英语说课稿
作为一名教职工，就难以避免地要准备说课稿，通过说课稿可以很好地改正讲课缺点。说课稿要怎么写呢？以下是小编为大家收集的英语说课稿，欢迎大家分享。
英语说课稿1
一、说教学设想
教育就是培养习惯—————叶圣陶
二、说学情
教学对象是经贸英语专业学生，班级女生居多，她们对英语学习有积极性，但是英语基础参差不齐，有些同学还比较羞怯，不敢主动参与口头的表达。
作为全国闻名的“侨乡”，泉州地区有很多的外贸企业，学生就读经贸专业本身就有将来从事涉外工作的意愿。因此基础英语课应该与专业挂钩，体现“基础文化课为专业课服务”的理念。针对上述情况，在课堂教学内容上，我会多提供一些与专业相关又能够实际运用的知识；在教学方法上，尽量灵活多样，充分调动学生的积极性，让学生能够参与到教学活动中来；针对班级人数不多的特点，刚好可以给予每个学生更多的机会进行口头练习和实际操练，使人人的交际能力都可以得到提高。
三、说教材
1、教材内容及处理方法
第一册的第三单元（Social Customs：A Dinner Party）第一节课，本单元以西方国家的“宴会、聚会”为话题开展教学活动。主要是让学生了解掌握一些西方的社会文化和餐桌礼仪（Social Customs & Table manners），以及结合话题情境进行实际运用。对于将来可能从事涉外工作的经贸英语专业的学生来说，本课的背景话题及能力目标都是比较具有实际意义的。
本节课是本单元的第一课，在忠实于教材的前提下，结合学生实际和专业特点，我将向学生介绍一些关于西方的社会文化和餐桌礼仪知识，并创设出一些实际情境，通过引导和鼓励学生运用本课所学重点句型、词汇，让她们进行模拟交际练习，使她们能够将所学知识转化为实际能力。
2、教学目标：（知识目标、能力目标、德育目标）
知识目标：
（1）了解西方的有关宴会、聚会上的一些习俗和禁忌
（2）学习、掌握如何就一些西方文化、交际为背景征求意见和提出建议的句型。
能力目标：增加学生的西方餐桌礼仪方面的知识积累；使她们掌握适当的礼仪英语，并能够在将来的生活和工作中运用。
德育目标：通过比较中西方在饮食和日常交往中的文化差异使学生学会尊重他人、礼貌得体地与他人交往。
3、教学重、难点
重点：
（1）西方的有关宴会、聚会上的一些习俗和禁忌
（2）有关征求意见和提出建议的句型
（Please give me some advice！/ You should/shouldn’t…）
难点：让学生所学句型就相关话题进行交际训练
解决办法：
（1）利用多媒体手段激发学生学习兴趣；
（2）综合运用听、说、读、写等手段，创设真实情境使学生掌握并实际运用本课所学内容。
四、说教法学法
创设情境法（Situational Approach）
兴趣是一种学习的动力，学习英语的兴趣越浓，学习的积极性就越高，学习的效果就越好。运用创设情景法教学可以通过营造轻松愉快的情境氛围来激发学生的学习兴趣，是达到最佳教学效果的`重要途径。（用于导入、交际环节）
任务型教学法（Task—based Approach）
任务型教学理念，是以学生为主体，以任务为中心，以交际为目的。通过在教学各个环节中设置贴近学生实际的任务，让学生在做中学（learning by doing），用语言做事（doing something with language）。（主要方法，贯穿始终）
交际型教学法（Communicative Approach）
英语教学的实质是交际（communicate），要变讲授型课堂为交际型课堂，在英语课堂中设法营造“真实的”、“生活化”的言语环境进行交际活动。（主要方法，贯穿始终）
五、说教学过程
总述：
导入
阅读训练交际总结
听力训练
任务一、导入新课（13′）
目的：导入知识目标并渗透德育目标
第一步：观看视频材料（视频内容：憨豆先生在外国餐厅就餐时弄出笑话和尴尬场景）并讨论问题。（创设情境法激发学
生兴趣，导入本课中心话题。）
Questions：Where is the young man？
Why does he look confused？
What do you think he should do？
第二步：1、大家来找茬：让事先准备好的同学表演哑剧小品（场景：A。在食堂吃面；B、在餐厅喝酒划拳）让同学们指出日常场景中
的不文明行为。（本课知识背景介绍及德育渗透）
句型运用：You should/shouldn’t…
You’d better not…
2、通过对比刚刚讨论的行为习惯问题借用图片介绍西方餐桌的一些基本礼仪和禁忌。
任务二、阅读（10′）
目的：熟悉并掌握本课知识目标
第一步：简略讲解阅读部分词汇、短语。
第二步：让学生以同桌两人形式讨论对话内容，完成对话中的空缺部分，并分角色朗读对话。（任务型教学，熟悉本课重、难点）
任务三、听力（5′）
目的：增强理解能力及表达能力，为交际任务做准备。
第一步：跟磁带复述句子。（纠正语音语调）
第二步：听录音材料完成习题。（增强对以本课背景知识为话题材料的理解能力）
任务四、交际（15′）
目的：重难点突破
第一步：回顾前几个部分所学话题内容及句型。
第二步：将学生分为四人小组抽签方式决定话题，让学生结合前面几部分所学知识进行情境对话表演。（创设真实情境，突破本课难点。）
话题内容：（假设你是某外贸公司职员）
公司经理要陪同美国客户吃饭，问你一些注意事项。
公司公关部要给英国客户赠送礼物，请你提些建议。
同事因公司为美国客户办圣诞晚会事宜向你征求意见。
任务五、课堂回顾并布置作业（2′）
目的：回顾课堂所学知识
第一步：回顾课堂所学的文化知识及重点句型和表达方式。（知识回顾结合德育目标）
第二步：布置作业
利用学校图书馆或互联网查找更多的有关西方餐桌礼仪知识。
结合本课背景仿照本课重点句型造五个句子。
板书设计
Unit3 Social Custom：A Dinner party
Asking for or Giving Advice：Words Study：please give me some advice。
※un—
Do you have any ideas？
How about a few suggestions？
What else can you suggest？
Response to Advice：happy unhappy
Yes，that’s good advice。 Comfortable uncomfortable
That’s a good idea！
六、说
授人鱼易，授人渔难
职业学校没有绝对的差生，差生的“差”原因在于没有形成一个良好的习惯，学习上、生活上均是一个道理。因此，英语教学应该以培养学生形成一个好的学习英语、运用英语交流的习惯为目标。如：晨读、课前展示、英语角等，都是培养学生形成习惯的好办法。
结合专业，有的放矢
现今，基础英语课在职业学校的地位和处境的确有些尴尬，尤其是一些理科专业，男生多的班级更是英语教学的“重灾区”。基础英语课程与专业课相结合，从实用性、应用性角度出发才是职校英语教学的出路。英语课应该从趣味性、实用性方面入手，多从培养和激发学习兴趣方面考虑，例如可以通过组织观看英文经典电影、学习英文歌曲等方法，给学生一个轻松自如的学习氛围，以期达到我们的教育教学目标。
教学相长，作好榜样
教师不仅仅是园丁，他自己本身也应该是美丽的花朵。我们应该通过不断的学习来充实自己，从各个方面进行自我设计和武装，提升自己的综合水平，成为一个多才多艺的人。这样才能给学生树立一个好的榜样。老师的勤奋务实、以身作则亦是本无言的教科书，对学生起着积极的、深远的影响。
英语说课稿2
Unit13 Rainy days make sad. SectionA (1a-1c)
Hello, everyone,
Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is Section A (1a-1c , Grammar Focus) in Unit13 . It is made up of seven parts.
1. Analysis textbook(教材分析)
2. The teaching methods(教学方法)
3. The learning methods(说学法)
4. Analysis the students(说学情)
5. The procedures of the teaching(教学步骤)
6. Blackboard design（板书设计）
7. Self evaluation.(自评)
Part 1 The analysis of the teaching material:
This lesson is about listening and speaking. It plays a very important part in the English teaching of this unit. By studying Section A , The students can improve their speaking ability, learn more about things that affect people. At the same time, we should get the students to understand better. The students should do some listening, speaking and writing, too. Of course, the students should receive some moral education. Let the students have positive attitude to dealing with things around them.
1. Teaching objects
The teaching aims are established according to Junior School English curriculum standard provision.
A.Language goals
1). Words & expressions :tense, some adjectives of feeling
2). Key sentences Loud music makes me tense. (P103)
Loud music makes me want to dance.
That movie made me sad.
B.Ability goals
Enable the students to talk about how things affect them.
Emotion & attitude goals
Enable the students to understand the effect of things upon them.
The teaching key and difficult points are established according to Section A ,Unit13 in the teaching material’s position and function.
2. Teaching Key Points
the usage of make.
3.Teaching Difficulties
Train the Ss to use make correctly.
To improve students’ listening ability.
To train students' communicative competence.
Part 2. The teaching methods
Task-based teaching; Cooperative learning;
Part 3. The learning methods
1). Set up six steps. It is presentation– words – pairwork – listening practice–Grammar - practice
2). Ask the students to take part in class actively and develop their cooperation in the activities .
Part 4. Analysis the students
The students have learned some words about feeling and they have know the word make. But they don’t often use English to express themselves and communicate with others. Some Ss are not active in the class because they are afraid of making mistakes.
Part 5. The procedures of the teaching
I have designed the following steps to train their ability of listening, speaking, reading and writing, writing , especially listening and speaking. Set up six steps. It is greeting –lead-in -presentation– words – pairwork – listening practice–Grammar – practice – homework.
Step Ⅰ Lead- in.
Show the Ss a picture and then show the teaching material.
Purpose: Arouse the students’ interest of study. Bring in new subject: Rainy days make me sad.
Step II Presentation.
Review some words about feeling , then present the sentence structure.
A: What makes him/her sad?
B: Rainy days makes him sad.
Purpose :Through this part we can consolidate what they studied yesterday, communicate with others about their feelings and prepare for the new lesson.
Step III Listening (1a, 1b: P102)
Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises.
Purpose :Train the Ss’ listening ability and prepare for later exercises.
Step IV Speaking (1c: P102)
Ask the students to talk about how music affects them. Let the Ss work in pairs and talk about how the two restaurants would affect them.
Purpose :Train the Ss’ speaking ability and prepare for later exercises.
Step V Do a survey.
After learning 1b , 1c , let the Ss do a survey about other things that affect them.
Purpose : This step can open the Ss eyesight and thought . It’s a step from textbook to real life .
Step VI Grammar
1). Sum the usage of make then help them to say out the sentence structure.
2). Do some exercises to consolidate the grammar.
Purpose: Train the Ss’ ability of understanding and using language.
Step VII Writing practice
1.List 4-5 things around you and then describe how the things affect you.
2.Composition Exams make me _______。
Purpose :I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.
Part 6. Blackboard design
1. make +sb/sth+adj
eg: The news made him sad.
He tries his best to make his lessons interesting.
make +sb/sth+ do
eg: He made me wait for a long hours.
He made me do this exercise again.
Purpose：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, I write the usage of make and rather on the blackboard in order to tell the students that this is of the importance in this class. I want to use them correctly and flexibly.
Part 7. Self evaluation.
In order to make the students the real masters in class while the teacher himself acts as director. I designed some activities to arouse the students’ interest of studying .The students can learn the target language easily .Also ,by these activities , I’ve cultivated the students’ spirit of cooperating , trained the students’ skills of listening ,speaking , reading , writing , improved the students’ ability of collecting information and dealing with the information . Help the students to form a positive attitude towards life .Thanks for listening .
英语说课稿3
尊敬的各位领导、老师：
大家好！我是xx镇英语老师高xx,今天我要说课的内容是PEP版小学英语五年级下册unit1:Myday的第四课时let’slearn部分。下面我将从教学指导思想、教材内容背景分析、教学方法及学习方法、教学目标及重难点、教学流程、板书设计六个方面来进行我的说课。
一、说教学指导思想：
本节课以“游戏教学法”为指导思想，在教学过程中，根据教学内容的难易程度，设计不同形式的游戏活动，以加强学生的读写训练，提高学生学习英语和使用英语的能力，从而有效地激发学生的学习兴趣，使英语课堂有滋有味、充满活力。
二、说教材内容背景分析
本课是一节词汇教学课，重点学习四个短语：clean my room、go for awalk、go shopping、take adancing class。并鼓励学生围绕周末活动这一内容展开话题，帮助学生正确使用语句“What do you do on the weekend?”的问与答。
“谈论周末”是日常交际的重要组成部分，贴近生活、充满情趣。同时也与下一单元“谈论季节”密不可分，因而，本课在本册书中起到“承上启下”的重要作用。
三、教学方法与学习方法：
1、教学方法：
（1）.本课以“游戏教学法”为核心教学方法。
根据小学生爱动、爱玩、爱表现的心理生理特点，在教学中设计各种有趣的游戏活动，以提高学生的学习兴趣、记忆能力和综合运用能力，从而提高学习效率，达到事半功倍的效果。
（2）.同时在教学中也兼顾使用“分层教学方法”，使不同层次的学生都能有所收获、获得成功。
2.学习方法：
在教学中以学生为主体，创造“自主、合作、探究”的教学模式，让全体同学都能积极地参与到学习之中，从而保证教学目标的有效达成。同时，由于教材版本的不同，学生们对这些内容是相对陌生的，并且知识上完全没有衔接，为了降低教学难度，在教学中积极为学生创设情境，让学生们顺利完成知识上的“以旧带新”。
四、教学目标及重难点：
1、知识目标：
正确认读和书写四个短语：clean my room、go for awalk、go shopping、take adancing class.并准确使用语句：What do you do on the weekend?的.问与答。
2、能力目标：
（1）.在情境的帮助下，联想到更多的相关短语，增加词汇掌握量，完成基本训练，培养学生学习自信心。
（2）.同时在情境和语句的提示下，创编对话，培养学生独立思考能力。
3、情感目标：
（1）让同学都能感受到成功的喜悦，从而树立学习自信心，培养学习兴趣，提高合作交流的能力和健康快乐的态度。
（2）让学生感受到参与活动的乐趣，并且培养学生专心做事的积极健康情感态度。
4、教学重点、难点：
重点：掌握本节课新短语的正确读音和写法，了解语句What do you do on the weekend?的问与答。
难点：根据所学内容，在情境的提示下，创编对话，表达个人喜好，并说清原因。
五、教学流程：
1.游戏导入
利用歌曲和游戏导入新课。
利用歌曲导入新课，拉近孩子与出课教师以及听课教师的距离，消除孩子的恐惧感和陌生感，为学好新课做好铺垫。
利用游戏进入新课，为学生创设熟悉的情景，使下面的学习环节更加直接、流畅地得以展现。
2.新知呈现：
在新知呈现环节中，通过不同形式的游戏训练学生的读与写，目的是让全体同学都能完成基本教学目标。
在朗读环节，设计“大声小声、三遍两遍、轮流读、小组读、抢读……”等游戏形式，目的是保证全体同学都能准确认读短语，并且保证高涨的学习热情。
在书写环节，通过各种游戏活动，使枯燥乏味的书写训练变得生动有趣、让孩子们积极主动地参与到学习当中。
3.巩固练习：
首先学生小组合作朗读单词，为全体同学创造了足够的时间和空间，让学生在相互帮助下完成基本教学任务。然后设计两个游戏，鼓励学生联想到更多的同类短语，使学习内容得以拓展。
4.拓展训练：
在练习环节由“What do you do on the weekend?”开始,句式数量逐渐增加，难度依次加大，使学习内容呈阶梯式不断前进，保证教学目标地有效达成。
5.作业布置
布置分层作业，学生自主选择，使各层次学生均能得到提高和发展。
A.Read and rember the new words.
B.Make more sentences about the weekend.
C.Write atext about the weekend.
六、板书设计
采用直观、大方、明了的形式体现本节课的新单词，通过板书，本课的重点难点一目了然。
英语说课稿4
一、 说教学内容
今天我说课的内容是《新标准英语》三年级起点第二册第三模块第一单元《I lie ftball.》。
二、 说教材
本课围绕I lie ftball. 这个话题，进行了句型I lie ……. I dn’t lie …….的学习，使学生通过学习能掌握如何表达自己喜欢的事物和不喜欢的事物，同时学习了ftball/ basetball/ table tennis/ rning exercises等运动类的英语单词，从而使学生可以准确描述对这些运动的喜好。并通过一系列的课堂活动，创设语境巩固、运用这两个句型。
三、 说教学目标
《英语课程标准》指出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良 好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。在认真分析教材的基础上,我针对学生实际，将本课时的教学目标及重,难点确定如下:
1、知识目标
（1）使学生能听、说、认、读单词 lie dn’t ftball basetball rning exercises able tennis等单词。
（2）如何运用I lie…/I dn’t lie…来谈论自己喜欢和不喜欢的运动。
2、能力目标： ：
能够培养学生说英语，正确运用英语进行表述的能力。
3、情感目标
激发学生学习英语的兴趣，使学生树立学习英语的自信心。
四、说教学重点
(1) 能够正确运用句型“I lie…” 和 “I dn’t lie…..”来表达自己的想法。
(2) 谈论自己喜欢和不喜欢的运动项目。
(3) 掌握单词 lie dn’t ftball basetball rning exercises able tennis
五、说教学难点
能够正确运用句型“I lie …” and “I dn’t lie….”
六、说教学准备
新旧单词卡片卡片、笑脸哭脸的图片、篮球一个,足球一个.乒乓球，及球拍一副，
自制图片（画有足球篮球\乒乓球做早操的图片），录音机、磁带.
七、说教法、学法
为了突破这堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点，我主要采取了以任务型教学模式为主，以听读、游戏活动为主线，让学生在教师的指导下，通过感知、体验、实践、参与和合作、游戏感悟等多法并用的方式组织教学。促进语言实际运用能力的提高。
八、说教学过程
（一）歌曲导入，激发学生学习的兴趣
（二）师生会话，促进语言实际运用能力的提高
学生在一个平等尊重的氛围中，他们的.思维是放松的，敢于说、敢于参与教学。教师要真心诚意地把学生当成学习的主人，努力提高“导”的艺术，从而在教学中恰到好处地去启发、点拔、尽可能地给学生多一点思考的时间，多一点活动的余地，多一点表现自己的机会，这样才能使课堂氛围充满活力。因此，在这个环节我与学生进行了朋友式的会话。It’s tie fr class. Are u read ? Hell ! Bs and girls.H5
英语说课稿5
作为一名英语老师，在上课之前我们要做好自己的说课稿，只有这样我们才能更好的上好一节课。以下是小编为大家整理好的英语说课稿范文，欢迎大家阅读参考！
今天我要说课的内容是PEP教材，三年级下册第四单元，话题是“Do you like pears? ”部分的第二课时，它是在同学学了“pear peach orange watermelon”四个水果单词之后的一堂口语教学课。
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，使同学能听懂、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，让同学触景生情，在完成购买水果的任务中，同学愉快地学习英语。
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。为了提高同学学习的积极性，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，老师问同学，Guess it ，pless. What’s in it? 同学不知是什么物品，都想去摸，自然就提高了同学的参与积极性，让同学摸出一个图片，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，其他同学要听出他说的单词是否准确。
（这种复习符合同学好奇心理，激发同学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，让同学整体感知课文“Let’s talk”部分。
先让同学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，也是规范同学语言的过程。
之后，再播放一次课件，程度好的同学可以跟读对话，给不同程度同学有不同的发展。
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，也是激发同学学习兴趣的途径。
这篇课文中，同学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，因为同学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，预计有部分同学会回答“Yes，I do. 或 No，I don’t .”当同学回答“Yes，I do.”时，我就说：“Here you are .”同时也将水果递给同学。在教师与同学、同学与同学的对话中，领悟了“Yes，I do.”和“Here you are .”的意思。
当同学回答“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，同学也会领悟到“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，使同学对“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，让同学用“Do you like …”提问。因为，同学要把“Do you like …”的音读准，有一定难度。因此，在起先同学说这句式时，要发挥教师的主导作用，让同学跟读，注重同学发音的准确。
在同学基本会用“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同学足够的时间，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、其他同学基本会说的程度。
第三环节：
教师与同学合作当一对顾客，起先还是运用“Do you like …与Yes或No”进行对话。当同学说“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，当同学对这两句口语有强烈刺激后，就组织同学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，同学头绪清晰，学得轻松，效果自然就高了。）
朗读：
在同学对所学四个句型基本掌握之后，组织同学通读课文，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。同学在各种形式的读中，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、教师与同学配合示范练习：教师邀请一位同学组成一对购物伙伴，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，从而激发其他同学的操练欲望。2、同学之间配合购物操练：让少部分同学自愿当营业员，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。如果同学说得准确，那么水果就可被取走。同学扮演的顾客与营业员之间的角色要自由换位，以便让每个同学对各类句型都能得到训练。
整堂课，教师树立让每个同学得到发展的理念，比如创设的活动情境，有利于全体同学发展语言技能，提高实际语言运用能力。优等同学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，关注学习困难同学的语言实践。
英语说课稿6
Hello , everyone . I’m very pleased to have an opportunity to talk to you about some of my teaching ideas . My topic is the British Isles taken from Unit 5 in Senior Two.There are 5 parts.
Part 1
1.The analysis of the teaching material
This lesson is a reading passage . It plays a very important part in the English teaching in this unit . In this passage we should help the students get some knowledge about the British Isles , such as general idea about England , position of the British Isles , the climate of the British Isles , the lauguage , the history and so on . At the same time , the students are required to read the text and do different kinds of exercises . And the teacher should let the students to understand some difficult words,phrases and sentences . Of course the students should receive some moral education .The teacher lets the students know that everybody has his own country and should love it by learning the history , culture of Britain .
2. teaching aims
a. learn and master the following words and expressions
Words:form,influence,basis,inland,narrow,diversity,republic,mild,unionstrength, lie
Phrases: be made up of , make the most of , hold together , lie off,
at the point , stand for , as much as
b.Further develop the students’ reading ability and reading skills.
c.Get the students to know more about the British Isles.
3.Teaching important points
a .Train the students’ reading ability and develop their reading skills.
b.Enable the students to understand the text better.
c.Master the following phrases
Stand for be made up of be unknown to make the most of hold together lie off be separated from at one point in general as much as run over end up with
4.Teaching difficult points
Understand the following sentences:
The idea that England stands for FishChips , the speakers’corners and the Tower of London is past.
The fact that the mainland of Great Briten is made up of three Kingdoms is still unknown to many
Part2. Something about the students(1).They are lack of geography knowledge.
(2).They have known something about England .
(3).They can’t tell the differences between England and U.K.
(4).Some stedents are not active in the class,and some students
don’t like English.
Part 3 Teaching methods and teaching aids Teaching methods:
Fast reading to get a general idea of the text.Question-and-answer activity to get the detailed imformation in the text.Explanations for students to master some lauguage points.Teaching aids:
1.a computer and a courseware
2.a tape recorder
3.a projector
Part 4 Teaching procedurespreparation for reading ------ do fast reading ------ do careful reading ------ listening and reading ------ retelling ------ explain the language points ------ further discussion ------ homework
Step 1 preparation for reading
(This step wants to arouse the students’ interest )
I’ll use the computer and screen , and show some pictures of the places of interest of England and try to say something about them .
Such as : Big Ben the Tower of London Cambridge University and Oxford University London Bridge Hyde Park ---
Step 2 Do fast readingGive the students several minutes to do fast reading and then get them to tell whether the following sentences are ture or false and correct them.
The British Isles is made up of 3 parts .the Brithish Isles lies off the west coast of Europe .The English Channel is only 20 miles wide .The British Isles are surrounded by the Atlantic Ocean to the east .There is much rain in the British Isles .Ireland is part of the United Kingdom.There are 6 languages that are considered to be native to the British Isles .Step 3 Do careful readingThis step can train their reading ability .
Give the students some time to do careful reading , and then find out the main idea of each paragraph . and give some detailed information .
Get the students to find out the main idea of each paragraph.Read the second paragraph once again . And then use the courseware a map of Britain to do some explanations . esp the position of England , Scotland , Wales , Ireland and their capital cities . After that , ask the students to write the numbers of the following place names in the correct places on the map . At last , I’ll ask one student to come to the front and point them out on the screen .
“ North Sea , Atlantic Ocean , English Channel , Scotland , Wales England , Northern Ireland , Ireland , Isle of Man , Irish sea , London Dublin”
3. Use question – and – answer activities to let the students understand the detailed information . Answer the following questions . ( This time the students should finish them very quickly )
What is the UK?What’s the weather in the British Isles like?Has the culture of the people in the British Isles received many influences ? From where ?Who conquered the Great Britain in 1066 ?What’s the result of French influence ?Which are the first two countries that joined in the United Kingdom ?What do people throughout the British Isles speak now ?Step 4 Listening and readingTeacher plays the tape for students to listen . After that , teacher gives the students a few minutes to read aloud the passage . Meanwhile teacher asks the students to try to remember some details .
Step 5 RetellingTeacher Writes down some important words and numbers . Ask the students to retell this passage .
position ------ lie------ weather ------ culture ------ language ------ history ------ in 1066 ------ 1536 ------ 250 ------ 1707
Step 6 study the language pointsTeacher says there are some important words , p hrases and sentences . Now let’s study them
stand forUSA stands for the United States of America .
stand by stand out
be made up ofThis team is made up of 10 members .
Phrases : be made of be made from
be made into be made out of
make the most ofOne should make the most of one’s opportunity .
make the best of make use of
hold togetherWe always hold together in times of danger .
Phrases : hold up hold on hold back hold out
5. lie lie -----lied ----- lied -----lying
lie ----lay ------lain -----lying
lay ----laid ----laid -----laying
A black hen lays a whit egg .
The mother laid the baby on the bed .
Don’t lie to me .
6. as much as as many as as well as
as far as/ so far as as long as
7. The two difficult sentences :
The idea that England stands for fish chips , the Speakers corner , and the Tower of London is past .
The fact that the mainland of Great Britain is made up of three kingdoms is still unknown to many .
The news that he won the game is exciting .
The news that he gave me is exciting .
Step 7. Further discussionWe know that England is separated from European mainland by the English Cdhannel . “Is it possible to swim across the channel ?”
Step 8 HomeworkPlease make a travel plan for going on a trip through the UK?
Part 5 Blackboard designs
Unit 5 The British Isles
( Reading passage )
phrases : stand for be made up of ,
make the best / most of hold together
hold up hold out hold back
Sentence patterns :
The idea that England stands for fish chips , the Speakers Corner and the Tower of London is past .
The fact that the mainland of Great Britain is made up of three kingdoms is still unknown to many .
英语说课稿7
Good morning, everyone. My name is…， I come from… I`m very happy and excited to stand here, it is my great honor to be here to present my lesson. My teaching topic is… I`ll talk about it by 8 parts.
The analysis of teaching material.
The analysis of students.
The analysis of teaching aims and demands.
The analysis of teaching importances and difficulties.
The analysis of teaching methods.
The analysis of teaching procedures.
Blackboard design.
Teaching reflection.
Well, firstly, I`ll talk about Part 1 the analysis of teaching material. My teaching topic is… from Unit…Go For It Junior English Book 1A, which published by People Education Press. In this period, the main language function is to practice listening and speaking skills around…as well as the communicative skills of……
Then I`ll talk about next part the analysis of the students. It is known to us that most of students had learned English for about…years. They are curious about new things and have a strong desire to learn better. However, their Engish tearning level are different from each other. They need teachers` help and encouragement in their further study.
Next I`ll talk about teaching aims and demands. There are knowledge aims, ability aims and emotional aims. The knowledge aims are to enable the students to master the new words……the phrases…and the sentenses……The ability aims are to obtain the abilities of listening, speaking, reading and writing around……to train the students` abilities of using language, to guide the students to talk about…using the expressions of…and to develop the students` ability of creative thinking and cooperative study. The emotional aims are to enable……
Let`s move on to another part: the analysis of teaching importances and difficulties. The teaching importances are…The teaching difficulties are……
Next is teaching methods. I use…methods in my lesson. There are multimedia computer assisted instruction, task-based activities, situational approach, total physical response or the audio-lingual method.
Now I`ll talk about teaching procedures. According to five steps teaching method, I design my lesson into five steps.
Step 1 is warm-up. Here I`ll…By this, the students can be interested in it and pay their attention to our class easily and…
Step 2 is lead-in. Here I`ll…By this, the students……
Step 3 is presentation. Here I`ll……By this, the students……
Step 4 is practice. Here I`ll…By this, the students……
Step 5 is homework. Here I`ll……By this ,the students……
Next is my blackboard design. I`ll design it like this……
At last, I want to say, to be a good teacher is my dream. I think a teacher is not only a guide for sudents, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study but also on their lives. I`ll try my best, and I have confident that I can do it.
Ok, that`s all. Thanks for your listening. Good-bye.
英语说课稿8
一、教材
1、教材内容
本节课是会话教学内容，包括Let’stal和Let’spractice两部分。Let’stal部分主要学习介绍动物特征的句型“Lat….Ithas….It’ss….”以及描述动物的形容词，Let’spractice部分是借助动物玩具复习巩固句型“Ihave….”以及sall,big.
2、教材的地位
这节课是本单元中的第一课时内容，是一节描绘动物特征的会话课。要求学生通过真实、自然的在动物园的情景学会会话，并能在实际情景中自然运用。学生在第一册Unit4中已经学过了“Latthecat/….”,“Itisbig/fat/funn….”,和“Ihaveateddbear/apencil….”等句子,因此在本节课前学生已经能听懂、会说这些句型，另外在第一册Reccle2中学生已经能理解“Whhasnhe”中has的意义。从而大大减弱了本节课中新授句型“Ithas….”的难度，
二、说目标
1、教学目标
（1）知识目标：能听懂、会说一些含有简单形容词的句子，如：Lattheelephant.It’ssbig.Ithasalngnseandashrttail.Ihaveadg.Ithasbigees.
（2）能力目标:能在实际情景中运用上述句型描述动物的特征，要求模仿正确，语调自然
（3）情感、文化目标:
情感目标：爱护动物，懂得动物是世界不可缺少的一部分。
文化策略:了解动物指示人时的含义。
2、教学重难点
重点：
1.能听懂、会说一些含有简单形容词的句子，如：Lattheelephant.It’ssbig.
Ithasalngnseandashrttail.Ihaveadg.Ithasbigees.
2.能在实际情景中运用上述句型描述动物的特征，要求模仿正确，语调自然
难点：能以句型为依托，灵活拓展、运用语言。
三、说教法
1、教法设计
本教学设计主线分明，整体性强。另外为促进学生的自主发展，最大可能地创设了让学生参与到自主学习中来的情境与氛围，创设了许多贴近学生的生活和学习经历和社会实际的能引起学生共鸣和兴趣的任务和活动，把课堂内的语言学习与语言活动结合起来，使学生在体验学习语言的'过程中形成积极的学习态度，从而完成发展学生语言技能的终极目标。
2、学法指导
新课标倡导自主、合作、探究的学习方式。本节课中教师充分考虑到学生的年龄特征、兴趣和认识水平，准备了直观、生动的教具，创设了宽松、活泼的学习环境和真实、有意义的活动场景，设计了多样的学生喜爱的教学活动，让学生在情境中浸入式地感受语言、运用语言，同时发展学生的综合素质。在各种活动中，全班学生都在“动”，形成了一个生机勃勃的生生互动的学习场面，既达成了巩固、运用所学内容的目的，又实现了伙伴合作学习的目的。
3、教学手段
根据本节课的教学内容特点，建议采用多媒体教学手段。把各种动物的形象特征更加直观、具体、生动地演示出来，同时也有利于激发学生学习英语的热情，激活课堂气氛，增大课堂容量，把更多的时间交给学生主宰，从而提高教学效率和质量。
四、说过程
Step1:Waring-ups:
1.Greetings.
2.Let’sdB1/Unit4/A.Let’sd.(P41)
3hant:（看图片说B1/P45的chant，然后通过问答在该Chant中解决形容词fat,big,sall,funn的认读,教师通过夸张的动作it’ssbig.引出句型“It’ss….”并让学生理解s的意思，然后重心编辑Chant操练“It’ss….”句型,如:Latthecat,it’ssbig.)
Step2:Presentatinsanddrills:
创设情景,引出话题
呈现动物园里动物联欢活动的图片，然后带领学生参加各活动。
Activit1:GuessingGae(Presentatinsanddrillsfr“tail，lng,shrt”)根据教师呈现的动物的眼睛,鼻子等身体部位,猜猜教师最喜欢的动物是什么
1)呈现大象的耳朵/眼睛,操练句型Lattheear!It’ssbig….
2)呈现大象的尾巴，引出单词tail,shrt,并让学生在句子“Latthetail.It’ssshrt.”中操练单词tail,shrt)
3)呈现大象的鼻子,引出单词lng,并让学生在句子“Latthense.It’sslng.”中操练单词lng.
4)呈现大象的图片,引出It’ssfunn!
英语说课稿9
一、教材分析
本单元是以九年级英语第八单元“I will help to clean up the city park”为主题，要求学生在实际生活中要保护环境，学生学会在实际生活中能使用英语。同时，学生可以了解他国异乡的文化、人土风情、自然环境等情况，以扩充学生的知识面。
二 、学生分析
本节课是针对于九年级全体学生，由于学生的基础知识比较薄弱和环境的限制，所以在教学中，我采用了不同的教学方法和方式，让学生更好的了解社会，以至于很好的掌握本节知识。
三、教学目标分析
1． knowledge objects
（1） key vocabulary
clean up, hunger, homeless, cheer up, give out, volunteer, food, bank
（2） target language
I’d ｌｉｋｅ to work outside．
you could give out food at a food bank．
2． ability objects
（1） train the students to express offering to help with the target language．
（2） train the students’ listening skill．
3． moral object: offer help to the others as much as possible．
4、学习策略目标：
积极认真的投入到语言实践中去听、说、读、写，学会听去要点，能用将实际生活和课本知识很好的连接起来运用。
四、教法分析和学法指导
1.教法分析
新课程的背景下，要求学生以“任务”为前提，进行有条件、有目的的听、说、读、写活动。因此在我本节课的教学中，我采用“口语教学----------听力练习----------对话操练--------过程评价”的教学方式。因为学生在开始的情景对话和听力中可以感知英语，在评价过程中开发课程新资源。
2.学法指导
在新课程的条件下和以上教学方式的指导之下，要求学生养成良好的听英语的习惯，通过听力对话及时的巩固并记忆本节知识，之后在进行对话的产出，检查学生对本节知识的掌握得到很好的反馈。在此之上，给学生展示一些有关环境的图片，，让学生在过程中进行情感培养和策略调整，以形成积极的学习态度，促进自己语言实际的运用能力。
五、教学程序
1. 复习旧知识，引入新知识
教师和学生进行简单的.问候之后，通过对第七单元知识的复习，引出本单元的知识点，并写在黑板上。
如：Do you want to go to some place?
Wｈｅｒｅ would you ｌｉｋｅ to go?
If you want to go there, what would ｌｉｋｅ to take?
After you go for a long walk, you will be very tired ａｎｄ hungry, ａｎｄ you want to have a rest ａｎｄ eat something. is that right?
After eating, someone may through the rubbish, ａｎｄ make the environment dirty, so after class I will help clean up the city park.
Do you want to go with me?
2.新课交际和训练阶段
（1）.给学生展示一些图片，导出新单词、短语如：clean up. homeless等。
（2）.让学生听录音，完成1b的练习。
（3）.根据听力内容，运用幻灯片中一些图片的情景，让学生表演对话，从而突出重点，分散难点，并照顾到不同的学生。
3.总结拓展
反复运用本节重点句型，练习本节重点短语动词，引导学生总结本课重难点知识，并让学生在学习和运用中，学会英语。
4.作业布置
六．板书设计：
Unit 8 I’ll help clean up the city parks,
Section A
The first period
Phrasal verbs:
1． clean up—make a place clean ａｎｄ tidy, put things in order
we should always clean up the dirty parts of the sea．
2． cheer up—make someone feel happy
the good news cheers everyone up．
3． give out—hａｎｄ out, distribute
Lin Tao helped the teacher give out the new textbooks to the class．
总之，本节课，我始终坚持“任务型”教学的策略，让学生在任务中了解知识、学习知识、掌握和应用知识。
英语说课稿10
Good afternoon, ladies and gentlemen. I will present my teaching plan of An Exciting Job from Unit 5 Book6. My presentation includethe following sixparts:analysis of the teaching material, teaching aims, key pointsand difficulties, the teaching & learningmethods, teaching procedures and evaluation.
Part 1 Teaching Material
The content of my lesson is a reading material, through the learning of which, I’ll enable students to know more about nature, especially volcanic eruption. At the same time, I want my Ss to be aware of the occupationof a volcanologist.
Part 2 Teaching Aims
According to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims areas follows:
1. Knowledge aims
(1). Get basic knowledge about volcanoand volcaniceruption;
(2). Learn about the occupation of a volcanologist;
ity aims
(1) can figure out the structure and main ideas of the passage through skimming.
(2) can talk about volcanoes, the occupationof volcanologists and express their own points of view.
ion aims
(1). Ss can be positive when faced with natural disasters.
(2). Ss can be confident to express themselves in English.
Part 3 key points and difficulties
Thekeypoints : 1). How to make students understand the passage better.
2). Train students to grasp the structure of the passage.
The difficult points: encourage mystudents to state their points of view.
Part 4 Teaching & Learning 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) Student-centered approach
2) Task-based approach(任务教学法)
3) Communicative approach(交际教学法)
At the same time, CAI (电脑辅助教学) 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. (5min)
Guessing , play a related video and show pictures of natural disasters
Purpose of my design:
To arouse students' interest and lead in the topic for this lesson.
Step 2. Skimming(2min)
Task 1. Answer questions
1) is the writer’s job?
2). Where is Mount Kilauea?
3). Does he love his job?
Purpose: to let Ss get several basic information of the whole story.
Step 3. Careful reading 25min
Task idea
(Ss should read the material fast to figure out the structure & get related information fromthe text. )
Task 2. Questions and Fill in blanks
Q1: Why does the writer like his job?
(Find exact sentences.(Para.1 & Para. 5))
Q2: What happened during the eruption?(fill in blanks)
Q3: Why?(why phenomena in Q2 happened)
Q4: What exactly did volcanologist do after the eruption?(put them in order)
A. dropped as close as possible to the crater
B.put on white protective suits helmets, big boots
C.looked down into the red, boiling center
D. climbed down into the crater to collect some lava
E. slowly made our way to the edge of the crater
(ANSWER:B-A-E-C-D)
Q5: What do volcanologists do?
Step 4. Post-reading 5min
Task 1 Let Ss think about their own exciting jobs.
Task 2. Short speeches
The short speeches can be 2 or 3 sentences based on the following questions:
(1) is your exciting job?
(2). Why do you choose it?
(3). How to prepare for it?
Purpose of the Design:
To get Ss to learn to express their own ideas.
Step 5. Summary
The power of nature is unlimited, but we can do more to protect our home and ourselves. In the meanwhile, we should face natural disasters positively, because WE ARE THE WORLD. Then, enjoy the encouraging song!
Step 6. Homework
1. Retell the story to your partner;
2. Surf online for more information aboutvolcanoes;
Part 6 Evaluation
Strengths:
此堂课基本实现了已设定的教学目标。
首先，多样的`导入方式不仅吸引学生的注意力，也增加了学生对本课背景知识的了解。其次，问题贯穿于一堂课中，大部分学生能够集中注意，积极的思考并回答问题。最后，本堂课通过演讲的形式，学生训练了自我表达能力，也增强了学生英语学习的信心与兴趣。
Weaknesses:
但是仍然有存在不足的地方，一是学生水平高低不平，有些学生仍然有阅读理解障碍，不能顺利完成课堂任务；二是在小组讨论中，仍然不能保证所有人都说英语，有些学生会借机开小差。
英语说课稿11
一、教材分析：
Lesson 68是第十七单元的第四课时，是一节复习课。Unit
17主要围绕着寻找“丢失的项链”这一话题展开，通过学习定语从句，培养学生运用所学语言描述人和物的特征。Lesson 68
所安排的听说读写活动都围绕着侦破案件展开，旨在通过一系列的活动和练习，加深巩固学生对定语从句的理解和运用，并实现准确地描述人物外貌特征，撰写案件报告的教学目的。
二、教学目标及重、难点：
(一) 知识目标：
1、复习巩固定语从句的用法。
2、学习掌握单词conversation, robbery, description.
(二) 能力目标：培养学生运用所学语言描述人物外貌特征的能力。
(三) 技能目标：能根据线索写出案情报告及通缉令。
(四) 教学重点：用于描述人物特征的定语从句。
(五) 教学难点：学会分析并对现有的信息进行处理，产生正确的`判断，并写出案情报告。
三、教学活动设计：
Main task: The students are able to describe the characteristic of a
person.
Step one: Warming-up
“Guessing game” 展示一幅图画。让学生通过猜测“Is the man who…?”判断图中的人物分别是谁。这一活动既是热身，又是一个练习使用定语从句的活动。主要目的是复习定语从句的用法，同时也让学生熟悉如何描述人物特征。(3-4分钟)
Step two: Pre-task
“To be a detective”进行一个考眼力的游戏，首先放一张图片，让学生仔细观察，之后放另一张图片，请学生判断两张图的区别，谁是受害者(教victim),谁是小偷。请他们分析理由。这一活动除了复习定语从句以外，也是引出本课的话题：辨认嫌疑犯(5分钟)
Step three: While-task
“Who’s the robber?” 进行一个听力练习(SB Lesson 68 Part
2)。听录音，判断四个人物中谁是强盗。(3分钟)
“Write a report”假设你是警察，根据上面听到的这段描述，完成一份案情报告(SB Lesson 68 Part
5)。在课内校对答案。(5-8分钟)
Step four: Post-task
先让学生完成一个警察与受害人之间的对话(Workbook, Ex 2)
在此基础上进行“Dialogue making”。
向学生介绍一个案件，请他们根据所给的信息编写一个警察与受害者之间的对话(可参照课后练习2)并选择几组进行对话表演。(8-12分钟)
假设你是警察，根据案件信息写一个通缉令(也可自己想象一个案件)。并选择几份在课内点评。(8-13分钟)
Step five: Homework
完成练习册中的练习。在课外阅读有关的著名的侦探小说，并挑选一则在班上交流。
四、评估与反馈：
学生能否熟练运用定语从句进行描述或判断人物的外貌特征是判断本节课是否达到教学目的的一个重要标准。
Teaching Process:
Step One Warming-up
1. Play a guessing game to review the Attributive Clause. Looking at the picture, Teacher asks “Can you guess who is Mr. Smith?” Students may answer like this: “Is he the man who is fishing?”
2. Show another picture of a bus. Tell them “One night, there are some passengers on the bus, some are sitting and sleeping, some are standing and looking out of the window. Please look carefully, try to remember what they’re wearing.” Suddenly the light on the bus is out. It ‘s dark. And something has happened. Now look at the picture carefully, can you find out whose things have been stolen? Who is the victim? (Explain the word) And who is the thief?”
Give them several minutes to discuss with the partners. Check the answer.
Step Two Presentation
Teacher says: “Last Thursday there was a robbery. Miss Brown is the victim. She was robbed by a man. Now the police have found four suspects. Would you please listen tothetape carefully and find out who is the robber?” Play the tape, check the answer.
Since the police have caught the robber, they should write a police report about the robbery. Please help the police finish the report.
(Students’ book Part 5) Check the answers and read it.
Step Three Practice
1. Ask the students to finish a dialogue between a policeman and a victim and read it out.
2. Give the students some information about another robbery, ask them to make a new dialogue just like the above one. And act it out.
3. Suppose you are the police, and you want to catch the robber with the help of the public. You need to write a WANTED. Let them work in pairs and write a WANTED, they can either use the information of the above one, or just use their own opinions. Shoe some of the work to class.
Step Four Homework
Finish the exercises in the workbook. Try to find an interesting detective story and share it with the classmates.
英语说课稿12
一、说课程标准
本课是阅读课。新的课程标准明确指出要使学生有能力获取文章里的信息，发展学生综合运用语言的能力。因此，我确定本课的教学目的是发展学生智力，培养学生能力，尤其是交际能力，促进学生的全面发展。在课堂教学中坚持“面向全体学生”的原则，引导学生进行合作学习和探究学习，真正培养学生的创新精神和实践能力。
二、说教材
“Let’s Read”是人教版《小学英语》六年级下册第二单元B部分的内容，属于阅读教学，是与本单元话题“What’s the matter？”有关联的趣味语篇，旨在复习巩固本单元A、B部分的主要词汇，并适当扩展语言，增大语言输入量。据此，我确定以下教学目标和教学重难点：
（一）教学目标
1．知识目标：
（1）能听懂、会说、会读“pass，kick，between，goal，guess，a football，match，win，the game”。
（2）能听、说、认读“Let’s Read”部分的故事，并回答文后问题。
2．情感目标：
（1）进一步提高学生对英语的学习热情及学习兴趣。
（2）鼓励学生积极主动参与课堂活动，大胆开口，主动模仿。
（3）通过本课的学习，培养学生团结合作，学会和谐相处的品德。
3．能力目标：
引导学生积极参与小组活动，促进他们养成动脑、动口、动手的好习惯，初步形成主动学习的意识。
（二）教学重难点
1．新单词“pass，kick，goal，between，guess，football match，win the game”。
2．在真实的情景中运用所学知识，实现能力的发展。
（三）教具准备
依据英语教学的直观性、趣味性、实践性的教学原则，结合合作学习和任务型教学的新理念，我利用了录音机、音乐带、足球、竞赛板、贴画、多媒体等多种教具设计教学。
三、说教法学法
整堂课紧紧围绕“学生为主体，教师为主导”的教学思想，通过简笔画、CAI辅助教学等手段，创设一场足球赛情景，让学生在具体的情景中学习新单词。然后再运用于语言交流中，使整个教学源于生活，又用于生活，创设了真实而生动的生活场景，使学生学得有趣，学得有用，从而体验到成功的快乐。具体采取了以下几种方法：
1．采用情景教学法；
2．采用全身反应法（TPR），通过身体动作来感受语言，加深对语言的记忆；
3．使用交际法；
4．使用听说法；
5．使用游戏法；
6．使用多媒体；
7．使用任务型教学。
四、说教学过程
1．Warming—up
（1）师生共唱歌曲“The way，I feel以歌激情。
（2）导人：通过自由谈话的形式引出本节课学习的内容。
[设计意图]通过唱歌的形式来活跃课堂气氛，让学生在轻松愉快的环境下进入学习的最佳状态，同时为新课的学习作铺垫。
2．：Presentation
教师呈现课前准备好的球，让学生通过动作来学习动词"pass the ball”，“kick the ball”等，然后放世界杯足球赛音乐及比赛画面，教学短语“a football match”，并根据比赛进程逐一呈现单词‘‘between，goal，、win，the game”。
设计意图]通过活动和多媒体手段让学生加深对新单词的印象，进而掌握单词的听、说、读的能力。
a．听录音找出不认识的单词。
b．听录音跟读，并回答问题——Who got the first goal？
How did they get the second goal？
教师通过简笔画呈现第二道问题的答案，帮助学生理解短文内容。
[设计意图]通过教师对句型的点拨，学生学会自主思考，主动探究问题的能力得到提高，并且达到了学以致用的效果。
3．：Practice
（1）将学生分成两组，采取比赛的形式，利用单词卡片说出本单元描述心情的单词，并用该词造句，得分高的组获胜。
（2）教师引导学生回顾一下本节课的'学习过程，请几名学生谈谈本节课上自己高兴和不高兴的事情。
[设计意图]学生在好奇中边学边用，充分表现自己的能力。这些活动使学生保持着浓厚的兴趣，大大提高了教学效果。
4．Consolidation
（1）快乐组合，妙不可言。
每张卡片上写一个步骤，每个小组一份。各组的学生将这些单词的卡片进行任意排序，然后根据排好的顺序，写出完整的句子，做得好的小组加红星。
（2）拿出自己制作的球赛卡。
完成空白处（自选方位），每组选出代表读他们的球赛卡，完成最好的加红星，大家为之鼓掌。
[设计意图]把欣赏的目光投向学生做的每一件事，让学生在每一次尝试中体验成功的喜悦。
5．Homework
把你的球赛卡设计好，然后寄给你的好朋友。
6．板书设计，提高学生的学习兴趣
板书是重要的教学辅助手段，所以设计时应力求抓住重点、突破难点。本节课我设计了非常形象的板书，谁回答了问题就给他一个球赛卡并贴在黑板上，并把说出的话语用气球形象地表现出来。另外，我还用彩笔突出了本节课的教学重点与难点，让人一目了然。
总之，在整节课的教学中，我注重培养了学生的朗读能力和用英语交流的能力，并通过听、说、做等活动激发学生学习英语的兴趣，鼓励他们大胆说，对学生每一个细小的进步都予以表扬，逐步帮助他们养成良好的学习习惯，形成有效的学习方法，发展自主学习的能力，为进一步学习打下基础。
英语说课稿13
各位评委大家上午好：我今天要说的课题是人教版小学三年级英语PEP教材的第二单元《Lookatme》的第二课时。这一单元向我们展示了身体的各个部位的英文名称.那么,我要说的第二课时主要是对头部单词的认识和学习。结合新课程标准和大纲提出的总目标和具体要求，我将从以下几个方面进行详细说明：
一、说教材
这一课时有两部分。我将教学目标设计如下：1、语言知识目标：1)使学生掌握头部单词，强调发音head,eye,face,ear,nose,mouth;2)练习有关Let‘do的句子touchyourhead等等。2、语言技能目标1)使学生能够根据指令做动作;2)根据情景说出单词和句子;3)在指令和场景下进行英语表演
二、说教法和学法
科学合理的教学方法能使教学效果事半功倍，达到教与学的和谐完美统一。基于此，我把中央电教管资源与常规教学、磁带配套等，这些资源整合使用。本课是单词教学，为了注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突出语言的真实性和实用性。我采用多样化的教学手段将听、说、玩、做、演溶于一体，激发学生学习英语兴趣的培养，以不同方式限度地激发学生的学习动机。使学生通过合作学习体验荣誉感和成就感。从而树立自信心，发展自主学习的能力，形成初步用英语进行简单的日常表达能力。要创新把每节课的难点降到最低，授课时间在20分钟内，充分发挥执教者的角色和作用。学法上，作为课堂的组织者，要与参与者起示范作用;还要有序的组织学生，组织课堂教学流程。活动的安排与设计要真实有效。多给学生说的机会，让学生体验、感受语境，能正确流利的使用语言。练习时可以分为：师生之间的;小组与小组之间的;生与生之间的。学生练习的过程中，我的角色也要随之发生变化：指令员，示范员(示范远程资源)，辅导员(学生练习时老师辅导)。具体的学法是学生跟读时先看(看读单词时的口型);听(听单词、句子的读音);说(不要看书);最后读。让学生跟着空中英语课堂资源学习正确的语音、语调，养成良好的学习英语的习惯，培养听、说的能力。
三、说教学重难点和教具的准备
重点：关于头部的单词head,eye,face,ear,nose,mouth的学习。难点：eye,face两个单词的元音因素容易发音不到位，教师可鼓励学生张大口型，相互检查。mouth一词的尾音发音较难，教师可适当提醒学生，注意口型。教具：准备head,eye,face,ear,nose,mouth的单词卡片和图片;准备一个玩具熊和教材配套的课件。
四、说教学过程
1热身、复习(Warm-up/Revision)(1)师生共同复习所学歌曲《Hello》。师生边做动作边演唱。(2)用地单元所学的问候语向学生打招呼，如：Hello、Hi、Goodmorning、Howareyour?等进行练习。(3)师生共同复习第一单元Let‘schant部分的内容。师生边音乐边拿自己的学习用具展示。
2呈现新课(Presentation)(1)出示TeddyBear的玩具熊，向学生们介绍说：ThisisTeddyBear‘snose,/ThisisTeddyBear‘shead.等等，由此引出本课单词的教学head，ear，eye，nose，face，mouth让学生先初步了解单词。(2)用Powerpoint制作的课件，在学习新知识时使用。教师点击鼠标后，眼、耳、鼻、口、脸和相应的英语单词逐一显示。(3)我自己指着说：Goodmorning.I‘mMissXiao,Lookatme,指着自己的头说：Thisismyhead.用同样的方法依次介head,eye,face,ear,nose,mouth，学生进一步学习单词。(注意：我在介绍的.同时指着自己身体各个相应的部位。)(4)让学生看课件，跟读Let‘slearn部分的单词并要求学生指着自己头部和相应的部位，力求做到―眼到、口到、心到、手到‖。(5)出示TeddyBear图片粘在黑板上，指着让学生认读。(6)我再次借助动作和表情，比如，点点头、眨眨眼、摸摸鼻等，学习单词的听说。
3趣味操练(Practice)(1)出示课件认一认(Mickey‘sHand)。看着Mickey‘sHand指着自己的不同部位，让学生说出相应部位的单词，看谁说的又快又准确。对表现好的学生给予表扬和鼓励。(2)出示课件Let‘do,让学生全体活动起来，学生按课件指令做动作，如touchyourhead，学生则摸着自己的头，以次类推练习这几个动作。
4游戏(Game)：比一比一个学生发出指令，另外几个同学站在讲台前执行指令。规则是：做错指令的学生被淘汰下去。如：S1说：touchyourhead。Ss摸摸头。在此次活动中，教touch一词，并让学生理解touch、my、your三个词的含义。
5学唱歌曲(Let‘ssing)出示课件学唱歌曲《TeddyBear》，可采用跟唱，我示范唱，学生自唱等多种形式。
6听故事(Storytime)出示课件听一听(Lookatme–Zipzoom)。
7课堂评价(Assessment)出示课件读一读，让学生看本节课所学单词的图片认读，以检查学生对本节课所学内容的掌握程度。
8课外作业回家之后教给家人所学的头部单词，在教时边指着边教。或者你说出单词让家人摸着所说单词的部位。预习第三课时的身体部位的单词。
五说板书设计
UnitTwoLookatme在黑板上贴上同Let‘slearn部分一样的图案，学习单词时用，以便理解单词的含义。
英语说课稿14
引言：
在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。开展课堂探究是培养学生综合语言运用能力的最佳手段。所以在我的教学设计里，每一个教学活动中都有情景创设，学生探究，学生处理问题和巩固训练等环节。
一、教学内容分析
(一)知识背景及新课程、新教材
本单元围绕考古这一主题开展听、说、读、写多种教学活动。旅游作为当今社会人们最感兴趣的话题在英语学习占有非常重要的位置。名胜古迹是旅游的重点内容之一，名胜古迹中的许多发现都来自于考古工作。所以Archaeology也是一个非常贴近生活、具有时代性、可挖掘性的教学主题。
本单元所选的语言素材涉及中外名胜，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习考古有利于“拓展学生的文化视野，发展他们跨文化交际的`意识和能力”；在利用现代教育技术观看历史教育片的过程中，“拓宽了学生学习和运用英语的渠道”；同时本单元的教学对教师本身历史文化修养、广阔的知识面等方面有非常高的要求，体现了师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的“与时俱进”的理念和思
（二）教学重点难点
1.利用已有知识谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化娱乐、生产工具等，为以后阅读英国的《巨石王》和中华文明的起源奠定基础。
2.调动学生的积极性，组织他们利用表达好奇功能结构谈论他们所感兴趣话题。
3.听力是这一课的难点。听力材料介绍是古代法国人用来射箭的一种武器。材料长，对武器的结构的解释比较复杂。但是学生听过材料后能够顺利地完成课本上的练习。这里不要求学生理解细节，只要能完成练习就行。
二、三维教学目标
（一）知识技能
1.学会谈论古代人的生产、生活；
2.学会表达对什么东西的好奇，如：
I wonder what/ who…I really want to know…I’m curious to…
I’d love to know…I wonder if/whether…
What I’d really like to find out is…
I’m curious about…
I’d like to know more about…
3.学习一些与考古有关单词、短语和句式,如：archaeology及其派生词，curiosity, bronze, dynasty, decoration, artifact, unearth, spear, pot等。
（二）情感态度
1.让学生了解本单元的总体学习目标，以便激发学习学习积极性。
2.从谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化娱乐、生产工具等入手使学生到中国具有悠久的历史、灿烂的文化，增强学生的民族自豪感，爱国主义情操。增强学生学好英语自信心。
3.通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。
（三）学习策略
1.认知策略：通过-ology, -ological, -ologist等词根的学习，掌握archaeology, archaeologist, archae- ological等词，同时掌握同类词的学习方法。
2.调控策略：通过听力让学生了解到听力有时很难，不可求全责备。可以材料调整听力要求。有的要听懂细节，有的甚至要推断隐含内容，但有的只需要掌握大意。
3.交际策略：通过谈论古代人的饮食起居、文化娱乐、生产工具和谈论兴趣等真实交际活动提高用英语交际的能力。同时让学生了解表情、动作等非语言手段提高交际效果。
4.资源策略：让学生了解博物馆、名胜古迹和书籍资料一样是学习的重要途径。
（四）文化意识
1.了解英语国家对文化遗产保护的态度。
2.了解西方国家部分古代用具。
3.通过中外古代文化对比，加深对中国文化的理解。
三、具体教学步骤
(一) 导入(Lead-in)
这一步骤的重点在于激发学生对考古学的兴趣，因为一般学生认为考古没什么有趣的。
活动方式：师生互动。教师盯着天花板的一处看30秒钟。引起全班同学一起去看。然后问：What do you see?
学生自然会回答：Nothing.然后再问Do you know what I was looking at? 学生自然会回答：No, I don’t. 然后告诉学生老师根本没有看什么，只是做一个动作而已。再问Why did you look at there after me?学生答不上。老师告诉学生That is because of curiosity.再问What is the word curiosity from?学生学过curious，所以能答上来。老师再讲：根据心理学的观点，每个人都具有对新鲜事物认识的兴趣，这叫做Curiosity。然后给出一个新词： Archaeology(板书课题)并指出This is a new word for you. You may want to know it.老师再问Do you think it is a course or a science?部分学生会答Yes.接着问Why do you think it is a science?学生会说出他们学过以-ology结尾的词。这时便可以打出幻灯片，再进行以下活动：汉语意义名词形容词……学家技术technology 生物学biology 心理学psychology 人类学anthropology 细菌学bacteriology Physiology Sociology zoology
1.组织学生推出Physiology，zoology和sociology和汉语意义；
2.组织学生推出technological, technologist；
3.组织学生推出其它词的-ological和ologist的形变；
总结：学习构词法知识对于扩大词汇量有非常重大的意义。最后指出今天所学内容是Archaeology.再问What are the goals in learning the unit?
(二)单元学习目标(Goals)
请一个学生解释本单元学习目标(Goals),然后和全班一起关上书回忆本单元的四个学习目标。
(三)预备(Warming up)
活动形式：分组评论。谈论课本上的四幅图画。先指出中华民族有着悠久的历史和灿烂的文化。每年都有许多西方人到中国来旅游。如果你想为他们提供帮助，就得学会用英语谈论中国古代人的饮食起居、文化娱乐、生产工具等。然后用What did they eat? Where did they live? What did their homes look like? What kind of tools did they use? What objects have we found from their age? What kind of entertainment did they have?谈论古代人的饮食起居、文化娱乐、生产工具。
(四)听力(listening)
教学形式：师生互动。播放磁带让学生听第一遍，提问材料的大意。播放第二遍，让学生完成课后练习。做听力训练之前的准备工作是非常重要的。
总结：今天的听力材料较难，但是同学们能很好回答课后问题这就够了，不一定要了解那些细节，不可求全责备。根据不同制订不同学习目标是有效学习重要环节。
(五)对话(speaking)活动形式：组对练习。
1.发出指令，提出要求；
2.学习会话范例；
3.给对话所用句式；
4.学生组对谈论兴趣与建议。
四、教学时间分配
教育心理学指出新知识的学习需要一个接受的过程。本课时的主要任务为本单元的学习做好预备工作。所以要用较多的时间让学生接受考古这一新的概念。导入部分用8分钟;目标部分用3分钟;预备部分用5分钟;听力部分用12分钟;会话部分用10分钟;最后用两分钟总结本课内容和布置作业。
课堂板书设计
将黑板划为左右两块，左边板书教学步骤，右边板书生词和短语。
英语说课稿15
Unit 3 What are you doing for vacation?
I will talk about my teaching idea from 6 aspects
Firstly ,let me talk about the analysis of the Teaching Material
The topic of this unit is about vacation plans. It is from the unit 3 of PEP English < go for it> the first semester of grade 8 .This is an interesting topic for students. So all the activities in this unit are helpful to raise students’ learning interest. This section including two periods. I will finish Part 1, Part 2 and Grammar Focus in this period .students will learn some words and the target language and know how to make vacation plans. Their integrating skills will be improved .The target language is the basic for Ss to learn the other contents of this unit. So it’s very important to learn this lesson well.
The teaching aims are established according to Junior School English syllabus' provision and the teaching material. As follows:
Knowledge Object :In this unit students learn to talk about future plans.and learn some key vocabulary: camping, visiting and so on . Use the Present progressive as future in the daily life .
Ability Object :To train the students’ ability of listening, speaking, reading and writing. and ability of making future plans.
Moral Object:students know the truth "You can’t work efficiently if you don’t have a good rest.""Making a good vacation plan can make your trip happy."
According to the teaching material and the students' characteristic,I think the key points are helping the students master the key vocabulary, understand and use the target language ,master the usage of the different forms of “be” in the target language.
The difficult points are helping the students use the target language to talk about the future activities
Secondly ,I will talk about the the students
The students have learnt English for more than one year. They know some English, but some of them didn’t learn it well. Especially, most of them are afraid to speak English. For this lesson, the students have known the pattern “be doing”. Half of them can use “be” correctly. Half of them can change a verb to “verb+ing” correctly. But they don’t know to use the pattern “be doing” as future. And this is what I teach in this lesson.
Thirdly ,I will talk about the teaching methods and learning methods
As we all know,the main instructional aims of learning English in the Middle School is to cultivate 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, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the target language. I’ll give the Ss some tasks and arrange six kinds of activities: watching CAI, writing some activities, listening, make conversations, listening practice and group activities.
At the same time,the students will pass "Observation-Imitation-Practice" to study language,study English language by Communication.
During the teaching process , Multi-media computer, Tape recorder, ppt and school things will be needed.
Fourthly ,the important part is teaching procedure .according the theory of new curriculum standard ,I will present my teaching procedure in 5 steps.
Step 1. Lead in
This step revises the present continue tense. Students Ask and answer some questions ,such as "What are you doing?" "What is she/he doing? "in pairs.
Step 2. presentation
Show five pictures on the screen. These pictures show the students’ activities for the next vacation. I will point at the picture and say"What is she doing for vacation? She is camping." Then write “camping” on the Bb. Ask them guess the meaning of the word according to the picture.then learn and explain the word “babysit”.
Task 1: divide the students into four groups. Ask each group to discuss to write the other three activities on the Bb and add more using the “ing” form of verbs. Have a competition. The group which writes the most correctly and shows the most activities is the winner.This task introduces the key vocabulary and Ss start to touch Present progressive as future. The competition can raise Ss’ learning interest.
Step 3. practice
Task 2:Show three pictures and three activities on the screen. Ask Ss to listen to the tape to match the pictures with the activities. After they do them correctly, give them some praise. This task gives students listening practice in understanding the target language in spoken conversation.
Task 3:ask the students to work in pairs to talk about the five pictures. Ask Ss to use the different forms of verb “be” correctly.then some pairs act them out to check the pronunciation and the forms of verb “be”.This activity provides guided oral practice using the target language.
Task 4:Ask Ss to open their books and turn to Page 14. Look at part 2a, Explain the chart and make sure the students understand the chart and what to do.Then play the tape for three times. For the first time the students only listen to understand the whole general meaning of the conversations. For the second time the Ss pay attention to the activity in each conversation and write them in the chart. For the third time the Ss pay attention to the time that the activities in each conversation are done and write them down in the chart.Ask some Ss to write their answers on the Bb and check them.This task provides guided listening and writing practice using the target language.
Step 4. summary
First ask two students to read Grammar focus to the students. One reads the questions, and the other reads the answers. This can check their pronunciation and trains their reading ability.
By ask and answer some questions ,sum up the grammar point, get the conclusion that the present progressive tense can also be used to talk about the future activities.This task guides the Ss to study English by thinking hard and conclusion. After that they can have a rational knowledge to the target language.
Task 5: Ask the Ss to work in groups of four. Tell the students that if they don’t have a good rest, they can’t study efficiently and making a good vacation plan can make their trip happy. So they must arrange their vacation carefully. Write down their group mates’ answers in the chart in your book.
This task provides the Ss a chance to use English freely. They can say the conversation according to their thought using the target language. Of course, at the same time, it trains the Ss’ speaking ability. Also, it guides the Ss to study English by communication. Another, I change the parts’ order of the text book, because this part can be delayed to the end of the class. After class, they can continue to talk about it.
Step 5. Homework
write a passage talk about what you and your classmates are doing for your next vacation. The homework can help the students to consolidate the target language and train their writing ability.
Finally ,I will write the key words and sentence pattern on the blackboard ,students can know what they learnt in this class clearly.
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