includes , ____ and . In section 1, it mainly deals with these key words,

　　2. 教学对象(talk about the students)

　　Secondly, it is about the students. Our students are in Grade

　　They are active and curious, interested in new things.

　　After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language.

　　They have learnt English for years, and have already known

　　It is not difficult for them to understand and use the language

　　3. 教学目标 (Teaching aims)

　　So, I set the following aims.

　　By the end of the lesson, students will be able to read, recognize, and use these words:

　　And, these sentences:

　　By the end of the lesson,

　　①Ss can understand the and get useful information from the through attentive listening / reading.

　　②Ss are able to talk about

　　③Ss can use to give suggestions on

　　④Ss’ abilities of listening and speaking will be developed.

　　(Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is

　　①to help students cultivate and foster their abilities of working in groups.

　　②to foster Ss’ consciousness of good-cooperation and proper competition.

　　③to help Ss cultivate their abilities to analyze and solve problems independently.

　　④to foster Ss’ initiative and creativeness.

　　⑤to help Ss to recognize and identify the differences between Chinese and English cultures on

　　⑥to help Ss know some and comprehend the

　　①to make sure that Ss can useCorrectly and skillfully. to develop Ss’ interest in English. ②The difficult point is:

　　The pronunciation of

　　4.教法学法(Teaching methods)

　　Fourthly, it talks about teaching methods.

　　In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on.

　　5. 教学过程

　　① 具体steps 根据具体内容定；

　　一般分为：warming up lead inpresentationconsolidationhomework

　　②板书steps ＋ purpose 说明； ③如有可能，同时完成layout设计;

　　Next, let’s focus on the teaching procedures. I will finish the lesson in steps.

　　It will cost about mins.

　　After greeting with the Ss, I will begin the lesson by singing the song

　　together with the Ss. Purpose:

　　The purpose of this is to form a better English learning surrounding for the Ss, and, at the same time, it provides situations to review the learnt

　　knowledge for the next step.

　　It will cost about mins.

　　With the help of the PPT, I set a situation of

　　by to stimulate the Ss’ interest of the lesson.

　　By playing the PPT, IAnd then, (板书layout)

　　The purpose of this is to present the new words and sentences in the situation, which relates to the Ss’ real life experiences, to help the Ss understand the language easily and naturally.

　　After presenting each new word (by the guessing game), I will impart the knowledge of pronunciation rules in teaching the new words.

　　It is called Phonics.

　　It can facilitate the Ss’ abilities to pronounce the words, and help them to remember the spelling of the words.

　　（机械上口；有意义操练； let’s do; 课文对话表演;）

　　It will cost mins, including

　　Due to the Ss’ age, I make

　　The purpose of this is to draw the whole Ss’ attention to the spelling of the words.

　　It is to help Ss to learn through a true situation.

　　In this step, I will give Ss a free space to show their abilities.

　　I will Then,

　　Task-based teaching method and Communicative language teaching are used here.

　　The activity is to develop Ss’ ability of communication, and also, their ability of cooperation will be well developed.

　　Making a new dialogue is to check if Ss can use correctly and skillfully.

　　（总结上课内容；德育渗透；作业布置；）

　　In this step, I will guide the Ss to conclude the key words And sentences

　　And also, I will

　　The purpose of this is to stimulate Ss’ interest of learning English and wide their knowledge about communication across cultures.

　　6.板书再次介绍（Talking about the blackboard design again）

　　And, this is my layout design.

　　That’s all for my teaching design. Thank you a lot for listening.

英文说课稿篇6

　　【说教材】

　　1。教材内容

　　本课时的教材内容是有关职业的六个单词dctr fire fighter nurse ffice wrer plice fficer secretar taxi driver teacher 以及询问别人职业的句型What des ur father d？ He is a …。

　　2。教材的地位

　　本课时教材是对前几册教材所学有关职业名称词汇的一个扩充和所学句型的拓展。使学生的词汇量在原来的基础上有一个提高，同时使他们掌握了多种询问职业的问答方式。

　　【说教学目标】

　　根据教材的内容和<<英语课程标准>>要求，我确定了以下教学目标以及教学重难点：

　　1、知识目标：能够听、说、读、写六个新授单词dctr fire fighter nurse ffice wrer plice fficer secretar taxi driver teacher能听、说、认读句型What des ur father d？ He is a …。

　　2、能力目标：学会使用句型What des ur father d？He is … 来询问和回答他人职业，并能使用句型What are u ging t be？ I’ ging t be…来询问别人和表达自己的理想。

　　3、情感目标：在课堂中培养学生积极用英语表达的习惯，以及在各项活动中培养学生积极与他人合作的精神。

　　4、教学重难点：本课时的教学重点是使学生能够掌握6个四会单词和两个句型。教学难点是单词singer的语音教学。

　　【说教法】

　　1。教法设计

　　小学英语教学应该把培养学生的学习兴趣、调动学生学习英语的主动性作为教学重点，根据学生的认知规律，我采用了游戏教学法和任务型教学法，让学生通过阅读、思考、猜谜、调查、交流和合作等方式学习和使用英语，完成学习任务。

　　2．学法指导

　　在学习过程中，从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与和交流的学习方式，培养学生的英语综合语言运用能力，主动思维，大胆实践，形成自主学习的能力。

　　3。教学手段

　　根据本课教材的特点，我除了采用常规的教学手段外，同时采用了多媒体现代教学技术，使学生的多种感官共同参与到整个学习过程中，激发学生的学习兴趣，提高课堂教学效率。

　　【说设计】

　　1．导入设计

　　（1）Let’s sing。。

　　在热身时让学生一起唱四年级上第六单元的歌曲What des he d？这首歌曲与本课教学内容有着密切的关系。放在课前作为热身活动，能使学生更快地进入学习状态。同时也起到复习巩固的作用。

　　（2）Rean and guess。通过阅读一段简单的文字来猜教师的一位新朋友来导入新课，旨在培养学生的阅读能力。

　　（3） Guessing gae： What can Mr。 Cat d？，设计这样一个游戏的第一个目的是为了自然地过渡到本课的词汇教学；第二是为了充分调动学生参与活动的积极性。这是一个难度比较低的游戏，考虑到六年级学生普遍存在着害羞怕出错的心理，我认为这样一个低难度的游戏能充分调动他们的参与热情。

　　2．新课呈现

　　（1）本课六个新授词汇我都以Mr。 Cat邻居的身份导入。其中我在部分单词的出现方式上稍做变化。以不同形式的猜谜方式引出，其中通过阅读文字引出赵薇actress的教学，以听歌曲的猜人物的方式引出周杰伦singer的教学，以看图片猜人物的方式引出杨红樱writer的教学，这样不仅能调动学生的多种感官共同参与到整个学习过程中，激发学生的学习兴趣，还大大地提高了课堂教学效率。同时在每个单词新授后我都安排了一个同样的环节让学生说说自己所知道的各个职业的一些名人。培养学生良好的口语表达能力。

　　（2）单词拼读能力的训练和单词频度规律的总结。主要是训练学生对四会单词的拼读能力，其中有三个单词writer， singer，TV reprter的结尾三个字母都是er，给学生归纳总结有助于学生记忆。

　　（3）Guessing gae： What des Mr Cat’s father d？这个游戏的主要目的还是为了进一步巩固这六个新单词的学习。考虑到六年级学生对于这种比较刺激的游戏都特别感兴趣，我把这个游戏设计成小组竞猜的形式，在此不仅复习了单词和句型，又满足了学生的好胜心理。

　　（3）Let’s chan进一步巩固本课重点句型的学习。

　　（4）Grup wr：我把书本上的形式稍做了改变。通过Mr Cat提问的方式导入，Which b is the st ppular nw？让学生通过调查来帮助Mr Cat解答问题，其中在调查前我让学生做一个预测，如果预测是对的每人可以得到一张书签作为奖励，以此来提高学生参与活动的积极性。

　　3．回家作业。

英文说课稿篇7

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

　　Reading 说课稿

　　Ⅰ. The analysis of the teaching material

　　This lesson is a reading passage which focused on the topic of sharing your problems with others when you have worries.The students will learn that it’s normal to have trouble. Talking to someonecan help a lot. Such a topic is related to our daily life, so it is easy toarouse the students’ learning interest.

　　Teaching objectives:

　　A.knowledge objective:

　　a. Students can master the usage of the keywords and phrases: teenager, normal, unless, mistake, angry, careful, careless,in half, keep…to oneself, etc.

　　b. Students can understand the main idea ofthe article.

　　B. abilityobjective:

　　a. Students can use the proper reading skillssuch as anticipating, skimming, scanning to achieve the reading tasks.

　　b.Studentscan use the new words and phrase to finish the exercise.

　　C. emotionalobjective:

　　a. To develop the spirit of cooperationthrough teamwork and pair-discussion.

　　b. To arouse students’ interest in Englishlearning.

　　c. To help students get the proper ways tosolve problems.

　　Key and difficult points:

　　A. keypoints:

　　a. To master the usageof the key words and phrases.

　　b. To use the properreading skills to achieve the reading tasks.

　　B. difficultpoint:

　　Enable students to use the new words andphrases to express their ideas in daily life.

　　Ⅱ. Theanalysis of students

　　The Students have been learning English forsome years. They understand some words and simple sentences. They are curiousand active. They enjoy learning through cooperation in a relaxing atmosphere. However,their English learning levels are different from each other. Most of them don’thave enough English to express what to do when they have problems. They need theteacher’s help and encouragement in their further study.

　　Ⅲ. Teaching methods

　　In this lesson, I will use audio-visualteaching method, communicative teaching method and task-based teaching method.Besides, (www..Com)multimedia, blackboard, tape recorder are needed as the teaching aids.

　　Ⅳ. Teaching procedures

　　Step 1 Warming-up （5 minutes）

　　Play a video. Students watch it and talk about thefollowing questions:

　　What kind of things do they worry about?

　　What will you do if you have the same problem?

　　Step 2 Pre-reading （8 minutes）

　　1. Show some funny pictures and sentences onPPT. Lead students to guess the meaning of the new words. Learn the new wordsand phrases.

　　2. According to the picture on the textbook,ask students to predict the main idea of the passage.

　　Step 3 While-reading （18 minutes）

　　1. Skim the passage quickly and choose the main idea（a, b or c）。

　　2. Scan the article and find the answers to the questionsin 2c in pairs.

　　3. Read carefully and finish the mind map.

　　Students these days often have_______ with their_____ and ______.

　　Some people believe_________________________________.

　　Laura’s problem:__________________________

　　At first, she______________________________.

　　In the end, she____________ and her parents______________.

　　and her parents______.

　　Laura’s opinion:

　　____________

　　Robert Hunt feels the same way as Laura.

　　It’s best not to______________________________.

　　The first step is to___________________________.

　　In English, we say that _______________________.

　　Step 4 Post-reading （10 minutes）

　　1. Solve difficulties in groups. Just now students metsome difficult points while reading. Now they can work them out in groups. The Teacher will help to solve the problem that they can’t solve by themselves.

　　2. Finish 2 tasks.

　　Task 1: Fill in the blanks with the new words andphrases.

　　Task 2: Make a survey. Let each student ask 2-3 groupmembers some questions and take note of their answers. Then make a report.（Students can use the mind map to finish this task. ）

　　Step5 Summing up （3minutes）

　　Ask students to summarize what they have learned in this class. And the teacher will complete what the students summary.

　　Step 6 Homework （1 minute）

　　Level A: Choose 10words and phrase to make your own sentences.

　　Level B: Complete your report and write it down.

　　Ⅴ. Blackboard designing

　　I will divide the blackboard into 3 parts:

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

　　key words and phrases

　　key sentence structures

　　mistake, careful, careless, understanding, unless, in half, keep… to oneself

　　…