关于英文说课稿范文集锦九篇

　　作为一位优秀的人民教师，很有必要精心设计一份说课稿，认真拟定说课稿，快来参考说课稿是怎么写的吧！以下是小编帮大家整理的英文说课稿9篇，希望对大家有所帮助。

关于英文说课稿范文集锦九篇

英文说课稿篇1

　　一、教材分析：

　　教材概述：

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

　　单元内容分析：

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

　　本单元的教学内容：

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

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

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

　　4.询问，辨认人物的疑问句形式 Is this/that…？

　　二、教学设计思路

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

　　根据语言学习的认知规律；由浅入深，由已知到未知，本单元计划用四个课时。

　　分课分析：

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

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

　　教学重点：

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

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

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

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

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

　　教学重点：掌握句型Is that/this……？及其肯定跟否定回答。

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

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

　　教学重点：

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

　　2）掌握并制作家谱

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

　　第四课时 section B 4, self check

　　通过小组活动跟知识检测，促使学生不断地使用所学内容，从而提高他们灵

　　活运用知识的能力

　　教学重点：书信的格式

　　教学难点：以书信的形式介绍家人

　　三、教学目标

　　1.语言知识目标

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

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

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

　　3）学会初步运用 this that 的疑问句形式询问辨认人物

　　2.语言技能目标

　　1）培养良好的听说读写能力

　　2）通过创设情景，培养学生的发展思维能力，激发学生的想象力。

　　3.情感目标

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

　　2）通过小组间良性的竞争与合作，培养友好互助的精神。

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

　　4.文化意识

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

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

　　5.学习策略目标

　　1）帮助学生明确学习目的，指导学生做好预习

　　2）利用不同方法收集卡通图片或家人照片，供上课小组活动使用

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

　　四、教学原则

　　1. 活动性原则提倡学生主动参与，体验，交流，合作，探究等多种学习。

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

　　3. 任务型原则运用任务型的教学途径，培养学生综合语言运用能力。

　　4. 情感性原则激发学生学习英语的兴趣跟始终保持良好的学习情绪。

　　五、教学方法

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

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

　　六、任务特点：

　　在本单元的教学活动中，每课都围绕一个中心任务而进行。

　　第一课时识别家庭成员及其称谓。

　　第二课时相互问答，介绍家庭成员。

　　第三课时制作家谱并描述家庭成员

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

英文说课稿篇2

　　The teaching design I’m going to talk about is for unit 10, from Fun with English for primary school, Book 1A. It mainly deals with colors , I’ll describe it mainly in 5 parts.

　　1. Analysis of Ss

　　Most of the first-grade Ss haven’t learned English. But some of them have learned some basic knowledge about English in the kindergarten. They are eager to learn and are interested in English. All these are to the advantages of English learning.

　　Analysis of the textbook

　　The ultimate goal of Oxford English is to develop the comprehensive ability to use the language. That is to develop their four skills, listening, speaking, reading and writing.

　　2.Teaching Objectives

　　Firstly, knowledge objective. In this unit, Ss are required to master the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”

　　Secondly, skill objective. Ss are going to learn how to apply the words and expressions they’ve learned in their daily life. The good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.

　　Thirdly, emotional objective. We should make Ss become aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. In this way to help them develop a healthy and positive character.

　　3.Teaching Points

　　The key points of this lesson are the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”

　　The difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.

　　4.Teaching approaches.

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

　　（一）教材的地位及作用

　　本课是初一新教材第5单元的第一部分，教材内容围绕着描述人现在的活动展开，让学生学会谈论人人们正在干什么。本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生能通过交换对不同人物活动的描述，促进学生之间和师生之间的情感交流，增进情谊。

　　（二）教学目标

　　1、知识目标：What are u ding？ I a watching。What is he ding？ He is ding hewr。Is she reading？ N， she is ding her hewr。

　　2、能力目标：

　　（1）、能抓住人物的主要特征来描述人物的外貌，并根据描述画出人像。

　　（2）、能概括人物的外貌特征并根据人物特征推理出某一人物。

　　3、情感目标：通过描述同学、教师或自己的偶像的外貌，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的爱好，增进情谊。

　　（三）教学重点及难点

　　1、掌握并运用描述人物活动和地点的词汇：watching， ding， eating cleaning， plaing， reading， swiing， shpping， pl， schl， all， librar

　　2、掌握并运用简单的英语交际句型：What are u ding？ I a watching。What is he ding？ He is ding hewr。Is she reading？ N， she is ding her hewr。

　　（四）．教法设计

　　对本课我主要采取了如下几种教法：

　　1．听录音。

　　听音是英语学习的重要方法，也是课堂教学的重要步骤。在听中可以感知，可以模仿。

　　2．重点解释，个别操练。

　　在每一堂教学中，学生总会遇到一些难以理解的词、句型、短语、句子或某一语法现象。如本课出现的一般过去时的用法等都需要教师个别解释甚至创设语言情境进行操练和举例，以扫除自由交际过程中的“拦路虎”，为语言的进一步学习奠定基础。

　　3．指导学生展开情景对话。

　　在第一部分和第二部分的教学过程中，要想办法使人人开口，使人人都有成功感。通过对话逐步达到对教材内容的全部操练。。第三部分问答游戏时，猜中的同学老师给予鼓励，激励更多的同学参与进来

　　4．学生独立操作。

　　首先要求学生根据师生示范独立对话，随后叫几组分别站起来表演。这是深化课堂教学的重要举措。

　　5．我在教学过程中设计了填表和动词填空的练习，以检查学生对本课的掌握情况。在整个教学活动中，我还采用了幻灯片，对顺利开展教学活动起到了很好的辅助作用。

　　（五）．学法指导：

　　我所采用的教法有助于学生掌握如下学法：

　　1．养成听的习惯。

　　学生要经常听录音，听教师讲英语，听同学们讲英语，这对学好英语大有好处。

　　2．科学储备大量知识。

　　学生不掌握丰富的知识就不可能进行很好的语言交流。所以学生必须了解语言规律，掌握丰富的词汇，熟知语法规则，会熟练表达由各个话题而展开的交际内容。要学会在实践中学，在应用中学，这样学来的知识记忆深刻、灵活度大。

　　3．及时巩固，反复记忆。

　　凡教师在课堂上所讲到的语言难点，学生应及时整理，再次认识并积极使用。对前面已学过的课文，学生要有安排地经常复习，否则常常是学了新的，忘了旧的。

　　4．积极操练，重在口头。

　　在课堂上，学生要积极参与教师设计的每个教学活动，要大胆开口，创造性地说自己想说的话。课后和其他同学及时进行英语交流。只有这样，才能将书本知识变成自己的知识和语言能力；也只有这样，才能实现脱口说英语的目的。（六）教学设计在上新课之前先复习动词的ing形式，和上节课的重点句型。通过对重点句型的变形导入新课。安排猜谜游戏帮助学生巩固新知之新知识。然后翻开课本学习2c，这样可以降低学生学习难度，有利于学生更好的掌握新知识。接下来再讲2a和2b，之后是3a和3b。讲解4时，难度再次加大，因为需要学生用自己的语言讲解图片。于是我利用教材所给的图片和问题进行引导，先让学生观察图片，在就图片回答问题。问题有答案之后，要求他们讲述图片，这个难度就大大降低了。最后我在就学生的讲述进行适当的引导和补充。下课前布置作业，结束课堂。在整个教学过程当中，我有意识的降低教学难度，为学生更好的学习创造良好条件。

　　本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，以任务性教学为主，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。由于缺少经验，在教学过程中难免会出现不足，敬请各位专家老师不吝赐教，谢谢大家！

英文说课稿篇5

　　这堂课的语言知识技能目标是：

　　通过在创设买水果的情境的对话中，使学生能听懂、会说：Do you like ….? / Yes，I do …. / No，I don’t. / What about …? / Let,s have some …这些句型。并能在实际情境中运用。

　　情感目标是：

　　在小组内用“What about …”向别人提意或询问，渗透人际间要有良好的沟通方式。

　　我这堂课总体的设计理念是采用了任务型教学的方式。“教师应该避免单纯传授语言知识的教学方法，尽量采用‘任务型’的教学途径”，这是《英语课程标准》所指出的，所以全课始终在购买水果的情境中进行着，让学生触景生情，在完成购买水果的任务中，学生愉快地学习英语。

　　为了很好的达成以上教学目标，把教室布置成一个模拟购买水果的情境：四个同学围成一个小组，每组的桌上，放一个水果盆和一个用纸密封的水果篮，水果盆和水果篮中都放入“pear peach orange watermelon”的英语图片。

　　过程：

　　在课的开始部分，我组织一个对前一课时所学四个水果单词的warm—up。为了提高学生学习的积极性，复习采用的方法是：每个小组桌子上放一个用纸密封的水果篮。篮中放入一些水果图片，老师问学生，Guess it ，pless. What’s in it? 学生不知是什么物品，都想去摸，自然就提高了学生的参与积极性，让学生摸出一个图片，说出这个水果的英语单词。先老师参与到其中一组，师生共同示范一次，然后每个小组，轮流从密封的水果篮里摸，摸到一个水果图片，就说出它的英语单词，其他学生要听出他说的单词是否准确。

　　（这种复习符合学生好奇心理，激发学生说的欲望和听的兴趣，扩大参与面，实现生生互动。）

　　复习之后，教师就用语言来创设一个购买水果的情境，“Amy and Bai ling go to the fruit shop ，Which fruit they like best? Let’s have a look。”播放课件，让学生整体感知课文“Let’s talk”部分。

　　先让学生听两遍课件中的课文朗读，了解整个故事情节，并对本课所要学的句型有个初步的印象。听两遍的过程，也是规范学生语言的过程。

　　之后，再播放一次课件，程度好的学生可以跟读对话，给不同程度学生有不同的发展。

　　教师提出全文任务：Look ! So much fruits 。Do you like it？If you can say it well。The fruits is for you。有学习的目标是任务型英语教学的基础，也是激发学生学习兴趣的'途径。

　　这篇课文中，学生要了解四个句型的意思，并达到会说的程度是本课的重点，句型较多，也是学习的一个难点。为克服内容多的难点，我将全文内容整合，重新分组。这符合新课标“教师要善于结合实际教学需要，灵活和有创造性地使用教材，对教材内容进行适当调整”的精神。我的引导过程具体分为三个环节。

　　第一环节：

　　教师参与到其中的一个小组，用“Do you like …？”的句型提问，因为学生在上学期已经接触了“like”一词，现在又有了前面三次听的机会，对本课所要学的对话有了一定的感知，预计有部分学生会回答“Yes，I do. 或 No，I don’t .”当学生回答“Yes，I do.”时，我就说：“Here you are .”同时也将水果递给学生，在教师与学生、学生与学生的对话中，领悟了“Yes，I do.”和“Here you are .”的意思。

　　当学生回答“No, I don’t.” 时，教师不把水果递给他。通过这个过程的口语与演示，学生也会领悟到“No, I don’t.”的意思。

　　同时，进行师问生答的口语操练。师生对话要适当增加，使学生对“Yes，I do.和No, I don’t”的句型有更多的操练机会。这样，第一环节的目标也就达到了。

　　第二环节：

　　由师问生答的形式，变为生问师答。通过教师引导，让学生用“Do you like …”提问。因为，学生要把“Do you like …”的音读准，有一定难度。因此，在起先学生说这句式时，要发挥教师的主导作用，让学生跟读，注重学生发音的准确。

　　在学生基本会用“Do you like …”提问后，教师引导小组内成员相互之间用“Do you like …与Yes或No”的句式进行问答，整个对话过程要留给学生足够的时间，教师还要及时了解各组的对话情况，通过激励与辅导形式，达到优等生熟练、其他学生基本会说的程度。

　　第三环节：

　　教师与学生合作当一对顾客，起先还是运用“Do you like …与Yes或No”进行对话。当学生说“No，I don’t .”时，教师顺势引出“What about … ?”和“Let’s have some …”的句型。教师配以动作演示，当学生对这两句口语有强烈刺激后，就组织学生自愿组合成一对顾客，进行对话，要求在对方说“No，I don’t .”时，要选择另外水果图片，并用“What about … ?”和“Let’s have some …”句型说话。这一环节的重点就是操练这两个句型，同时也实现了本课时的情感目标——那就是人际间要有良好的沟通方式。

　　（以上三个教学环节，将本课要学的三类新句型，分层练习，一步一个句型，掌握一句，再学一句，学生头绪清晰，学得轻松，效果自然就高了。）

　　朗读:

　　在学生对所学四个句型基本掌握之后，组织学生通读课文，熟读对话。先教师一句一句领读，再组织指名读，自由读。朗读有利于提高口语表达能力，是新课程所提倡的最基本的学习策略。学生在各种形式的读中，提高了英语口语水平。

　　操练:

　　最后操练部分：将各组水果图片集中，整个教室组成一个模拟型的水果超市，操练分两步：1、教师与学生配合示范练习：教师邀请一位学生组成一对购物伙伴，走进水果超市，要求相互间用“Do you like …？Yes, I do.和No, I don’t .What about pears?”和“Let’s have some …”这些句型进行英语购物，从而激发其他学生的操练欲望。2、学生之间配合购物操练：让少部分学生自愿当营业员，大部分当顾客，两位顾客组成一对购物伙伴，走进水果超市，进行英语对话，如果学生说得准确，那么水果就可被取走。学生扮演的顾客与营业员之间的角色要自由换位，以便让每个学生对各类句型都能得到训练。

　　整堂课，教师树立让每个学生得到发展的理念，比如创设的活动情境，有利于全体学生发展语言技能，提高实际语言运用能力。优等学生在听的基础上就有自由尝试说的机会。组成学习小组学习口语，注重相互间的合作。全课有多次递进式的口语实践机会。

　　注重把英语教学与情感教育有机结合。全课就是在宽松、民主、和谐的学习环境中完成活动过程的，教师参与小组交流引导，关注学习困难学生的语言实践。

英文说课稿篇6

　　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.

英文说课稿篇7

　　Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.

　　I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.

　　Part 1 Teaching Material

　　The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.

　　Part 2 Teaching Aims

　　According to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:

　　1.Knowledge objects

　　(1)The Ss can master the usage of the important words and expressions.

　　(2)The Ss can use the __________________ (grammar) in the proper situation.

　　(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.

　　2.Ability objects

　　(1) To develop the Ss’ abilities of listening, speaking, reading and writing

　　(2) To guide Ss to set up effective studying strategies.

　　(3) To improve the student’s reading ability, especially their skimming and scanning ability.

　　(4) To train the Ss’ abilities of studying by themselves and cooperating .

　　3.Emotion or moral objects

　　(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.

　　(2)Teach the Ss_________________________, put the moral education in the language study.

　　Part 3 the Important and Difficult Points

　　Based on the requirement of the syllabus.

　　The important points are__________________________ such as ______________.

　　The difficult points are_________________________ for example_____________.

　　Part 4 Teaching Methods

　　As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories.

　　1.Communicative Approach

　　2.Whole Language Teaching

　　3.Task-based Language Teaching

　　4.Total Situational Action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.

　　Part 5 Teaching Procedure

　　Step 1. Lead-in. (_____min)

　　___________________________________________________________________

　　Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.

　　(2) To set up suspense/develop interest in _______________.

　　Step 2. Pre-reading

　　Task 1. (Individual work, pair work, group work, class work; _____min)

　　Let Ss _____________________________________________________________

　　Task 2. (Individual work, pair work, group work, class work; _____min)

　　___________________________________________________________________

　　Now, let’s see what happened to the_______________/ let’s check whether it is right or not.

　　Purpose of my design: (1) to get to know something about the _________________.

　　(2) To have a better understanding about the importance of ___________________.

　　Step 3. While-reading

　　Task 1. (Individual work, pair work, group work, class work; _____min)

　　Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.

　　Para 1 ___________________

　　Para 2 ___________________

　　Para 3 ___________________

　　Task 2. (Individual work, pair work, group work, class work; _____min)

　　Scanning: Listen to the tape part by part to finish ___________________________.

　　Task 3. (Individual work, pair work, group work, class work; _____min)

　　Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.

　　Task 4. (Individual work, pair work, group work, class work; _____min)

　　Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.

　　Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.

　　Step 4. Post-reading

　　Task 1. (Individual work, pair work, group work, class work; _____min)

　　(task1)Ask Ss to close books and finish the summary according their notes.

　　(task2)Retell the story /Sum up the passage in Ss’ own words according to the chart.

　　Task 2. (Individual work, pair work, group work, class work; _____min)

　　Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.

　　Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.

　　Step 5. Homework

　　1.__________________________________________________

　　2.__________________________________________________

　　Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

英文说课稿篇8

　　Good morning, teachers. Today I’m very glad to show my teaching plan here. The lesson I’m going to talk about is from lesson 1, unit 1, PEP book 1. Generally, I’ll teach this lesson from the following aspects: teaching material, teaching aims, teaching and learning methods, teaching procedures and blackboard designing.

　　Firstly, let’s look at the teaching material. This unit discusses about the stationery. And this lesson is the first one of this unit. It consists of two parts: Let’s learn and Let’s do. In Let’s learn, it requires Ss to master the new words "pencil, pen, crayon, ruler, eraser". Ss have learned some words about stationery. They’re still very interested in that. So they’ll be interested in this new lesson.

　　Secondly, let’s talk about the teaching aims. The New Curriculum Standard points out that the objective of English in the basic educational stage is to develop Ss’ ability of language using. According to that and the teaching material, I’d like to make the following aims:

　　First, knowledge aims: Enable Ss to master the new words "pencil, pen, crayon, ruler, eraser" and the structure "I like…".

　　Second, ability aims: Develop Ss’ basic ability of listening and speaking. Enable them to use the structure freely in the real situation.

　　Third, emotion aims: Develop Ss’ consciousness of cooperation and competition.

　　Fourth, learning strategy aims: Enable Ss to pay attention to the observation and communication.

　　Fifth, culture aims: Make Ss understand the differences between Chinese and English culture.

　　According to the analysis of material and the characteristics of pupils, I think the teaching importance of this lesson is the 5 new words and the new structure. The teaching difficulty is to use the words and the structure freely in the real situation.

　　Thirdly, I’d like to analyze Ss and show you my teaching and learning methods.

　　Grade 3 is the first year to learn English. Ss are very curious about English. They’re active and competitive. Also, they are good at imitating. But, their attention can’t be kept long. So it requires us to use attractive teaching manners to hold Ss’ attention. Based on the psychoanalysis and Ss’ interests, I mainly use the task-based approach, which embodies the idea of the New Curriculum Standard and can help Ss keep their passion for English. In order to help Ss finish the task efficiently, I’ve prepared activities such as TPR, chanting, singing, game, etc. I also arrange individual work, pair work and group work for Ss to practice. Besides, praise is very important. When they have a chance to speak, and have done a good job, they can get a star or something like that on their books. It’s very important to keep Ss’ interests.

　　Fourthly, we come to the most important part—the teaching procedures. It can be divided into 5 steps: warm-up, presentation, practice, extension and homework.

　　First, let’s look at step 1 "Warm-up".

　　In this part, I’ll get the Ss to sing a song and do some revision.

　　The purpose of singing a song is to attract Ss’ attention and make a relaxing atmosphere for Ss to concentrate on the English class. The revision aims to help Ss review the words and sentences they have learned before and get them prepared for the new lesson.

　　Step 2 "Presentation".

　　As we know, children are characterized by image thinking. They can understand the content easily with the help of the gestures. After the new words are taught, a small conclusion can help them master better. And chant is a good way to strengthen their memory and make the poor feel confident, as well as their pronunciation and intonation. The chant in this part is like this: A pen, a pencil, I can see. A pen, a pencil, for you and me. And it’s necessary to present the new words in different ways to avoid boredom and tediousness.

　　Step 3 "Practice".

　　Traditionally, there aren’t many chances offered for Ss to talk in the class. That’s not a proper way to learn English. So I’ll try some activities in my lesson, such as games and role play. Games aim to stimulate Ss’ interests in English and strengthen their memories of what’s been learned before. And also train their consciousness of cooperation and competition. Role play is a good way to improve their ability of language using.

　　Step 4 is Extension.

　　This step is very important and necessary. I mainly put key points and difficulties in this part. Also, I’ll praise Ss’ behavior in this class.

　　It can make Ss know more clearly about what they have learned in this class, and proper complements can help them hold their interests.

　　Step 5 "Homework".

　　（1） Listen and read the new words after class.

　　（2） Finish the exercise book.

　　Ss will forget the new lessen soon if they don’t practice. It’s necessary to give some proper assignment. And it’s also an important feedback.

　　Fifthly, I’ll show you my blackboard designing. I divide the whole class into 4 groups. Each group can get a star when any one of them does a good job. And that’s a competition that can keep their attention. （Write the new words and the structure on the board.）

英文说课稿篇9

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

　　a temper of thought, improve the state

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

　　second, business skills, to join the curriculum

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

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

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