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有關(guān)英文說課稿范文集錦六篇
作為一名默默奉獻(xiàn)的教育工作者，就難以避免地要準(zhǔn)備說課稿，說課稿有助于教學(xué)取得成功、提高教學(xué)質(zhì)量。我們該怎么去寫說課稿呢？下面是小編精心整理的英文說課稿6篇，希望對大家有所幫助。
英文說課稿 篇1
Good morning, everyone !
I’m No.____ candidate. Nice to meet you! （鞠躬）
Today my topic is about ________________________,(板書) I will analyze the lesson from the six parts.：analysis of teaching
material, teaching aims and demands, student analysis, teaching met
hods, learning methods and procedures. （下面我將從教材、教學(xué)目
標(biāo)和要求、學(xué)情、教法、學(xué)法、教學(xué)程序等幾個(gè)方面進(jìn)行說課。） Part 1 Analysis of the teaching material .
Status and functions :
The topic of this unit is about________________. It is from the unit ______of PEP English < go for it> the _______semester of grade ______. This is an interesting topic for students .So all the activities in this unit are helpful to raise students’ learning interest. As we all know, interest is the best teacher for students .This unit includes two sections (section A and section B). I will finish section A from 1a to Grammar Focus in this period. Let students learn happily and easily. All the activities in this lesson are designed to help Ss consolidate the language points in this unit.
Part 2 Teaching Aims and Demands
Knowledge objects:
The Ss can master the usage of the important words, expressions and
sentences.
____________________________________________________
____________________________________________________
____________________________________________________
The Ss can use the patterns to express their thoughts in the proper
situation.
The Ss can understand the content of the lesson, talk about
Ability objects:
To develop the Ss’ abilities of listening, speaking, reading and writing.
To improve the student’s reading ability.
To guide Ss to set up effective studying strategies.
Emotion or moral objects:
By studying this lesson, the students and put the
moral education in the language study.
In order to achieve these aims, we must be clear about the important
points and difficult points:
The important points：
�。�1）
（2）
�。�3）
The difficult points：
�。�1）
�。�2）
Part３ Teaching Methods
In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of English language. So in this unit， I’ll mainly use “Communicative” Approach(交際教學(xué)法), “Task-based” language teaching (任務(wù)教學(xué)法). The Situational Approach(情景教學(xué)法) .
Part４ The Studying of Students and learning Methods
Most of the students are from the countryside, and most of them are poor in cooperative learning skills. Some students are not active in the class, and some students don’t like English. Therefore, I’ll make Ss get the knowledge actively by probe study and cooperative study and let the Ss pass "Observation—Imitation—Practice " to study.
Part５ Teaching Procedure
Period 1(1a--- Grammar Focus)
Step 1 warming up
It will cost 3 minutes
In this step , I’ll ask students to have a free talk with the knowledge they have learnt last lesson . In this way , students will pay their attention to our class easily , and their speaking
ability will be improved .
Step 2 leading in
It will cost 2minutes .
I’ll show some pictures about__________________, and tell something about _________, these can form a relaxing atmosphere and let the students get ready for the next step . Step 3 presentation
It’ll cost 20 minutes
I’ll show some words and sentences ,and ask students to guess the meaning of new words , with the help of PPT . I’ll set a real situation to help the class learn new words and sentence pattern .students can follow the tape recorder reading words and text .
Situational approach is used here .
Step 4 practice
It’ll cost 10 minutes
In this step , I’ll divide the whole class into 4groups to have a competition by reading the dialog and role-playing . Then ,I’ll ask students to make a new dialog to check if they can use new words and sentence pattern correctly .
Task-based teaching method is used here，and students’ cooperation ability will be well developed .
Step 5 summary
It’ll cost 5 minutes .
In this step ,I’ll guide students to conclude key words and sentence pattern to wide their knowledge
In the end ,I’ll give some homework ,go over today’s lesson and preview next lesson , go to the library or search the internet for some information ,then write a short passage .
Ok ,that’s all for my lesson ,Thank you a lot for listening .
英文說課稿 篇2
這堂課的語言知識技能目標(biāo)是：
通過在創(chuàng)設(shè)買水果的情境的對話中，使學(xué)生能聽懂、會說：Do you like ….? / Yes，I do …. / No，I don’t. / What about …? / Let,s have some …這些句型。 并能在實(shí)際情境中運(yùn)用。
情感目標(biāo)是：
在小組內(nèi)用“What about …”向別人提意或詢問，滲透人際間要有良好的溝通方式。
我這堂課總體的設(shè)計(jì)理念是采用了任務(wù)型教學(xué)的方式�！敖處煈�(yīng)該避免單純傳授語言知識的教學(xué)方法，盡量采用‘任務(wù)型’的教學(xué)途徑”，這是《英語課程標(biāo)準(zhǔn)》所指出的，所以全課始終在購買水果的情境中進(jìn)行著，讓學(xué)生觸景生情，在完成購買水果的任務(wù)中，學(xué)生愉快地學(xué)習(xí)英語。
為了很好的達(dá)成以上教學(xué)目標(biāo)，把教室布置成一個(gè)模擬購買水果的情境：四個(gè)同學(xué)圍成一個(gè)小組，每組的桌上，放一個(gè)水果盆和一個(gè)用紙密封的水果籃，水果盆和水果籃中都放入“pear peach orange watermelon”的英語圖片。
過程：
在課的開始部分，我組織一個(gè)對前一課時(shí)所學(xué)四個(gè)水果單詞的warm—up。為了提高學(xué)生學(xué)習(xí)的積極性，復(fù)習(xí)采用的方法是：每個(gè)小組桌子上放一個(gè)用紙密封的水果籃�；@中放入一些水果圖片，老師問學(xué)生，Guess it ，pless. What’s in it? 學(xué)生不知是什么物品，都想去摸，自然就提高了學(xué)生的參與積極性，讓學(xué)生摸出一個(gè)圖片，說出這個(gè)水果的英語單詞。先老師參與到其中一組，師生共同示范一次，然后每個(gè)小組，輪流從密封的水果籃里摸，摸到一個(gè)水果圖片，就說出它的英語單詞，其他學(xué)生要聽出他說的單詞是否準(zhǔn)確。
�。ㄟ@種復(fù)習(xí)符合學(xué)生好奇心理，激發(fā)學(xué)生說的欲望和聽的興趣，擴(kuò)大參與面，實(shí)現(xiàn)生生互動。）
復(fù)習(xí)之后，教師就用語言來創(chuàng)設(shè)一個(gè)購買水果的情境，“Amy and Bai ling go to the fruit shop ，Which fruit they like best? Let’s have a look。”播放課件，讓學(xué)生整體感知課文“Let’s talk”部分。
先讓學(xué)生聽兩遍課件中的課文朗讀，了解整個(gè)故事情節(jié)，并對本課所要學(xué)的句型有個(gè)初步的印象。聽兩遍的過程，也是規(guī)范學(xué)生語言的過程。
之后，再播放一次課件，程度好的學(xué)生可以跟讀對話，給不同程度學(xué)生有不同的發(fā)展。
教師提出全文任務(wù)：Look ! So much fruits 。Do you like it？If you can say it well。The fruits is for you。有學(xué)習(xí)的目標(biāo)是任務(wù)型英語教學(xué)的基礎(chǔ)，也是激發(fā)學(xué)生學(xué)習(xí)興趣的途徑。
這篇課文中，學(xué)生要了解四個(gè)句型的意思，并達(dá)到會說的程度是本課的重點(diǎn)，句型較多，也是學(xué)習(xí)的一個(gè)難點(diǎn)。為克服內(nèi)容多的難點(diǎn)，我將全文內(nèi)容整合，重新分組。這符合新課標(biāo)“教師要善于結(jié)合實(shí)際教學(xué)需要，靈活和有創(chuàng)造性地使用教材，對教材內(nèi)容進(jìn)行適當(dāng)調(diào)整”的精神。 我的引導(dǎo)過程具體分為三個(gè)環(huán)節(jié)。
第一環(huán)節(jié)：
教師參與到其中的一個(gè)小組，用“Do you like …？”的句型提問，因?yàn)閷W(xué)生在上學(xué)期已經(jīng)接觸了“l(fā)ike”一詞，現(xiàn)在又有了前面三次聽的機(jī)會，對本課所要學(xué)的對話有了一定的感知，預(yù)計(jì)有部分學(xué)生會回答“Yes，I do. 或 No，I don’t .”當(dāng)學(xué)生回答“Yes，I do.”時(shí)，我就說：“Here you are .”同時(shí)也將水果遞給學(xué)生，在教師與學(xué)生、學(xué)生與學(xué)生的對話中，領(lǐng)悟了“Yes，I do.”和“Here you are .”的意思。
當(dāng)學(xué)生回答“No, I don’t.” 時(shí)，教師不把水果遞給他。通過這個(gè)過程的口語與演示，學(xué)生也會領(lǐng)悟到“No, I don’t.”的意思。
同時(shí)，進(jìn)行師問生答的口語操練。師生對話要適當(dāng)增加，使學(xué)生對“Yes，I do.和No, I don’t”的句型有更多的操練機(jī)會。這樣，第一環(huán)節(jié)的目標(biāo)也就達(dá)到了。
第二環(huán)節(jié)：
由師問生答的形式，變?yōu)樯鷨枎煷�。通過教師引導(dǎo)，讓學(xué)生用“Do you like …”提問。因?yàn)�，學(xué)生要把“Do you like …”的音讀準(zhǔn)，有一定難度。因此，在起先學(xué)生說這句式時(shí)，要發(fā)揮教師的主導(dǎo)作用，讓學(xué)生跟讀，注重學(xué)生發(fā)音的準(zhǔn)確。
在學(xué)生基本會用“Do you like …”提問后，教師引導(dǎo)小組內(nèi)成員相互之間用“Do you like …與Yes或No”的句式進(jìn)行問答，整個(gè)對話過程要留給學(xué)生足夠的時(shí)間，教師還要及時(shí)了解各組的對話情況，通過激勵(lì)與輔導(dǎo)形式，達(dá)到優(yōu)等生熟練、其他學(xué)生基本會說的程度。
第三環(huán)節(jié)：
教師與學(xué)生合作當(dāng)一對顧客，起先還是運(yùn)用“Do you like …與Yes或No”進(jìn)行對話。當(dāng)學(xué)生說“No，I don’t .”時(shí)，教師順勢引出“What about … ?”和“Let’s have some …”的句型。教師配以動作演示，當(dāng)學(xué)生對這兩句口語有強(qiáng)烈刺激后，就組織學(xué)生自愿組合成一對顧客，進(jìn)行對話，要求在對方說“No，I don’t .”時(shí)，要選擇另外水果圖片，并用“What about … ?”和“Let’s have some …”句型說話。這一環(huán)節(jié)的重點(diǎn)就是操練這兩個(gè)句型，同時(shí)也實(shí)現(xiàn)了本課時(shí)的情感目標(biāo)——那就是人際間要有良好的溝通方式。
�。ㄒ陨先齻�(gè)教學(xué)環(huán)節(jié)，將本課要學(xué)的三類新句型，分層練習(xí)，一步一個(gè)句型，掌握一句，再學(xué)一句，學(xué)生頭緒清晰，學(xué)得輕松，效果自然就高了。）
朗讀:
在學(xué)生對所學(xué)四個(gè)句型基本掌握之后，組織學(xué)生通讀課文，熟讀對話。先教師一句一句領(lǐng)讀，再組織指名讀，自由讀。朗讀有利于提高口語表達(dá)能力，是新課程所提倡的最基本的學(xué)習(xí)策略。學(xué)生在各種形式的讀中，提高了英語口語水平。
操練:
最后操練部分：將各組水果圖片集中，整個(gè)教室組成一個(gè)模擬型的水果超市，操練分兩步：1、教師與學(xué)生配合示范練習(xí)：教師邀請一位學(xué)生組成一對購物伙伴，走進(jìn)水果超市，要求相互間用“Do you like …？Yes, I do.和No, I don’t .What about pears?”和“Let’s have some …”這些句型進(jìn)行英語購物，從而激發(fā)其他學(xué)生的操練欲望。2、學(xué)生之間配合購物操練：讓少部分學(xué)生自愿當(dāng)營業(yè)員，大部分當(dāng)顧客，兩位顧客組成一對購物伙伴，走進(jìn)水果超市，進(jìn)行英語對話，如果學(xué)生說得準(zhǔn)確，那么水果就可被取走。學(xué)生扮演的顧客與營業(yè)員之間的角色要自由換位，以便讓每個(gè)學(xué)生對各類句型都能得到訓(xùn)練。
整堂課，教師樹立讓每個(gè)學(xué)生得到發(fā)展的理念，比如創(chuàng)設(shè)的活動情境，有利于全體學(xué)生發(fā)展語言技能，提高實(shí)際語言運(yùn)用能力。優(yōu)等學(xué)生在聽的基礎(chǔ)上就有自由嘗試說的機(jī)會。組成學(xué)習(xí)小組學(xué)習(xí)口語，注重相互間的合作。全課有多次遞進(jìn)式的口語實(shí)踐機(jī)會。
注重把英語教學(xué)與情感教育有機(jī)結(jié)合。全課就是在寬松、民主、和諧的學(xué)習(xí)環(huán)境中完成活動過程的，教師參與小組交流引導(dǎo)，關(guān)注學(xué)習(xí)困難學(xué)生的語言實(shí)踐。
英文說課稿 篇3
各位老師下午好！
今天我說課的內(nèi)容是初中英語教材八年級Unit 4 Topic 1 Plants and animals are impontant to us
一、本話題的分析
本話題圍繞談?wù)摳枋鲎匀唤绲娘L(fēng)光 動植物及生存資源——---森林跟水引入本話題的主要語法項(xiàng)目：形容詞的比較級跟最高級；為今后學(xué)習(xí)現(xiàn)代科技跟歷史遺跡的知識打下基礎(chǔ)，同時(shí)通過Which do you like better/best?以及Paiwork的'反復(fù)操練，進(jìn)一步提高學(xué)生，聽、說、讀、寫綜合素質(zhì)能力。
二、教學(xué)目標(biāo)：
�。�1）知識目標(biāo)：
The hens are much/a little smaller than the cons/geese.,The mice are the smallest of them.
（2）學(xué)習(xí)單詞：
Wolf. bear sheep goose rabbit snake rose nature forest protect land ocean sea
能力目標(biāo)：提高學(xué)生，聽、說、讀、寫及知識自學(xué)的綜合能力。 情感目標(biāo)：培養(yǎng)學(xué)生熱愛自然，保護(hù)自然的環(huán)境意識。 本話題所須課時(shí)：4節(jié)課。
三、重點(diǎn)與難點(diǎn)：
重點(diǎn)：學(xué)習(xí)形容詞的比較級跟最高級的用法以及用簡單的英語語句描述跟談?wù)摯笞匀弧?/p>
難點(diǎn)：
1、多音節(jié)形容詞的比較級跟最高級以及形容詞比較級的不規(guī)則變化。
2、談?wù)摰厍蛏纤Y源跟熱帶雨林的基本狀況，以及它們對于地球上生物的重要性。
教材處理：
根據(jù)以上對教材的分析，同時(shí)針對中國學(xué)生學(xué)習(xí)外語存在一定困難的實(shí)際情況。首先給學(xué)生創(chuàng)造外語語言氣氛，身臨其境地把學(xué)生帶到所設(shè)計(jì)的語言情景中，同時(shí)激發(fā)學(xué)生學(xué)習(xí)興趣：使學(xué)生在參與后一系列活動中，掌握知識。最后通過做游戲?qū)W(xué)生所學(xué)知識點(diǎn)進(jìn)行訓(xùn)練，從而達(dá)到鞏固知識的目的。
四、教學(xué)跟學(xué)法：
通過五步教學(xué)法：情景教學(xué)活動家，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進(jìn)地深化教學(xué)內(nèi)容。展開以教師為主導(dǎo)，以學(xué)生為主體的師生雙邊教學(xué)活動。
1、教學(xué)手段：
本話題采用掛圖、錄音、圖片、文字、圖表跟韻率，使抽象的語言變得直觀，為學(xué)生運(yùn)用英語進(jìn)行交際創(chuàng)設(shè)情景，實(shí)現(xiàn)師生互動，生生互動跟人機(jī)互動的多向互動，增加了直觀性跟趣味性，加大了課堂密度，提高了教學(xué)效果。
2、學(xué)生指導(dǎo)
新制定的《仁愛英語》把"培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，樹立自信心，培養(yǎng)良好學(xué)習(xí)習(xí)慣跟形成有效策略，發(fā)展自主學(xué)習(xí)跟合作精神"放在了首位，根據(jù)依據(jù)課改的精神，遵循學(xué)生的認(rèn)識規(guī)律，從單詞—句子—情景對話—實(shí)際應(yīng)用，采取循序漸進(jìn)的原則，由淺入深，由易到難。情景興趣教學(xué)。多以問答形式出現(xiàn)。
如何使用英語，如何在理解的基礎(chǔ)上習(xí)得語言。在用中學(xué)，學(xué)中用。學(xué)會自己自主推測發(fā)現(xiàn)歸納提高，提高學(xué)習(xí)自主性跟學(xué)習(xí)能力。寓素質(zhì)教育于語言教學(xué)之中。
五、教學(xué)程序：
1、新課導(dǎo)入
為了激發(fā)"學(xué)生的學(xué)習(xí)興趣，引起注意，拉近師生距離，設(shè)計(jì)一個(gè)語言情景，給學(xué)生一種身臨其境的感覺，導(dǎo)入正課。
2、新課的講解
在講新課時(shí)，合理整合教材，系統(tǒng)的樹立知識，將形容詞的比較級跟最高級在一系列既關(guān)聯(lián)又相對獨(dú)立的語境中詳細(xì)講解，反復(fù)演練，使學(xué)生全面掌握，任務(wù)性聽力訓(xùn)練：Listen and write以及Pair work ,充分地調(diào)動了學(xué)生的積極性，吸引了全體學(xué)生的注意力，達(dá)到了教育教學(xué)目的，培養(yǎng)學(xué)生思想素質(zhì)、情感素質(zhì)跟英語語言素質(zhì)。
3、反復(fù)操練跟鞏固應(yīng)用
為了調(diào)動學(xué)生的積極性，利用work alone,pair work, Group work 等多種不同方式操練鞏固。使學(xué)生處于積極思維的狀態(tài)之中，全方位，多角度培養(yǎng)學(xué)生運(yùn)用英語的能力。
4、反饋練習(xí)
本話題將游戲與練習(xí)有機(jī)結(jié)合，融為一體，設(shè)計(jì)游戲，讓學(xué)生們以對話跟游戲的形式；進(jìn)行練習(xí)，寓教于樂，極大地激發(fā)學(xué)生學(xué)習(xí)興趣，同時(shí)鞏固了學(xué)生所學(xué)的知識。
5、歸納總結(jié)
本話題除了板書所呈觀的重點(diǎn)內(nèi)容外，又把本話題內(nèi)容以練習(xí)的方式，巧妙地鞏固了本話題重點(diǎn)，難點(diǎn)，進(jìn)一步鞏固，加強(qiáng)對本話題內(nèi)容的理解跟運(yùn)用。
6、展示板書
本話題以素質(zhì)教育為目的，結(jié)合教材重點(diǎn)、難點(diǎn)及英語學(xué)科特點(diǎn)，利用多種輔助教學(xué)，從視、聽、說等方面使學(xué)生得到鍛煉，在愉快輕松的氛圍中溫故而知新，達(dá)到初步運(yùn)用英語交際的能力。
7、布置作業(yè)
以上，我僅從說教材、說學(xué)情、說教法、說學(xué)法、說教學(xué)程序上說明了"教什么"跟"怎么教",闡明了"為什么這樣教".希望各位老師對本次說課提出寶貴意見，謝謝！
英文說課稿 篇4
Unit 10 Ifyou go to the party, you’ll have a great time!
Reading 說課稿
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…
英文說課稿 篇5
一、 說課標(biāo)
新課程標(biāo)準(zhǔn)的三維教學(xué)觀，具體到英語學(xué)科就是要整合發(fā)展學(xué)生語言技能、語言知識、情感態(tài)度、學(xué)習(xí)策略和文化意識五個(gè)方面的素養(yǎng)，培養(yǎng)學(xué)生綜合運(yùn)用語言的能力。指出：“教師在教學(xué)才過程中應(yīng)與學(xué)生積極互動、共同發(fā)展。教師應(yīng)尊重學(xué)生的人格，關(guān)注個(gè)體差異，滿足不同學(xué)生的學(xué)習(xí)需要，創(chuàng)設(shè)能引導(dǎo)學(xué)生主動參與的教育環(huán)境，激發(fā)學(xué)生的學(xué)習(xí)積極性，培養(yǎng)學(xué)生掌握和運(yùn)用知識的態(tài)度和能力，使每個(gè)學(xué)生都能得到充分的發(fā)展。因此，本課的設(shè)計(jì)重點(diǎn)是：幫助學(xué)生形成自主、合作、探究的學(xué)習(xí)模式，掌握閱讀的一些基本技巧，讓每個(gè)學(xué)生在原有的基礎(chǔ)上都學(xué)有所得。
二、說教材
�。ㄒ唬� 教材地位和教學(xué)內(nèi)容分析 本課是高一必修模塊1第4單元的閱讀課型，這單元圍繞earthquakes這一主題開展聽、說、讀、寫多種教學(xué)活動。Reading設(shè)計(jì)為本單元的第2課時(shí)。本課型是單元整體教學(xué)的重要環(huán)節(jié)，為學(xué)生的語言學(xué)習(xí)、語法學(xué)習(xí)提供了載體，并且是學(xué)生獲取信息的主要來源�！癛eading――― A NIGHT THE EARTH DIDN’T SLEEP” 具體描寫1976年唐山大地震的震前、震中和震后。本篇文章詞匯量大，運(yùn)用了大量的動詞、復(fù)雜的數(shù)字，出現(xiàn)許多定語從句，篇幅較長，并且采用一些修辭手法，對學(xué)生的語言閱讀能力提出了更高的要求。但文章的結(jié)構(gòu)較明顯，較容易歸納出各部分的中心詞。
（二）教學(xué)目標(biāo)
1. 語言知識目標(biāo)：
a)使學(xué)生了解自然災(zāi)害的相關(guān)詞匯，并掌握復(fù)雜數(shù)字的表達(dá)法。
b)學(xué)習(xí)掌握與地震相關(guān)的詞匯，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以及一些優(yōu)美句子的賞析。
2. 語言技能目標(biāo)：
a)閱讀技能的訓(xùn)練：讓學(xué)生學(xué)會克服生詞障礙，通過略讀，歸納出文章的大意；通過細(xì)讀，理清文章的總體框架與脈絡(luò)，歸納出各部分的中心詞；通過查讀，捕捉文章的重要細(xì)節(jié)，培養(yǎng)學(xué)生獲取、處理信息的能力。
b) 讓學(xué)生復(fù)述課文，分析、感悟作者的寫作意圖。
c) 讓學(xué)生運(yùn)用本節(jié)課所學(xué)詞匯、知識，通過采訪唐山大地震幸存者的形式進(jìn)行小組活動，提高學(xué)生用英語進(jìn)行創(chuàng)造性交流的能力。
a）學(xué)會有關(guān)地震的知識，并能通過學(xué)習(xí)討論懂得地震時(shí)的應(yīng)急逃生，地震后如何科學(xué)救人和有關(guān)地震的形成和減少地震所造成的損失等一般知識。
b）懂得地震無情人有情，即使發(fā)生了多么可怕的災(zāi)難，國家和解放軍官兵都會不顧自身安危，奮力搶救，培養(yǎng)學(xué)生一方有難、八方支援的互助友愛精神。
c）了解自然災(zāi)害會給人類帶來嚴(yán)重的破壞性后果，讓學(xué)生進(jìn)一步感悟、領(lǐng)會到人類應(yīng)與自然界和諧共處。
d）培養(yǎng)學(xué)生的合作意識和“合作學(xué)習(xí)”的習(xí)慣。
e）欣賞課文中優(yōu)美句子，了解一些英語修辭手法，使學(xué)生在學(xué)習(xí)完課文之后得到一次美的享受，一次心靈的愉悅和升華。
�。ㄈ┙虒W(xué)重點(diǎn)和難點(diǎn)：
1． 重點(diǎn)
1）讓學(xué)生了解唐山大地震，了解地震的成因、預(yù)兆、地震造成的損失，地震時(shí)的應(yīng)急救生以及震后的救援。
2）訓(xùn)練學(xué)生的閱讀技巧，提高閱讀能力。側(cè)重培養(yǎng)學(xué)生對文章的整體性結(jié)構(gòu)的把握和挖掘作者寫作的意圖，突出培養(yǎng)學(xué)生以下3個(gè)方面的能力：
a.文章段落中心詞把握能力。
b.根據(jù)主題快速捕捉文章重點(diǎn)細(xì)節(jié)的能力。
c.總結(jié)歸納能力。
3）重點(diǎn)掌握有關(guān)地震的詞匯，特別是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。 4）欣賞并理解課文中優(yōu)美句子，讓學(xué)生掌握一些英語修辭用法。
2．難點(diǎn)
1) 如何使學(xué)生養(yǎng)成科學(xué)的閱讀習(xí)慣，提高閱讀理解能力和語言水平。
2) 如何使學(xué)生學(xué)會提取、篩選和重組文章中的信息，并靈活運(yùn)用于語言實(shí)踐中，達(dá)到語言實(shí)踐能力的擴(kuò)展與提高。
三、 教學(xué)方法
1、任務(wù)型語言教學(xué)法 任務(wù)型語言教學(xué)認(rèn)為：人們使用語言的過程就是一個(gè)完成各種各樣任務(wù)的過程。任務(wù)型學(xué)習(xí)強(qiáng)調(diào)通過“做中學(xué)”、“學(xué)中做”，使學(xué)生在完成任務(wù)的過程中習(xí)得語言。本課組織學(xué)生四至五人組成一個(gè)學(xué)習(xí)小組，進(jìn)行一次就地震后幸存者的訪問。該設(shè)計(jì)基于課文內(nèi)容，但又不局限于課文的范疇，旨在貫徹“做中學(xué)”、“學(xué)中做”策略，吸引和組織他們積極參與，并通過討論、交流和合作等方式，在自然、真實(shí)的情境中，完成任務(wù)，體會、掌握語言的應(yīng)用，達(dá)到學(xué)以致用的目的。
2．直觀法（視聽教學(xué)法） 充分利用多媒體教學(xué)手段，通過播放影視剪輯，與課文主題相關(guān)的圖片、圖表等直觀手段，在充分調(diào)動學(xué)生學(xué)習(xí)興趣的同時(shí)，降低學(xué)習(xí)難度，突破重難點(diǎn)。
3．合作學(xué)習(xí)教學(xué)法 合作學(xué)習(xí)教學(xué)法是以小組活動為主體的一種教學(xué)活動，一種同伴之間的合作互動活動。合作學(xué)習(xí)教學(xué)法有利于改善課堂心理氣氛、大面積提高學(xué)生的學(xué)業(yè)成績、促進(jìn)學(xué)生良好非智力品質(zhì)的發(fā)展，調(diào)整學(xué)生的語言焦慮感。因此，本課打破傳統(tǒng)的教師單向灌輸，采用“四至五人組成一個(gè)學(xué)習(xí)小組”的課堂教學(xué)結(jié)構(gòu)，來組織教學(xué)，旨在營造輕松的學(xué)習(xí)氛圍，為積極學(xué)習(xí)提供有利的條件，讓學(xué)生在完成任務(wù)的過程中通過互相交流，降低語言焦慮感，獲得愉快的學(xué)習(xí)經(jīng)歷，從而對學(xué)習(xí)本身和所學(xué)內(nèi)容產(chǎn)生興趣感。
四、教學(xué)過程
STEP1 導(dǎo)入 lead-in 在課堂開始，我會給學(xué)生播放一段有馮小剛導(dǎo)演拍的電影《唐山大地震》的片段節(jié)選，讓學(xué)生能通過電影能理解和體會到自然災(zāi)害給人類帶來的巨大災(zāi)難。讓后直接導(dǎo)入今天的課題。這個(gè)能激發(fā)學(xué)生去了解這篇文章的興趣，積極加入課堂。
Step2 pre-reading 讀前 在這個(gè)環(huán)節(jié)我會在學(xué)生在讀這篇文章之前給出幾個(gè)問題。但是并不要求學(xué)生馬上給出答案。而是要求在下一環(huán)節(jié)的閱讀中找出答案。
Step3 while reading 在這個(gè)環(huán)節(jié)當(dāng)中我設(shè)計(jì)了3個(gè)活動 第一個(gè)活動 activity1 fast reading 給學(xué)生幾分鐘的時(shí)間，讓后讓學(xué)生快速閱讀這篇文章，并找出在讀前所給題的答案，在讀完文章之后，讓幾個(gè)同學(xué)來進(jìn)行回答。 第二個(gè)活動 activity2 scanning 放錄音，讓學(xué)生跟隨錄音快速閱讀，并要求學(xué)生找出每一段落的中心句，并在讀完之后，要求得出這篇文章的整體大意。并讓學(xué)生起來進(jìn)行回答 第三個(gè)答案：acrtivity3 task 在這一環(huán)節(jié)當(dāng)中我會設(shè)計(jì)一個(gè)任務(wù)。任務(wù)類型為知識的搶答。 首先我會將整個(gè)班級分為若干個(gè)小組，每組有七到八個(gè)人。并選出小組長。這一環(huán)節(jié)中我設(shè)計(jì)了十個(gè)對錯(cuò)題，（true or false）,要求學(xué)生以小組的形式進(jìn)行搶答。并作出得分記錄，最后還要評選出第一名。在搶答過程當(dāng)中，我并不只單單是以游戲的形式來完成這一任務(wù)，只是簡單的完成對錯(cuò)題，我會要求每組在搶答的過程當(dāng)中，要對他們所選的答案進(jìn)行解釋說明為什么。讓學(xué)生在這個(gè)過程當(dāng)中真正玩有所得。
Step 4 post-reading 這一環(huán)節(jié)我會把我們所讀的這篇文章設(shè)計(jì)成一篇閱讀題的模式，設(shè)計(jì)五道選擇題，用幻燈片展示出來，并讓學(xué)生進(jìn)行選擇。題目的設(shè)計(jì)會以文章的主旨大意和一些細(xì)節(jié)作為試題。這讓學(xué)生能在這一環(huán)節(jié)當(dāng)中對剛剛已經(jīng)學(xué)習(xí)知識進(jìn)行鞏固。
Step5 summary 在這一環(huán)節(jié)中我會整堂課做一個(gè)簡短的總結(jié)，并再一次強(qiáng)調(diào)本次課的重難點(diǎn)。讓學(xué)生明確本課的重點(diǎn)，再一次明確課堂目標(biāo)。和引導(dǎo)學(xué)生對這篇文章的情感態(tài)度進(jìn)行升華。
Step6 homework 作業(yè)
1、要求學(xué)生背誦本次課的重點(diǎn)詞匯和短語
2、要求完成相應(yīng)聯(lián)系。
3、要求學(xué)生課后通過各種途徑查到關(guān)于地震的常識，并去了解一些
英文說課稿 篇6
The Introduction of the teaching plan
for section B(1-2c) unit 5 (go for it)
I have the honor to reveal my analysis of English lesson
here. I’d like to say I’ll try my best not to let all of you down. As teachers ,if you want to have an excellent class of English ,especially an open class to many experts like all of you, we should have to dig into the teaching material ,analyze the teaching material. However, I think we should take these parts
into consideration. ①Teaching material and the students ②teaching methods ③learning methods④procedures ⑤blackboard design and assessment .Ok, let me say something about my teaching plan for unit 5 section B. Today the first I’ll talk about is the first part “Analysis of the Teaching Material and students”
Part One: Analysis of the Teaching Material and students
(一) status and function
The topic of this unit is about decision making. Such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken English. This unit is divided into two parts: Section A and Section
B. Section B is divided into two periods. This period is the first lesson of Unit5 section B. It introduces new vocabulary while recycling the language presented in Section A. All activities help students integrate the new target language with the language studied in Section A. This recycling reinforces previous language learning while providing additional practice with newly learned language. It also increases the students listening and speaking ability by listening practice and pair work talking
(二) Teaching Aims and Demands
The teaching aims basis is established according to Ju
nior School English syllabus provision. In accordance with the analysis of teaching material and the requirements of “go for it＂ English teaching syllabuses. The focus of teaching should be laid on grasping key vocabulary and structures, and developing the students’ ability of communication. So I’vedesigned the following aims and demands
1. Knowledge objects
Key vocabulary: agent; make money;
travel around the world; get an education
Target language:
I think you should go to college
But if I go to college, I’ll never become a great
soccer player.
2. Ability objects:
To train students’ ability of listening and speaking
To train students’ ability of communication
3. Moral objects:
Money isn’t everything.
To be interested in taking part in activities in English class
(三)Teaching key points and difficult points
1. Key points:
key phrases:
travel around the world; make money; get an education key structures: I think you should …。If I… I’ll never…
2. Difficult points:
how to train and improve students’ listening ability.
(四) Analysis of the students
The Ss has learned English for about two years so far. Although they are all from the rural area, they can understand some words and some simple sentences. The Ss have taken a great interest in English now.
1. The students don’t have large vocabulary.
2. The students seldom communicate in English
in normal times.
3. The students are lacking in listening and speaking skills.
4. The gap of the Ss’ knowledge level in the same class is quite wide
(五) Teaching aids
Multi-media computer, Tape recorder, some money and so on. They will be needed in this lesson.
Part Two The Teaching Methods
1. Communicative teaching method
2. listening and speaking methods
3. Task-based teaching method
As we all know，the main instructional aims of learning English in the Junior Middle School is to train students’ abilities of listening, speaking, reading, writing and their good sense of the English language So in this lesson I’ll mainly use “Communicative teaching method” ,“l(fā)istening and speaking teaching method ” and “Task-based” teaching method. That is to say, I’ll let the Ss get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange some activities: free talking, listening and answering , oral practice, acting out and having a competition. Above all, 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 conversation.
Part Three The Learning Method─cooperation
The students will finish some tasks in limited time to improve their listening and speaking skills. The students will take part in some activities like working in pairs, discussing in pairs. Each unit in “Go for it” contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making mistakes.It can arouse students to think and to say what they want to say. Study will become more relaxed and pleased in this kind of environment.
Part Four Teaching Procedure
一Teaching steps
Step 1 Leading in
T: Good morning, boys and girls!
Ss: Good morning, sir!
T: (Take out a piece of bill) Look! What’s this?
Ss: Money.
T: Who likes it? Hands up?
Ss: (Ss all put up their hands)
T: (kiss the money) me, too. (Put the bill in the pocket)
Ss: (Ss all laugh)
T: (Show a man who is holding plenty of money)
Ss: Wow.
T: If I have so much money, I will give some to the poor students in our class, and if they work hard, I will give them more. If you have so much money, what will you do? Work in pairs and talk
about it.
(Students are talking about it in pairs; they have enough words to say)…
(Talk about the question with many students.)
T: S1, If you have so much money, what will you do?
S1: If I have so much money, I will give some money to my
parents.
T: You are so kind. Don’t you want to travel around the world?( translate into Chinese if necessary; Teach: travel around the world)
S1: I think I will.
T: S2, what about you?
S2: If I have so much money, I will buy some new clothes for my parents. They are very hard-working.
T: That’s a good idea. Don’t you want to get an education? (Translate into Chinese if necessary; teach: get an education) S2: Yes, I am sure I will go to college.
T: If you work hard, I think you will go to college.
S2: I think so.
T: S3, if you have so much money, what will you do?
S3: I will open up a company and make more money.
T: That’s great. May you success!
S3: Thank you.
( Ask more students to talk about it )…
T: If we have so much money, we will do a lot of things with the money. So money is very important for us; S4, do you think money is everything? (Translate into Chinese if necessary)
S4: I think money isn’t everything.
T: I agree with you. Money isn’t everything.
Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss and at the same time it is necessary to provide situations to review learned knowledge for the next step and present some new words and phrases.
Step 2 Study the phrases
T shows the phrases in Activity 1 and let Ss read and learn.
Step 3 Circle and survey
1. T: Look at the things in Activity 1, which of the things are the most important to you? Circle three things.
(Ss circle. Wait for a moment)
T: What is the most important thing to you?
S5: To go to college.( help if necessary)
T: What’s the second?
S5: …
T: What’s the third?
S5: …
(Ask more students to say)
2. T: Please work in groups of six, and count up the number of
Show the most students in each item.
_____ think _____ is the most important thing to them, ______ think _____ is the second important thing to them, and _____ think _____ is the third important thing to them.
Purpose of my designing: To provide situations to review learned knowledge for the next step listening and make sure the Ss can grasp the key words and phrases and learn to express their own opinion
Step 4 Listen and write “A” or “P”
T: Look at the pictures in Activity 2a, we can see two pictures, the first picture is about Michael and a soccer agent (teach: agent), and the second picture is about Michael and his parents. And we will hear two conversations, Conversation One is about Michael and the soccer agent, Conversation Two is about Michael and his parents. Listen to the recording and write “A” or “P” in the blanks.
A----- a soccer agent
P----- Michael’s parents
(Make sure they know the letters’ meaning)
(T plays the recording for the first time, Ss listen. T plays the recording for the second time, Ss write “A” or “P”)
Correct the answers with the students.
Purpose of my designing: to give students practice n the target languages in spoken conversation
Step 5 Listen and complete
T: Look at the sentences in Activity 2b, read the sentences first. (Students read loudly)
T: Listen to the recording, Listen to the first sentence as a model. (Play the recording; let them know the first sentence) now.
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