关于英文说课稿范文集合六篇

　　作为一位不辞辛劳的人民教师，常常需要准备说课稿，通过说课稿可以很好地改正讲课缺点。如何把说课稿做到重点突出呢？以下是小编收集整理的英文说课稿6篇，仅供参考，大家一起来看看吧。

关于英文说课稿范文集合六篇

英文说课稿篇1

　　一说教材：新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。

　　《新课标》倡导任务型教学模式，以发展学生的语言实践能力为主线，突出语言的交际功能及其工具性特点；以培养学生用英语进行交际功能为最终目的，注意学生学习兴趣的培养。

　　因此我采用“任务——探究——创造”型教学方法，让学生在有趣，开放式的语言环境中，学会观察，思考，讨论和总结，在“用”中发展思维能力、创新意识和各种语言应用能力。

　　联系任教的内容而言，这是一节情景对话课，围绕“征询意见”这一日常用语展开。在第三课中，学生已经能用“ would you like some...?”进行询问。能听懂会说chicken，pop, milk, a sandwich。本课时的教学内容为用“What would you like？”进行征询意见。根据这一安排和学生的整体认识水平，从知识教学、能力培养等方面考虑，我确立本课时的教学目标为：

　　1、知识目标: 能听懂会说I’m hungry. What would you like?Yes, I’d like…..

　　2、能力目标: 听懂会说hamburger、French fries、pizza、pop。

　　3、情感目标: 能运用所学句型进行对话表演和口语交际，激发学生学习英语的兴趣，培养学生的英语学习能力。

　　4 本课时的教学重点是：能听懂会说 I’m hungry. What would you like? No, I’d like…..听懂会说hamburger、French fries、pizza、pop。教学难点是能用“What would you like？”征询别人意见以及hamburger, French fries的正确发音。

　　5 学情分析:

　　6 教具准备: 录音机,卡片,多媒体

　　二教学方法：

　　讨论法，讲授法，演示法，练习法

　　三教学程序：

　　为实现以上目标，我是这样设计教学过程的：

　　（一）、Warming up

　　1、Sing some songs.

　　2、Play a game.快速呈现食物图片，做问答。

　　(通过唱唱、问答的形式，不仅吸引学生的注意力，调动积极性，而且营造了学习英语的氛围。同时也为本课的教学作了知识的铺垫，构建了知识表象。)

　　（二）、Revision

　　（紧接着教师摸着肚子，作饥饿状）引导学生一起说出I’m hungry，围绕呈现的图片快速对话。

　　（以对话的形式，唤起学生的记忆，使学生熟练运用旧知，同时对I’m hungry进行了渗透。）

　　（三）、Presentation

　　1、依次呈现some bread、some juice的图片。

　　T: Would you like some bread?

　　S: Yes, please

　　2、T: I’m thirsty.（教师作干渴状，引导学生边做边说I’m thirsty.）

　　T: Would you like some juice?

　　S: Yes,please.

　　T: Here you are.

　　通过已掌握的句型新授hamburger, French fries pizza ,pop。

　　(利用旧知，在已熟练了的交际语境中学习新单词，同时配以相应的图片，加深了对单词的理解，也降低了难度。并即使由师生操练转向生生操练，由模仿提高到运用，这符合学生的认知规律。)

　　3、（呈现以上四幅新授图片）Make out some dialogues.

　　(将单词融进有实际意义的对话中，充分体现在交际中教，在运用中学的理念，通过这种方式便于学生的理解和运用。)

　　4、（请一名较突出的学生引导作干渴状）：

　　S:I’m thirsty. I want to drink.

　　T: What would you like, please?

　　S: I’d like some pop, please!

　　(教师作饥饿状)：

　　T：I’m hungry. I want to eat.

　　S: What would you like, please?

　　T: I’d like some French fries, please!

　　(在说的过程中予以图片加以配合，帮助理解；由模仿到练习，反复刺激学生的感官，增强学生对新知的理解和运用。)

　　（四）、Practise

　　1、Listen to the tape and read after the tape.

　　2、Act out the dialogue.

　　(在听读的过程中培养学生良好的学习习惯，通过演演的形式让学生在情景中练习达到掌握的目的。)

　　（五）、consolidation

　　1、Make a survey.

　　2、Who’s the best?

　　(师生示范表演为学生提供一个可操作的模式，以任务型的活动方式，通过合作学习，并予以评价知道，给学生提供平等的说英语的机会，鼓励学生在竞赛中学，这样既创造了轻松愉快、自然和谐的课堂气氛，又促进了交际活动的展开。通过“Apple Tree”的评价总结，让学生认识到集体目标的实现离不开个人的努力，激发其进一步追求成功的欲望。)

　　（六）、Homework

　　1、Read after the tape recording.

　　2、Make up a dialoguein pairs.

　　（将课内的学习延伸到课外，维持学生的学习兴趣。）

　　教学的对象是三年级学生，他们活泼好动，喜欢直观形象的事物，对游戏、竞赛、动画特别感兴趣。教师在教学时应坚持以听说为主的原则，注意启发、引导和帮助学生通过说、唱、动、游戏等方式积极、主动、大胆、愉快地参与教学活动。

　　Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.

　　I. Contents:

　　Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)

　　II. Teaching aims

　　1. Aims on the knowledge

　　(1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations.

　　(2) To help Ss to finish the survey.

　　(3) Let Ss finish the assessment of “Let’s check” in this unit.

　　2. Aims on the abilities

　　(1) To develop Ss’ abilities of listening and speaking.

　　(2) To train the Ss’ ability of working in groups.

　　(3) To foster Ss’ abilities of communication and their innovation.

　　3. Aims on the emotion

　　(1)To foster Ss’ consciousness of good co-operation and proper competition.

　　(2) To lead Ss to show their loveliness to the poor.

　　III. Key-points of this lesson

　　(1) To help Ss ask and answer the question: What’s in it?

　　(2) To enable Ss to study in groups and co-operate skillfully.

　　(3) To develop Ss’ interest in English.

　　IV. Difficult points

　　(1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.

　　(2) To finish the survey by themselves.

　　V. Teaching methods

　　As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.

　　VI. Teaching procedures and purposes of my designing.

　　I’ll finish this lesson in five steps.

　　Step 1. Warm-up and preview

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

　　2. Sing the song together: Books and pencils.

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

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

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

　　Step 2. Presentation

　　Now I’ll mainly talk about this step.

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

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

　　(2) T: My schoolbag is heavy.

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

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

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

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

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

　　Girl: My schoolbag is heavy.

　　Boy: What’s in it?

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

　　Boy: What will you do?

　　Girl: They are for the poor.

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

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

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

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

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

　　Step 3. Practice

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

　　Step 4. Assessment

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

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

　　Step 5. Add-activity

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

　　2. Take care of everything they have.

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

英文说课稿篇2

　　一、说课标

　　新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。指出：“教师在教学才过程中应与学生积极互动、共同发展。教师应尊重学生的人格，关注个体差异，满足不同学生的学习需要，创设能引导学生主动参与的教育环境，激发学生的学习积极性，培养学生掌握和运用知识的态度和能力，使每个学生都能得到充分的发展。因此，本课的设计重点是：帮助学生形成自主、合作、探究的学习模式，掌握阅读的一些基本技巧，让每个学生在原有的基础上都学有所得。

　　二、说教材

　　（一）教材地位和教学内容分析本课是高一必修模块1第4单元的阅读课型，这单元围绕earthquakes这一主题开展听、说、读、写多种教学活动。Reading设计为本单元的第2课时。本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，并且是学生获取信息的主要来源。“Reading――― A NIGHT THE EARTH DIDN’T SLEEP” 具体描写1976年唐山大地震的震前、震中和震后。本篇文章词汇量大，运用了大量的动词、复杂的数字，出现许多定语从句，篇幅较长，并且采用一些修辞手法，对学生的语言阅读能力提出了更高的要求。但文章的结构较明显，较容易归纳出各部分的中心词。

　　（二）教学目标

　　1. 语言知识目标：

　　a)使学生了解自然灾害的相关词汇，并掌握复杂数字的表达法。

　　b)学习掌握与地震相关的词汇，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些优美句子的.赏析。

　　2. 语言技能目标：

　　a)阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意；通过细读，理清文章的总体框架与脉络，归纳出各部分的中心词；通过查读，捕捉文章的重要细节，培养学生获取、处理信息的能力。

　　b) 让学生复述课文，分析、感悟作者的写作意图。

　　c) 让学生运用本节课所学词汇、知识，通过采访唐山大地震幸存者的形式进行小组活动，提高学生用英语进行创造性交流的能力。

　　a）学会有关地震的知识，并能通过学习讨论懂得地震时的应急逃生，地震后如何科学救人和有关地震的形成和减少地震所造成的损失等一般知识。

　　b）懂得地震无情人有情，即使发生了多么可怕的灾难，国家和解放军官兵都会不顾自身安危，奋力抢救，培养学生一方有难、八方支援的互助友爱精神。

　　c）了解自然灾害会给人类带来严重的破坏性后果，让学生进一步感悟、领会到人类应与自然界和谐共处。

　　d）培养学生的合作意识和“合作学习”的习惯。

　　e）欣赏课文中优美句子，了解一些英语修辞手法，使学生在学习完课文之后得到一次美的享受，一次心灵的愉悦和升华。

　　（三）教学重点和难点：

　　1．重点

　　1）让学生了解唐山大地震，了解地震的成因、预兆、地震造成的损失，地震时的应急救生以及震后的救援。

　　2）训练学生的阅读技巧，提高阅读能力。侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图，突出培养学生以下3个方面的能力：

　　a.文章段落中心词把握能力。

　　b.根据主题快速捕捉文章重点细节的能力。

　　c.总结归纳能力。

　　3）重点掌握有关地震的词汇，特别是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。 4）欣赏并理解课文中优美句子，让学生掌握一些英语修辞用法。

　　2．难点

　　1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。

　　2) 如何使学生学会提取、筛选和重组文章中的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。

　　三、教学方法

　　1、任务型语言教学法任务型语言教学认为：人们使用语言的过程就是一个完成各种各样任务的过程。任务型学习强调通过“做中学”、“学中做”，使学生在完成任务的过程中习得语言。本课组织学生四至五人组成一个学习小组，进行一次就地震后幸存者的访问。该设计基于课文内容，但又不局限于课文的范畴，旨在贯彻“做中学”、“学中做”策略，吸引和组织他们积极参与，并通过讨论、交流和合作等方式，在自然、真实的情境中，完成任务，体会、掌握语言的应用，达到学以致用的目的。

　　2．直观法（视听教学法）充分利用多媒体教学手段，通过播放影视剪辑，与课文主题相关的图片、图表等直观手段，在充分调动学生学习兴趣的同时，降低学习难度，突破重难点。

　　3．合作学习教学法合作学习教学法是以小组活动为主体的一种教学活动，一种同伴之间的合作互动活动。合作学习教学法有利于改善课堂心理气氛、大面积提高学生的学业成绩、促进学生良好非智力品质的发展，调整学生的语言焦虑感。因此，本课打破传统的教师单向灌输，采用“四至五人组成一个学习小组”的课堂教学结构，来组织教学，旨在营造轻松的学习氛围，为积极学习提供有利的条件，让学生在完成任务的过程中通过互相交流，降低语言焦虑感，获得愉快的学习经历，从而对学习本身和所学内容产生兴趣感。

　　四、教学过程

　　STEP1 导入 lead-in 在课堂开始，我会给学生播放一段有冯小刚导演拍的电影《唐山大地震》的片段节选，让学生能通过电影能理解和体会到自然灾害给人类带来的巨大灾难。让后直接导入今天的课题。这个能激发学生去了解这篇文章的兴趣，积极加入课堂。

　　Step2 pre-reading 读前在这个环节我会在学生在读这篇文章之前给出几个问题。但是并不要求学生马上给出答案。而是要求在下一环节的阅读中找出答案。

　　Step3 while reading 在这个环节当中我设计了3个活动第一个活动 activity1 fast reading 给学生几分钟的时间，让后让学生快速阅读这篇文章，并找出在读前所给题的答案，在读完文章之后，让几个同学来进行回答。第二个活动 activity2 scanning 放录音，让学生跟随录音快速阅读，并要求学生找出每一段落的中心句，并在读完之后，要求得出这篇文章的整体大意。并让学生起来进行回答第三个答案：acrtivity3 task 在这一环节当中我会设计一个任务。任务类型为知识的抢答。首先我会将整个班级分为若干个小组，每组有七到八个人。并选出小组长。这一环节中我设计了十个对错题，（true or false）,要求学生以小组的形式进行抢答。并作出得分记录，最后还要评选出第一名。在抢答过程当中，我并不只单单是以游戏的形式来完成这一任务，只是简单的完成对错题，我会要求每组在抢答的过程当中，要对他们所选的答案进行解释说明为什么。让学生在这个过程当中真正玩有所得。

　　Step 4 post-reading 这一环节我会把我们所读的这篇文章设计成一篇阅读题的模式，设计五道选择题，用幻灯片展示出来，并让学生进行选择。题目的设计会以文章的主旨大意和一些细节作为试题。这让学生能在这一环节当中对刚刚已经学习知识进行巩固。

　　Step5 summary 在这一环节中我会整堂课做一个简短的总结，并再一次强调本次课的重难点。让学生明确本课的重点，再一次明确课堂目标。和引导学生对这篇文章的情感态度进行升华。

　　Step6 homework 作业

　　1、要求学生背诵本次课的重点词汇和短语

　　2、要求完成相应联系。

　　3、要求学生课后通过各种途径查到关于地震的常识，并去了解一些

英文说课稿篇3

　　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4

　　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

　　…

　　If …， they will…

　　It is best （not） to do sth.

　　Unless… , I will…

英文说课稿篇5

　　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6

　　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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