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有關(guān)英文說課稿匯總九篇
作為一名無私奉獻的老師，通常會被要求編寫說課稿，說課稿有利于教學水平的提高，有助于教研活動的開展。那么說課稿應該怎么寫才合適呢？下面是小編收集整理的英文說課稿9篇，希望能夠幫助到大家。
英文說課稿 篇1
一、教學內(nèi)容分析
(一)、知識背景
定語從句是高中英語教學的重點語法，高考必考內(nèi)容之一，也是一個難點。涉及面廣，平行區(qū)分難度大，因此需要作專題復習，歸納，講解，辨析。
�。ǘ�、教學重點難點
1、語言知識重點與難點
�。�1）that 與which 用法區(qū)別
�。�2）對the way的考查
（3）關(guān)系副詞引導的定語從句和介詞+關(guān)系代詞引導的定語從句。
2、綜合知識重點與難點
（1）as 的使用
�。�2）對where 的考查
（3）綜合考查
教學輔助手段：多媒體
二、教學目標
（一）、知識技能
1、復習、掌握關(guān)系代詞和副詞引導的定語從句及介詞+關(guān)系代詞引導的定語從句。
2、歸納并掌握與定語從句相類似的句法考察現(xiàn)象。
2、提高學生語法分析以及綜合運用能力。
�。ǘ┻^程與方法
習題引導，自主歸納，近似對比，拓展演化
�。ㄈ┣楦袘B(tài)度
“辦法總比困難多”，遇到難題、復雜情況要積極想辦法。
（四）學習策略
1、認知策略：能總結(jié)定語從句的結(jié)構(gòu)規(guī)律，并加以應用；
2、調(diào)控策略：利用游戲，鼓勵學生主動積極思考，寓教于樂
三、教學步驟
1、導課
�。�1）習題導入：展示一組reason用法考查題目，引導學生形成一種基本思維----與一個關(guān)鍵詞相關(guān)的從句并非只有一種，因此需要站得更高，才能看的更全面，準確。
�。�2）拓展回顧，框架定位
拓展復習范圍，回顧句法結(jié)構(gòu)體系，給定語從句一個宏觀的定位，同時也將復句連詞分析進行一個策略上的定位。
2、基礎知識回顧
（1）練習引導
�。�2）歸納總結(jié)
關(guān)系詞及其意義
指代人關(guān)系代詞
指代事物在從句中作主干成分
所屬關(guān)系whose
指地點關(guān)系副詞
指時間在從句中) 作狀語
指原因why
3、考點與難點歸納
（1）考點1：that與which
歸納只使用which和that應遵循的規(guī)則
�。�2）考點2：theway用做先行詞
歸納做題技巧
theway做先行詞時，先看后面定語從句中是否缺少主語或賓語：
缺少主語或賓語：引導詞用that/which/不填（作賓語）
主語賓語都不缺：引導詞用that/inwhich/不填
�。�3）考點3：介詞+關(guān)系詞
歸納做題技巧
定語從句句首為介詞時，后可接的關(guān)系詞為：
1、介詞+whom/which/whose2．名詞＋of+關(guān)系詞
3．不定代詞／數(shù)詞＋of+關(guān)系詞4．介詞＋名詞＋of+關(guān)系詞
�。�4）難點一：as的用法
歸納as在限制性和非限制性定語從句中做關(guān)系代詞的用法，并歸納做題技巧。
�。�5）難點二：一些特殊詞之后的where
解析：
1、如果定語從句分別修飾point，situation，part，condition和case等表示抽象意義的詞，常用where引導，意思是“到了某種地步，在某種境況中”。
2、先行詞是表示地點的名詞，定語從句未必用where
如果定語從句的先行詞是地點（或時間）類名詞，而關(guān)系詞又代替先行詞在從句中充當主干成分，從句用that /which引導；如果是關(guān)系詞在從句中充當狀語類成分，用where /when/in which。
�。�6）難點三、綜合考查
綜合考查一：定語從句與強調(diào)句
綜合考查二：定語從句與同位語從句
綜合考查三：定語從句與表語從句
4、對比訓練與鞏固
采用競賽的形式，分為兩組，由對方為己方出題，輪流，選出優(yōu)勝組。
5、能力提升
請學生完成一篇短文，并使用定語從句，使學生具體運用中提升能力。
6、作業(yè)：完成短文
英文說課稿 篇2
一、 說課標
新課程標準的三維教學觀，具體到英語學科就是要整合發(fā)展學生語言技能、語言知識、情感態(tài)度、學習策略和文化意識五個方面的素養(yǎng)，培養(yǎng)學生綜合運用語言的能力。指出：“教師在教學才過程中應與學生積極互動、共同發(fā)展。教師應尊重學生的人格，關(guān)注個體差異，滿足不同學生的學習需要，創(chuàng)設能引導學生主動參與的教育環(huán)境，激發(fā)學生的學習積極性，培養(yǎng)學生掌握和運用知識的態(tài)度和能力，使每個學生都能得到充分的發(fā)展。因此，本課的設計重點是：幫助學生形成自主、合作、探究的學習模式，掌握閱讀的一些基本技巧，讓每個學生在原有的基礎上都學有所得。
二、說教材
�。ㄒ唬� 教材地位和教學內(nèi)容分析 本課是高一必修模塊1第4單元的閱讀課型，這單元圍繞earthquakes這一主題開展聽、說、讀、寫多種教學活動。Reading設計為本單元的第2課時。本課型是單元整體教學的重要環(huán)節(jié)，為學生的語言學習、語法學習提供了載體，并且是學生獲取信息的主要來源�！癛eading――― A NIGHT THE EARTH DIDN’T SLEEP” 具體描寫1976年唐山大地震的震前、震中和震后。本篇文章詞匯量大，運用了大量的動詞、復雜的數(shù)字，出現(xiàn)許多定語從句，篇幅較長，并且采用一些修辭手法，對學生的語言閱讀能力提出了更高的要求。但文章的結(jié)構(gòu)較明顯，較容易歸納出各部分的中心詞。
�。ǘ┙虒W目標
1. 語言知識目標：
a)使學生了解自然災害的相關(guān)詞匯，并掌握復雜數(shù)字的表達法。
b)學習掌握與地震相關(guān)的詞匯，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些優(yōu)美句子的賞析。
2. 語言技能目標：
a)閱讀技能的訓練：讓學生學會克服生詞障礙，通過略讀，歸納出文章的大意；通過細讀，理清文章的總體框架與脈絡，歸納出各部分的中心詞；通過查讀，捕捉文章的重要細節(jié)，培養(yǎng)學生獲取、處理信息的能力。
b) 讓學生復述課文，分析、感悟作者的寫作意圖。
c) 讓學生運用本節(jié)課所學詞匯、知識，通過采訪唐山大地震幸存者的形式進行小組活動，提高學生用英語進行創(chuàng)造性交流的能力。
a）學會有關(guān)地震的知識，并能通過學習討論懂得地震時的應急逃生，地震后如何科學救人和有關(guān)地震的形成和減少地震所造成的損失等一般知識。
b）懂得地震無情人有情，即使發(fā)生了多么可怕的災難，國家和解放軍官兵都會不顧自身安危，奮力搶救，培養(yǎng)學生一方有難、八方支援的'互助友愛精神。
c）了解自然災害會給人類帶來嚴重的破壞性后果，讓學生進一步感悟、領(lǐng)會到人類應與自然界和諧共處。
d）培養(yǎng)學生的合作意識和“合作學習”的習慣。
e）欣賞課文中優(yōu)美句子，了解一些英語修辭手法，使學生在學習完課文之后得到一次美的享受，一次心靈的愉悅和升華。
（三）教學重點和難點：
1． 重點
1）讓學生了解唐山大地震，了解地震的成因、預兆、地震造成的損失，地震時的應急救生以及震后的救援。
2）訓練學生的閱讀技巧，提高閱讀能力。側(cè)重培養(yǎng)學生對文章的整體性結(jié)構(gòu)的把握和挖掘作者寫作的意圖，突出培養(yǎng)學生以下3個方面的能力：
a.文章段落中心詞把握能力。
b.根據(jù)主題快速捕捉文章重點細節(jié)的能力。
c.總結(jié)歸納能力。
3）重點掌握有關(guān)地震的詞匯，特別是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。 4）欣賞并理解課文中優(yōu)美句子，讓學生掌握一些英語修辭用法。
2．難點
1) 如何使學生養(yǎng)成科學的閱讀習慣，提高閱讀理解能力和語言水平。
2) 如何使學生學會提取、篩選和重組文章中的信息，并靈活運用于語言實踐中，達到語言實踐能力的擴展與提高。
三、 教學方法
1、任務型語言教學法 任務型語言教學認為：人們使用語言的過程就是一個完成各種各樣任務的過程。任務型學習強調(diào)通過“做中學”、“學中做”，使學生在完成任務的過程中習得語言。本課組織學生四至五人組成一個學習小組，進行一次就地震后幸存者的訪問。該設計基于課文內(nèi)容，但又不局限于課文的范疇，旨在貫徹“做中學”、“學中做”策略，吸引和組織他們積極參與，并通過討論、交流和合作等方式，在自然、真實的情境中，完成任務，體會、掌握語言的應用，達到學以致用的目的。
2．直觀法（視聽教學法） 充分利用多媒體教學手段，通過播放影視剪輯，與課文主題相關(guān)的圖片、圖表等直觀手段，在充分調(diào)動學生學習興趣的同時，降低學習難度，突破重難點。
3．合作學習教學法 合作學習教學法是以小組活動為主體的一種教學活動，一種同伴之間的合作互動活動。合作學習教學法有利于改善課堂心理氣氛、大面積提高學生的學業(yè)成績、促進學生良好非智力品質(zhì)的發(fā)展，調(diào)整學生的語言焦慮感。因此，本課打破傳統(tǒng)的教師單向灌輸，采用“四至五人組成一個學習小組”的課堂教學結(jié)構(gòu)，來組織教學，旨在營造輕松的學習氛圍，為積極學習提供有利的條件，讓學生在完成任務的過程中通過互相交流，降低語言焦慮感，獲得愉快的學習經(jīng)歷，從而對學習本身和所學內(nèi)容產(chǎn)生興趣感。
四、教學過程
STEP1 導入 lead-in 在課堂開始，我會給學生播放一段有馮小剛導演拍的電影《唐山大地震》的片段節(jié)選，讓學生能通過電影能理解和體會到自然災害給人類帶來的巨大災難。讓后直接導入今天的課題。這個能激發(fā)學生去了解這篇文章的興趣，積極加入課堂。
Step2 pre-reading 讀前 在這個環(huán)節(jié)我會在學生在讀這篇文章之前給出幾個問題。但是并不要求學生馬上給出答案。而是要求在下一環(huán)節(jié)的閱讀中找出答案。
Step3 while reading 在這個環(huán)節(jié)當中我設計了3個活動 第一個活動 activity1 fast reading 給學生幾分鐘的時間，讓后讓學生快速閱讀這篇文章，并找出在讀前所給題的答案，在讀完文章之后，讓幾個同學來進行回答。 第二個活動 activity2 scanning 放錄音，讓學生跟隨錄音快速閱讀，并要求學生找出每一段落的中心句，并在讀完之后，要求得出這篇文章的整體大意。并讓學生起來進行回答 第三個答案：acrtivity3 task 在這一環(huán)節(jié)當中我會設計一個任務。任務類型為知識的搶答。 首先我會將整個班級分為若干個小組，每組有七到八個人。并選出小組長。這一環(huán)節(jié)中我設計了十個對錯題，（true or false）,要求學生以小組的形式進行搶答。并作出得分記錄，最后還要評選出第一名。在搶答過程當中，我并不只單單是以游戲的形式來完成這一任務，只是簡單的完成對錯題，我會要求每組在搶答的過程當中，要對他們所選的答案進行解釋說明為什么。讓學生在這個過程當中真正玩有所得。
Step 4 post-reading 這一環(huán)節(jié)我會把我們所讀的這篇文章設計成一篇閱讀題的模式，設計五道選擇題，用幻燈片展示出來，并讓學生進行選擇。題目的設計會以文章的主旨大意和一些細節(jié)作為試題。這讓學生能在這一環(huán)節(jié)當中對剛剛已經(jīng)學習知識進行鞏固。
Step5 summary 在這一環(huán)節(jié)中我會整堂課做一個簡短的總結(jié)，并再一次強調(diào)本次課的重難點。讓學生明確本課的重點，再一次明確課堂目標。和引導學生對這篇文章的情感態(tài)度進行升華。
Step6 homework 作業(yè)
1、要求學生背誦本次課的重點詞匯和短語
2、要求完成相應聯(lián)系。
3、要求學生課后通過各種途徑查到關(guān)于地震的常識，并去了解一些
英文說課稿 篇3
Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the
teaching procedure,and Blackboard design.First, let me talk about the teaching material.
Part 1 Teaching Material:
This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.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 . According to the new standard curriculum and the syllabus (新課程標準和教學
大綱), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:
1.Knowledge objects:
a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.
c)The Ss can use the patterns to express their thoughts in the proper situation.
2.Ability objects:
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To Improve the student’s reading ability, especially their skimming and scanning ability.
3.Emotion or moral objects:
a)By completing the task,the Ss increase their interest and set up self-confidence in science;
b)Teach the Ss what is “science”, put the moral education in the language study.
now,let’s come to the Important points and the Difficult points.
Well, how to achieve the teaching objects better, how to stress
the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .
Part 2 Teaching Methods:
In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交際教學法), “Whole language
teaching” (整體語言教學法)and “Task-based” language teaching (任務教學法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(現(xiàn)代社會交際教學理論), I adopt the TSA method(情景教學) and TBLT method (語言任務教學)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —
activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use
language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.
英文說課稿 篇4
Background of English teaching in primary school: 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 are exposed to English for the first time, so it is very important to develop their keen interest in English.
I. Contents:
Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s 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 schoolbag is heavy. What’s 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 “Let’s check” in this unit.
2. Aims on the abilities
(1) To develop Ss’ abilities of listening and speaking.
(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) To help Ss ask and answer the question: What’s 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 “What’s in it?” and make sure they can use the plural nouns correctly.
(2) To 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 I’ll mainly use “Task-based” teaching 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 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.
I’ll finish this lesson in five steps.
Step 1. Warm-up and preview
1. Free talk between T and Ss about things in the classroom.
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 some total physical response and at the same time it provides situations to review learned knowledge for the next step.
Step 2. Presentation
Now I’ll mainly talk about this step.
1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.”
(1) Show a bag and say: “Look! I have a bag.” Carry it and 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: “What’s in it? What’s in my schoolbag?”
Take out a Chinese 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: What’s 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 meanings. 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: What’s in it?
Girl: 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! I’ll 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 he is taking them out, he is counting the numbers of all things. The teacher says:
英文說課稿 篇5
一、教材分析
本堂課是一堂中考復習課，如果從分析教材來講，本課話題主要是出現(xiàn)在仁愛英語九年級(下)Unit 5之中，主要講的是讓學生認識定語從句，了解定語從句的結(jié)構(gòu)，并能熟練的運用定語從句。但是對于一堂中考復習課來講，我覺得應當從中考英語對本課話題的難易度要求以及考點的探究入手。從歷年的中考真題來看，對于定語從句的考察主要體現(xiàn)在單選題、完型填空和閱讀理解中。當然還有就是從作文之中體現(xiàn)出來。而且我們知道，如今的中考英語，更側(cè)重于在語境之中來考察語法和詞匯項目，強化對學生語言運用能力的考察。
二、教學目標
根據(jù)課程標準和我市中考英語的要求，堅持以學生為本，切實體現(xiàn)素質(zhì)教育，面向全體學生，立足基礎，設置練習注意難易度適中，這堂課是一堂中考復習課，本課設計從英文歌曲導入，在課堂之上，利用簡單習題小游戲，設置情景，情景之中學語法，以達到下列教學目標：
知識目標：復習和掌握定語從句中關(guān)系代詞和關(guān)系副詞的作用和功能，能準確選擇定語從句所需的關(guān)系代詞或關(guān)系副詞。從知識系統(tǒng)的歸納呈現(xiàn)入手，注重學生基礎知識的復習鞏固;這堂課又是一堂語法復習課本身具有一定的應試成分。
能力目標：能較好地運用定語從句，能正確組織包含定語從句的復合句。注意培養(yǎng)學生運用所學的知識和技能分析、解決問題的能力。
德育目標：培養(yǎng)分析問題解決問題的能力，熱愛祖國，關(guān)心時政，學會競爭和合作，建立自信心和集體榮譽感。
情感目標：通過學習調(diào)動學習積極性，使學生體會到英語的趣味和實用性。激發(fā)和培養(yǎng)學生學習英語的興趣，建立學習英語的成就感和自信心。讓他們成為課堂的主角，使學生懂得語法學習無處不在，使學生學在其中，樂在其中，并掌握一些應試技巧。
三、教學重點難點
提高學生對語法復習的興趣和積極性，較好地掌握定語從句的用法，理解定語從句，運用知識點解題。
四、教學方法
《新課程標準》要求教師在教學中要以學生為主體，嘗試創(chuàng)新思維，聯(lián)系社會采用討論、協(xié)作、探究、競爭的教學模式，引導學生靈活運用所學語法知識。采用研究性學習方法，寓教于樂。檢驗一節(jié)課成功與否，不是教師講了多少，而是以學生的學習效果為評價標準。因此我借助多媒體，結(jié)合競賽形式，力求使枯燥的語法生動趣味化;并且考慮學生英語基礎的實際情況，教學過程也要體現(xiàn)素質(zhì)教育的全體性，因此設計任務循序漸進(如按“詞→句→文”遞進)，由淺入深，由易到難，導引學生參與整個學習過程，獲得更佳的學習效果及發(fā)展智力，提高思維，觀察，注意，記憶，想象，聯(lián)想等能力。
五、教學過程
本堂課主要分為五個步驟：
第一步：創(chuàng)設情景 歌曲導入
我選擇了英文歌曲《Lemon Tree》來導入本課的知識，請學生把歌曲最后一句空缺的詞填上。I wonder how I wonder why
Yesterday you told me 'bout the blue blue sky
Is just a yellow lemon tree (答案：that, that, that)
根據(jù)以上所說的2句I like the song whose name is Lemon Tree very much ? all that I can see is just a yellow lemon tree.請學生分析這兩個句子中劃線部分所出現(xiàn)的語法現(xiàn)象，由此導入到“定語從句”。簡單但動感的FLASH很符合學生的口味，學習興趣一下被調(diào)動起來。重要的是本歌的歌詞中含有定語從句，可以于歡快的節(jié)奏中導引學生輕松自然地進入語法話題。
第二步：知識呈現(xiàn)，鋪設階梯
呈現(xiàn)定語從句的定義和結(jié)構(gòu)使學生加深對定語從句的結(jié)構(gòu)和關(guān)系代詞、關(guān)系副詞的印象，以便下面的競賽中更好的發(fā)揮。
第三步：要點提醒，操練運用
為了更好的調(diào)動學習積極性，加強學生思維能力、協(xié)作競爭能力及強化團體榮譽意識。在本環(huán)節(jié)中，我采取了競賽形式，把全班分成二大組，看哪方得分高。競賽內(nèi)容分為四部分：
第一部：基礎語法知識(必答)：以抽簽的方式選擇本組所答的題，所有的題都是有關(guān)定語從句的理論知識填空，包括定語從句中的先行詞、關(guān)聯(lián)詞、關(guān)聯(lián)詞的省略以及各個關(guān)聯(lián)詞的區(qū)別。使學生加深對定語從句的結(jié)構(gòu)和關(guān)系代詞、關(guān)系副詞的印象，以便下面的競賽中更好的發(fā)揮。對學生來說完成本項任務輕松、新鮮、又有一定的競爭，學生興趣又一次被調(diào)動。復習基礎理論知識，為以下的實際操練做較好的準備，提高準確率。
第二部：合并定語從句。貫徹由易漸難的原則，先從相對簡單的題型開練，重點鞏固關(guān)系代詞的選擇，并在第一題：The woman is our English teacher、He speaks English very well、→The woman who(that) speaks English very well is our English teacher
中點出另外一個知識點：定語從句中謂語動詞的數(shù)要與先行詞保持一致。鼓舞士氣，提高自信心。
第三部：辨析正誤，并說明原因。這部分主要是幫助學生區(qū)分關(guān)系代詞that和which的不通用的特殊情況。1.2題是幫助學生辨析只能使用that而不使用which的特例。兩個題并不能全部體現(xiàn)只能使用that而不使用which的特殊情況，所以在做完1、2題后全班一起總結(jié)，幫助他們將知識系統(tǒng)化。3、4題幫助學生區(qū)分只能使用which而不使用that的特殊情況。貫徹由易漸難的原則，簡單的關(guān)系代詞會用后，逐漸進入到關(guān)聯(lián)詞使用的特殊情況，是學生更全面的掌握定語從句。
第四部：格言英譯中(搶答)。有了以上幾部分的復習鞏固，學生已經(jīng)掌握了定語從句的必要知識點，本部分用英文表達幾句著名的格言，幫助學生將知識升華。有利于學生知識面的拓展，也為以后寫作做積累。
第四步：直擊中考，深入探究
本環(huán)節(jié)中我精選了歷年中考真題，少而精，體現(xiàn)難易度，并鞏固本課的定語從句，激起學生英語學習的成就感和自信心。
第五步：課后作業(yè)，鞏固所學
寫作在中考中占較大的比重，故平時要多加訓練，承上所提奧運話題讓學生以感想并結(jié)合自身實際寫短文，進一步鍛煉在實際中運用定語從句的能力。而且本次教學活動關(guān)于定語
從句的任務設計理念是按“詞→句→文”循序漸進，所以寫作便是前面部分很好的延續(xù)和提高了。
六、課后反思
本堂課由于是公開課，雖然說已經(jīng)花了大量的時間做了充分的準備，但由于前面的時候有點緊張，本堂課的內(nèi)容大，以及課時的一些應變做得不夠好，盡管說順利地完成了教學，但是感覺還是沒有達到自己預期的效果。比如說平時和學生口語的交流在本節(jié)課沒有充分的體現(xiàn)出來，互動不夠好;速度偏快，沒有給學生留下足夠的空白時間思考問題;作為重要教學輔助工具的黑板利用不夠。從整體上看，本節(jié)課將語法復習課揉入情景交際之中，注意語法課的實用性和趣味性的結(jié)合，應該說是比較成功的一堂課。日后我將更加注意語法實用性和趣味性的探究，努力上好每種類型的課。
英文說課稿 篇6
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7
Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material:
This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）
By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings. (5)Theme park but also learning ability in English .
A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.
�。ˋs we 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 . ）According to the new standard curriculum and the syllabus (新課程標準和教學大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: 1.Knowledge objects: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.
(2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. 3.Emotion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.
英文說課稿 篇8
The teaching design I’m going to talk about is for unit 10, from Fun with English for primary school, Book 1A. It mainly deals with colors , I’ll describe it mainly in 5 parts.
1. Analysis of Ss
Most of the first-grade Ss haven’t learned English. But some of them have learned some basic knowledge about English in the kindergarten. They are eager to learn and are interested in English. All these are to the advantages of English learning.
Analysis of the textbook
The ultimate goal of Oxford English is to develop the comprehensive ability to use the language. That is to develop their four skills, listening, speaking, reading and writing.
2.Teaching Objectives
Firstly, knowledge objective. In this unit, Ss are required to master the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”
Secondly, skill objective. Ss are going to learn how to apply the words and expressions they’ve learned in their daily life. The good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.
Thirdly, emotional objective. We should make Ss become aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. In this way to help them develop a healthy and positive character.
3.Teaching Points
The key points of this lesson are the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”
The difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.
4.Teaching approaches.
英文說課稿 篇9
Part One —— Analysis of the Teaching Material
One: Status and Function
1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.
2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.
3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.
4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.
Two: Teaching Aims and Demands
The teaching aim's basis is established according to Junior School English syllabus' provision.
1. Knowledge objects
(1) To study the new words “fuel”, “oil” and “coal”.
(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.
2. Ability objects
(1) To develop the students’ abilities of listening, speaking, reading and writing.
(2) To train the students’ ability of working in pairs.
(3) To develop the students’ abilities of communication by learning the useful structures.
3. Moral objects
(1) Through different teaching methods to make students be interested in study.
(2) Love to know more knowledge about transportation and dare to express their opinions in English.
(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.
Three: Teaching Keys and Difficult Points
The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching material's position and function.
1. Key points:
(1).Be able to express words, phrases and sentences in English.
(2). Know about the improvement of transportation and Danny’s invention.
2. Difficult points:
Be able to talk about their imaginary future transportation in oral English.
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