英語說課稿英文版

初中英語說課稿（英文版）一、說教材（教材分析）analyzingteachingmaterial說課型lessontype(dialogue/reading/listening/revision)本課在教材中的地位statusandfunction說教學(xué)指導(dǎo)思想teachingguideline說教學(xué)目標(biāo)和要求teachingaimsanddemands(…beintendedforssinkeyschools)1）認(rèn)知目標(biāo)knowledgeobjectsenablethesstorememberthefollowingnewwords&phrases:damage,lecture,pollute,pollution,room,standingroom,befitfor,hearabout,turnintob.getthesstobefamiliarwiththissentencepattern:ifthepopulationkeepsgrowingsoquickly,therewillonlybestandingroomleft…givethessareinforcedpracticeonthefunctionalitemsupposition.c.activatessschemataregardingthetopicof……andhelpsstoknowmoreabouttheproblemof…….2）智能目標(biāo)abilityobjectsaskthesstomakeupasimilardialogue.helpthemtounderstandthedialoguebetterandimprovethefourskills.c.developtheirabilityofthinkingindependently.d.cultivatetheirabilitytodiscover,analyzeandsolveproblems.e.trainthemtocollectinformationfromtheinternet.f.trainthemwithsomeeffectivelearningmethodstooptimizess’learningresults.3）德育目標(biāo)moralobjectsarousetheirinterestinlearningenglish;helpthemtounderstandthebackgroundof……enablethestudentsto……beawareoftheimportanceof……&……encouragethesstodosomethingto……5.說教學(xué)重點(diǎn)teachingimportantpoints(生詞、句型；培養(yǎng)閱讀技能)a.newwordsandphrasessentencepattern:……improvetheirreadingskills.talkingaboutproblemsof……6.說教學(xué)難點(diǎn)teachingdifficultpoints(語法；發(fā)展交際能力)functionalitem:supposition.theteachingsyllabussaysthatit’snecessaryforteacherstousemodernteachingfacilities.it’sofgreathelptoincreasetheclassdensityandimproveourteachingresult.itcanalsomakethessreachabetterunderstandingofthetextbymakingtheclasseslivelyandinteresting.atthesametime,itarousesthess’interestinlearningenglish.二、說教法teachingmethodstask-basedlearning:newsyllabusdesignencouragesteacherstousethisteachingmethod.tblt三、說學(xué)法studymethods四、說教學(xué)過程teachingproceduresi.復(fù)習(xí)(revision)5min(dailyreport;詞匯diagram;brainstorming;activateschemata)activity1:imagination.supposeabottleofinkisturnedoveranddirtiesyourwhiteshirt,whatistobedone?(washit?orthrowitaway?).supposeyoucatchabadcold,what’stobedone?.supposeyourbikeisbroken,what’stobedone?.andsupposetheearth,onwhichwealllive,isdamaged,what’stobedone?whatcanyouthinkofwhenyousee“pollution”thisword?(waste,environment,air,water,factory,desert,climate...trytoactivatethessschemataregardingthetopicofpollution.)ii.呈現(xiàn)(presentation)5minactivity2:presentationplaythesong“earthsong”sungbymichaeljackson.(createanatmosphere)ss’presentationonpollution.activatetheirschemataandcultivatetheirabilityincollectinginformationfromtheinternetanddeveloptheirabilityinthinkingindependently.iii.對(duì)話/閱讀(dialogue)18mactivity3:prediction1stlistening/fastreading,oneguidedqtohelpsstogetthemainidea:whatdoyouthinkisdiscussedattheconference?activity4:readandanswer2ndlistening/carefulreading,moreqstogetthedetailedinformation.developtheirreadingskills:skim&scan.payattentiontothepronunciation,stress&intonation.閱讀:pre-reading;while-reading;post-reading(fastreading/carefulreading;skim/scan;識(shí)別關(guān)鍵詞keywords；確定主題句；創(chuàng)設(shè)信息差informationgap；torf;填表格chart/diagram;predicting;makeatimeline;makeastorymap。達(dá)到對(duì)課文的整體理解和掌握。sothattheycanhaveagoodunderstandingofthewholetext.)activity5:languagefocuswhilessareansweringtheqs,theteacherdealswithsomekeylanguagepoints.isbeingcausedb.andsoonc.goondoingd.befitfore.standingroomf.if-clauseuseyourownwordstoretellthedialogueinthe3rdperson.p.33part2;p.113,wbex.3)(retell;actout;roleplay)(discussion;interview;pressconference;debate;quiz)supposeyouwereheadofavillage,scientist,journalistandvillager,makeupaconversationandaskseveralgroupstodemonstrateinfrontoftheclass.thessareencouragedtousethewordsandexpression_rslikepollution,damage,befitfor,turninto,theif-clause,etc.whatshouldwedotosavetheearthandprotectourenvironmentespeciallyinourdailylife?collecttheiranswersandformareport.1m(writing;continuethestory;recite;retell)writealettertothemayor,tellinghimsth.aboutthepollutionaroundyourschool.五、說板書blackboarddesign英文版英語說課稿backgroundofenglishteachinginprimaryschool:itisnotalonghistorythatenglishisasaprimaryschoolistocultivatepupilsi.contentsabout“what’sintheschoolbag?”andtheanswers.andinsection2,itprovidesarealsituationforthesstoprastisethepattern:howmany+n.(pl.)+doyouhave?andtheanswer:ihave23+n.(pl.)ii.teachingaimsaimsontheknowledge(1)toenablethesstounderstandandspeak:“myschoolbagisheavy.what’sinit?thankyou(3)letssfinishtheassessmentof“l(fā)et’scheck”inthisunit.aimsontheabilities(1)todevelopss’abilitiesoflisteningandspeaking.(2)totrainthess’abilityofworkingingroups.aimsontheemotion(2)toleadsstoshowtheirlovelinesstothepoor.iii.key-pointsndanswerthequestion:what’sinit?iv.difficultpoints“what’sinit?”andmakesuretheycanusethepluralnounscorrectly.v.teachingmethodsasweallknow:themaininstructionalaimsoflearningenglishinprimaryschoolistocultivatepupils’basicabilitiesoflisteningandspeakingandtheirgoodsenseoftheenglishlanguage.so.thatistosay,iwillletthesslearninrealsituations,finishataskbymakingasurveytohelpthesstogetabetterunderstandingofaprintedformwillbeneeded.studentsshouldpreparesomeschoolthings.vi.teachingproceduresandpurposesofmydesigning.i’llfinishthislessoninfivesteps.1.freetalkbetweentandssaboutthingsintheclassroom.singthesongtogether:booksandpencils.dosometpr,forexample:showmeyourenglishbook.showmeyourcrayon.reviewthenumbersbyasking:“howmanycrayonsdoyouhave?”purpose:itisimportanttoformabetterenglishlearningsurroundingforthessbysinginganddoingsometotalphysicalresponseandatthesametimeitprovidessituationstoreviewlearnedknowledgeforthenextstep.nowi’llmainlytalkaboutthisstep.“myschoolbagisheavy.”“what’sinit?.”(1)showabagandsay:“l(fā)ook!ihaveabag.”carryitandsay:“oh,itisheavy.myschoolbagisheavy.”helpthessunderstandthemeaningwiththehelpofmybodylanguage.thenleadthesstoreadthesentence.makesuretheycansayitcorrectly.(2)t:myschoolbagisheavy.openthebagandsay:“what’sinit?what’sinmyschoolbag?”girl:myschoolbagisheavy.篇二：英語說課稿范文(英文)一、introduction（導(dǎo)言）英語說課是英語教學(xué)中的重要一環(huán)，也是衡量一位英語教師對(duì)教材的把握、分析及教師本人對(duì)上課進(jìn)程的宏觀控制能力的有力手段，能從理論上指導(dǎo)教師貫徹教學(xué)大綱，真正做到教與學(xué)相結(jié)合，將教材、大綱、教師、學(xué)生、課堂融為有機(jī)整體，對(duì)不斷提高教師教學(xué)能力和教研能力，有著突出的作用。二、說課的基本原則遵循教學(xué)大綱要求，明確說課內(nèi)容。把握說課與上課的區(qū)別與聯(lián)系，正確理解教材、教案說課、上課之間的層進(jìn)關(guān)系，走出說課即是“說教案”的誤區(qū)。以教師為主導(dǎo)，學(xué)生為主體，體現(xiàn)先進(jìn)的教學(xué)理念。詳略得當(dāng)，重點(diǎn)突出，體現(xiàn)說課的完整性。與教案相結(jié)合，體現(xiàn)其可操作性。三、說課的基本程序說教材：科學(xué)分析教材，明確重點(diǎn)難點(diǎn)、教學(xué)目標(biāo)和要求以及教材在單元中的地位和作用。說學(xué)生：談?wù)剬W(xué)生的知識(shí)與能力結(jié)構(gòu)，明確說課內(nèi)容的難易程度。說教法：談?wù)劚竟?jié)課要實(shí)施的教學(xué)手段、方法以及教具的使用。說學(xué)法：談?wù)剬W(xué)習(xí)方法的運(yùn)用以及將要實(shí)現(xiàn)的目標(biāo)。說教學(xué)程序：說為什么要設(shè)計(jì)該程序？目的、意圖何在？結(jié)果如何？說板書設(shè)計(jì)：談?wù)劙鍟O(shè)計(jì)的根據(jù)和理由，力求體現(xiàn)說板書設(shè)計(jì)的程序性、概括性和藝術(shù)性。四、注重說課信息和反饋與總結(jié)說課的對(duì)象可以是專家、同行甚至是學(xué)生。向說課對(duì)象征詢意見、獲取信息，力求不斷改進(jìn)和提高。五、附sb2bu16lesson63說課稿unit16lesson63hello,everyone.todayi’mverypleasedtohaveanopportunitytotalkaboutsomeofmyteachingideas.mytopicislifeintheoceanstakenfromlesson63ofunit16insefc（2）.itismadeupoffourparts.part1myunderstandingofthislessontheanalysisoftheteachingmaterial:theseabetter,lovetheseaandsavetheseaandthelifeofthesea.teachingaims:knowledgeaim:understandthemainideaofthetext.abilityaim:retellthetextintheirownwords.emotionalaim:makethesslovethelifeoftheseaanddosomethingtostopitbeingpolluted.keypoints/teachingimportantpoints:howtounderstandthetextbetter.teachingdifficultpoints:useyourownwordstoretellthetext.discussthepollutionoftheseaandhowtosavethesea.somethingaboutthess:thesshaveknownsomethingabouttheseaandsealifethroughtheinternetandotherways.theyarelackofvocabulary.4.somessarenotactiveintheclassbecausetheyareafraidofmakingmistakes.part2myteachingtheories,methodsandaidsenglishlanguage.teachingmethod:doubleactivitiesteachingmethodquestion-and-answeractivityteachingmethodwatch-and-listenactivityfreediscussionmethodpairworkorindividualworkmethodteachingaids:aprojectorataperecordermultimediatheblackboardpart3.teachingsteps/proceduresihavedesignedthefollowingstepstotraintheirabilityoflistening,speaking,readingandwriting,especiallyreadingability.theentirestepsare:greetings,revision,lead-inandpreparationforreading,fastreading（scanning）,listening,intensivereading,preparationfordetailsofthetext,consolidation,discussion,homeworkstep1greetingsgreetthewholeclassasusual.step2.revisionaskstudentssomequestionstorevisethelastlesson（showthemonthescreen）.howmuchsaltdotheoceanscontainperthousandpartsofwater?（35partsofsalt.3.5%byweight）whatiscoral?whyarecoralsnotfoundindeepwater?whyisthedeadseacalledthedeadsea?2.checkthehomework（madeasurveyabouttheseaorsealifebysurfingtheinternetoraskingforhelpfromotherpeople）.throughthispartwecanconsolidatewhattheystudiedyesterday,step3.lead-inandpreparationforreadingshowthemsomepicturesandletthemtalkeachother,andthenusethepicturesaboutseaandlifeintheoceanstolearnnewwords,forexample,antarctica,hugewhale,spermwhale,squidandsoon.purpose:arousethestudents’interestofstudy.bringinnewsubject:lifeintheoceans.step4.fastreadingreadthepassageasquicklyastheycan.ishowthequestionsonthescreenandletthemgetthemainideaofeachparagraph:whycanlivingthingsliveinsuchoceansaroundtheantarctica?whatdoesthewhalefeedon?whatisthedifferencebetweenthespermwhaleandotherwhales?method:readthetextindividually,usequestion—and—answeractivity.purpose:improvethestudents’readingability.understandthegeneralideaofeachparagraph.step5.listening（bookclosed）listentothetapethendoanexercise（wbpage90,part1）trueorfalseexercise.（onthescreen）trainthess’listeningabilityandprepareforlaterexercises.step6.intensivereadingreadthepassagecarefullyagainandanswersomedetailedquestionsonthescreen.howmuchdoesawhaleeatatatime?doallthewhalesfeedonsmallfish?howdeepcanaspermwhaledive?itisalsocalleddepthreadingorstudyreading.itmeansreadingfordetailedinformation.purpose:furtherunderstandthetext（trainfurtherreadingability）tofindoutsomedifferentsentencesanddetailsofthetext.step7.preparationfordetailsofthetextonthescreen...itsheartslowstohalfitsnormalspeedusingsoundwavepresentparticipleusedasvidesth.forvidesb.withsth.atatime:eachtimegrowtoalengthof...purpose:trainthess’abilityofunderstandingandusinglaguage.step8.consolidationfindoutthetopicsentences.retellthepassageaccordingtothetopicsentences.purpose:iwanttoknowifmystudentsunderstandthewholetextreallyandiftheymasterwhatimeantotelltheminthisclass.what’smore,iwanttoletthemhavetheabilityofintroducingandanalyzingexpression.atthesametime,iwillwritedownthetopicsentencesontheblackboardaccordingtowhatthestudentsfind,sotheycanretelliteasily.step9.discussionshowthemsomepicturesaboutthepollutedseaandmanylivingthingswhichareindangerandaskthem:whataretheiropinionsaboutit?inordertoletthemhavefreechoice,igivethemanothertopic:theseaisbeingpolluted.whatshouldtheydo?purpose:imeantogivethememotionaleducation.igivethemmulti-mediapicturestoarousetheirinterestofstudyandtheirloveforlife.imeantomakethemrealize:theseaisindanger!iteachthemtodotheirbesttohelpitanddosomethingfromnowon.everyoneshoulddosomethingtoloveandprotectourhome.step10.homeworkwriteanarticlesavingthesea.iwanttoimprovetheabilityoftheirwriting.atthesametime,traintheabilityofdo-it-yourselfandlookinguptheinformationbythemseleves.part4.blackboarddesignunit16lesson63topicsentences:somelivingthingscanliveinantarctica.（what）thewhalefeedsonsmallfish.（what）thespermwhalefeedsonsquid.（difference）discussion:thewhalesareindanger.what’syouropinionaboutit?theseaisbeingpolluted.whatshouldwedo?inmyopinion,theblackboarddesigncanreflecttheteacher’sabilityofmasteringthetextandleadingthestudentstomasterthetexteasily.inthistext,thedesignisnoteasytowrite.iwritethetopicsentencesontheblackboardinordertotellthestudentsthatthisisoftheimportanceinthisclass.thediscussionisofthedifficulty.iwanttomakethedesigninductive,instructiveandartistic.篇三：小學(xué)英語說課稿(全英版)小學(xué)英語說課稿①goodafternoon,ladiesandgentlemen!myteachingreportincludesfourparts.part1toanalyzethebookthereare3unitsinbook3.thisislesson10.thecentralitemishowtomasteranothersentencetoexpress“what’sthetime?”andhowtobuysomething.using“what’sthetime?”hungry,cakes,breadandsoon.we’llstudyanddrillthesentencesandtheword’spronunciation.a.thefirstistheaimofknowledge.it’stolearnandmastertwosentences.whattimeisit?iamhungryandthenusingthemtoexpressthetimeandgoshoppingfluentlyandfreelyb.thesecondistheaimofabilitiesc.thethirdistheaimofemotionmakethestudentshavesuccessfulfeelingandachievement.andmakethembeinenglishstudy.3.importantpointsthefirstistomasterandusethetwosentences.whattimeisit?i’mhungry.thesecondistomastertheusageofthewordshungry,cakesandbread.4.difficultpoints.it’sthepronunciationofthetwowords.hungry,cakes,andhowtousethemfluentlyandfreely.part2.teachingandlearningmethodspart3.teachingaids.inordertointerestthestudents.i’lluseaclock,recorder,cardsandsomefoodasmyteachingaids.part4.teachingprocedure.step1revisionbeforemyclass,i’llgetthestudentstosinganenglishsongtokeepthemselvesrelax.theni’lluseaclocktoactit.what’sthetime?what’sthetime?it’seighto’clock.i’llshowthreenumbers.whenthestudentsanswerit’steno’clock.i’llsay:it’sten.todaywe’lllearnlessonten.thenillputtheclockontheblackboard.step2presentationanddrillfirsti’llpointtotheclockandask,whattimeisit?studentsanswerit’sten.thenigoonmovingthehandsandask.whattimeisit?studentsanswerquickly.secondi’lldrillthesentenceswhattimeisit?it’s.pairsinpairsorrowbyrow.thirdwhenthestudentsanswerit’s12:00o’clock.i’llpointtomystomachandsay.ohi’mhungry.andi’lleatacake.theni’llgoonsayingi’mhungry.andi’lleatanothercake.i’llactitfourorfivetimes.theniaskastudenttoactit.i’mhungry,too.i’llsaytwocakes,please.andthesentences.i’mhungry.twocakes,please.forth:listentothedialogueandanswermyquestions.whattimeisit?howmanycakes?step3consolidationi’lltrainthecreativespiritofthestudents.i’llgivethemthreeplease.toactthedialoguefreely.firstatthe219park,secondfruitshopthirddepartmentstore.step4.homeworkencouragemystudenttothemarkettobuysomethingwithhisfriendsorparents.②goodmorning,everyone!today,i’llsaysomethingaboutunit9partainbook4ofoxfordenglish.backgroundonthereformationofcurriculum,thisbookcanconnectthelifeandact,emphasizetheinterestandexperienceofthess,thepicturesareactiveandvivid.gradefouristheinitialstageofenglishlearning,soitstressesontheemotionofthess,createsawellbeginningforthess.thisunithas7parts,we’lllearnpartamainly,itembodiestherepeatingcharacterize.reviewthelearnedlanguagepoints“where’s…”andthenewlanguagepointswillberepresentedinthefollowingunits.sothisunitformsconnectinglinkswithaspecialmeaninginthisbook.thecontentofthisperiodistouse“where’s\are…”todeterminetheplace.andaccordingtothecontentsandthefactofthess,iestablishthefollowingthreeteachingaimsofthisperiod:thefirstone:studentscanlisten,read,sayandspellthefollowingwords:aglass,afridge,anegg,breadandatable.thesecondone:studentscanlisten,read,sayandwritethefollowingdailyexpressions:what’sforbreakfast?havesomejuicethen.thethirdone:studentscanlisten,read,sayandwritethefollowingsentencepatterns:where’s\wherearethe\my…it’s\they’re…there’sno…in\on\near…ithinkthemostdifficultpointofthisperiodistomakesurethestudentscanusethepatterns“where’s\whereare…andthereisno…in\on\near…”intheirdailylifecorrectly.step1songsandthegamearouserstheemotion.inordertoattractthess’attentionandconstructanatmosphereoflearningenglish,iletthestudentssingsomeenglishsongsandplaythegame“simonsays”.atthesametimethegamecanreviewtheprep,servetheknowledgeasfoilandconsisttheappearanceoftheknowledge.step2changeclasstolife,happytosay.mostofthesshavelearntthesentencepattern:where’s…?soidesignataskforsstohelphelenfindthefoodanddrinksforbreakfast,andteachthenewlanguagepoints:whereare…?they’re…meanwhilestickthesentencesonthebb.aftersomepracticebyaskingandanswering,ipresentthenextlanguagepoints:there’sno…in\on\near…h(huán)ave…then.andiwillstickthesesentencepatternsonthebb.finallyi’llletthessdopairworkstoconsolidatethem.step3listentothetapeandssimitatetoreadandsay.asthenewreformationofcurriculum,emphasizedthetraditionalclassattachimportancetothemechanicalteaching,neglecttheexperienceandparticipation,forexample,thefive-stepmethod.sointhislesson,afterpresentation,iasksstolistentothetapewiththreeqs,readindifferentrolesandinpairs,thentrytorecitethetext.step4ssbethemainbody,tmakesaguider.inclass,ssplayasahost,andthetmakesaninfluenceonguiding,helpsstoactthelearntdialogue,itcanstressthepositionofthess,andarousetheirinterest.thenishowacartonwithnovoice,asksstomakeadialogueinpairs.inaword,thewholeperiodisbasedontasks,whicharedesignedfromeasystepstostepsthatarechallenging.whenthessarecartingoutthetasks,theycanacquireinformation,knowledge,andhavetheirabilityandskillstrained.that’sal