英文说课稿范文集合8篇
作为一名教学工作者，时常需要用到说课稿，借助说课稿可以更好地组织教学活动。怎样写说课稿才更能起到其作用呢？下面是小编收集整理的英文说课稿8篇，供大家参考借鉴，希望可以帮助到有需要的朋友。
英文说课稿 篇1
一、说教材（教材分析） Analyzing teaching material
1. 说课型 lesson type （Dialogue/ reading/ listening/ revision）
2. 本课在教材中的地位 status and function
Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.
3. 说教学指导思想 teaching guideline
（Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model）
4. 说教学目标和要求 Teaching aims and demands （…be intended for Ss in key schools）
1）认知目标 knowledge objects
a. Enable the Ss to remember the following new words & phrases:
Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room left…
Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
2）智能目标 ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
f. Train them with some effective learning methods to optimize Ss’ learning results.
3）德育目标 moral objects
a. Arouse their interest in learning English;
b. Help them to understand the background of pollution.
c. Enable the students to love our earth and the nature.
d. Be aware of the importance of stopping pollution & protecting out environment.
e. Encourage the Ss to do something to save the earth.
5. 说教学重点 teaching important points （生词、句型；培养阅读技能）
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 说教学难点 teaching difficult points （语法；发展交际能力）
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 说教具 teaching aids （multi-media computer, software, OHP）
The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.
二、说教法 Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、说学法 Study methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.
四、说教学过程Teaching procedures
I. 复习 （Revision） 5min （Daily report; 词汇diagram; brainstorming; activate schemata）
Activity 1: Imagination
1）。 Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （Wash it? Or throw it away?）
2）。 Suppose you catch a bad cold, what’s to be done?
3）。 Suppose your bike is broken, what’s to be done?
4）。 And suppose the earth, on which we all live, is damaged, what’s to be done?
* What can you think of when you see "pollution" this word?（waste, environment, air, water, factory, desert, climate… Try to activate the Ss schemata regarding the topic of pollution.）
II. 呈现 （Presentation） 5min
Activity 2: Presentation
Play the song "Earth Song" sung by Michael Jackson. （Create an atmosphere）
A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.
* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
III. 对话 / 阅读 （Dialogue）18m
1. Pre- reading
Activity 3: Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4: Read and answer
2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.
* 阅读： Pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句；创设信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map.达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.）
3. Post- reading
Activity 5: Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
IV. 操练 （Practice） 10m
Activity 6: Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7: Acting out
Activity 8: Drill – Supposition
Purpose: Practise the functional item of Supposition. （P. 33 Part 2; P.113, wb Ex. 3）
（Retell; act out; role play）
V. 巩固 （Consolidation） 6m
（Discussion; interview; press conference; debate; quiz）
Activity 9: role play
Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
* The Ss are encouraged to use the words and expression_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
Activity 10: Discussion
Think of the question: Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.
VI. 作业 （Homework） 1m （Writing; continue the story; recite; retell）
Write a letter to the mayor, telling him sth. about the pollution around your school.
五、说板书Blackboard design
英文说课稿 篇2
Good afternoon, teachers. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is the second reading of Unit 10, Book I. I’ll be ready to begin with this lesson from six parts: Analysis of the students, analysis of the teaching material, the teaching aims, the teaching & learning methods, the teaching aids and the teaching procedures. First, let me talk about my students.
Part I Analysis of ss
My students are from Grade One in vocational schools.
No.1 They have a poor vocabulary, little motivation to learn initially and no confidence in expressing themselves.
No.2 There are distinct individual among them.
No.3 They are quick in thinking and long for victory. They may raise interest in the topic because of its familiarity, and are eager to know these differences.
No.4 In my class, ss will be given a preview plan to understand the reading, progressive tasks in competition to ensure overall participation.
Part II Analysis of the teaching material
Our textbook is taken from English Book I for vocational schools. It emphasizes on interest and utility.
Since some information about cultural differences has been mentioned in previous units, this unit will focus on introducing individual differences and building the sense of cross-cultural communication.
Reading II will demonstrate cultural differences further and occupies an important position. It will take up two periods, and I’ll deal with the second period for reading comprehension, and concentrate on ss’ abilities of reading and using English fluently.
Part III Teaching aims
No.1 Teaching aims
After studying the teaching material and analyzing ss’ present situations, I think the teaching aims are the followings:
1. Knowledge aims
1) To master some key words and expressions: awkward, courtesy, direct, misunderstand, as soon as, keep doing sth, etc..
2) To understand the gist of the reading, work out the writer’s opinions after reading, and complete relevant tasks.
3) To retell the reading and try to talk with partners about differences in table manners with the purpose of using the language fluently.
2. Ability aims
1) To better reading strategies to promote reading ability with the help of skimming, scanning and other reading techniques.
2) To improve ability of using English fluently as well as logical thinking after dealing with tasks.
3) To foster the ability of cooperation in group activities.
3. Emotion aims
1) To have a general knowledge of differences in table manners, esp. between Chinese and American cultures, and foster the sense of cross-cultural communication.
No.2 key & difficult points
1. Key Points
1) To get the information from the reading;
2) To communicate with partners fluently.
2. Difficult Points
1) How to improve the reading abilities because my students are weak in English, esp. in reading strategies.
2) How to help ss put their learning into practice with references.
Part IV Teaching &Learning methods
A good method requires that the teacher act as a guide while ss as the real masters in class. In my class, ss are mainly guided by tasks progressively.
1. So according to the analysis of the teaching material and the students’ learning background, I will use the following teaching methods.
1) Task-based language teaching
2) Activity teaching
3) Delamination teaching
4) Question-and-Answer activity teaching
2. The learning methods are the followings:
1) Cooperative learning
2) Autonomous Learning
Part V Teaching aids
No.1 Multi-media
No.2 Non-testing evaluation
1). A piece of paper to evaluate themselves.
Part VI Teaching procedures.
No.1 As for the concrete procedures, it includes 5 parts.
Task II:checking words & answering questions. Ss will have a matching for words and meanings to check words and then they may pose any questions they met in preview. Ss finish it before class and present keys on the blackboard. Some music will be played to calm ss down and create a situation to learn English.
Purposes: The easy item may help them build confidence.
Task II: Lead-in. Ss may watch a video about cultural differences, and then finish the sentence with brainstorming. This item is open to answers. As far as students get to the point, their group may get marks.
Purposes: Brainstorming may activate ss and catch their attention quickly. At the same time, it may act as a foreshadowing for the reading.
Task III: Presentation with tasks. It includes two items.
Item I: (skimming) Ss look through the reading in 2 minutes, and then finish the multiple choices on their own.
Purposes: This task will train ss to get quick information and foster a good reading habit.
Item II: (careful reading) In order to cope with the reading clearly, there are three portions. Portion A is for Para1. It is about the writer’s experience in China, and then there are some questions. Portion B is for Para2. It is about a Chinese staying in America, and then there are some multiple choices. Portion C is for Para3. It is about solutions, and then ss rectify the table. Similarly, they read individually, and then discuss in groups to get an agreed answer. Representatives will be sent to the bb to present keys.
Purposes: The three portions will help ss work out the writer’s opinions clearly. Cooperative learning will help them overcome difficult words or sentences and find the feeling of success when they can get keys without too much guide from the teacher. And praise goes first no matter how they do. Till now, ss may realize cultural differences further.
Task IV: Consolidation in time. It includes 3 items: Five statements for ss to check their understanding about the reading, a dialogue to check how they can transfer input to output and a short passage to tell them whether they have made progress in reading. Similarly, ss do them on their own, and then discuss problems in groups.
Purposes: The three items will give a clear reflection to ss.
Last task, I will make a conclusion of this period, encourage ss to build the sense of cross-cultural communication, and then do some extension: Watch another video about differences between China and the West, and discuss whether the points from the video are reasonable or not. The item is also open to keys. Ss are encouraged to write down notes.
Purposes: This task will help ss dare to speak because of the good input about cultural differences from the reading. Each one may have a chance to express them, and experience the feeling of success. In the process of communicating, they help and encourage each other, and use the language gradually. It will help ss transfer passive learning into active acquisition and see the meaning of learning.
No.2 Design of writing on the blackboard
When in Rome, do as the Romans do A foreigner stays in China awkward.
Do as the Romans do.
A Chinese in America indirect.
No.3 After class, to ss, they have two assignments:
1. Ss finish the table to evaluate themselves.
2. Ss surf the Internet for more information about cultural differences, such as sending and accepting gifts, introducing people, etc., and then write down answers.
Purposes: The first one may help ss to reflect themselves, and the latter one may help ss extend their learning of cross cultures. Writing actually is necessary for all steps. After class, they may do it more relaxed. When finishing it, they may pay more attention to the written language and then improve their English.
No.4 Reflection after teaching.
On the one hand, ss can be guided by tasks progressively, and act well. They also have foster cooperation in group activities. On the other hand, the teacher needs to pay more attention to individual differences and ensure overall participation. The teacher also needs to improve the ability of monitoring the class efficiently.
英文说课稿 篇3
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4
说教材：
1. 教材内容
本节教材重点围绕节日展开，围绕人们经常如何度过节日展开话题。本课时要求学生能掌握四个节日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at …? I… .并能自由交流如何度过假日。在本课中did引导的一般疑问句及回答也是新知之一。因为在前面第三单元己出现了be 动词的过去式，所以学生在学习的时候这方面比较容易掌握。
2.教材的地位
本节课所选的教学内容是牛津小学英语6A Unit 6。本单元教学围绕节日儿展开的。在询问节日这部分，学生已有了前面第三单元的知识铺垫，比较易于深入与扩展。这样的安排，既体现了教材循序渐进、由难到易的编排意思，又符合学生的知识水平和认知水平。关于人们如何度过节日这一话题，特别是西方的节日，。则需要学生课后及时收集资料。在实际教学中，本课采用旧话题先教新句型，再用句型引新知的方式展开，这样既便于学生接受掌握，也体现了教学内容之间的连贯性。
说目标：
1. 教学目标
新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我制定如下教学目标。
[认知目标] 学生能听、说、读短语及单词：visit relatives and friends , go to parties, dress up in costumes, ware masks , make pumping lanterns, eat lots of delicious food , National Day, Christmas, Halloween, Spring Festival , favourite ; 能运用 When's … ? What do people usually do at …? Did you…last …? Yes , I did./ No, I didn't.等进行口语交际。
[能力目标]能用英语交流在假日中的活动，部分同学能用英语流利介绍节日的有关情况。
[情感目标] 通过活动、游戏使学生产生学习英语的兴趣;让学生敢于、乐于开口，积极参与交流。并让学生在学习的过程中，培养他们的合作意识和竞争意识。
2. 教学重难点
教学的重点是让学生掌握词组，能够熟练的运用词组进行交流，初步锻炼学生运用词组描述节日的能力;难点是让学生认识时态的变化，及意识到词组的不同运用能造就语言的丰富性。
说教法：
1. 教法设计
根据英语这门课本身的特点及六年级学生的兴趣，我通过了设计具体形象的情景，以旧带新，不断滚动知识点，以此来分散教学难点，让学生直观地感知与理解。同时创设数个任务活动，从单词到短语到句子到对话到片断，使学生在师生、生生之间的多向交流中进行有意义的练习与实践，充分发挥他们的学习主体性，培养他们学习致用的能力。
2. 学法指导
引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能，让学生在多层次的练习中体会到学习英语时“运用”的必要性，鼓励学生积极思维，大胆尝试。
3. 教学手段
根据本课的教学内容、教学目标、学生的年龄特征和心理特征，为了更好地激发学生的学习兴趣，从而能积极主动参与学习。教学中运用多媒体课件、图片等教学辅助手段，置抽象的句型于一个个生动的情景、游戏之中，不仅使学习过程自然轻松，更能较好地启智开思。
说过程：
1.热身( Warm up)
(1)宣布本节课的学习方式：小组竞赛。以座位分成四个参赛小组，按每个同学的课堂表现为本组加星，课末评出WINNER。然后，开始“每课一句”，本节课所教授的句子是“Lite is long if you know how to use it.”
[设计意图] 学习方式的宣布让学生对本节课充满了兴趣，激起了他们的斗志和为本组争星的表现欲。“每课一句”是我在六年级开始每堂课上设置的一个必备环节。这个环节主要教学生一些妙言警句。这些句子既丰富了学生的词汇量，提高了他们的表达能力，同时也让他们学到了地道的英语表达方式。从而为学习英语创设一个良好的氛围。
2.以旧带新 [lead in ]
提供话题Birthday，师生自由交流，然后用“How do you spend your birthday?”引出本课的新句型“What do you do on your birthday?” 进而再导入“ Did you … last birthday? ”及回答。然后用Colour 话题引出句型My favourite …
[设计意图] 通过旧知识滚出新知识，是我常用的教学方法之一。以旧带新，学生可以比较轻松地掌握本课的句型。同时把新的句型和老话题融合一起。有助于培养学生的语言思维能力的开放性。
3.呈现、操练(Presentation, Practice)
承接Colour话题，引出第一个节日：National Day。利用课件呈现中国国旗。教师引导的话如下：
T:My favourite is red . Because Chinese flag is red . The main colour in China is red on important days. I love China , so I like red. I like red , because I'm from china. Do you like China? Do you like red now?
S: Yes…
T： Do you know my country's birthday?
S: The first of October.
T: What holiday is on that day?
S: National Day.
[设计意图] 找到话题与所授新知的契合点，让学生很自然地从一个话题向另一个话题过渡，从而开始了本节课Holiday的话题。同时英语并不是仅仅是一种工具，它是能够表现出情感的。在此由红色引出中国，由中国引出它的生日，简单的几句带有感染力的话就能激发学生的爱国热情。
接着用在谈论生日时所学的句型让学生谈论一下国庆节，使所学知识处于不断的滚动复习巩固之中。用Guess 猜下一个节日Halloween.猜出来之后，利用谜面锻炼学生听与说的能力。
[设计意图]因为Halloween节日在5A的书上有专门的一单元的介绍，所以虽然它是一个外国的节日，可是学生对它并不陌生。利用谜面，让学生读一读，说一说，谈一谈。在此环节充分锻炼学生的口语表达能力。
圣诞节的出示用一首轻快明了的CHANT作为引入，同时让学生看一段配上音乐的介绍资料，然后用今天要掌握的句型来问一问。之后，出现了一个有关圣诞节的小故事，让学生自由的阅读，然后完成后面的题目。
[设计意图] 在课中关注学生的注意力的放松。高输入量的学习会让学生很快有疲劳的感觉，从而降低学习效率。在此环节，设计了CHANT 和一段了解性文字的阅读，就是给学生创设了一段休息的时间。然后再根据高年级学生的英语阅读能力的培养需要，适时进行一篇短文阅读。
圣诞节后进行春节的教学。用一封来自外国朋友的信引出春节。这是一个美国的朋友，她先介绍了一下人们如何过圣诞的情况，然后向中国的朋友问了三个有关春节的问题：What holiday is the popular holiday in China? When is it ? What do people do on that day? 教师让学生四人一组讨论后再反馈回答。
[设计意图] 在这儿出现了一封的书写方式，同时很好地导出了下面的内容，教师给学生提供了广阔的自由想像和发挥的空间，让学生运用所学的语言进行扩展性的练习。
4. 拓展、巩固(Extension , Consolidation)
(1) Listen and number
(2) Say out the holiday
将一些没有学过的节日收集在一起，让学生猜测出意思，并能说出时间。
(3) Try your best
按自己的能力选做一题，题目要求由难到易，选择不同程度的题所获得的加星也不断增加。
[设计意图] 检查一节课的教学效果，课外知识的拓展，丰富学生的知识面。选做题的设置，再次调动起学生的积极性。本来无望获胜的小组，此时又有了一次机会，不甘失败的心理会让他们充分发挥潜能;而本来胜利在望的小组，此时又有了危机感，让他们不敢掉以轻心。于是一场比拼实力的竞争又在无形之中展开了。他们不断调动出潜能，能于同学互帮互助，一种为本组争光的主人翁意识也在不断膨胀中。从而形成了一个积极的参与氛围。
5 课后作业(Homework)
(1) Look and write
(2) 用至少五句话介绍一个节日。
[设计意图] 巩固所学，将课内的学习延伸到课外。
英文说课稿 篇5
First class; teaching suggestion
1 teaching material analysis
The Lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, Wheres, Its, in / on / under, and can be used naturally in actual situations.The Lets practise section is part of the Lets talk part of the game, which provides students with an opportunity to actually use the language.In the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under.
2 teaching suggestions
This class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the sentence, so that students understand in a certain situation, will say and understand the sentence Wheres.... Its in / on / under...The teacher asks the students to prepare the stationery class words before class. When they teach the new sentences, they can use the game "hide and seek" to import sentence patterns Wheres... Its in / on / under...On the basis of understanding the new sentence patterns, use the courseware to learn the new dialogue, so as to recognize the words in the class.Finally, once again, through the game, tin and consolidate the content of the Lets talk, the game can be divided into collective and group game game two, and will find stationery extended to find toys or other things around.
Second hours teaching suggestion
1 teaching material analysis
This session is divided into two sections: Lets, learn, and Lets play.The Lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phrase "Look out".Lets play is part of the Lets talk part of the first class, to provide students with an opportunity to use language in real life.
2 teaching suggestions
The main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students' interest and enthusiasm for learning activities.In the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize students.Then use animation courseware to present new knowledge.In the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves.
Third hours teaching suggestion
1 teaching material analysis
This session includes two sections: Lets, say and Lets do.The Lets say part is to train students to listen, say, read and write letters Uu, Vv, Ww, and to make the students understand and speak the letters at the beginning of the word "umbrella", "under", "vest", "Violin", "window", "wind".The Lets do section reviews and consolidates the letter "A-W" through rhythmic, rhythmic instructions.And preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language learning.A-T is the teaching content of this book Unit 1 through Unit 4.
2 teaching methods
When teaching letters and words, the teacher uses letters, words and actions to present letters and words at the same time, so that students can learn on the basis of understanding the meaning of words.Such as: umbrella, vest, window, can be explained in kind; violin, wind explained by action.(according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape.
[Topic] Unit, Five, Where, is, my, ruler?
[emphasis on teaching] everyday expressions Where 's...And its' It 's in / on / under....
[teaching difficulties] sentences: Where, is, my, car, In, the, toy, box, understanding
[teaching aid preparation]
1 the teacher prepares the tapes for teaching materials.
2 teachers prepare Let s talk part of the courseware.
3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys.
4 teachers prepare cards and pictures of the words they learn.
5 students prepare white paper and watercolor pen, ready to draw.
6 students prepare patches for the group.
[teaching process]
1 warm up and review (Warm-up/Revision)
(1) students practice everyday expressions.
(2) games Show, me, the...
Teachers or students say words such as "pencil", and teachers and students say Show, me, the, pencils., teachers and students put up pencils.In this way, practice other stationery words in the same way.Teachers and students play games together to improve game effectiveness and communication between teachers and students.
(3) the teacher plays the recordings of book Unit, 2, B, part Let, s, chant, and the students listen and clap and chant rhythmically.
英文说课稿 篇6
The lesson I am going to talk about is from the teaching materialBook One ,Unit 8.the third part that is used by the kids in Grade One .
一、Analysis of the teaching material （说教材）
This is a dialogue that happens in the fruit shop .several sentences surround selling and buying the fruit will be learned .During the first and the second part in this unit ,the kids have understood simple instructions and act accordingly ,and they can say simple words ,phrases or sentences by looking at objects and the pictures .eg: lychee, banana, apple,"What’s this ?It’s an apple."In Unit seven ,we grasped the numbers from one to ten .The main language points in this unit is to make sentences using the fruit and numbers freely and communicate with others in English in the fruit shop. And pay close attention to the single and plural forms of the nouns .According to the kids’ English level and the corresponding content in the daily life ,I give them some extra extending .To train their ability of communicate with the others in English ,I prepare the following design .
Teaching aims （教学目标）
1. knowledge and skill aims :（知识技能目标）
Review the names of the ten different kinds of fruit and recognize the numbers from one to ten .
Understand simple instructions about the numbers and act accordingly.
Practice English and communicate with others in the situation.
2. Equip them with the emotion ,attitude and value goals :（情感、态度、价值目标）
Cultivate the spirit of co-operations in the group work
Bring up the good quality of protect and make friends with the animals .
Teaching importance :（教学重点）
1. Make sentences using the fruit and the numbers . "Six oranges ,please .’
2. Distinguish the difference between the single form and the plural forms of the nouns ."one apple / two apples …"
3. The sentences used when selling and buying the fruit in a fruit shop.
Teaching difficulties :（教学难点）
1. Distinguish the difference between the single and the plural forms of the nouns .
2. Train their ability of communicating with others in English .
Teaching aids ;（教具准备）
Multimedia , flash cards ,fresh fruit and arrangements and decorations of the fruit shop .
Teaching methods :（教学方法）
Task objective teaching method .TPR method , performance and games methods .
二、Analysis of the learners :（说学习者）
We are facing the 5 to 6-year-old little kids who just graduated from the kindergarten ,and they can not tell the difference between kindergarten and the primary school. sometimes they even don’t know how to behave in the class. So ,I think the most important thing for me to do is to attract their interests and make them love English and feel confident in this subject .so ,I will play some interesting games with them ,show them the funny cartoon movie and role the plays in the text or have a competation. we should not only focus on the language point itself ,but also set up the real circumstance where I can encourage them to express themselves better .What I try my best to do is to arouse the kids’ interests and protect their enthusiasm.
三、Analysis of the teaching methods （说教法）
says that during the Foundation Education period ,the total goal for English lesson is to improve the pupils’ ability of comprehensive using language .It promotes task teaching structure .According to the little kids’ physical and psychological characteristics of keeping curios ,active and imitating and showing themselves .I adopt the "task –research—construct " teaching methods and organize the class to focus on the importance and solve the difficulties .I give the pupils an open and relaxed circumstance in which they can learn to observe ,think and discuss .during this procedure ,the pupils’ ability of thinking and using language is developed very well .
四、Analysis of the teaching procedures .（说教学过程）
1. Warm up .（歌曲热身）
All the class sing English song "Ten little Indian boys " to arouse their interests and help them to step into English learning circumstance happily.
2. Review the fruit and the numbers those we learned in the first and the second part in this unit .（复习数字和水果）
A. Watch a funny video . and answer the questions .（learn more fruit and practice more sentence patterns eg: strawberry / watermelon/ pineapple /cherry） ask some questions .
What’s this ?
What colour is it ?
How many bananas are there ?
Do you like eating bananas ?
What is your favourite fruit ?
Encourage them to open their mouth and speak English as much as they can .
B. Play guessing game .to review the spelling of the words using the basic pronunciation knowledge .
C. Play a game named "up and down ".emphasis on distinguishing the single and plural forms of the nouns .
3. Guide the pupils to the main teaching points .（引入新课）To comprehensive use the numbers and the fruit that is a needed in a fruit shop .Ask two volunteers to come to the front and choose the right number cards and stick it beside the right fruit according to the other pupils’ instructions .The quicker one will be the winner .
Eg: Six oranges ,please .
4. Time to practice for all the class （全体同学操练）。The pupils choose the right cards they have prepared and put them up above their heads when they hear the teacher’s instructions and give them to the teaching answering loudly: "Here you are .’
5. Watch a video （观看多媒体，了解本课故事情节），understand what’s happening in the story ,（This part is important, reasonable and effective）and guide them to protect and make friends with the animals .
Present the situation of a fruit shop .the teacher will act a shopkeeper and invite a better pupil to be the customer and finish all the buying steps .
Shopkeeper : Good morning .
Customer : Good morning .
Shopkeeper : Can I help you ?
Customer : Yes ,six oranges ,please .
Shopkeeper : Here you are .
Customer : Thank you very much .
Shopkeeper : You are welcome .
6. Consolidation and Practice（巩固和练习）
Group work : Divide the class into eight groups and every group will be decorated into a fruit shop, ask one pupil to be the shopkeeper and the other members in this group will be the customers .Encourage them to buy and sell the fruit with what they learned in this part ,I design a real situation that is common in our daily life and the kids will not feel uncomfortable or unfamiliar with it, The teacher will go around the class and supply the help to the unable ones .In such a peace and pleasant situation they like to speak the dialogue they learned to express themselves .They can feel the success and become confident in speaking English .
7. Conclusion （总结）
The teacher would lead the class to read the sentences on the board and ask some more difficult questions .Maybe the pupils can not understand them clearly ,but it doesn’t matter .we just give the pupils more information about the language and give them the better language circumstances that can help them in the future learning .
8. Homework : （家庭作业）
Encourage the pupils to design a little fruit shop at home and teach their family the dialogue in the fruit shop .When they practice this , they should take photos and show the other pupils the next day .
In this lesson , what I design （not only the presentation of the main teaching points ,but also the activities） attract the pupils interests .They learn and practice while playing . I think it’s really a good lesson of high quality.
Black design （ 板书设计）
英文说课稿 篇7
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8
一、分析教材
1、教材内容要点：
第一、定语从句的概念
第二、定语从句的分类
第三、定语从句的用法
2、教材的地位和作用：
定语从句是高中英语教学中的一个非常重要的语法，也是高考的一个热点。在英语里，定语从句可以使一个繁琐的句子变得非常简洁，同时，它在人们日常会话中出现的频率特别高。定语从句掌握地扎实与否关系到一个学生英语水平的高低。因此，定语从句的学习和掌握在英语学习中有着重要的意义。
3、教学目的
根据教学大纲的要求，通过这一节课的教学，要使学生知道什么是定语从句和定语从句的分类，掌握定语从句的用法。培养学生的观察能力、分析概括能力以及演绎推理能力等。还要培养学生探索求真知的精神，对学生进行实践观点的教育。
4、教学的重点与难点
定语从句是本课的主要内容，与日常英语的应用密切联系，所以定语从句的概念与运用是本节课的一个重点。对定语从句的复习，需要综合应用所学知识来解决原来的遗留问题，因而对句子分析和推理概括能力要求提高了。而高中生侧重于对直观现象进行具体、形象的思维来获得知识。因此这个知识点既是本节课的重点又是难点。
培养学生的多种能力也是这节课的重点，这是素质教育对现代教学的要求。
二、分析学生
大多数学生上进心强，学习态度端正，有良好的学习习惯，但是缺乏一定的探索研究问题的能力。
定语从句是学生在英语学习中比较常用的语法，也是他们必须掌握的内容。教学中要注意培养学生对英语的兴趣，充分发挥主体作用，迎合他们好奇、好动、好强的心理特点，调动他们学习的积极性和主动性。
高中生的思维方式由形象思维向抽象思维过渡，因此在教学中应注意积极引导学生应用已掌握的基础知识，通过理论分析和推理判断来获得新知识，发展抽象思维能力。当然在此过程中仍需以一些感性认识作为依托，可以借助多媒体设备加强直观性和形象性，以便学生理解和掌握。
三、教学方法
这节课可综合应用提问、归纳、介绍、检查、讲授和讨论等多种形式的教学方法，提高课堂效率，培养学生对英语的兴趣，激发学生的求知欲望。充分体现以教师为主导，以学生为主体的原则。创设英语情境让学生参与语言实践，边动口边思考。从语言分析总结出结论以调动学生的积极性。
四、教学程序
教学中要以了解、学习研究英语的方法为基础，掌握知识为中心，培养能力为方向，紧抓重点突破难点，具体设计如下：
1、新课导入：
以创设问题情境导入新课。学源于思，思源于疑，一上课便以听歌曲填空的形式引入课题，引导学生分析歌词中的有关定语从句的句子，认真分析句子成分，使学生产生强烈的求知欲和好奇心，调动学生学习的积极性和主动性。
2、讲授新课：
任何语言学习都离不开语言实践。这节课主要采用讲授归纳的方法来建立定语从句的概念。我将一个定语从句列在投影上，让学生分析这个句子的成分，从而导出两个非常重要的内容----先行词和关系词，然后逐一解释。通过分析例句，培养了学生的分析能力、观察能力，增强了他们的感性认识。为了使学生能对定语从句有更进一步的认识，这里我又采用提问的方法让学生说出定语从句的分类，然后我对其进行进一步地解释和说明，让学生通过讲解概括，总结出定语从句的分类。在此基础上，我让同学们回答出定语从句中的关系代词有哪些，通过一些简单的例句，让学生知道每一个代词在句子中起什么作用以及用法。在讲解关系代词与介词时，我让学生自己归纳出它们的规律，提高学生的概括能力，从而达到复习的目的。
在讲解关系词that和which、who和that、as和which这一环节时，我先让学说出它们的特殊用法，然后我再进一步加以阐述。从而，引出它们的特殊用法。
一）、that和which的特殊用法：
1、有些情况下只用关系词that,而不宜用which。
a、从句所修饰的词又被形容词最高级或序数词修饰时,只能用that引导从句。
b、先行词是all,something,nothing,anything等不定代词时，只能用that。
c、先行词既有人也有物时,只用that引出从句。
d、先行词是one of,the one, 或用little,few, no, all, any, only, just, very作修饰时，只能用that。
e、当主句已有疑问词 who或which时，只能用that。
2、定语从句中宜用which而不宜用that的情况。
a、当关系代词前面有介词时。
b、在非限制性定语从句中。
c、在一个句子中有两个定语从句，其中一个从句的关系代词用了that，另一个宜用which。
二）、who和that的特殊用法：
who、that在许多情况下可以通用，但有时宜用who不用that。
a、先行词是one(s),anyone,someone, those时，关系词使用who。
b、在there be 句型中，先行词指人时，关系词用who。
三)、关系代词as和which的区别
as和which所代表的都是整个句子所表示的内容,但是二者有两点不同之处：
a、在形式上as引导的非限制定语从句可位于主句后面,也可位于主句之前；而which引导的非限制定语从句只能位于主句之后，不能位于主句的前面。
b、在意义上，as定语从句和主句的关系一般为一致关系，常译为“正如……”，“就象……”，而which定语从句和主句的关系是因果关系，或which从句是对主句的评论。因此，在意思通顺的情况下，which可代替as，而as许多时候不能代替which。
针对关系副词的复习，因其难度不大，我直接采用讲解法，学生容易理解。关系副词是用来引导定语从句的，它和关系代词一样，具有数种作用。
a、在从句中代替先行词。
b、在句中作状语。
c、连接作用，把两个句子连接成为一个带有定语从句的复合句。
同时，在解释的过程中不断穿插练习，达到巩固复习的目的,体现精讲精练的教学原则和我校提出的“四转五让”原则。
3、反馈和巩固
在讲解完所有语法点之后，为了更加有效地巩固所复习的知识，我设计了两种有针对性的习题练习，让学生把掌握的知识运用于实际语言操作中，从而达到知能并重的目的。
4、小结
最后通过小结，以表格的形式把本节课所复习的语法点进行总结。
5、板书设计
GRAMMAR
Attributive Clause
6、布置作业
Finish off the exercise paper.
课后反思
课后各位听课教师对本节课进行了点评，结合其他听课的评价及与其他教师的交流，谈谈个人的思考，具体如下：
一)、值得推介的几点
1、重视基础语言知识，对于基础的语言知识讲得透，讲得到位。
2、重视语言综合运用能力的培养。讲知识点时，能结合语境，提供情境，对于学生语言基础知识的综合运用起到了铺垫作用，对于学生发散思维能力的培养有很大的帮助。
3、课堂教学有思想。教师拥有丰富资源，多媒体课件设计地实用、合理。讲授方法新颖独特，练习形式灵活多样。
4、教师个人素质较好，能灵活应对任何突发教学情况，合理安排讲练比率。
二)、存在问题
1、英语思维与汉语思维同时存在，相互干扰。偶尔用汉语组织教学好像省事，其实反而浪费时间和精力，不利于学生形成用英语思维的习惯，更影响交际速度。
2、交际面有时过窄，很难训练到全部。很多学生只有听的份，没有说的机会，这是大班的局限，有些活动是为了顺利进行而局限于“好学生”身上，一些英语学困生被遗忘。时间长了，会使学生讨厌英语并放弃英语的学习。
3、任务型教学活动有时设计地不是很好。活动要求有时不是很明确，活动设计不能从学生生活经验，兴趣爱好出发，活动形式有时单调，缺乏趣味性。
三)、几点想法
1、千方百计、想方设法激发学生的学习兴趣，调动学生的学习积极性。有人说“掌握一门外语就比别人多活了一辈子。”因为你比别人多了解另一种语言背景下的政治历史、天文地理、风土人情等等。向学生多介绍经典音乐、视频、英文佳作等，在潜移默化中培养学生的学习兴趣。
2、在课堂上注意学生的综合语言运用能力的培养。在基础的语言形式训练上提升交际品位，为学生创设丰富的语言环境，让学生产生交际的愿望和机会，使交际具有实际内容和实际意义。
3、要继续学习，不断充电，提升自身的业务素质和人文素养。
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