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1、 关于英文说课稿范文8篇 一 说教材：新英语课程标准指出，根底教育阶段英语课程的总体目标是培育学生的综合语言运用力量。而综合语言运用力量又以学生语言技能、语言学问、情感态度、学习策略和文化意识五个方面的综合素养为根底。 新课标提倡任务型教学模式，以进展学生的语言实践力量为主线，突出语言的交际功能及其工具性特点；以培育学生用英语进展交际功能为最终目的，留意学生学习兴趣的培育。 因此我采纳“任务探究制造”型教学方法，让学生在好玩，开放式的语言环境中，学会观看，思索，争论和总结，在“用”中进展思维力量、创新意识和各种语言应用力量。 联系任教的内容而言，这是一节情景对话课，围绕“征询意见”这一日常用语
2、绽开。在第三课中，学生已经能用“ would you like some.?”进展询问。能听懂会说chicken，pop, milk, a sandwich。本课时的教学内容为用“What would you like？”进展征询意见。依据这一安排和学生的整体熟悉水平，从学问教学、力量培育等方面考虑，我确立本课时的教学目标为： 1、学问目标: 能听懂会说Im hungry. What would you like?Yes, Id like. 2、力量目标: 听懂会说hamburger、French fries、pizza、pop。 3、情感目标: 能运用所学句型进展对话表演和口语交际，激发学生
3、学习英语的兴趣，培育学生的英语学习力量。 4 本课时的教学重点是：能听懂会说 Im hungry. What would you like? No, Id like.听懂会说hamburger、French fries、pizza、pop。教学难点是能用“What would you like？”征询别人意见以及hamburger, French fries的正确发音。 5 学情分析: 6 教具预备: 录音机,卡片,多媒体 二教学方法： 争论法，讲授法，演示法，练习法 三教学程序： 为实现以上目标，我是这样设计教学过程的： （一）、Warming up 1、Sing some songs. 2
4、、Play a game.快速呈现食物图片，做问答。 (通过唱唱、问答的形式，不仅吸引学生的留意力，调动积极性，而且营造了学习英语的气氛。同时也为本课的教学作了学问的铺垫，构建了学问表象。) （二）、Revision （紧接着教师摸着肚子，作饥饿状）引导学生一起说出Im hungry，围绕呈现的图片快速对话。 （以对话的形式，唤起学生的记忆，使学生娴熟运用旧知，同时对Im hungry进展了渗透。） （三）、Presentation 1、依次呈现some bread、some juice的图片。 T: Would you like some bread? S: Yes, please 2、T:
5、 Im thirsty.（教师作干渴状，引导学生边做边说Im thirsty.） T: Would you like some juice? S: Yes,please. T: Here you are. 通过已把握的句型新授hamburger, French fries pizza ,pop。 (利用旧知，在已娴熟了的交际语境中学习新单词，同时配以相应的图片，加深了对单词的理解，也降低了难度。并即使由师生操练转向生生操练，由仿照提高到运用，这符合学生的认知规律。) 3、（呈现以上四幅新授图片）Make out some dialogues. (将单词融进有实际意义的对话中，充分表达在交际中教
6、，在运用中学的理念，通过这种方式便于学生的理解和运用。) 4、（请一名较突出的学生引导作干渴状）： S:Im thirsty. I want to drink. T: What would you like, please? S: Id like some pop, please! (教师作饥饿状)： T：Im hungry. I want to eat. S: What would you like, please? T: Id like some French fries, please! (在说的过程中予以图片加以协作，帮忙理解；由仿照到练习，反复刺激学生的感官，增加学生对新知的理解和运
7、用。) （四）、Practise 1、Listen to the tape and read after the tape. 2、Act out the dialogue. (在听读的过程中培育学生良好的学习习惯，通过演演的形式让学生在情景中练习到达把握的目的。) （五）、consolidation 1、Make a survey. 2、Whos the best? (师生示范表演为学生供应一个可操作的模式，以任务型的活动方式，通过合作学习，并予以评价知道，给学生供应公平的.说英语的时机，鼓舞学生在竞赛中学，这样既制造了轻松开心、自然和谐的课堂气氛，又促进了交际活动的绽开。通过“Apple T
8、ree”的评价总结，让学生熟悉到集体目标的实现离不开个人的努力，激发其进一步追求胜利的欲望。) （六）、Homework 1、Read after the tape recording. 2、Make up a dialoguein pairs. （将课内的学习延长到课外，维持学生的学习兴趣。） 教学的对象是三年级学生，他们活泼好动，喜爱直观形象的事物，对嬉戏、竞赛、动画特殊感兴趣。教师在教学时应坚持以听说为主的原则，留意启发、引导和帮忙学生通过说、唱、动、嬉戏等方式积极、主动、大胆、开心地参加教学活动。 Background of English teaching in primary sc
9、hool: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls a
10、re exposed to English for the first time, so it is very important to develop their keen interest in English. I. Contents: Today Im going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Lets talk and lets practice. In section 1, it mainly deals with the di
11、alogue about “Whats in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.) II. Teaching aims 1. Aims on the knowledge (1) To enable the Ss to understand and speak: “My s
12、choolbag is heavy. Whats in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations. (2) To help Ss to finish the survey. (3) Let Ss finish the assessment of “Lets check” in this unit. 2. Aims on the abilities (1) To develop Ss abilities of listening and speaking.
13、(2) To train the Ss ability of working in groups. (3) To foster Ss abilities of communication and their innovation. 3. Aims on the emotion (1)To foster Ss consciousness of good co-operation and proper competition. (2) To lead Ss to show their loveliness to the poor. III. Key-points of this lesson (1
14、) To help Ss ask and answer the question: Whats in it? (2) To enable Ss to study in groups and co-operate skillfully. (3) To develop Ss interest in English. IV. Difficult points (1) To help the Ss ask and answer the question “Whats in it?” and make sure they can use the plural nouns correctly. (2) T
15、o finish the survey by themselves. V. Teaching methods As we all know: the main instructional aims of learning English in primary school is to cultivate pupils basic abilities of listening and speaking and their good sense of the English language. So in this lesson Ill mainly use “Task-based” teachi
16、ng method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And
17、 in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things. VI. Teaching procedures and purposes of my designing. Ill finish this lesson in five steps. Step 1. Warm-up and preview 1. Free talk between T and Ss about things in the clas
18、sroom. 2. Sing the song together: Books and pencils. 3. Do some TPR, for example: Show me your English book. Show me your crayon. 4. Review the numbers by asking: “How many crayons do you have?” Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing so
19、me total physical response and at the same time it provides situations to review learned knowledge for the next step. Step 2. Presentation Now Ill mainly talk about this step. 1. Present the pattern: “My schoolbag is heavy.” “Whats in it?.” (1) Show a bag and say: “Look! I have a bag.” Carry it and
20、say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly. (2) T: My schoolbag is heavy. Open the bag and say: “Whats in it? Whats in my schoolbag?” Take out a Chines
21、e book. Then do the action again. Let the Ss read the sentence. 2. Play a guessing game. Divide the whole class into four groups to have a competition. Let them guess: Whats in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meani
22、ngs. Proper competition can arouse the Ss interest in English learning. 3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking. Girl: My schoolbag is heavy. Boy: Whats in it? Girl:
23、20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc. Boy: What will you do? Girl: They are for the poor. Boy: Great! Ill bring some school things too. The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While
24、he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much. 4. Mention that we should take care of the poor. 5. Play the cassette. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. Purpose: CAI can provid
25、e a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss. Step 3. Practice Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do yo
26、u have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss ability of communication and also their ability of co-operation will be well train
27、ed. Step 4. Assessment Help Ss finish “Lets check” of this unit and workbook. Purpose: To check the knowledge Ss have learned in this period. Step 5. Add-activity 1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home. 2. T
28、ake care of everything they have. Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned , education and scientific research papers in n
29、ational evaluation activities, was a national first prize; in second national education work papers cup competition awarded first prize评优activities, and published in the 英文说课稿 篇4英文说课稿 篇5英文说课稿 篇6英文说课稿 篇7英文说课稿 篇8 说教材： 1. 教材内容 本节教材重点围绕节日绽开，围绕人们常常如何度过节日绽开话题。本课时要求学生能把握四个节日National Day, Halloween, Christm
30、as, Spring Festival 及句型What do people usually do at ? I .并能自由沟通如何度过假日。在本课中did引导的一般疑问句及答复也是新知之一。由于在前面第三单元己消失了be 动词的过去式，所以学生在学习的时候这方面比拟简单把握。 2.教材的地位 本节课所选的教学内容是牛津小学英语6A Unit 6。本单元教学围绕节日儿绽开的。在询问节日这局部，学生已有了前面第三单元的学问铺垫，比拟易于深入与扩展。这样的安排，既表达了教材循序渐进、由难到易的编排意思，又符合学生的学问水平和认知水平。关于人们如何度过节日这一话题，特殊是西方的节日，。则需要学生课后准
31、时收集资料。在实际教学中，本课采纳旧话题先教新句型，再用句型引新知的方式绽开，这样既便于学生承受把握，也表达了教学内容之间的连贯性。 说目标： 1. 教学目标 新课程强调学问与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的熟悉，我制定如下教学目标。 认知目标 学生能听、说、读短语及单词：visit relatives and friends , go to parties, dress up in costumes, ware masks , make pumping lanterns, eat lots of delicious food , National Day, C
32、hristmas, Halloween, Spring Festival , favourite ; 能运用 When”s ? What do people usually do at ? Did youlast ? Yes , I did./ No, I didn”t.等进展口语交际。 力量目标能用英语沟通在假日中的活动，局部同学能用英语流利介绍节日的有关状况。 情感目标 通过活动、嬉戏使学生产生学习英语的兴趣;让学生敢于、乐于开口，积极参加沟通。并让学生在学习的过程中，培育他们的合作意识和竞争意识。 2. 教学重难点 教学的重点是让学生把握词组，能够娴熟的运用词组进展沟通，初步熬炼学生运用
33、词组描述节日的力量;难点是让学生熟悉时态的变化，及意识到词组的不同运用能造就语言的丰富性。 说教法： 1. 教法设计 依据英语这门课本身的特点及六年级学生的兴趣，我通过了设计详细形象的情景，以旧带新，不断滚动学问点，以此来分散教学难点，让学生直观地感知与理解。同时创设数个任务活动，从单词到短语到句子到对话到片断，使学生在师生、生生之间的多向沟通中进展有意义的练习与实践，充分发挥他们的学习主体性，培育他们学习致用的力量。 2. 学法指导 引导学生通过比拟、观看、猜想的方法渐渐感悟新语言工程的功能，让学生在多层次的练习中体会到学习英语时“运用”的必要性，鼓舞学生积极思维，大胆尝试。 3. 教学手段
34、 依据本课的教学内容、教学目标、学生的年龄特征和心理特征，为了更好地激发学生的学习兴趣，从而能积极主动参加学习。教学中运用多媒体课件、图片等教学帮助手段，置抽象的句型于一个个生动的情景、嬉戏之中，不仅使学习过程自然轻松，更能较好地启智开思。 说过程： 1.热身( Warm up) (1)宣布本节课的学习方式：小组竞赛。以座位分成四个参赛小组，按每个同学的课堂表现为本组加星，课末评出WINNER。然后，开头“每课一句”，本节课所教授的句子是“Lite is long if you know how to use it.” 设计意图 学习方式的宣布让学生对本节课布满了兴趣，激起了他们的斗志和为本组
35、争星的表现欲。“每课一句”是我在六年级开头每堂课上设置的一个必备环节。这个环节主要教学生一些妙言警句。这些句子既丰富了学生的词汇量，提高了他们的表达力量，同时也让他们学到了地道的英语表达方式。从而为学习英语创设一个良好的气氛。 2.以旧带新 lead in 供应话题Birthday，师生自由沟通，然后用“How do you spend your birthday?”引出本课的新句型“What do you do on your birthday?” 进而再导入“ Did you last birthday? ”及答复。然后用Colour 话题引出句型My favourite 设计意图 通过旧
36、学问滚出新学问，是我常用的教学方法之一。以旧带新，学生可以比拟轻松地把握本课的句型。同时把新的句型和老话题融合一起。有助于培育学生的语言思维力量的开放性。 3.呈现、操练(Presentation, Practice) 承接Colour话题，引出第一个节日：National Day。利用课件呈现中国国旗。教师引导的话如下： 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
37、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. 设计意图 找到话题与所授新知的契合点，让学生很自然地从一个话题向另一个话题过渡，从而开头了本节课Holiday的话题。同时英语并不是仅仅是一种工具，它是能够表现出情感的。在此由红色引出中国，由中国引出它的生日，简
38、洁的几句带有感染力的话就能激发学生的爱国热忱。 接着用在谈论生日时所学的句型让学生谈论一下国庆节，使所学学问处于不断的滚动复习稳固之中。用Guess 猜下一个节日Halloween.猜出来之后，利用谜面熬炼学生听与说的力量。 设计意图由于Halloween节日在5A的书上有特地的一单元的介绍，所以虽然它是一个外国的节日，可是学生对它并不生疏。利用谜面，让学生读一读，说一说，谈一谈。在此环节充分熬炼学生的口语表达力量。 圣诞节的出示用一首轻快明白的CHANT作为引入，同时让学生看一段配上音乐的介绍资料，然后用今日要把握的句型来问一问。之后，消失了一个有关圣诞节的小故事，让学生自由的阅读，然后完成
39、后面的题目。 设计意图 在课中关注学生的留意力的放松。高输入量的学习会让学生很快有疲惫的感觉，从而降低学习效率。在此环节，设计了CHANT 和一段了解性文字的阅读，就是给学生创设了一段休息的时间。然后再依据高年级学生的英语阅读力量的培育需要，适时进展一篇短文阅读。 圣诞节后进展春节的教学。用一封来自外国朋友的信引出春节。这是一个美国的朋友，她先介绍了一下人们如何过圣诞的状况，然后向中国的朋友问了三个有关春节的问题：What holiday is the popular holiday in China? When is it ? What do people do on that day? 教
40、师让学生四人一组争论后再反应答复。 设计意图 在这儿消失了一封的书写方式，同时很好地导出了下面的内容，教师给学生供应了宽阔的自由想像和发挥的空间，让学生运用所学的语言进展扩展性的练习。 4. 拓展、稳固(Extension , Consolidation) (1) Listen and number (2) Say out the holiday 将一些没有学过的节日收集在一起，让学生猜想出意思，并能说出时间。 (3) Try your best 按自己的力量选做一题，题目要求由难到易，选择不同程度的题所获得的加星也不断增加。 设计意图 检查一节课的教学效果，课外学问的拓展，丰富学生的学问面。选做题的设置，再次调动起学生的积极性。原来无望获胜的小组，此时又有了一次时机，不甘失败的心理睬让他们充分发挥潜能;而原来成功在望的小组，此时又有了危机感，让他们不敢掉以轻心。于是一场比拼实力的竞争又在无形之中绽开了。他们不断调动出潜能，能于同学互帮互助，一种为本组争光的仆人翁意识也在不断膨胀中。从而形成了一个积极的参加气氛。 5 课后作业(Homework) (1) Look and write (2) 用至少五句话介绍一个节日。 设计意图 稳固所学，将课内的学习延长到课外。