首页 → 名言 → 美文
關于英文說課稿匯編7篇怎么寫 關于英文說課稿匯編7篇范文
日期:2023-03-11 17:28:40    编辑:网络投稿    来源:网络资源
關于英文說課稿匯編7篇  作為一位優秀的人民教師,編寫說課稿是必不可少的,借助說課稿可以提高教學質量,取得良好的教學效果。我們應該怎么寫說課稿呢?以下是小編收集整理的英
为你推荐:
  • 令人傷感的說說
  • 關于英文說課稿匯編7篇

      作為一位優秀的人民教師,編寫說課稿是必不可少的,借助說課稿可以提高教學質量,取得良好的教學效果。我們應該怎么寫說課稿呢?以下是小編收集整理的英文說課稿7篇,歡迎大家借鑒與參考,希望對大家有所幫助。

    關于英文說課稿匯編7篇

    英文說課稿 篇1

      一、說教材。

      我這次授課的內容是PEP教材五年級上冊Unit 2 My Days of the Week A部分的 Let’s start,Let’s learn and Let’s play.這一部分的教學是在學生已經掌握許多課程名稱的基礎上進行的有關星期單詞的詞匯課教學,也為以后能夠熟練運用句型What day is it today? What do you have on Mondays?詢問今天是星期幾和談論一周內有關學校課程的安排等打下基礎。

      二、說學情。

      本班三十五人,學生整體素質有待提高,可是有大部分學生對英語的學習興趣較為濃厚,上課積極性較高。但是,由于學生本身知識積累較少,課堂上對問題的理解不透徹,合作學習及獨立思考方面也表現不夠好。所以就要求我們教師更要做一個有心人,充分利用各種資源來提高課堂教學效率。

      三、說理念。

      基于教材與學情,在本課我主要突出兩個理念:

      1、整合各種資源,提高課堂效率。在這一課中我搜集整合了一些資源:一個自制的單詞轉盤、還準備了學生喜歡的一些動畫人物的圖片、自制的PPT以及錄音帶中外教的示范教讀等,讓他們渾然一體形成一條有效的資源鏈,最大限度地服務于課堂教學。

      2、利用課堂主陣地,培養學生對四會單詞的聽、說、讀、寫以及綜合語言運用能力。英語教學中培養學生的綜合語言運用能力是英語教學的重要目標之一。

      四、說教法學法。

      根據詞匯教學的特點和學生的學情實際,在這一節課中我主要采用了任務型教學法和活動法進行教學。始終堅持融詞匯教學于訓練句型之中,倡導學生體驗參與,讓學生在一個又一個的任務活動中達成習得語言的目的。既培養了學生的學習興趣又為學生形成一定的綜合語言運用能力起到了作用。

      五、說教學目標:

      1,能聽懂問句:What day is it today? What do we have on Mondays? 并能做出正確回答。

      2, 能夠聽、說、讀、寫單詞:Monday, Tuesday, Wednesday, Thursday, Friday, 并能根據實際情況替換關鍵詞熟練運用。

      3,能夠運用新的語言做 Let’s play 中的星期轉盤游戲。

      4, 欣賞歌曲“ My Days of the Week ”。

      六、說教學重難點:

      本課時的教學重點和難點是Let’s learn 部分的四會單詞:Monday, Tuesday,

      Wednesday, Thursday, Friday, 要求學生結合所給句型替換關鍵詞,逐步達到聽、說、讀、寫四會掌握。

      七、說教學流程:

      (一)Warm-up

      1, 日常口語練習

      T: Hello! How are you ? Nice to meet you.

      S: I’m fine, thank you. / Nice to meet you, too.

      T: Who’s your English ?

      S: Miss Li.

      T: What’s she like?

      S: ….

      2, 欣賞歌曲“ My Days of the Week ”學生感知本單元的新語言。

      (二)Presentation

      1, Let’s start

      以我們的新同學Dora and Boot 要帶同學們去探險為情境,用新句子What classes do you like?

      I like…把學生分成四組學習。同時還引出新課程:Moral Education ,Social Studies的學習。

      2,Let’s learn

      (Dora今天要帶我們去魔仙堡,得經過小矮人的單詞橋和句型樂園。我們來看看怎么樣才能通過吧。)

      ⑴小矮人的單詞橋

      A, 聽錄音,讓學生整體感知今天的學習內容。

      B, 學習Monday

      (出示Monday)T: What day is it today?

      S: It’s Monday.

      師范讀-----小老師帶讀------分組讀--------個別讀

      C, 學習Tuesday

      學習方法同學習Monday。

      師范讀-----小老師帶讀------開火車讀--------齊讀

      D, 學習Wednesday

      通過找單詞游戲突破Wednesday的讀音這一難點。

      E, 學習Thursday

      通過比較學習Tuesday和Thursday。

      F, 學習Friday

      利用French fries 遷移學習Friday.

      在學習新單詞的過程中,始終把本課的新句子What day is it today? It’s… What do we have on Mondays? We have…貫穿始終,為以后的輸出奠定基礎。 G, 總結五個單詞的特點并識記。

      H, 師范寫,生仿寫。師巡視指導。

      (2)通過小矮人的單詞橋。

      (三)Consolidation

      句型樂園

      玩轉盤,我最棒

      規則:一位學生轉動轉盤的指針指向某個星期單詞,問:What day is it today

      小組的其他學生用:It’s …進行猜測。猜對之后,再問What do we have on…/ We have… 誰猜對,并說對就是贏家。

      師先示范-----小組長帶領小組成員玩------小組展示。

      (四)Summary and homework

      師生共同歸納總結,評出優勝小組,讓組長給他們蓋章。

      作業:1,把今天學習的內容讀給家人聽。

      2,根據個人愛好設計一張個性化課程表。

    英文說課稿 篇2

      Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:

      Analyzing teaching material

      The teaching methods

      The studying methods

      The teaching procedures

      and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”

      This unit is about It is made up of paragraphs.

      The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.

      The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.

      The emotional aim is to help students understand and to develop

      students’ sense of cooperative learning.

      Then the teaching key points is to help the students get a general idea of the whole

      And the teaching difficult points is to make students use their own words to express

      According to the analysis above, I’ll try my best to carry out the following theories

      while dealing with this lesson:

      To make students the real masters of the class while I just act as a director.

      To combine the language structure with the language functions.

      And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:

      The first teaching method I will use is communicative approach, since language is

      used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.

      The second teaching method I would like to use is task-based approach. A task

      resembles activities which our students or other people carry out in everyday life.

      Learners should be given opportunities to reflect on what they have learned and how well they are doing.

      The third teaching method I want to use is computer assisted language teaching.

      Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.

      And in order to practice my teaching methods better, the following teaching aids will be used:

      A projector, a tape recorder, multimedia and of course the blackboard.

      And then, I would like to talk about the studying methods. As students are poor in

      cooperative learning skill, many students are not active in English class, and even

      some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing,

      thinking, and speaking. So, to make the students get the knowledge actively,

      cooperative learning and task-based learning will be used.

      Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.

      Step 1 Lead-in

      At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions,

      the students will be eager to know something about and it’s the very time to naturally lead the class into

      Step 2 Listening comprehensions

      In this step, I will write several questions before listening to the text:

      And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .

      Step 3 skimming and scanning

      In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each other.And then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.

      Step 4 Retelling the passage

      Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.

      Step 7 Consolidation

      In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.

      Step 8 make a summary

      I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.

      And now let’s move to the last step

      Step 9 Homework

      1. Read the passage as frequently as you can

      2. Find out some words and sentences you think are beautiful and recite them.

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

      That’s all of my teaching ideas about this lesson. Thanking you for your listening.

    英文說課稿 篇3

      說教材:

      1. 教材內容

      本節教材重點圍繞節日展開,圍繞人們經常如何度過節日展開話題。本課時要求學生能掌握四個節日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at …? I… .并能自由交流如何度過假日。在本課中did引導的一般疑問句及回答也是新知之一。因為在前面第三單元己出現了be 動詞的過去式,所以學生在學習的時候這方面比較容易掌握。

      2.教材的地位

      本節課所選的教學內容是牛津小學英語6A Unit 6。本單元教學圍繞節日兒展開的。在詢問節日這部分,學生已有了前面第三單元的知識鋪墊,比較易于深入與擴展。這樣的安排,既體現了教材循序漸進、由難到易的編排意思,又符合學生的知識水平和認知水平。關于人們如何度過節日這一話題,特別是西方的節日,。則需要學生課后及時收集資料。在實際教學中,本課采用舊話題先教新句型,再用句型引新知的方式展開,這樣既便于學生接受掌握,也體現了教學內容之間的連貫性。

      說目標:

      1. 教學目標

      新課程強調知識與技能、過程與方法、情感態度與價值觀三個角度的有機結合,本著這樣的認識,我制定如下教學目標。

      [認知目標] 學生能聽、說、讀短語及單詞:visit relatives and friends , go to parties, dress up in costumes, ware masks , make pumping lanterns, eat lots of delicious food , National Day, Christmas, Halloween, Spring Festival , favourite ; 能運用 When's … ? What do people usually do at …? Did you…last …? Yes , I did./ No, I didn't.等進行口語交際。

      [能力目標]能用英語交流在假日中的活動,部分同學能用英語流利介紹節日的有關情況。

      [情感目標] 通過活動、游戲使學生產生學習英語的興趣;讓學生敢于、樂于開口,積極參與交流。并讓學生在學習的過程中,培養他們的合作意識和競爭意識。

      2. 教學重難點

      教學的重點是讓學生掌握詞組,能夠熟練的運用詞組進行交流,初步鍛煉學生運用詞組描述節日的能力;難點是讓學生認識時態的變化,及意識到詞組的不同運用能造就語言的豐富性。

      說教法:

      1. 教法設計

      根據英語這門課本身的特點及六年級學生的興趣,我通過了設計具體形象的情景,以舊帶新,不斷滾動知識點,以此來分散教學難點,讓學生直觀地感知與理解。同時創設數個任務活動,從單詞到短語到句子到對話到片斷,使學生在師生、生生之間的多向交流中進行有意義的練習與實踐,充分發揮他們的學習主體性,培養他們學習致用的能力。

      2. 學法指導

      引導學生通過比較、觀察、猜測的方法逐漸感悟新語言項目的功能,讓學生在多層次的練習中體會到學習英語時“運用”的必要性,鼓勵學生積極思維,大膽嘗試。

      3. 教學手段

      根據本課的教學內容、教學目標、學生的年齡特征和心理特征,為了更好地激發學生的學習興趣,從而能積極主動參與學習。教學中運用多媒體課件、圖片等教學輔助手段,置抽象的句型于一個個生動的情景、游戲之中,不僅使學習過程自然輕松,更能較好地啟智開思。

      說過程:

      1.熱身( Warm up)

      (1)宣布本節課的學習方式:小組競賽。以座位分成四個參賽小組,按每個同學的課堂表現為本組加星,課末評出WINNER。然后,開始“每課一句”,本節課所教授的句子是“Lite is long if you know how to use it.”

      [設計意圖] 學習方式的宣布讓學生對本節課充滿了興趣,激起了他們的斗志和為本組爭星的表現欲。“每課一句”是我在六年級開始每堂課上設置的一個必備環節。這個環節主要教學生一些妙言警句。這些句子既豐富了學生的詞匯量,提高了他們的表達能力,同時也讓他們學到了地道的英語表達方式。從而為學習英語創設一個良好的氛圍。

      2.以舊帶新 [lead in ]

      提供話題Birthday,師生自由交流,然后用“How do you spend your birthday?”引出本課的新句型“What do you do on your birthday?” 進而再導入“ Did you … last birthday? ”及回答。然后用Colour 話題引出句型My favourite …

      [設計意圖] 通過舊知識滾出新知識,是我常用的教學方法之一。以舊帶新,學生可以比較輕松地掌握本課的句型。同時把新的句型和老話題融合一起。有助于培養學生的語言思維能力的開放性。

      3.呈現、操練(Presentation, Practice)

      承接Colour話題,引出第一個節日:National Day。利用課件呈現中國國旗。教師引導的話如下:

      T:My favourite is red . Because Chinese flag is red . The main colour in China is red on important days. I love China , so I like red. I like red , because I'm from china. Do you like China? Do you like red now?

      S: Yes…

      T: Do you know my country's birthday?

      S: The first of October.

      T: What holiday is on that day?

      S: National Day.

      [設計意圖] 找到話題與所授新知的契合點,讓學生很自然地從一個話題向另一個話題過渡,從而開始了本節課Holiday的話題。同時英語并不是僅僅是一種工具,它是能夠表現出情感的。在此由紅色引出中國,由中國引出它的生日,簡單的幾句帶有感染力的話就能激發學生的愛國熱情。

      接著用在談論生日時所學的句型讓學生談論一下國慶節,使所學知識處于不斷的滾動復習鞏固之中。用Guess 猜下一個節日Halloween.猜出來之后,利用謎面鍛煉學生聽與說的能力。

      [設計意圖]因為Halloween節日在5A的書上有專門的一單元的介紹,所以雖然它是一個外國的節日,可是學生對它并不陌生。利用謎面,讓學生讀一讀,說一說,談一談。在此環節充分鍛煉學生的口語表達能力。

      圣誕節的出示用一首輕快明了的CHANT作為引入,同時讓學生看一段配上音樂的介紹資料,然后用今天要掌握的句型來問一問。之后,出現了一個有關圣誕節的小故事,讓學生自由的閱讀,然后完成后面的題目。

      [設計意圖] 在課中關注學生的注意力的放松。高輸入量的學習會讓學生很快有疲勞的感覺,從而降低學習效率。在此環節,設計了CHANT 和一段了解性文字的閱讀,就是給學生創設了一段休息的時間。然后再根據高年級學生的英語閱讀能力的培養需要,適時進行一篇短文閱讀。

      圣誕節后進行春節的教學。用一封來自外國朋友的信引出春節。這是一個美國的朋友,她先介紹了一下人們如何過圣誕的情況,然后向中國的朋友問了三個有關春節的問題:What holiday is the popular holiday in China? When is it ? What do people do on that day? 教師讓學生四人一組討論后再反饋回答。

      [設計意圖] 在這兒出現了一封的書寫方式,同時很好地導出了下面的內容,教師給學生提供了廣闊的自由想像和發揮的空間,讓學生運用所學的語言進行擴展性的練習。

      4. 拓展、鞏固(Extension , Consolidation)

      (1) Listen and number

      (2) Say out the holiday

      將一些沒有學過的節日收集在一起,讓學生猜測出意思,并能說出時間。

      (3) Try your best

      按自己的能力選做一題,題目要求由難到易,選擇不同程度的題所獲得的加星也不斷增加。

      [設計意圖] 檢查一節課的教學效果,課外知識的拓展,豐富學生的知識面。選做題的設置,再次調動起學生的積極性。本來無望獲勝的小組,此時又有了一次機會,不甘失敗的心理會讓他們充分發揮潛能;而本來勝利在望的小組,此時又有了危機感,讓他們不敢掉以輕心。于是一場比拼實力的競爭又在無形之中展開了。他們不斷調動出潛能,能于同學互幫互助,一種為本組爭光的主人翁意識也在不斷膨脹中。從而形成了一個積極的參與氛圍。

      5 課后作業(Homework)

      (1) Look and write

      (2) 用至少五句話介紹一個節日。

      [設計意圖] 鞏固所學,將課內的學習延伸到課外。

    英文說課稿 篇4

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

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

      Part 1 Teaching Material

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

      Part 2 Teaching Aims

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

      1.Knowledge objects

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

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

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

      2.Ability objects

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

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

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

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

      3.Emotion or moral objects

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

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

      Part 3 the Important and Difficult Points

      Based on the requirement of the syllabus.

      The important points are__________________________ such as ______________.

      The difficult points are_________________________ for example_____________.

      Part 4 Teaching Methods

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

      1.Communicative Approach

      2.Whole Language Teaching

      3.Task-based Language Teaching

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

      Part 5 Teaching Procedure

      Step 1. Lead-in. (_____min)

      ___________________________________________________________________

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

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

      Step 2. Pre-reading

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

      Let Ss _____________________________________________________________

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

      ___________________________________________________________________

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

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

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

      Step 3. While-reading

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

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

      Para 1 ___________________

      Para 2 ___________________

      Para 3 ___________________

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

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

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

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

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

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

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

      Step 4. Post-reading

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

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

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

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

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

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

      Step 5. Homework

      1.__________________________________________________

      2.__________________________________________________

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

    英文說課稿 篇5

      (一)教材的地位及作用

      本課是初一新教材第5單元的第一部分,教材內容圍繞著描述人現在的活動展開,讓學生學會談論人人們正在干什么。本課的教學內容與學生的實際生活密切相關,易于引發學生運用簡單的英語進行交際和交流。在學習活動中,學生能通過交換對不同人物活動的描述,促進學生之間和師生之間的情感交流,增進情誼。

      (二)教學目標

      1、知識目標:What are u ding? I a watching。What is he ding? He is ding hewr。Is she reading? N, she is ding her hewr。

      2、能力目標:

      (1)、能抓住人物的主要特征來描述人物的外貌,并根據描述畫出人像。

      (2)、能概括人物的外貌特征并根據人物特征推理出某一人物。

      3、情感目標:通過描述同學、教師或自己的偶像的外貌,表達自己的看法,使學生在人際交往中學會尊重和理解別人,學會交換不同的看法,了解他人的愛好,增進情誼。

      (三)教學重點及難點

      1、掌握并運用描述人物活動和地點的詞匯:watching, ding, eating cleaning, plaing, reading, swiing, shpping, pl, schl, all, librar

      2、掌握并運用簡單的`英語交際句型:What are u ding? I a watching。What is he ding? He is ding hewr。Is she reading? N, she is ding her hewr。

      (四).教法設計

      對本課我主要采取了如下幾種教法:

      1.聽錄音。

      聽音是英語學習的重要方法,也是課堂教學的重要步驟。在聽中可以感知,可以模仿。

      2.重點解釋,個別操練。

      在每一堂教學中,學生總會遇到一些難以理解的詞、句型、短語、句子或某一語法現象。如本課出現的一般過去時的用法等都需要教師個別解釋甚至創設語言情境進行操練和舉例,以掃除自由交際過程中的“攔路虎”,為語言的進一步學習奠定基礎。

      3.指導學生展開情景對話。

      在第一部分和第二部分的教學過程中,要想辦法使人人開口,使人人都有成功感。通過對話逐步達到對教材內容的全部操練。。第三部分問答游戲時,猜中的同學老師給予鼓勵,激勵更多的同學參與進來

      4.學生獨立操作。

      首先要求學生根據師生示范獨立對話,隨后叫幾組分別站起來表演。這是深化課堂教學的重要舉措。

      5. 我在教學過程中設計了填表和動詞填空的練習,以檢查學生對本課的掌握情況。在整個教學活動中,我還采用了幻燈片,對順利開展教學活動起到了很好的 輔助作用。

      (五).學法指導:

      我所采用的教法有助于學生掌握如下學法:

      1.養成聽的習慣。

      學生要經常聽錄音,聽教師講英語,聽同學們講英語,這對學好英語大有好處。

      2.科學儲備大量知識。

      學生不掌握豐富的知識就不可能進行很好的語言交流。所以學生必須了解語言規律,掌握豐富的詞匯,熟知語法規則,會熟練表達由各個話題而展開的交際內容。要學會在實踐中學,在應用中學,這樣學來的知識記憶深刻、靈活度大。

      3.及時鞏固,反復記憶。

      凡教師在課堂上所講到的語言難點,學生應及時整理,再次認識并積極使用。對前面已學過的課文,學生要有安排地經常復習,否則常常是學了新的,忘了舊的。

      4.積極操練,重在口頭。

      在課堂上,學生要積極參與教師設計的每個教學活動,要大膽開口,創造性地說自己想說的話。課后和其他同學及時進行英語交流。只有這樣,才能將書本知識變成自己的知識和語言能力;也只有這樣,才能實現脫口說英語的目的。(六)教學設計在上新課之前先復習動詞的ing形式,和上節課的重點句型。通過對重點句型的變形導入新課。安排猜謎游戲幫助學生鞏固新知之新知識。然后翻開課本學習2c,這樣可以降低學生學習難度,有利于學生更好的掌握新知識。接下來再講2a和2b,之后是3a和3b。講解4時,難度再次加大,因為需要學生用自己的語言講解圖片。于是我利用教材所給的圖片和問題進行引導,先讓學生觀察圖片,在就圖片回答問題。問題有答案之后,要求他們講述圖片,這個難度就大大降低了。最后我在就學生的講述進行適當的引導和補充。下課前布置作業,結束課堂。在整個教學過程當中,我有意識的降低教學難度,為學生更好的學習創造良好條件。

      本課以素質教育為目的,結合教材重點、難點及英語學科特點,利用多媒體輔助教學,以任務性教學為主,從視、聽、說等方面使學生得到鍛煉,在愉快、輕松的氛圍中溫故而知新,達到初步運用英語交際的能力。由于缺少經驗,在教學過程中難免會出現不足,敬請各位專家老師不吝賜教,謝謝大家!

    英文說課稿 篇6

      一、 說教材

      今天我說課的內容是外研社的小學英語新標準三年級起始第一冊module 6 school, unit2 what’s this? 我采用多樣化的教學手段將聽、說、玩、唱溶于一體,激發學生學習英語的興趣和愿望,使學生通過合作學習體驗榮譽感和成就感,從而樹立自信心,發展自主學習的能力,形成初步用英語進行簡單日常交際的能力。

      二、說學情

      三年級的學生于本期剛接觸英語,對學習英語充滿了好奇和興趣,渴望獲得更多的英語信息和知識。經過本模塊第一單元的學習,學生已經初步掌握了詢問并識別物體的句型:what’s this? 和what’s that? 學生已掌握的知識和心理狀態為本節課的自主探究打下了基礎。

      三、 說教學目標

      1、語言知識目標

      (1) 讓學生能聽、說、認、讀pen,pencil,book,bag等單詞。

      (2) 通過學習讓學生熟練掌握句型 what’s this? 和what’s that?

      2、學習技能目標:

      (1) 能聽懂let’s do中的指令并做出相應動作,如point to the …

      (2) 根據圖片或在場景下進行簡單的英語交流和表達,培養學生靈活運用所學知識進行交流的能力.

      3、情感態度目標

      (1) 通過學習活動,使學生有興趣聽、說英語,培養學生注意觀察、樂于模仿的良好習慣和主動競爭的竟識。

      (2) 讓學生在鼓勵性評價的中樹立學習英語的自信心。

      (3) 通過小組活動培養學生合作交流的能力,從而讓學生意識到學習英語的重要意義。

      (4)充分利用教材所提供的學習資源,實現自由參與與創新,能主動與他人交流,并克服交流中的困難,使交際順利進行。

      四、說教學重難點

      1、學習新單詞 pen,pencil,book,bag ,能正確認讀。

      2、鞏固已學句型:what’s this? 和what’s that? 并能用 it’s a…作出相應的回答。

      五、說課前準備

      教具準備:課文錄音;帶單詞的物品圖片;實物pen,pencil,book,bag;魔法包;獎品(貼畫)。 學具準備:單色物品的圖片(學生課前畫好)

      六、說教學策略

      為了突破這一堂課的重、難點,根據小學生好奇、好勝、好動、模仿力強、表現欲旺盛等生理和心理特點,我主要采取了以下教法和學法。

      (一) 小組活動學習法

      把全班分成四個大組(兩行為一組),分別用數量單詞命名,并書寫在黑板的左邊或右邊。課堂各項教學活動均以小組活動為主線,結對或全班活動為輔,學生互相交流、探究,共同完成學習任務,在合作中感受學習英語的樂趣及交流的意義,也通過小組成員之間“榮辱與共”的關系而形成同步學習的環境。

      (二) 情境教學法

      給學生不斷創設各種真實的場景,促使學生說英語。

      (三) 課堂評價主要以鼓勵性評價為主。

      課上恰當使用激勵性評語和獎勵個人貼畫、小組獎的紅旗(畫在黑板上)的方法,讓學生渴望成功的心理得到滿足,這也是激勵學生積極投身英語學習的一個最簡單而有效的方法。老師操作起來也比較方便。

      七、說教學過程

      (一)熱身復習,營造學習英語的氣氛。

      1、歌曲導入,激發學生學習的興趣

      教育家托爾斯泰說過:“成功的教學所必須的不是強制,而是激發學生的興趣,激發學生參與學習的興趣,是新課導入的關鍵。精彩的課堂開頭,不僅能使學生迅速地興奮起來,而且還會使學生把學習當成一種自我需要,自然地進入學習新知的情景。因此,在熱身的時候,首先讓學生演唱歌曲“plese stand up ”,并做上相應的動作,這樣的導入能很快吸引住學生,還渲染了學生學習英語的良好氣氛。同時,歌曲中的物品也可勾起學生們對已學物品單詞的回憶,對復習句型what’s this? 和what’s that?作好鋪墊。

      2、復習舊知,培養自信

      教師出示tom的圖片,談話向孩子們引出本節課的新朋友:“it’s tom.” ,并讓學生熱情地和他打招呼。告訴學生們他是amy的弟弟,今年才三歲。小tom有些物品不認識,由于剛和大家見面,有些害羞,要老師代問,讓孩子們幫幫他。孩子們對幫助他人都比較熱心,反應都很積極。于是老師拿著tom的圖片,在教室里四處走動,隨意拿起一件物品或指向一件物品,向學生提問:what’s this? 或what’s that?讓學生作出相應的回答。適時還可用what colour is it?進行詢問,借以復習表示顏色的單詞。大力夸獎樂于助人的娃娃。這樣不僅復習了舊知識,渲染了學習英語的良好氣氛,而且滲透了思想品德教育。

      (二)會話導入新知,促進語言實際運用能力的提高。

      學生在一個平等尊重的氛圍中,他們的思維是放松的,敢于說、敢于參與教學。教師要真心誠意地把學生當成學習的主人,努力提高“導”的藝術,從而在教學中恰到好處地去啟發、點拔、盡可能地給學生多一點思考的時間,多一點活動的余地,多一點表現自己的機會,這樣才能使課堂氛圍充滿活力。因此,這個環節我是這樣設計的:

      1、教師拿著tom的圖片繼續指向教室里的物品,向學生提問。課前教師在離講臺較近的墻壁兩側和較遠的后墻兩邊分別貼上pen,pencil和book,bag的圖片,分別使用what’s this? 和

      what’s that?向學生提問,學生可用中文來回答。教師引導用“it’s a…”來回答,自然引出新單詞,進行單詞教學。

      2、游戲——變一變。

      老師先出示魔法包,把實物pen,pencil,book,bag一件件地特意讓學生看到之后,再把它們放進“魔法包”中,然后讓一名學生上臺,從“魔法包”中握住一件物品,讓其余學生猜是什么。若猜對了就把物品拿出來,并讓另一名學生上臺找出相應的單詞卡片,全班進行單詞練讀。學生們對“魔法包”充滿了好奇,而所學的單詞又是孩子們非常熟悉的文具物品,從而學習起來非常帶勁,能起到很好的鞏固作用。通過齊讀、指名讀、開火車讀、看口形猜單詞等多種形式的操練,孩子們能十分輕松地掌握單詞的認讀。對讀得對、讀得好的個人和小組要給以及時的鼓勵,調動學習的興趣和積極性。

      (三)呈現新知,合作互動。

      在小學英語課堂中使學生保持一種積極的緊張感,能夠激發他們學習的外部動機,引發他們一系列的自主活動,促進外部動機向內部動機的轉化。

      1、游戲——say and point

      請四位學生上來,分別站在四個不同的方位,手里分別拿著實物pen,pencil,book,bag再請一名學生發出指令:point to the…其余學生做出相應的動作,以達到對新單詞的熟練掌握。這個活動完全由學生來操作,既鍛煉了學生的膽量和能力,又激發了學生學習的興趣。

      2、演一演。這個部分是由學生導學。指派一生扮演tom,在教室隨意走動,指向任一物品,用what’s this? 和what’s that?進行詢問,其余學生扮演amy作答,以答到操練句型的目的。為了激發學生學習的積極性和主動性,可多抽幾名學生扮演tom練習。這個環節主要是操練學生能正確使用what’s this? 和what’s that?來提問。對能正確使用this和 that來詢問的學生要加以大力表揚和獎勵。

      3、小組活動:ask and answer

      以學習小組(四人)為單位,擺出pen,pencil,book,bag等文具,可故意將其中的一件放遠一些。然后指派一人分別用what’s this? 和what’s that?進行詢問,其他學生作答。依次輪流進行,借以達到熟練掌握句型的目的。若組內成員不懂,其他成員幫助,團結一心,完成任務。教師巡視指導。

      4、學習課文 what’s this?

      (1)學生打開書,結合課文插圖,聽課文錄音,理解文意。

      (2)再聽錄音,生逐句模仿讀。教師適時正音。

      (3)趣味操練——多種形式賽讀:男女生分角色讀;指名分角色讀;小組賽讀。優勝者分別獎個人貼畫、獎小組小紅旗。各種方式的賽讀,從多方面激發學生學習英語的興趣,培養自信心,讓他們感受到成功的快樂。

      (四)鞏固新知,拓展練習。

      1、完成運用任務(1):賽一賽——將sb24頁的activity 3設計為一個搶答賽。

      教師出示單色物品,用what’s this?詢問,學生搶答。在這個環節,教師要注意引導學生加上顏色作答。不僅鞏固了新知,也復習了舊知。這個練習有一定的難度,教師要多加誘導,多給孩子思考的余地。通過努力,相信孩子們一定能完成得很好的。對答得對的要大加贊揚和獎勵,比如說:呀,你真了不起!能說那么長的英語句子了!太棒了!

      2、完成運用任務2:將sb 25頁的activity 5設計為小組活動——show and ask

      學生展示出課前畫好的單色物品圖片,在小組內互相用的what’s this? 和what’s that?來進行問答。提醒學生在問時把圖片拿出來,做出合適的動作;在答時盡量加上表示顏色的詞,教師巡視指導。 此任務的設計,重視了對學生思維能力、觀察能力的培養,特別是對學生合作學習能力的培養,讓學生們在師生,生生,小組等不同的合作方式中,學會傾聽,學會評價,為學生的終身學習奠定基礎。

      (五) 課堂小結和課堂延伸

      1、總結小組的戰利品,(包括個人的貼畫和黑板上小組的小紅旗)學生掌聲祝賀并鼓勵未獲勝的小組繼續努力,為激發下節課的學習氣氛打下基礎。

      2、布置課外作業——我來當當小老師。

      將所學的單詞或英語句子教教你的家人或朋友。并將你當小老師的情況在下節英語課上向老師和同學匯報。

      此環節將課堂延伸至課外,培養了學生的運用能力,讓孩子的家人和朋友也來分享學習英語的快樂,從而更加激發孩子學習英語的欲望,真切體驗學習英語的成功帶來的喜悅,達到學以至用的目的。

      八、說設計說明

      本節課不論是新知的呈現,還是游戲的設計,都是以學生的自主探究學習為中心的,充分調動了學生學習英語的積極性,讓學生全員積極參與到課堂,在玩中學,學中用,提高了課堂實效,培養了學生學習英語的興趣。我相信通過這樣的教學方式,充分讓學生主體參與、體驗感悟、游戲鞏固,是一定能圓滿實現課堂教學任務的。

      附:板書設計

      Module 6 School Unit 2 What’s this? What’s this?

      It’s a red pen. yellow pencil. What’s that?

      It’s a blue bag. green book.

    英文說課稿 篇7

      First class; teaching suggestion

      1 teaching material analysis

      The Lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, Wheres, Its, in / on / under, and can be used naturally in actual situations.The Lets practise section is part of the Lets talk part of the game, which provides students with an opportunity to actually use the language.In the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under.

      2 teaching suggestions

      This class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the sentence, so that students understand in a certain situation, will say and understand the sentence Wheres.... Its in / on / under...The teacher asks the students to prepare the stationery class words before class. When they teach the new sentences, they can use the game "hide and seek" to import sentence patterns Wheres... Its in / on / under...On the basis of understanding the new sentence patterns, use the courseware to learn the new dialogue, so as to recognize the words in the class.Finally, once again, through the game, tin and consolidate the content of the Lets talk, the game can be divided into collective and group game game two, and will find stationery extended to find toys or other things around.

      Second hours teaching suggestion

      1 teaching material analysis

      This session is divided into two sections: Lets, learn, and Lets play.The Lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phrase "Look out".Lets play is part of the Lets talk part of the first class, to provide students with an opportunity to use language in real life.

      2 teaching suggestions

      The main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students' interest and enthusiasm for learning activities.In the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize students.Then use animation courseware to present new knowledge.In the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves.

      Third hours teaching suggestion

      1 teaching material analysis

      This session includes two sections: Lets, say and Lets do.The Lets say part is to train students to listen, say, read and write letters Uu, Vv, Ww, and to make the students understand and speak the letters at the beginning of the word "umbrella", "under", "vest", "Violin", "window", "wind".The Lets do section reviews and consolidates the letter "A-W" through rhythmic, rhythmic instructions.And preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language learning.A-T is the teaching content of this book Unit 1 through Unit 4.

      2 teaching methods

      When teaching letters and words, the teacher uses letters, words and actions to present letters and words at the same time, so that students can learn on the basis of understanding the meaning of words.Such as: umbrella, vest, window, can be explained in kind; violin, wind explained by action.(according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape.

      [Topic] Unit, Five, Where, is, my, ruler?

      [emphasis on teaching] everyday expressions Where 's...And its' It 's in / on / under....

      [teaching difficulties] sentences: Where, is, my, car, In, the, toy, box, understanding

      [teaching aid preparation]

      1 the teacher prepares the tapes for teaching materials.

      2 teachers prepare Let s talk part of the courseware.

      3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys.

      4 teachers prepare cards and pictures of the words they learn.

      5 students prepare white paper and watercolor pen, ready to draw.

      6 students prepare patches for the group.

      [teaching process]

      1 warm up and review (Warm-up/Revision)

      (1) students practice everyday expressions.

      (2) games Show, me, the...

      Teachers or students say words such as "pencil", and teachers and students say Show, me, the, pencils., teachers and students put up pencils.In this way, practice other stationery words in the same way.Teachers and students play games together to improve game effectiveness and communication between teachers and students.

      (3) the teacher plays the recordings of book Unit, 2, B, part Let, s, chant, and the students listen and clap and chant rhythmically.

    【關于英文說課稿匯編7篇】相關文章:

    關于英文說課稿匯編六篇03-16

    關于英文說課稿匯編10篇03-13

    關于英文說課稿匯編6篇03-11

    關于英文說課稿匯編五篇03-11

    關于英文說課稿匯編九篇03-08

    關于英文說課稿匯編5篇03-07

    關于英文說課稿匯編八篇03-05

    關于英文說課稿匯編9篇03-03

    關于英文說課稿模板匯編5篇05-19

    这里有更多你想看的
  • 祝福生日語怎么說(生
    • 本类最新
    • 精品图文
    • 时尚
    • 新闻
    • 生活
    • 视觉
    • 微爱
      栏目ID=88的表不存在(操作类型=0)

    头条推荐

    热门推荐

    特别推荐

    返回顶部