关于英文说课稿汇总7篇

关于英文说课稿汇总7篇

  作为一无名无私奉献的教育工作者,总不可避免地需要编写说课稿,借助说课稿可以更好地提高教师理论素养和驾驭教材的能力。那么说课稿应该怎么写才合适呢?以下是小编为大家收集的英文说课稿7篇,希望对大家有所帮助。

英文说课稿 篇1

  Dealing with trouble

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

  1.Analysis of teaching material

  The first part is the analysis of teaching material

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

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

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

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

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

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

  2.the sencond part is analysis of students.

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

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

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

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

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

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

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

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

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

英文说课稿 篇2

  a. New wrds and phrases

  b. Sentence pattern: If- clause

  c. iprve their reading sills.

  d. Taling abut prbles f the Earth.

  6. 说教学难点 teaching difficult pints (语法;发展交际能力)

  a. functinal ite: Suppsitin.

  b. Develp their cunicative abilit. Act ut their wn dialgue.

  7. 说教具 teaching aids (ulti-edia cputer, sftware, OHP)

  The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.

  二、说教法 Teaching ethds

  Five step ethd; audi-vide; cunicative apprach;

  Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.

  三、说学法 Stud ethds

  1. Teach Ss hw t be successful language learners.

  2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;

  3. Get the Ss t fr gd learning habits.

  四、说教学过程Teaching prcedures

  I. 复习 (Revisin) 5in (Dail reprt; 词汇diagra; brainstring; activate scheata)

  Activit 1: Iaginatin

  1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)

  2). Suppse u catch a bad cld, what’s t be dne?

  3). Suppse ur bie is bren, what’s t be dne?

  4). And suppse the earth, n which we all live, is daaged, what’s t be dne?

  * What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)

  II. 呈现 (Presentatin) 5in

  Activit 2: Presentatin

  Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)

  A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.

  Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.

  * Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.

  III. 对话 / 阅读 (Dialgue)18

  1. Pre- reading

  Activit 3: Predictin

  1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:

  What d u thin is discussed at the cnference?

  2. While- reading

  Activit 4: Read and answer

  2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.

  * 阅读: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 识别关键词e wrds;确定主题句;创设信息差infratin gap;T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。达到对课文的整体理解和掌握。S that the can have a gd understanding f the whle text.)

  3. Pst- reading

  Activit 5: Language fcus

  While Ss are answering the Qs, the teacher deals with se e language pints.

  a. is being caused b. and s n c. g n ding

  d. be fit fr e. standing r f. if- clause

  IV. 操练 (Practice) 10

  Activit 6: Retell

  Use ur wn wrds t retell the dialgue in the 3rd persn.

  Activit 7: Acting ut

  Activit 8: Drill – Suppsitin

  Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)

  (Retell; act ut; rle pla)

  V. 巩固 (Cnslidatin) 6

  (Discussin; interview; press cnference; debate; quiz)

  Activit 9: rle pla

  Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.

  * The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.

  Activit 10: Discussin

  Thin f the questin: Are we causing daage t the wrld?

  What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?

  Cllect their answers and fr a reprt.

  VI. 作业 (Hewr) 1 (Writing; cntinue the str; recite; retell)

  Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.

  五、说板书Blacbard design

英文说课稿 篇3

  一、分析教材

  1、教材内容要点:

  第一、定语从句的概念

  第二、定语从句的分类

  第三、定语从句的用法

  2、教材的地位和作用:

  定语从句是高中英语教学中的一个非常重要的语法,也是高考的一个热点。在英语里,定语从句可以使一个繁琐的句子变得非常简洁,同时,它在人们日常会话中出现的频率特别高。定语从句掌握地扎实与否关系到一个学生英语水平的高低。因此,定语从句的学习和掌握在英语学习中有着重要的意义。

  3、教学目的

  根据教学大纲的要求,通过这一节课的教学,要使学生知道什么是定语从句和定语从句的分类,掌握定语从句的用法。培养学生的观察能力、分析概括能力以及演绎推理能力等。还要培养学生探索求真知的精神,对学生进行实践观点的教育。

  4、教学的重点与难点

  定语从句是本课的主要内容,与日常英语的应用密切联系,所以定语从句的概念与运用是本节课的一个重点。对定语从句的复习,需要综合应用所学知识来解决原来的遗留问题,因而对句子分析和推理概括能力要求提高了。而高中生侧重于对直观现象进行具体、形象的思维来获得知识。因此这个知识点既是本节课的重点又是难点。

  培养学生的多种能力也是这节课的重点,这是素质教育对现代教学的要求。

  二、分析学生

  大多数学生上进心强,学习态度端正,有良好的学习习惯,但是缺乏一定的探索研究问题的能力。

  定语从句是学生在英语学习中比较常用的语法,也是他们必须掌握的内容。教学中要注意培养学生对英语的兴趣,充分发挥主体作用,迎合他们好奇、好动、好强的心理特点,调动他们学习的积极性和主动性。

  高中生的思维方式由形象思维向抽象思维过渡,因此在教学中应注意积极引导学生应用已掌握的基础知识,通过理论分析和推理判断来获得新知识,发展抽象思维能力。当然在此过程中仍需以一些感性认识作为依托,可以借助多媒体设备加强直观性和形象性,以便学生理解和掌握。

  三、教学方法

  这节课可综合应用提问、归纳、介绍、检查、讲授和讨论等多种形式的教学方法,提高课堂效率,培养学生对英语的兴趣,激发学生的求知欲望。充分体现以教师为主导,以学生为主体的原则。创设英语情境让学生参与语言实践,边动口边思考。从语言分析总结出结论以调动学生的积极性。

  四、教学程序

  教学中要以了解、学习研究英语的方法为基础,掌握知识为中心,培养能力为方向,紧抓重点突破难点,具体设计如下:

  1、新课导入:

  以创设问题情境导入新课。学源于思,思源于疑,一上课便以听歌曲填空的形式引入课题,引导学生分析歌词中的有关定语从句的句子,认真分析句子成分,使学生产生强烈的求知欲和好奇心,调动学生学习的积极性和主动性。

  2、讲授新课:

  任何语言学习都离不开语言实践。这节课主要采用讲授归纳的方法来建立定语从句的概念。我将一个定语从句列在投影上,让学生分析这个句子的成分,从而导出两个非常重要的内容----先行词和关系词,然后逐一解释。通过分析例句,培养了学生的分析能力、观察能力,增强了他们的感性认识。为了使学生能对定语从句有更进一步的认识,这里我又采用提问的方法让学生说出定语从句的分类,然后我对其进行进一步地解释和说明,让学生通过讲解概括,总结出定语从句的分类。在此基础上,我让同学们回答出定语从句中的关系代词有哪些,通过一些简单的例句,让学生知道每一个代词在句子中起什么作用以及用法。在讲解关系代词与介词时,我让学生自己归纳出它们的规律,提高学生的概括能力,从而达到复习的目的。

  在讲解关系词that和which、who和that、as和which这一环节时,我先让学说出它们的特殊用法,然后我再进一步加以阐述。从而,引出它们的特殊用法。

  一)、that和which的特殊用法:

  1、有些情况下只用关系词that,而不宜用which。

  a、从句所修饰的词又被形容词最高级或序数词修饰时,只能用that引导从句。

  b、先行词是all,something,nothing,anything等不定代词时,只能用that。

  c、先行词既有人也有物时,只用that引出从句。

  d、先行词是one of,the one, 或用little,few, no, all, any, only, just, very作修饰时,只能用that。

  e、当主句已有疑问词 who或which时,只能用that。

  2、定语从句中宜用which而不宜用that的情况。

  a、当关系代词前面有介词时。

  b、在非限制性定语从句中。

  c、在一个句子中有两个定语从句,其中一个从句的关系代词用了that,另一个宜用which。

  二)、who和that的特殊用法:

  who、that在许多情况下可以通用,但有时宜用who不用that。

  a、先行词是one(s),anyone,someone, those时,关系词使用who。

  b、在there be 句型中,先行词指人时,关系词用who。

  三)、关系代词as和which的区别

  as和which所代表的都是整个句子所表示的内容,但是二者有两点不同之处:

  a、在形式上as引导的非限制定语从句可位于主句后面,也可位于主句之前;而which引导的非限制定语从句只能位于主句之后,不能位于主句的前面。

  b、在意义上,as定语从句和主句的关系一般为一致关系,常译为“正如……”,“就象……”,而which定语从句和主句的关系是因果关系,或which从句是对主句的评论。因此,在意思通顺的情况下,which可代替as,而as许多时候不能代替which。

  针对关系副词的复习,因其难度不大,我直接采用讲解法,学生容易理解。关系副词是用来引导定语从句的,它和关系代词一样,具有数种作用。

  a、在从句中代替先行词。

  b、在句中作状语。

  c、连接作用,把两个句子连接成为一个带有定语从句的复合句。

  同时,在解释的过程中不断穿插练习,达到巩固复习的目的,体现精讲精练的教学原则和我校提出的“四转五让”原则。

  3、反馈和巩固

  在讲解完所有语法点之后,为了更加有效地巩固所复习的知识,我设计了两种有针对性的习题练习,让学生把掌握的知识运用于实际语言操作中,从而达到知能并重的目的。

  4、小结

  最后通过小结,以表格的形式把本节课所复习的语法点进行总结。

  5、板书设计

  GRAMMAR

  Attributive Clause

  6、布置作业

  Finish off the exercise paper.

  课后反思

  课后各位听课教师对本节课进行了点评,结合其他听课的评价及与其他教师的交流,谈谈个人的思考,具体如下:

  一)、值得推介的几点

  1、重视基础语言知识,对于基础的语言知识讲得透,讲得到位。

  2、重视语言综合运用能力的培养。讲知识点时,能结合语境,提供情境,对于学生语言基础知识的综合运用起到了铺垫作用,对于学生发散思维能力的培养有很大的'帮助。

  3、课堂教学有思想。教师拥有丰富资源,多媒体课件设计地实用、合理。讲授方法新颖独特,练习形式灵活多样。

  4、教师个人素质较好,能灵活应对任何突发教学情况,合理安排讲练比率。

  二)、存在问题

  1、英语思维与汉语思维同时存在,相互干扰。偶尔用汉语组织教学好像省事,其实反而浪费时间和精力,不利于学生形成用英语思维的习惯,更影响交际速度。

  2、交际面有时过窄,很难训练到全部。很多学生只有听的份,没有说的机会,这是大班的局限,有些活动是为了顺利进行而局限于“好学生”身上,一些英语学困生被遗忘。时间长了,会使学生讨厌英语并放弃英语的学习。

  3、任务型教学活动有时设计地不是很好。活动要求有时不是很明确,活动设计不能从学生生活经验,兴趣爱好出发,活动形式有时单调,缺乏趣味性。

  三)、几点想法

  1、千方百计、想方设法激发学生的学习兴趣,调动学生的学习积极性。有人说“掌握一门外语就比别人多活了一辈子。”因为你比别人多了解另一种语言背景下的政治历史、天文地理、风土人情等等。向学生多介绍经典音乐、视频、英文佳作等,在潜移默化中培养学生的学习兴趣。

  2、在课堂上注意学生的综合语言运用能力的培养。在基础的语言形式训练上提升交际品位,为学生创设丰富的语言环境,让学生产生交际的愿望和机会,使交际具有实际内容和实际意义。

  3、要继续学习,不断充电,提升自身的业务素质和人文素养。

英文说课稿 篇4

  一、说教材(教材分析) Analyzing teaching material

  1. 说课型 lesson type (Dialogue/ reading/ listening/ revision)

  2. 本课在教材中的地位 status and function

  Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.

  3. 说教学指导思想 teaching guideline

  (Teaching syllabus:

  Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills:

  develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)

  4. 说教学目标和要求 Teaching aims and demands (…be intended for Ss in key schools)

  1)认知目标 knowledge objects

  a. Enable the Ss to remember the following new words & phrases:

  Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

  b. Get the Ss to be familiar with this sentence pattern:

  If the population keeps growing so quickly, there will only be standing room left…

  Give the Ss a reinforced practice on the functional item Supposition.

  c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.

  2)智能目标 ability objects

  a. Ask the Ss to make up a similar dialogue.

  b. Help them to understand the dialogue better and improve the four skills.

  c. Develop their ability of thinking independently.

  d. Cultivate their ability to discover, analyze and solve problems.

  e. Train them to collect information from the Internet.

  f. Train them with some effective learning methods to optimize Ss’ learning results.

  3)德育目标 moral objects

  a. Arouse their interest in learning English;

  b. Help them to understand the background of pollution.

  c. Enable the students to love our earth and the nature.

  d. Be aware of the importance of stopping pollution & protecting our environment.

  e. Encourage the Ss to do something to save the earth.

  5. 说教学重点 teaching important points (生词、句型;培养阅读技能)

  a. New words and phrases

  b. Sentence pattern:

  If- clause

  c. improve their reading skills.

  d. Talking about problems of the Earth.

  6. 说教学难点 teaching difficult points (语法;发展交际能力)

  a. functional item:

  Supposition.

  b. Develop their communicative ability. Act out their own dialogue.

  7. 说教具 teaching aids (multi-media computer, software, OHP)

  The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.

  二、说教法 Teaching methods

  Five step method; audio-video; communicative approach;

  Task-based learning:

  New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

  三、说学法 Study methods

  1. Teach Ss how to be successful language learners.

  2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

  3. Get the Ss to form good learning habits.

  四、说教学过程Teaching procedures

  I. 复习 (Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)

  Activity 1:

  Imagination

  1) Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)

  2) Suppose you catch a bad cold, what’s to be done?

  3) Suppose your bike is broken, what’s to be done?

  4) And suppose the earth, on which we all live, is damaged, what’s to be done?

  * What can you think of when you see "pollution" this word?(waste, environment, air, water, factory, desert, climate… Try to activate the Ss schemata regarding the topic of pollution.)

  II. 呈现 (Presentation) 5min

  Activity 2:

  Presentation

  Play the song "Earth Song" sung by Michael Jackson. (Create an atmosphere)

  A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

  Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

  * Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.

  III. 对话 / 阅读 (Dialogue)18m

  1. Pre- reading

  Activity 3:

  Prediction

  1st listening/ fast reading, one guided Q to help Ss to get the main idea:

  What do you think is discussed at the conference?

  2. While- reading

  Activity 4:

  Read and answer

  2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills:

  skim & scan. Pay attention to the pronunciation, stress & intonation.

  * 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句;创设信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map.达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)

  3. Post- reading

  Activity 5:

  Language focus

  While Ss are answering the Qs, the teacher deals with some key language points.

  a. is being caused b. and so on c. go on doing

  d. be fit for e. standing room f. if- clause

  IV. 操练 (Practice) 10m

  Activity 6:

  Retell

  Use your own words to retell the dialogue in the 3rd person.

  Activity 7:

  Acting out

  Activity 8:

  Drill – Supposition

  Purpose:

  Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)

  (Retell; act out; role play)

  V. 巩固 (Consolidation) 6m

  (Discussion; interview; press conference; debate; quiz)

  Activity 9:

  role play

  Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

  * The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

  Activity 10:

  Discussion

  Think of the question:

  Are we causing damage to the world?

  What should we do to save the earth and protect our environment especially in our daily life?

  Collect their answers and form a report.

  VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell)

  Write a letter to the mayor, telling him sth. about the pollution around your school.

  A Brief Instruction to the topic of "What should I do?"

  Shangyuan Middle School Li Yi Cai

  Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic" What should I do?"I will divide the instruction into seven parts:

  they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.

  Part 1 Teaching material analysis

  This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.

  Part 2 Teaching aims

  1.Aims of the knowledge:

  (1)To know the spelling of some words and usage of some phrases.

  (2)To learn something about Millie’s and Simon’s problems.

  (3)To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.

  2.Aims of the ablilities:

  (1)To improve the ability of getting information by reading.

  (2)To improve the ability of retelling the story.

  3.Aims of the emotion:

  (1)To understand how to write about problems and to express feelings.

  (2)To ask for advice to solve the problems.

  Part 3 Teaching emphasis

  1.To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.

  2.To get the ability of general reading and getting information.

  Part 4 Teaching difficulties

  1.To recognize and understand vocabulary about problems.

  2.To ask for advice

  Part 5 Teaching methods

  In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is "Learning by doing,learning by using".Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.

  Part 6 Teaching aids

  Projector,slide show,tape recorder and blackboard

  Part 7 Teaching procedure

  Step Ⅰ。Lead-in

  The purpose is to arouse the students’interest of study.

  Let’s have a free talk.

  T:Have you got problems?

  S:Yes.

  T:What is it?

  S:Eating too much makes me unhealthy.

  T:What about you?

  S:……

  Step Ⅱ。Presentation

  The purpose is to develop the skills of skimming and how to gain the main idea of the articles.

  1.Ask students to read two letters and answer the following questions:

  ①What is Millie’s favorite hobby?(Painting)

  ②What is Millie’s problem?(She doesn’t have enough time for hobbies and homework.)

  ③When does Simon play football?(After school until late)

  ④How do his parents feel about it?

  (They don’t like this and ask him to go home before 6 p.m.)

  2.Ask students if there are words that they do not know.

  Explain some new words briefly.

  deal;choice;complete;refuse;accept;spare;doubt;whether;

  Step Ⅲ。Practice

  The purpose is to develop the skills of scanning and how to gain the details from the articles.

  1.Listen to the tape and answer some question about "True"or"False".

  2.Ask students to read the articles again and explain some important phrases.

  How to solve the problems;hand in;on time;at the moment;

  can’t find any time for my hobbies;feel bad;give up;

  achieve a balance between the two;hear form;make unhappy

  Step Ⅳ。Retelling

  The purpose is to develop the skills of retelling with the key words

  1.Ask students to make sentences with phrases that we have learned.

  2.Try to retell the outline of the articles.

  3.Encourage students to say something about themselves.

  Step Ⅴ。Summary and homework

  The purpose is to give the students a clear idea of how to express their problems and revise the articles.

  1.Ask students to revise the words and phrases

  2.Ask students to write a letter about himself after class.

  During my teaching,I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.

  Thank you!

英文说课稿 篇5

  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” ,“listening 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.

英文说课稿 篇6

  一、教学内容分析

  (一)、知识背景

  定语从句是高中英语教学的重点语法,高考必考内容之一,也是一个难点。涉及面广,平行区分难度大,因此需要作专题复习,归纳,讲解,辨析。

  (二)、教学重点难点

  1、语言知识重点与难点

  (1)that 与which 用法区别

  (2)对the way的考查

  (3)关系副词引导的定语从句和介词+关系代词引导的定语从句。

  2、综合知识重点与难点

  (1)as 的使用

  (2)对where 的考查

  (3)综合考查

  教学辅助手段:多媒体

  二、教学目标

  (一)、知识技能

  1、复习、掌握关系代词和副词引导的定语从句及介词+关系代词引导的定语从句。

  2、归纳并掌握与定语从句相类似的句法考察现象。

  2、提高学生语法分析以及综合运用能力。

  (二)过程与方法

  习题引导,自主归纳,近似对比,拓展演化

  (三)情感态度

  “办法总比困难多”,遇到难题、复杂情况要积极想办法。

  (四)学习策略

  1、认知策略:能总结定语从句的结构规律,并加以应用;

  2、调控策略:利用游戏,鼓励学生主动积极思考,寓教于乐

  三、教学步骤

  1、导课

  (1)习题导入:展示一组reason用法考查题目,引导学生形成一种基本思维----与一个关键词相关的从句并非只有一种,因此需要站得更高,才能看的更全面,准确。

  (2)拓展回顾,框架定位

  拓展复习范围,回顾句法结构体系,给定语从句一个宏观的定位,同时也将复句连词分析进行一个策略上的定位。

  2、基础知识回顾

  (1)练习引导

  (2)归纳总结

  关系词及其意义

  指代人关系代词

  指代事物在从句中作主干成分

  所属关系whose

  指地点关系副词

  指时间在从句中) 作状语

  指原因why

  3、考点与难点归纳

  (1)考点1:that与which

  归纳只使用which和that应遵循的规则

  (2)考点2:theway用做先行词

  归纳做题技巧

  theway做先行词时,先看后面定语从句中是否缺少主语或宾语:

  缺少主语或宾语:引导词用that/which/不填(作宾语)

  主语宾语都不缺:引导词用that/inwhich/不填

  (3)考点3:介词+关系词

  归纳做题技巧

  定语从句句首为介词时,后可接的关系词为:

  1、介词+whom/which/whose2.名词+of+关系词

  3.不定代词/数词+of+关系词4.介词+名词+of+关系词

  (4)难点一:as的用法

  归纳as在限制性和非限制性定语从句中做关系代词的用法,并归纳做题技巧。

  (5)难点二:一些特殊词之后的where

  解析:

  1、如果定语从句分别修饰point,situation,part,condition和case等表示抽象意义的词,常用where引导,意思是“到了某种地步,在某种境况中”。

  2、先行词是表示地点的名词,定语从句未必用where

  如果定语从句的先行词是地点(或时间)类名词,而关系词又代替先行词在从句中充当主干成分,从句用that /which引导;如果是关系词在从句中充当状语类成分,用where /when/in which。

  (6)难点三、综合考查

  综合考查一:定语从句与强调句

  综合考查二:定语从句与同位语从句

  综合考查三:定语从句与表语从句

  4、对比训练与巩固

  采用竞赛的形式,分为两组,由对方为己方出题,轮流,选出优胜组。

  5、能力提升

  请学生完成一篇短文,并使用定语从句,使学生具体运用中提升能力。

  6、作业:完成短文

英文说课稿 篇7

  Teaching aims and demands 教学目标

  1. Knowledge aims:

  a. Provide Ss some information about the cellphone.

  b. Learn new words and expressions: toothpick, agreement, disagreement, disagree, absolutely, depend, be good at, inside out

  2. Ability aims 能力目标

  a. Enable Ss to find the answers in the text quickly and correctly.

  b. help Ss to find the main idea of each paragraph.

  3. Learning ability aims 学能目标

  a. Help Ss to express their opinions about life on the go.

  b. Improve the reading ability.

  Teaching important points 教学重点

  Let Ss learn to how to improve their ability.

  Teaching difficult points 教学难点

  How to get the main idea of the text and each paragraph quickly and correctly.

  Teaching methods 教学方法

  1. Co-operative method for creative ideas.

  2. Fast reading and careful reading

  3.Quesion-and-answer activity teaching method

  Teaching aids 教具准备

  1. A telephone

  2. Some pictures

  Teaching procedures & ways 教学过程与方式

  Step I Lead-in and warming-up

  Ask the students consider this question: If I miss my mother, how can I do? Then the Ss can give me many ways like walking home to tell my mother, write a letter, or just give a call. Then I asked my Ss which one is the best. The students will tell me "telephone", and then I will deal with the new lesson life on the go.

  Step II

  Check the answers in the exercise books and tell them some skills of reading.

  Step III Fast reading

  Give the students some minutes and read the text quickly and then answer the questions.

  1. What does life on the go mean?

  Life on the go here means a fast-paced lifestyle where people are always on the go—rushing from one place to another, using phones, computers, etc.

  2. What is the second paragraph about?

  It’s mainly about the different uses of cellphones.

  Step IV Careful reading

  Read the text carefully and then decide the following true or false questions.

  1. Many Chinese teenagers live life on the go just like Wang Mei.

  2. With cellphones, we can only make calls and send messages.

  3. All cellphones have an electronic calendar to remind you of appointments and dates.

  4. The students don’t use the cellphone in the classroom because of the school rules.

  5. With a cellphone, students will certainly waste some time and money on it.

  6. Teenagers like cellphones just because they can send messages.

  7. Wang Mei has a cellphone but her best friend Xiao Li hasn’t.

  Step V Consolidation

  Give the students 5 minutes to read the text against and find the main idea of each paragraph.

  Para. 1 Wang Mei is an example of Chinese teenagers who have cell phones.

  Para. 2 Cell phones can be used for what?

  Para. 3. Why are not the students allowed to use the cell phone.?

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