关于英文说课稿汇编10篇

　　作为一位无私奉献的人民教师，常常要写一份优秀的说课稿，借助说课稿可以有效提升自己的教学能力。那么写说课稿需要注意哪些问题呢？下面是小编精心整理的英文说课稿10篇，欢迎大家借鉴与参考，希望对大家有所帮助。

关于英文说课稿汇编10篇

英文说课稿篇1

　　一、说教材

　　今天我说课的内容是外研社的小学英语新标准三年级起始第一册module 6 school, unit2 what’s this? 我采用多样化的教学手段将听、说、玩、唱溶于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感，从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。

　　二、说学情

　　三年级的学生于本期刚接触英语，对学习英语充满了好奇和兴趣，渴望获得更多的英语信息和知识。经过本模块第一单元的学习，学生已经初步掌握了询问并识别物体的句型：what’s this? 和what’s that? 学生已掌握的知识和心理状态为本节课的自主探究打下了基础。

　　三、说教学目标

　　1、语言知识目标

　　(1) 让学生能听、说、认、读pen,pencil,book,bag等单词。

　　(2) 通过学习让学生熟练掌握句型 what’s this? 和what’s that?

　　2、学习技能目标：

　　(1) 能听懂let’s do中的指令并做出相应动作,如point to the …

　　(2) 根据图片或在场景下进行简单的英语交流和表达，培养学生灵活运用所学知识进行交流的能力.

　　3、情感态度目标

　　（1）通过学习活动，使学生有兴趣听、说英语，培养学生注意观察、乐于模仿的良好习惯和主动竞争的竟识。

　　（2）让学生在鼓励性评价的中树立学习英语的自信心。

　　（3）通过小组活动培养学生合作交流的能力，从而让学生意识到学习英语的重要意义。

　　（4）充分利用教材所提供的学习资源，实现自由参与与创新，能主动与他人交流，并克服交流中的困难，使交际顺利进行。

　　四、说教学重难点

　　1、学习新单词 pen,pencil,book,bag ，能正确认读。

　　2、巩固已学句型：what’s this? 和what’s that? 并能用 it’s a…作出相应的回答。

　　五、说课前准备

　　教具准备：课文录音；带单词的物品图片；实物pen,pencil,book,bag；魔法包；奖品（贴画）。学具准备：单色物品的图片（学生课前画好）

　　六、说教学策略

　　为了突破这一堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点，我主要采取了以下教法和学法。

　　（一）小组活动学习法

　　把全班分成四个大组（两行为一组），分别用数量单词命名，并书写在黑板的左边或右边。课堂各项教学活动均以小组活动为主线，结对或全班活动为辅，学生互相交流、探究，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）情境教学法

　　给学生不断创设各种真实的场景，促使学生说英语。

　　（三）课堂评价主要以鼓励性评价为主。

　　课上恰当使用激励性评语和奖励个人贴画、小组奖的红旗（画在黑板上）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。老师操作起来也比较方便。

　　七、说教学过程

　　（一）热身复习，营造学习英语的气氛。

　　1、歌曲导入，激发学生学习的兴趣

　　教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，激发学生参与学习的兴趣，是新课导入的关键。精彩的课堂开头，不仅能使学生迅速地兴奋起来，而且还会使学生把学习当成一种自我需要，自然地进入学习新知的情景。因此，在热身的时候，首先让学生演唱歌曲“plese stand up ”，并做上相应的动作，这样的导入能很快吸引住学生，还渲染了学生学习英语的良好气氛。同时，歌曲中的物品也可勾起学生们对已学物品单词的回忆，对复习句型what’s this? 和what’s that?作好铺垫。

　　2、复习旧知，培养自信

　　教师出示tom的图片，谈话向孩子们引出本节课的新朋友：“it’s tom.” ，并让学生热情地和他打招呼。告诉学生们他是amy的弟弟，今年才三岁。小tom有些物品不认识，由于刚和大家见面，有些害羞，要老师代问，让孩子们帮帮他。孩子们对帮助他人都比较热心，反应都很积极。于是老师拿着tom的图片，在教室里四处走动，随意拿起一件物品或指向一件物品，向学生提问：what’s this? 或what’s that?让学生作出相应的回答。适时还可用what colour is it?进行询问，借以复习表示颜色的单词。大力夸奖乐于助人的娃娃。这样不仅复习了旧知识，渲染了学习英语的良好气氛，而且渗透了思想品德教育。

　　（二）会话导入新知，促进语言实际运用能力的提高。

　　学生在一个平等尊重的氛围中，他们的思维是放松的，敢于说、敢于参与教学。教师要真心诚意地把学生当成学习的主人，努力提高“导”的艺术，从而在教学中恰到好处地去启发、点拔、尽可能地给学生多一点思考的时间，多一点活动的余地，多一点表现自己的机会，这样才能使课堂氛围充满活力。因此，这个环节我是这样设计的:

　　1、教师拿着tom的图片继续指向教室里的物品，向学生提问。课前教师在离讲台较近的墙壁两侧和较远的后墙两边分别贴上pen,pencil和book,bag的图片，分别使用what’s this? 和

　　what’s that?向学生提问，学生可用中文来回答。教师引导用“it’s a…”来回答，自然引出新单词，进行单词教学。

　　2、游戏——变一变。

　　老师先出示魔法包，把实物pen,pencil,book,bag一件件地特意让学生看到之后，再把它们放进“魔法包”中，然后让一名学生上台，从“魔法包”中握住一件物品，让其余学生猜是什么。若猜对了就把物品拿出来，并让另一名学生上台找出相应的单词卡片，全班进行单词练读。学生们对“魔法包”充满了好奇，而所学的单词又是孩子们非常熟悉的文具物品，从而学习起来非常带劲，能起到很好的巩固作用。通过齐读、指名读、开火车读、看口形猜单词等多种形式的操练，孩子们能十分轻松地掌握单词的认读。对读得对、读得好的个人和小组要给以及时的鼓励，调动学习的兴趣和积极性。

　　（三）呈现新知,合作互动。

　　在小学英语课堂中使学生保持一种积极的紧张感，能够激发他们学习的外部动机，引发他们一系列的自主活动，促进外部动机向内部动机的转化。

　　1、游戏——say and point

　　请四位学生上来，分别站在四个不同的方位，手里分别拿着实物pen,pencil,book,bag再请一名学生发出指令：point to the…其余学生做出相应的动作，以达到对新单词的熟练掌握。这个活动完全由学生来操作，既锻炼了学生的胆量和能力，又激发了学生学习的兴趣。

　　2、演一演。这个部分是由学生导学。指派一生扮演tom，在教室随意走动，指向任一物品，用what’s this? 和what’s that?进行询问，其余学生扮演amy作答，以答到操练句型的目的。为了激发学生学习的积极性和主动性，可多抽几名学生扮演tom练习。这个环节主要是操练学生能正确使用what’s this? 和what’s that?来提问。对能正确使用this和 that来询问的学生要加以大力表扬和奖励。

　　3、小组活动：ask and answer

　　以学习小组（四人）为单位，摆出pen,pencil,book,bag等文具，可故意将其中的一件放远一些。然后指派一人分别用what’s this? 和what’s that?进行询问，其他学生作答。依次轮流进行，借以达到熟练掌握句型的目的。若组内成员不懂，其他成员帮助，团结一心，完成任务。教师巡视指导。

　　4、学习课文 what’s this?

　　（1）学生打开书，结合课文插图，听课文录音，理解文意。

　　（2）再听录音，生逐句模仿读。教师适时正音。

　　（3）趣味操练——多种形式赛读：男女生分角色读；指名分角色读；小组赛读。优胜者分别奖个人贴画、奖小组小红旗。各种方式的赛读，从多方面激发学生学习英语的兴趣，培养自信心，让他们感受到成功的快乐。

　　（四）巩固新知，拓展练习。

　　1、完成运用任务（1）：赛一赛——将sb24页的activity 3设计为一个抢答赛。

　　教师出示单色物品，用what’s this?询问，学生抢答。在这个环节，教师要注意引导学生加上颜色作答。不仅巩固了新知，也复习了旧知。这个练习有一定的难度，教师要多加诱导，多给孩子思考的余地。通过努力，相信孩子们一定能完成得很好的。对答得对的要大加赞扬和奖励，比如说：呀，你真了不起！能说那么长的英语句子了！太棒了！

　　2、完成运用任务2：将sb 25页的activity 5设计为小组活动——show and ask

　　学生展示出课前画好的单色物品图片，在小组内互相用的what’s this? 和what’s that?来进行问答。提醒学生在问时把图片拿出来，做出合适的动作；在答时尽量加上表示颜色的词，教师巡视指导。此任务的设计，重视了对学生思维能力、观察能力的培养，特别是对学生合作学习能力的培养，让学生们在师生，生生，小组等不同的合作方式中，学会倾听，学会评价，为学生的终身学习奠定基础。

　　（五）课堂小结和课堂延伸

　　1、总结小组的战利品，（包括个人的贴画和黑板上小组的小红旗）学生掌声祝贺并鼓励未获胜的小组继续努力，为激发下节课的学习气氛打下基础。

　　2、布置课外作业——我来当当小老师。

　　将所学的单词或英语句子教教你的家人或朋友。并将你当小老师的情况在下节英语课上向老师和同学汇报。

　　此环节将课堂延伸至课外，培养了学生的运用能力，让孩子的家人和朋友也来分享学习英语的快乐，从而更加激发孩子学习英语的欲望，真切体验学习英语的成功带来的喜悦，达到学以至用的目的。

　　八、说设计说明

　　本节课不论是新知的呈现，还是游戏的设计，都是以学生的自主探究学习为中心的，充分调动了学生学习英语的积极性，让学生全员积极参与到课堂，在玩中学，学中用，提高了课堂实效，培养了学生学习英语的兴趣。我相信通过这样的教学方式，充分让学生主体参与、体验感悟、游戏巩固，是一定能圆满实现课堂教学任务的。

　　附：板书设计

　　Module 6 School Unit 2 What’s this? What’s this?

　　It’s a red pen. yellow pencil. What’s that?

　　It’s a blue bag. green book.

英文说课稿篇2

　　【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3

　　Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.

　　Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.

　　Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands

　　1 Knowledge aims:

　　（1）to help students to understand and master the words, phrases and sentence patterns.

　　（2）to know some basic information about music

　　2 Ability aims:

　　(1) To improve the students’ organizing and using skills of English as the second language

　　(2) To understand the main idea, to scan for the needed information and to grasp the details

　　3 Emotional aims:

　　(1) Help students understand different type of music and how to form a band

　　(2) Develop students’ sense of cooperative learning

　　Fourthly, teaching key points is

　　1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.

　　2. To understand how Monkees formed, developed and succeed. Teaching difficult points is

　　1. The students use their own words to express their own ideas.

　　2. the prep+ whom/which attribute clause

　　According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.

　　a. Communicative Language Teaching

　　Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.

　　b. Task-based Language Teaching

　　A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.

　　c. Computer Assisted Language Teaching

　　Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.

　　Part 3 Learning Methods

　　Task-based, self-dependent and cooperative learning

　　Part 4 Teaching Procedure

　　Step One Lead-in

　　“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.

　　Question:

　　What kind of music they like?

　　Which band they know best?

　　The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2

　　Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.

　　Task 1 General idea

　　The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.

　　The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.

　　Task 2 Main idea of each paragraph

　　Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.

　　Step 3 Reading for comprehension

　　The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.

　　Step 4 Solving difficult language problems through reading

　　It’s important for language learners to learn important rules of

　　grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.

　　Step 5 Consolidation

　　Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehension

　　I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.

　　2 Discussion

　　During making discussion, the students will deepen their understanding of the main idea of the passage.

　　a. Why Monkees can be successful? Give reasons.

　　b. What’s the most important thing for a successful band? Why? Step 6 Homework

　　Ask the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.

　　Part 5 Blackboard design

　　Unit 4 Music

　　Passage The Band That Wasn’t

　　Topic Sentences:

　　1. Many people want to be famous as singers or musician

　　2. Form a band

　　3. Began as a TV

　　4. They became even more famous than the Beatles

　　Discussion:

　　a. Why Monkees can be successful? Give reasons.

　　b. What’s the most important thing for a successful band? Why?

　　In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.

英文说课稿篇4

　　Dealing with trouble

　　Good morning/afternoon everyone, I’m NO ----. it’s my great honor to present my lesson here. Today, I’m going to talk about the reading part of chpter 3 from Oxford English 8A, Shanghai Education Press. The title of the reading passage is “Dealing with trouble” . To make my presentation much clearer, I’d like to divide the teaching structure inti 5 parts: analysis of teaching material, analysis of students, analysis of teaching and learning methods, teaching procedure and blackbored design. Now I am about to present them one by one.

　　1.Analysis of teaching material

　　The first part is the analysis of teaching material

　　This text is about a diary of a boy, which content is focused on how the boy’s father dealt with a trouble. This kind of topic is related to Ss’ daily life, so the Ss will love to read the dairy and desire to speak out their ideas. That’s say, the text offer a good chance for Ss to improve reading skills and their spoken English. Besides, Ss are going to learn some new words and phrases from the text, which are helpful for their further English study in future. According to the students’ English level and the demands of the New Standard English, I divide my lesson objectives into three categories: knowledge objects,ability objects and moral objects. in the first place, knowledge objects include to learn new words and key expression by guessing and teacher’s guidance; to grasp the general idea of the whole passage and be able to retell the main idea of the passage; to get familiar with the simple past tense.

　　Ability objects contain to improve Ss’ ability of getting imformation by scanning and skimming; to develop Ss’ ability to describ an event that happened in our daily life; and cultivate Ss’ ability to discover, analyze and solve problem.

　　At last moves to moral objects. The moral objects are to cultivate Ss’ awareness to help people who are in trpuble and to help Ss’to realize the important of safety, try to learn how to pretect themselves in danger.

　　Based on the objectives, I make the teaching key points and difficult points as follow. Teaching key points include the vocabulary and some phrases, such as argument/ argue, dial, steal, notice, robbery, detail, railing hold out, in handcuffs, be afraid of, go on, shout at,

　　stare at, and run away. To improve Ss’ reading skills and encourage them to talk about troubles they met in their daily life are another teahing key points.

　　While the teaching difficult points are to retell the story with the help of some key words, to write a dairy with the simple past tense.

　　2.the sencond part is analysis of students.

　　The students in Grade 8 have the ability to complete tasks by cooperating with one another, They can work together to solve some troubles and they can share the pleasure of learning

　　English. As junior middle school students, they can’t keep their attention for a long time. Then I will use , some games, some competition, some real objects etc. to attract their attention. During the period of learning English, they have the enthusiasm and interest to take part in the class

　　activities English teaching should face all the students, to some students who are poor at English, I’ll give them some easy jobs and let the better students help them so that all the students can experience the pleasure of success. Let the students grasp the help rules, it’s better for them to protect themselves.

　　3.Then I move to the third part analysis of teaching and learning methods.

　　As we know, it’s the best way for the junior students to learn English mainly by tasks. So with the help of the multi-media and balckboard, I’ll use the task-based teaching approach

　　together with the communicative teaching method ,the situational teaching method , competition method and audio-viual methods. The students can learn in a more interesting and easier way. I’ll organize enough activities for the students to learn by group work, pair work, team work, competition ,etc. These activities can cultivate the students’ sense of unity and cooperation. I’ll use the learner-centered method .I’ll act as a director while the students act as the real master of the class. I’ll try to use some encouraging and polite remarks such as “well done”, “you did a good job”, etc. to help every student make a progress in my class. Let the students enjoy the process of learning English. I’ll pay attention to both the formative assessment and the

　　summative assessment. The students can get comprehensive language using skills by autonomic learning, cooperating, exploring, etc.

　　4.Teaching procedure is the forth part of my teaching structure.

　　In order to achieve my teaching aims successfully I divide my teaching procedure into 6 steps: lead- in, pre-reading, while-reading, post-reading ,summary and homework.

英文说课稿篇5

　　一．说教材：

　　《birthdays》是译林英语五下的最后一个单元。本课时主要讲授的是第一板块Story time的内容。主要围绕“过生日”这一话题，通过问询和讨论在生日里所做的事情展开对话。

　　教学大纲对Story time的要求是通过对话、短文、故事等，帮助学生掌握基本的英语语言知识，发展基本的英语听、说、读、写技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，同时提高学生的综合人文素质。所以本课的主要目标是培养学生灵活运用所学知识进行语言表达的能力。

　　二．说教学目标：

　　针对这些要求，我设定了本课时的教学目标是：

　　1. 学生能流利朗读并理解story time。

　　2. 学生能听懂、会读句型" When's your birthday? It's on the eleventh of May. It's on the eighth of April."

　　3. 学生能运用句型"What do you do on your birthday? I usually..."正确问答生日活动。

　　而本课有比较明显的中西文化区别，所以针对这一特征，设定情感和文化目标为：

　　1. 能理解中西方生日文化的去别和融合。

　　2. 能懂得感恩父母。

　　三：说教学方法：

　　教法：

　　1. 问答式教学法：它能充分发挥师生两方面的积极性，用此法可启发学生思维，培养学生分析问题、解决问题的能力和口头表达能力，激发其学习的主动性、积极性。

　　2. 讨论式教学法：通过对教学主题的自由讨论，得出在生日经常做的事情。在讨论的过程中运用所学的语言。不仅能帮助学生正确运用语言，也能创建比较自由舒适的课堂环境。

　　3. 情境教学法：给学生创建比较真实的语言环境，在情境中学习课文的内容。

　　学法：

　　1. 听选法：要求学生在听的过程中完成信息的采集。帮助学生锻炼听取信息的能力。

　　2. 速读法：以快速阅读为基础，找出与给出主题相关的内容，帮助学生练习泛读能力。

　　3. 精读法：细读课文，找出细节内容。在这一部分，学生需要对课文进行分析，并找出正确的答案。锻炼学生对文本的分析运用能力。

　　四：说教学过程：

　　本课时是本单元的第一课时，主要教学过程如下：

　　课前活动：

　　一、热身活动

　　为了帮助学生进入学习状态，设计如下的课前活动。

　　1. 解释卡片和奖励机制。

　　2. Listen to the song< Happy birthday to you>

　　3. Say a chant< The months chant>

　　二、引入课题

　　1. 正是上课，首先出示本课的学习目标，让学生对本节课需要掌握得内容有比较清晰的了解。

　　2. 讨论月份，引入主题。

　　T: boys and girls. There are twelve months in a year. Which month do you like best?

　　S: I like…

　　T: I like October best. Because my birthday is in October. Do you want to know?

　　You can ask“ When’s your birthday? ”引入生日讨论。

　　连读，板书。

　　Put in order

　　先出示打乱的生日活动，观看听老师的生日活动，然后完成排序练习。

　　以上引入课题：birthdays

　　三、处理文本

　　为了帮助学生锻炼听、说、读的能力，设计了如下的处理文本的活动。

　　a. (放视频，完成连线)

　　b.听录音，说出所做的事情。（板书）

　　c. 速读课文，找出Mike做的事

　　d. 精读

　　Read the text carefully and try to find the answers.

　　1）Who do they spend their birthdays with?(他们和谁一起度过生日？)

　　2）What do they eat?

　　文化渗透：Chinese people usually spend their birthdays with their families, they often eat noodles. Western people usually spend their birthdays with their friends, they often eat birthday cakes.

　　3）T: They do different things on their birthdays.

　　Are they happy on their birthdays?

　　S: Yes.

　　How can you know?

　　找出句子: We have a great time. We have a lot of fun.

　　四、练读课文。

　　练读课文时比较枯燥的，所以设计了多样的练读方法。

　　1）跟读，注意语音语调，特别是重音。

　　2）三人多样练读，请两组示范。

　　3）齐读。

　　五、复述课文

　　复述课文是比较有效的检验学生是否掌握课文内容的方法，所以在本部分设计了逐层递进的复述方法。

　　1）看板书，复述。

　　2）去掉动词词组，复述。

　　六、你的生日

　　让学生正式运用本节课所学的知识，进行丰富的讨论活动。

　　T: We know Su Hai, Su Yang and Mike’s birthdays. Now, it’s your turn to share your birthdays.

　　1)提供表格，让学生先选一选。

　　2)根据选择,和同桌说一说。

　　3)请学生说一说。

　　文化渗透：随着时代的发展，中国的生日文化已经吸纳了很多西方元素，中西方生日文化的差异已经不是很明显了。

　　T: Now we also eat birthday cakes and have a birthday party with our friends. So with the development of the world, the differences between China and western countries are getting smaller and smaller.

　　七、情感教育

　　帮助学生学会感恩父母并且对本课的内容进行书写训练。

　　Your birthdays are wonderful. Your parents remember your birthday and prepare a lot of presents for you. But I have a question. Do you know your parents’ birthdays. Who knows? Hands up! Not all of us know the birthdays of our Parents. But our parents is the most important people in our life. Boys and girls, Let’s design some birthday activities for your parents’ birthdays. Write down your ideas.

　　八、评价和回家作业

　　针对上课是出示的学习目标，让学生对自己这节课的学习效果进行评价和反馈。知道自己的薄弱点在哪儿。针对这些评价内容，设计回家作业。

　　(必做)1. Listen to the tape and read after it three times.

　　2. Write down more ideas for your parents’ birthdays.

　　(选做)1. Try to retell the story.

　　2. Write down your parents’ birthday dates.

　　五：说板书

　　本课的板书采用了和课文相关的蛋糕和面条，并在上面贴上对用人物的活动词组，辅以头像帮助理解。非常的生动，让学生对本课的内容有比较直观的理解。

英文说课稿篇6

　　一、说教材。

　　我这次授课的内容是PEP教材五年级上册Unit 2 My Days of the Week A部分的 Let’s start,Let’s learn and Let’s play.这一部分的教学是在学生已经掌握许多课程名称的基础上进行的有关星期单词的词汇课教学，也为以后能够熟练运用句型What day is it today? What do you have on Mondays?询问今天是星期几和谈论一周内有关学校课程的安排等打下基础。

　　二、说学情。

　　本班三十五人，学生整体素质有待提高，可是有大部分学生对英语的学习兴趣较为浓厚，上课积极性较高。但是，由于学生本身知识积累较少，课堂上对问题的理解不透彻，合作学习及独立思考方面也表现不够好。所以就要求我们教师更要做一个有心人，充分利用各种资源来提高课堂教学效率。

　　三、说理念。

　　基于教材与学情，在本课我主要突出两个理念：

　　1、整合各种资源，提高课堂效率。在这一课中我搜集整合了一些资源：一个自制的单词转盘、还准备了学生喜欢的一些动画人物的图片、自制的PPT以及录音带中外教的示范教读等，让他们浑然一体形成一条有效的资源链，最大限度地服务于课堂教学。

　　2、利用课堂主阵地，培养学生对四会单词的听、说、读、写以及综合语言运用能力。英语教学中培养学生的综合语言运用能力是英语教学的重要目标之一。

　　四、说教法学法。

　　根据词汇教学的特点和学生的学情实际，在这一节课中我主要采用了任务型教学法和活动法进行教学。始终坚持融词汇教学于训练句型之中，倡导学生体验参与，让学生在一个又一个的任务活动中达成习得语言的目的。既培养了学生的学习兴趣又为学生形成一定的综合语言运用能力起到了作用。

　　五、说教学目标：

　　1，能听懂问句：What day is it today? What do we have on Mondays? 并能做出正确回答。

　　2, 能够听、说、读、写单词：Monday, Tuesday, Wednesday, Thursday, Friday, 并能根据实际情况替换关键词熟练运用。

　　3，能够运用新的语言做 Let’s play 中的星期转盘游戏。

　　4, 欣赏歌曲“ My Days of the Week ”。

　　六、说教学重难点：

　　本课时的教学重点和难点是Let’s learn 部分的四会单词：Monday, Tuesday,

　　Wednesday, Thursday, Friday, 要求学生结合所给句型替换关键词，逐步达到听、说、读、写四会掌握。

　　七、说教学流程：

　　（一）Warm-up

　　1, 日常口语练习

　　T: Hello! How are you ? Nice to meet you.

　　S: I’m fine, thank you. / Nice to meet you, too.

　　T: Who’s your English ?

　　S: Miss Li.

　　T: What’s she like?

　　S: ….

　　2, 欣赏歌曲“ My Days of the Week ”学生感知本单元的新语言。

　　（二）Presentation

　　1, Let’s start

　　以我们的新同学Dora and Boot 要带同学们去探险为情境，用新句子What classes do you like?

　　I like…把学生分成四组学习。同时还引出新课程：Moral Education ,Social Studies的学习。

　　2，Let’s learn

　　(Dora今天要带我们去魔仙堡，得经过小矮人的单词桥和句型乐园。我们来看看怎么样才能通过吧。)

　　⑴小矮人的单词桥

　　A, 听录音，让学生整体感知今天的学习内容。

　　B, 学习Monday

　　（出示Monday）T: What day is it today?

　　S: It’s Monday.

　　师范读-----小老师带读------分组读--------个别读

　　C, 学习Tuesday

　　学习方法同学习Monday。

　　师范读-----小老师带读------开火车读--------齐读

　　D, 学习Wednesday

　　通过找单词游戏突破Wednesday的读音这一难点。

　　E, 学习Thursday

　　通过比较学习Tuesday和Thursday。

　　F, 学习Friday

　　利用French fries 迁移学习Friday.

　　在学习新单词的过程中，始终把本课的新句子What day is it today? It’s… What do we have on Mondays? We have…贯穿始终，为以后的输出奠定基础。 G, 总结五个单词的特点并识记。

　　H, 师范写，生仿写。师巡视指导。

　　(2)通过小矮人的单词桥。

　　（三）Consolidation

　　句型乐园

　　玩转盘，我最棒

　　规则：一位学生转动转盘的指针指向某个星期单词，问：What day is it today

　　小组的其他学生用：It’s …进行猜测。猜对之后，再问What do we have on…/ We have… 谁猜对，并说对就是赢家。

　　师先示范-----小组长带领小组成员玩------小组展示。

　　（四）Summary and homework

　　师生共同归纳总结，评出优胜小组，让组长给他们盖章。

　　作业：1,把今天学习的内容读给家人听。

　　2，根据个人爱好设计一张个性化课程表。

英文说课稿篇7

　　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 aims basis is established according to Junior School English syllabus provision.

　　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.

　　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 materials 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 1. 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 English 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 lesson 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:

　　1. 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 Lesson 37 Flying Donuts Language points:

　　1.think of认为,想起; think over仔细考虑; think out想出

　　2.at/in the front of在……前面(部)/ in front of在……前面

　　3.on the way to school在上学的路上/ on one‘s way home在回家路上

　　4. With用…… Purpose of my designing: Presents the text key content clearly on the blackboard, favors the students to knowledge grasping. OK. That’s all.

　　Thanks for listening to me and helping me.

英文说课稿篇8

　　一、说教材分析

　　1、教材的地位和作用：

　　本课是初中牛津英语8B第七单元Water Talk课文的教学。这篇课文是一篇较长的阅读文章。初二的英语教学突出了阅读文章的教学，而长篇文章的阅读也恰是同学们学习的难点。如何处理好此篇阅读文章的教学，如何让学生对文章有整体的把握与理解以及对部分生词有初步的掌握，将是本课着重解决的问题。本课虽是阅读教学，但是在教学中，本课也有针对性地对学生的听, 说, 读, 写进行了一定的操练, 以便提高学生综合运用语言的能力。本课课文所涉及的内容为水的旅程，联系了生活实际，是学生较为熟知的话题;同时将水拟人化，增加了文章的趣味性。本堂课将着眼于课本，充分挖掘文章的知识性以及趣味性。

　　2、教学目标的确立

　　Teaching objectives:

　　1. Language objectives:

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

　　To get to know water’s journey.

　　2. Skill objectives:

　　To find out the information according to the given questions.

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

　　3. Emotional objectives:

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

　　二、说学情分析与学法指导：

　　学情分析：初中学生的形象思维能力较强，抽象思维能力较弱，上课注意力容易分散。初二的学生已具备一定的英语基础，好奇心强，求知欲旺盛，已不满足教师对课文的简单重复，因而在注重启发引导，培养学生分析、概括能力的同时，本课将采用灵活多样的教学方法，并配以趣味图片及动漫，从而增强学生的兴趣和注意力。

　　学法指导：

　　1、在课前设定阅读任务, 让学生带着任务进行阅读, 增强阅读的目的，对文本有一个整体把握

　　2 、在教学中, 指导学生掌握阅读的步骤和方法，加强泛读与精读的训练。

　　3、在教学中, 注意启发和引导学生质疑问题。

　　4、在教学中, 指导和训练学生掌握阅读的基本技巧, 比如教给学生圈点、划线﹑改写等方法。

　　三、说教学设计与步骤

　　课堂的设计遵循了课文整体教学的思路，结合听、说、读、写训练，加强了同学们对文本的理解以及对重要语言知识点的掌握，最终达到提升学生综合运用语言的能力。

　　Teaching procedures:

　　Pre-task 环节，激发兴趣，做好铺垫。

　　1. Let students read a poem and guess to elicit the topic—Water. (引发兴趣)

　　2. Ask students to say something about water to elicit a new word— precious.(以旧带新)

　　3. Ask the students to finish Water’s talk in groups. Check whether the students understand the main idea of the passage.(旨在对文章的整体把握)

　　While-task环节，尝试用不同的方法对各段进行分段教学。

　　1. Introduce Daisy’s bathroom and teach some words--- tap, sink, drain. (由图片引出课文生词，处理文中的开头部分)

　　2. Read aloud the rewritten reading part on the slide and tell why water was angry.(阅读被改写过的段落后，同学们就水为什么会生气这一问题进行思考。)

　　3. Ask the students to read the first part of the passage and use the new words to replace the expressions in the rewritten part. (对照被改写的段落，在书上圈出不同的地方，看似简单的任务，却很好地调动了学生，让学生轻松地掌握了生词的英语释义。)

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

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

　　(趣味图片，关键动词来说明)

　　6. Get the students to know the end of water’s journey and learn the new word --- a sewage plant. Make sure the students know water’s cycle.(问题设问，铺垫下文)

　　7. Prepare some questions about water’s journey and have them wok out the questions in groups.(小组问题竞答，检查与巩固课文内容。)

　　Post-task 环节，总结与拓展。

　　1. Get the students to have a competition. They take turns to write a flow chart of water’s journey in four and one of them read it out after completing it.(小组比赛，完成水旅程的流程图，更进一步地检测并巩固所学内容。)

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

　　Try to arouse their awareness of the importance of saving water.(情意升华，珍惜水资源。)

　　Homework 作业布置

　　1. Read the passage after the tape.

　　2. Use the given words to finish a short passage at least 60 words with the topic of ‘Water’s journey’.(写话练习是对所学内容的复习与巩固)

英文说课稿篇9

　　Part One —— Analysis of the Teaching Material

　　One: Status and Function

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

　　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10

　　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.

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