说课稿（英文版）
I Background of English teaching in my classes : Ss are not from common middle
school but vocational school ,subject in vocational school is to develop pupils ’
professional abilities, so they spent a little time no English learning. when
they go to college, they are lack of confidence on listening, writing especially
on speaking, so it is very important to develop their interest and then build
the confidence in English. In addition, it is necessary for them to know of
more commonsenses about western culture and to widen their knowledge horizon.
II Analyzing teaching material
1. lesson type reading
2. status and function
The book is
named NewPractical
college
English,
it
put emphasis on developing
Ss’practical ability. There are eight units in book one , and each unit are
composed by listening &speaking , reading ,grammar, translation, writing .
Today I ’m going to
talk
about TextA of
Unit 6 . This
lesson
includes two parts:
3. teaching guideline
(Teaching syllabus:
Language is
for
communication,
develop their four
skills,
lay special emphasis on reading; Grellet put it well in his book developing
reading skills: develop reading skill/ discourse analysis; get them to
understand
the western
culture better;
improve the ability
to discover,
analyze
& solve the
problems; Reading is
for
information,
for fun;
Use Top- down model
or Bottom- up model to activate Ss schemata; Interactive model)
4. 教学目 和要求
Teaching aims and demands (
?be intended for Ss in key
schools)
1） 知目 knowledge objects
a. Enable the Ss to remember the following new words & phrases:
Damage,lecture,
pollute,
pollution,
room, standing
room, be fit
for,
hear about,
turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room
left ?
Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know
more about the problem of pollution.
2）智能目 ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
f. Train them with some effective learning methods to optimize Ss learning results.
’
3）德育目 moral objects
a. Arouse their interest in learning English;
b. Help them to understand the background of pollution.
c. Enable the students to love our earth and the nature.
d. Be aware of the importance of stopping pollution & protecting out
environment.
e. Encourage the Ss to do something to save the earth.
5. 教学重点 teaching important points (
生 、句型；培养 技能
)
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 说教学难点 teaching difficult points ( 语法；发展交际能力 )
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 说教具 teaching aids (multi-media computer, software, OHP)
The teaching syllabus says that it ’s necessary for teachers to use modern
teaching facilities. It ’s of great help to increase the class density and
improve our teaching result. It can also makethe Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss ’ interest in learning English.
二、说教法 Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning: New Syllabus Design encourages teachers to use this
teaching method. TBLT can stimulate Ss ’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、说学法 Study methods
Teach Ss how to be successful language learners.
Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
Get the Ss to form good learning habits.
四、说教学过程 Teaching procedures
I. 复习 (Revision) 5min (Daily report; 词汇 diagram; brainstorming; activate
schemata)
Activity 1: Imagination
1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)
2). Suppose you catch a bad cold, what ’s to be done?
3). Suppose your bike is broken, what ’s to be done?
4). And suppose the earth, on which we all live, is damaged, what’s to be done?
What can you think of when you see “pollution ” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata
regarding the topic of pollution.)
呈现 (Presentation) 5min Activity 2: Presentation
Play the song “Earth Song ” sung by Michael Jackson. (Create an atmosphere)
A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
Ss’ presentation on pollution. Attrac t their attention, arouse their interest, and create a good atmosphere for communication.
* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
对话 / 阅读 (Dialogue)18m 1. Pre- reading
Activity 3: Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4: Read and answer
2nd listening/ careful reading, more Qs to get the detailed information. Develop
their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.
* 阅读 : Pre-reading; while-reading; post-reading (fast reading/ careful
reading; skim/ scan; 识别关键词 key words；确定主题句；创设信息差 information gap； T or F; 填表格 chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。
So that they can have a good understanding of the whole text.)
3. Post- reading
Activity 5: Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
IV. 操练 (Practice) 10m
Activity 6: Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7: Acting out
Activity 8: Drill – Supposition
Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act out; role play)
V. 巩固 (Consolidation) 6m
(Discussion; interview; press conference; debate; quiz)
Activity 9: role play
Suppose you were head of a village, scientist, journalist and villager, make
up a conversation and ask several groups to demonstrate in front of the class.
* The Ss are encouraged to use the words and expression_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
Activity 10: Discussion
Think of the question: Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.
VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell)
Write a letter to the mayor, telling him sth. about the pollution around your school.
五、说板书 Blackboard design
英文版英语说课稿
Background of English teaching in my classes : Ss are not from common middle
school but vocational school ,subject in vocational school is to develop pupils ’
professional abilities, so they spent a little time no English learning. when
they go to college, they are lack of confidence on listening, writing especially
on speaking, so it is very important to develop their interest and then build
the confidence in English. In addition, it is necessary for them to know of
more commonsenses about western culture and to widen their knowledge horizon.
I. Contents:
Today I ’m going to talk about Part B of Unit 2, PEPPrimary 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: Howmany +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.
To train the Ss’ ability of working in groups.
To foster Ss ’ abilities of communication and their innovation.
Aims on the emotion
(1)To foster Ss’ consciousness of good co-operation and proper competition.
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?
To enable Ss to study in groups and co-operate skillfully.
To develop Ss ’ interest in English.
IV. Difficult points
To help the Ss ask and answer the question sure they can use the plural nouns correctly.
To finish the survey by themselves.
V. Teaching methods
“What’s in it? ” and make
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
Free talk between T and Ss about things in the classroom.
Sing the song together: Books and pencils.
3. Do some TPR, for example: Showme your English book. Showme 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. Pre sent 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.
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: Thank you soooooooo much.
Mention that we should take care of the poor.
Play the cassette. Let the Ss listen and imitate the dialogue.
Pay attention to their pronunciation and intonation. Purpose: CAI can provide 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 you 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 trained.
Step 4. Assessment
Help Ss finish “Let ’s 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. Take 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.
英语说课稿范例
说课稿
各位老师：大家好！
让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。多年来，我为实现自己的梦想和追求不懈地努力着。今天，借此平台，希望各位老师指导我的说课，使我更快的成长。
我 的内容是 PEP Book 4 Unit 5 B Let ’s talk. 。主要从教材分析、教学策略、教学程序 、板 、教学 价等方面作具体的 述。
下面我先来 第一个板 ——教材分析中的第一 —— 教材
本 元的 是 shopping. 物与我 的生活息息相关， 本 的知 点是大部分学生 于学 和接受的，相信他 本 的学 充 期待。
第二 —— 教学目
根据《英 程 准》的教学理念，教材特点以及四年 学生的 情况，将本 的教学目 确定如下 :
[ 知目 ] 能 听、 、 本 的主要句型： A pair of ?for ? What size? How much are they? We ’ll take them.
[ 能力目 ] 能 跟 音朗 ，并能分角色 行表演。能 好地完成 Group work
中的 表格 .
[ 情感目 ] 通 活 、游 使学生 生学 英 的 趣； 学生敢于、 于开口，
极参与交流。并 学生在学 的 程中，培养他 的合作意 和 争意 。
在仔 研究教材和分析学生的心理和生理特点的基 上， 我 本 重点是掌握有关 物的句型：如 Howabout this pair? Are they nice? Howmuch are they? They
are yuan. 等价格的复数表达法。
点是 A pair of ? for ? 中 for 的含；What size?
size 的 音； We’ll take them. them 第二个板 —— 教学策略
的 音以及理解 句 的含 。
本 主要采用情景教学和交 功能法以及多媒体 算机 助 堂教学， 充分 教 的主 作用和学生的主体作用，利用 代教育技 化教学 程，通 件 学
生 更多生 活 的 言 境，把学生吸引到活 中去，并激 他 主 参与学 的欲望内。努力培养学生的自学能力，把学 的 匙交 学生，在 授知 的同 授以科学的思 方法。不 要使学生学会，更要使学生学会学，因此，在 堂教学中巧妙运用教学 ，适当安排自学、小 、全班 、游 、 等活 ，鼓励学生开口就 ，提高运用 言的能力， “ 堂” “学堂”， “要我学” “我要学”，从而从根本上打破 的 堂教学方法，建构一种新型的 代教育模式，使学生在更 松更愉快的 境下 更多的信息交流，真正做到快快 学英 ，扎扎 打基 ，向四十分 要 量，向 堂教学要效益的最 目的。第三个板 —— 教学程序
遵循人 程的普遍 律和学生 活 的主要特点，我把教学 程分 以下几个 ：
入 、新 呈 、巩固操 、拓展延伸以及 后作 五个 。
教育家托 斯泰 ：“成功的教学所必 的不是 制，而是激 学生的 趣， 趣是推 学生学
的 大 力，是学生参与教学活 的基 ， 激 学生的 趣是新 入的关 。
”“ Well begun, half done ”良好的开端是成功的一半。第一 入 分三 ：
①唱一唱本单元的歌曲“ The coat in the window ” (How much is that coat in the
window? ) 一首优美的英文歌，全班同学在教师的带领下，边拍手边唱，营造良好的英
语氛围，使学生能自然地进入到一个良好的学习状态中。
②Let ’s do Put on your sneakers. Run in the park. Put on your sandals. Wiggle
your toes. 通过 TPR活动，让全班学生能够做起来，动起来。在复习旧知的基础上为
新课的学习起到一个呈上起下的作用。
③Free talking ：What’s the weather like today? 聊一聊天气，为后面创设明天
开运动会， John 需要一双新的运动鞋的情境埋下伏笔。同时也营造一种民主、和谐、宽松的英语氛围，为学生架设一座由中文思维向英文思维过渡的桥梁。第二环节 新课呈现分两部分：
① 利用课件，出示不同的鞋子，引出 shoes shop。操练 chant: sneakers , sneakers, a pair of sneakers , a pair of sneakers for my friend.
② 创设妈妈和 John 去鞋店买鞋的情境，教师扮演
about this pair? Are they nice ? Are they all right?
assistant
，引出句型 What size? How 等等。
第三环节 巩固操练分五部分：
①玩一玩， 鲁迅说过：“游戏是儿童的天使。”本节课我设计“我猜，我猜，我猜猜”的游戏来操练句型 How much are they? They are .
②说一说，利用教学卡
片，在黑板上制作一个简易的鞋子商店， 操练句型 Can I help you? Howabout this pair? We’ll take them 等
③听一听，听课文录音，完成教师提问 A: What size? B: Howmuch are the sneakers? 让学生带着问题去听，养成良好的倾听习惯。
④读一读，我们都知道， 磁带是最好的老师，让学生跟着磁带朗读课文，正确的语音语调的形成是学生学习英语的基础，因此教师要有意识地培养学生的模仿能力。⑤演一演，利用头饰，分角色三人小组合作演一演本课对话， 教师要鼓励学生进行大胆的表演。
第四环节拓展延伸分两部分：
①完成调查表格，了解班里同学鞋子的尺寸大小和价格。
教师渗透文化知识：不同国家，不同鞋子大小的表达方式不同， 如：美国常用 6、 8、 9 这样的数字，而我们和欧洲基本相同，用 36、 38、40 这样的数字进行表达。②活动：“自由市场”
月 14 日母亲节快到了， 给学生一定数目的钱， 请他们为妈妈买一样最需要的礼物，让学生学会理性购买。
通过在“自由市场”内学生之间的买卖活动，充分发挥学生的创造性思维，让学生学以致用；通过讨价还价，发展学生当家理财的经济头脑和对生
活的适应能力。
第五环节 课后作业也是两部分：①了解家里人的鞋子尺码并了解市场上不同规格，不同种类鞋的价格。
②根据询问同学的衣物和鞋子，了解班里同学的消费水平，小组之间合作完成此项任务。
第四个板块——说教学板书
PEP Book 4 Unit 5 How much is it?
B Let ’ s talk
How about this pair?
Are they nice?
How much are they?
They are yuan.
第五个板块——说教学评价
综观整节课，为了达到新课标所要求的小学英语课程的要求， 我主要通过创设教
学情景进行师生互动，充分激发学生学习英语的兴趣，培养英语学习的积极态度，把情感、态度与价值观目标的实现融合在知识与能力、过程与方法目标实现的过程之中，努力为学生进一步学习英语打下坚实基础。
苏霍姆林斯基说过：没有也不可能有抽象的学生。因此，我们要鼓励孩子们，让他们
知道“ English, I can ”.
That ’s all. Thank you!
- 下载文档
- 收藏
- 0
推荐访问:说课稿 英文 英语课 中文 英语课说课稿英文中文两版)（14页）