《英语全英的说课稿（优秀25篇）》

时间：2025-08-17 00:49

初中英语全英说课稿（一）

.The analysis of the students. 1

The students show a lot enthusiams and passions to the lesson 。

Because the topic is useful and necessary in their daily lives.

They show great curiosity and inquiry.

Most names of the food are familiar to them.

However some students are not familiar with some new words of the food such as beef, mutton, cabbage and so on.

Besides the words of bowl ， large, special are hard for them to pronouce.

Some students have never seen or eaten the food in the lesson.

So I will help them to overcome these obstacles.

I will help them enjoy the fun of English 。

初中英语全英说课稿 2

Good morning,ladies and gentlemen!I am very pleased to have an opportunity to talk about some of myteaching ideas.The topic of this Unit is "What should I do?" from thetextbook—go for it book 8 unit 2 for junior middle school students.I’d like tosay it from 5 parts as follows:There are teaching materials,teaching methods,learningstrategies,teaching procedures and blackboard design.

Now,Let’s come to the first part—Teaching materials.It includestwo parts,status and functions of the material and the teaching content.The thingsin the text book are appropriate to students’ interests,experiencesand knowledge;provide the students with opportunities to use the target languageand stimulate students to seek further information.In unit 2,Studentswill learn to talk about problems and learn to give advice to others.So it ishelpful to improve their communicative competence.

Ok,second,teaching content,which includes four aspects,the key vocabulary,the targetlanguage,important and difficult points, and the teaching aims.About theteaching aims,in this unit,students will talk about problems which students come up with intheir daily lives and learn to use modal verbs "could" and "should" to makesuggestions.The second is ability aims,to improve thestudents’ abilities of listening,speaking and readingby providing various tasks.The last is the affection aims,that is,to help eachother and learn to cooperate.

Next,let’s come to the second part—teaching methods.Whiledealing with this lesson,I usually adopt "Task\|based" teaching approach.It aims at providing opportunities for the learners to explore bothspoken and written language through learning activities.So,I will letthe students learn in real situations,fulfill severaltasks such as pair work or group work.And in this unit thecommunicative approach and the situational language approach will be adopted.And thefocus is on functional language usage and the ability of learners to expresstheir own ideas,feelings,attitudes,desires and needs.So combine these methods together,enable the studentsto receive,process and retain new information through "multipleintelligences"。

Next I’d like to talk about part three—Learning strategies.I usuallytell the students some learning strategies.For four languageskills,I also tell the students to learn efficiently through strategies.Saylistening,in my class I train the students to get the general ideals,makeprediction,make a reference,identify key words and signal words.About theword\|formation and the exploitation are also very important strategies.Each studentcan be involved in the class by using the strategies which are suitable forthem.

Ok now,let’s come to the fourth part—Teaching procedures.I’ll finish mylesson in 7 steps,they are Warm up—Lead in—Pre-|task—Task—cycle—Post-task—Homework—Self-assessment.This step-by-step progression allows students to build accuracy andgain confidence with the new language.

Step1? Warm up

Watch a movie called Let’s Play.The moviewill offer the students a relaxing atmosphere and develop students’ interest inEnglish.

Step2? Lead in

Brainstorming,look at this,funnypicture.He looks very blue and depressed,what’ s wrongwith him?What should he do?This brainstorming stage is helpful in providing ideas for actualspeaking.By discussing with peers they can get a lot of informationconcerning the new topic they are going to learn.

Step3? Pre-task

In this step I introduce the topic and give the students clearinstructions on what they will have to do.So first I willprepare some vivid and beautiful pictures to present them the new words.The studentsassociate the meaning of the vocabulary and the form of it,and theyalso practice the speaking and the listening.I’ll get thestudents to do a problem\|solving activity to help the students to recall somelanguage that may be useful for the task.I will make asummary to give a detailed explanation about the Grammar point—sentencestructure "should/could"。I usually try to cultivate the learner’s unconsciouscompetence,give the students more examples.In this way,I think theywill get a further understanding of the Grammar.

Step4? Task-cycle

Task 1—Pair work.I’ll ask the students to work with their partners to learn to giveadvice to different problems using the key words and the grammatical points.Task 2—Listeningpractice? I designed the （1）Pre-listening activities （2） While-listening activities （3） Post-listeningactivities.Task 3—Group work.I’ll get the students act out the conversation in small groups.

Step5? Post-task

In this step,I prepared two activities.First is—Let’s think.Michael,coming fromUSA.He wants to practice his Putonghua,But he is very shy.So can yougive some advice to him?I suggest that he should get a tutor,can you give more?Make a listof your suggestions.The second is—Discussion.Let’s take a look at the screen,from the picture wecan see the children are studying and living in the very poor condition,1.What’s the matterwith these children?2.What could they do?3.What should we do? （showing pictures） Put the knowledge into the real situations,elicit thestudents to find out the most efficient ways to the problem in our country.

Step6? Homework

1.Ask your parentsabout if they have some problems.if they have,Try to give advice.

2.Make a survey aboutwho are still in trouble and try to find some solutions.

Step7? Self-assessment

In the process of teaching and learning,teachersneed to know what has been done well and what needs to be improved further;where thestudents perform well and where they still feel confused.Thediversities of classroom activities,and a welcoming andengaging learning environment will make the study easy and happy.Thus thestudents will get more experience and exploitation by doing things.

And the last Part is Blackboard design? I’ll write thenew words on the left,on the right I write the target language.If possibleI’ll draw some pictures.It is terseness and easy to understand.

Thank you for listening,goodbye!

初中英语说课稿全英 3

Good morning everyone. Standing here, I’m very happy and excited. It’s my great honor to be here to present my lesson, and the chance is very precious for me. And I’ll try my best. Now i will introduce myself briefly, my name is , born in Yunnan province. I was graduated from ________ my major is________.and i got my bachelor degree after my graduation in the year of 2012, I spend most of my time on study, I have passed CET4、TEM4. and i have acquired basic knowledge of my major during my school time. I'm capable of more responsibilities.

My character? i cannot describe it well, but i know i am optimistic and confident. I'm a good team player and I'm a person of great honesty to others. Also I am able to work under great pressure, sometimes i prefer to stay alone, reading, listening to music, but i am not lonely, i like to chat with my classmates, almost talk everything, my favorite pastime is volleyball, playing cards or surf online. Through college life,i learn how to balance between study and entertainment. To be an English teacher is my dream, so now I am standing here.

Today I’ll talk about unit 9 , the topic is about saving our earth, my contents consists of 8 parts ，the lesson is focused on the topic of the problems of the earth. I will talk about it from …..

Analysis of the teaching material

Analysis of the students

Teaching methods

Teaching aims and demands

Teaching aids teaching aids

Teaching procedure

Blackboard design

Conclusion

Well, firstly, I’ll tinterest is best teacher for the students. 2. It lays stress on the communication. According to the problem of Chinese students learning English, the book design a lot of material to improve the students’ ability of listening speaking, reading, and writing. So I think the book is very good.

kids are very active and like so during my class, I’ll design some interesting games to activate them to participate and learn something. They will also be interested in the class.

Next I’ll talk about My teaching methods are task-based approach and different methods can make the class active.

Let’s move on to another

There are knowledge aims and ability students to master the words and phrases… And the sentences…

Knowledge Aims

1. Talk about nature, ecology and the environment.

2. Make the Ss know the Earth Summit and the importance of the environment.

3. Further develop students’ reading ability as well as listening and speaking abilities.

4. Make the Ss learn some useful words and expressions.

5. Arouse the Ss to take better care of the earth.

(1) To enable the Ss to understand and speak this topic: “ make sure that Ss can use useful expressions in real situations.

We must make sure that… I am all for…

Sure/ certainly/AbsoluteIt’s clear that…

If nothing is done…, then… it would be better if we…

I believe that we must… I can’t imagine that….

Is there a better way to…

(2) To help Ss to learn Make Ss learn some useful words and expressions as well as inversion.

Ability aims are to improve students’ listening and speaking ability by reading and joining activities.

(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

Emotional Aims

(1)To build Ss’ senses of good co-operation and care of our earth.

(2) To lead Ss to show their loveliness to the poor.

Now I’m going to talk about next part is

In this class, I’ll use

Now I’ll talk about most important partEnglish learners and real master .So teacher should act as a guider, an organizer and a director who play a role when necessary in teaching procedure. In my English Plan, It consists of 5 steps. Warming up, lead-in, contents key points and difficult points and homework.

Step1 is warming up. Here I’ll use PPT to play an English song Bingo for the students and I’ll ask them try to follow it to sing together. By this, the students can be interested in it and pay their attention to our class easily and improve their ability of speaking.

1. Free talk between T and Ss about problems what we are facing in the classroom.

Step2 is lead-in （导入根据所授内容设计，可通过展示与本课有关的话题或者图片等等引出本课话题）

1. At the beginning, Begin the class by showing some pictures of serious environmental problems. Now the earth is being seriously polluted

2. Ask the Ss some questions.

What’s the biggest problem facing the earth? Why do you think so?

What causes the problem?

What are the" big three”? Do you know of any other major problems facing the earth?

What can we do solve the problem?

Step 3 is contents(本部分为主要授课内容及组织的课堂活动。可从听说读写四块分写)

After the reading, students will have some practices. It will be the most interesting part to students. Why? Because I will leave students time to talk together.

1. The students are divided into several groups and there are four in each group with different roles.

Student D will have a summarize.

4. Ask the Ss use these useful expressions:

Step 4 is key points and difficult points(本部分列出本课重难点可为单词句型或语法知识)

Key-points

(2) To enable Ss to study in groups and co-operate skillfully.

(3) To develop Ss’ interest in English.

Teaching important points (生词、句型；培养阅读技能)

1) New words and phrases

2) Talking about problems of ……

3) Develop their communicative ability. Act out their own

4) Grammar: There are Inversion sentences in this lesson. We can see from the sentences that...

2. 3. Among the speaker need for equality and fairness in the world. have bought one.

Step 5 Blackboard Design

Blackboard design should be thought for a thing that attract the student’s attention and let them to write down the important teaching points. I will divide the blackboard into two parts .The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class. The right part will be precious explanation, I will write some sentence of the words, phrases and structures to explain their meaning.

Step 6 is homework. (作业形式最好新颖，例如课让学生根据本课内容做个小调查等)

Write a speech paragraph to tell what you think the most serious environment problem is. Explain why you think the problem is serious and what you think should be done to solve it.

Step 7 is conclusion

We human beings should take good care of our planet, because it is the only place we can survive. Love the earth, love ourselves, more importantly; we need action to save the earth.

No matter which steps are taken, the purpose is to provide teacher and students with information and internal demand to improve teaching skill and learning quality. Strategy and approach will help students become more independent and the successful learner.

To be a good teacher is my dream; I think a teacher is not only a guide for the students, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study, but also on their lives. I’ll try my best and I’m confident that I can be a good teacher.

初中英语说课稿 4

教材分析

问路与指路是常用的生活用语之一，几乎所有的基础英语教程中都会涉及这项内容，JEFC将这项内容编排在初二（上）第六单元，由此可知，本单元的重要性。

教学内容

词汇

。Names of places:post office、library、hotel、restaurant、bank、supermarket、 street、pay phone、park、house、garden、market.

。Description adjectives:clean、dirty、new、old、quiet、busy.

。其它：enjoy、visit、beginning、tour、through、walk、hungry.

短语

。介词短语：next to、in front of、between、behind、across from.

。其它：take a walk、have fun.

句型

。掌握there be句型。

。初步认识if句型。

。掌握指路时所常用的祈使句，包括go straight、turn left/right、take the 。.。turning.

日常交际用语

。掌握问路常用语：Excuse me.Is there.。.？/Where is.。.？

。了解问路的其它用语：Excuse me.Which is the way to.。.？/Can you tell me the way to.。.？

教学重点

。词汇

。句型：there be句型

。问路与指路的基本用语

教学难点

。设计一些学生能够主动参与的活动，让学生能够对所学的知识进行操练与扩展。

课时划分

考虑到所教学生的实际情况以及本单元在本册书中的“前沿”位置，我将本单元细划分为5个课时（不包括self-check）。

第一课时： Section A 1a-1c

第二课时： Section A 2a-2c

第三课时： Section A 3a-4

第四课时： Section B 1a-2c

第五课时： section B 3a-3b

主要策略

1、教学策略

。提倡循序渐进的教学过程，使学生在认识新知识时有一个心理适应的过程。

。倡导“任务型”教学过程，让学生“做中学”，“学”是前提，“做”是目的。

。因人因材施教。

2、学习策略

。倡导合作学习的理念，课堂中使学生有尽可能多的合作机会。

。强调家庭作业的重要性，提倡学生的自主学习，家庭作业的形式尽可能的多样化，比如让学生准备下节课的一些课堂道具。

教学目标

1、知识目标:

。谈论问路与指路

。学会方位介词next to、in front of、between…and、across、behind

。学会形容词new、old、busy、quiet、clean 、dirty、big、small

2、语言技能

。能围绕“问路与指路”的交际用语进行交际。 *能用一些形容词准确地描述和表达自己的观点。

。能用简单的图表、地图、句子等描述和传递信息

3、情感目标

。通过运用简单的问路和引路的交际用语，学会相互合作，培养乐于助人的精神。

。通过运用问路和引路的交际用语，帮助各个层次的同学树立自信心，敢于用英语进交际。

4、文化意识

。了解中西方问路与引路方式的不同

教学过程

The first period(Section A 1a-1c)

Warm-Up

Ask students “Where does he/she live?” “Where do I live?”，give students the answer“I live in this neighborhood”(show Ss the picture on the screen)。

Word-Teach

Direct Ss’attention to the picture on the screen and ask Ss “What’s this?”，present the names of the places on the board.

Give plenty of opportunity for both choral and individual repetition of the new words.

Refer to 1a and 1b in Section A on p7.

Target language-Teach

Have Ss look at the picture on the screen again and ask“Is/Are there 。.。？”，present Ss the answers “Yes,there is/are.” “No,there isn’t /aren’t.”。

On the board,write the models.

Have Ss look at the picture and the example question and answer together,have them take turns practicing asking and answering questions.

Invite volunteers to role-play their dialogs.

Make a survey

Organize Ss into groups,have them make a survey by asking others in the group questions

Yes/no where

post office

library

hotel

restaurant

bank

supermarket

pay phone

park

Homework

Draw one of the places with color pens.

Complete the conversations according to the illustration in 1a.

英语全英的说课稿 5

Next,let’s come to the second part—teaching methods.Whiledealing with this lesson,I usually adopt "Task|based" teaching approach.It aims at providing opportunities for the learners to explore bothspoken and written language through learning activities.So,I will letthe students learn in real situations,fulfill severaltasks such as pair work or group work.And in this unit thecommunicative approach and the situational language approach will be adopted.And thefocus is on functional language usage and the ability of learners to expresstheir own ideas,feelings,attitudes,desires and needs.So combine these methods together,enable the studentsto receive,process and retain new information through "multipleintelligences".

Next I’d like to talk about part three—Learning strategies.I usuallytell the students some learning strategies.For four languageskills,I also tell the students to learn efficiently through strategies.Saylistening,in my class I train the students to get the general ideals,makeprediction,make a reference,identify key words and signal words.About theword|formation and the exploitation are also very important strategies.Each studentcan be involved in the class by using the strategies which are suitable forthem.

Step1 Warm up

Watch a movie called Let’s Play.The moviewill offer the students a relaxing atmosphere and develop students’ interest inEnglish.

Step2 Lead in

Step3 Pre-task

In this step I introduce the topic and give the students clearinstructions on what they will have to do.So first I willprepare some vivid and beautiful pictures to present them the new words.The studentsassociate the meaning of the vocabulary and the form of it,and theyalso practice the speaking and the listening.I’ll get thestudents to do a problem|solving activity to help the students to recall somelanguage that may be useful for the task.I will make asummary to give a detailed explanation about the Grammar point—sentencestructure "should/could".I usually try to cultivate the learner’s unconsciouscompetence,give the students more examples.In this way,I think theywill get a further understanding of the Grammar.

Step4 Task-cycle

Task 1—Pair work.I’ll ask the students to work with their partners to learn to giveadvice to different problems using the key words and the grammatical points.Task 2—Listeningpractice I designed the （1）Pre-listening activities （2） While-listening activities （3） Post-listeningactivities.Task 3—Group work.I’ll get the students act out the conversation in small groups.

Step5 Post-task

Step6 Homework

1.Ask your parentsabout if they have some problems.if they have,Try to give advice.

2.Make a survey aboutwho are still in trouble and try to find some solutions.

Step7 Self-assessment

And the last Part is Blackboard design I’ll write thenew words on the left,on the right I write the target language.If possibleI’ll draw some pictures.It is terseness and easy to understand.

Thank you for listening,goodbye!

.The analysis of the teaching methods. 6

1.The students are always the masters of the class.

The teachers are only the guides and organizers of the class activities.

In English teaching, we should make the lessons close to their daily lives ，and complish the teaching goals in the activites.

We should make the students master the ways to study in the activities.

So the teachers and students can show their initiatives and creativities at their best.

2.I adopt the task-based teaching method.

I mix the main words and main language targets into the pratical activities.

The students complish the goals through the experance of the class activities.

3.Groupwork is the main teaching method in the English class.

The teacher should give the students more freedom to show and express themselves.

We should provide a stage for the students to mix the knowledge ， exchange the information and share the resources 。

The teachers had better give them more praise and affirmation.

So the relations between the teachers and students are natural and democratic.

初中英语说课稿 7

一、教学内容分析

（一）、知识背景及新课程、新教材

本单元围绕the Silver Screen（影视）这一主题开展听、说、读、写多种教学活动。影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可挖掘性的教学主题。

本单元所选的语言素材涉及中外名片、著名演员、著名导演，具有典型的时代气息，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习中文影视文化有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”;在利用现代教育技术观看影视片断、影视海报的教学过程中，“拓宽了学生学习和运用英语的渠道”;同时本单元的教学对教师本身的中外文化修养、广阔的知识面等方面有非常高的要求，体现了师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的“与时俱进”的理念和思想。

（二）、教学重点难点

1. 语言知识重点与难点

（1）。关系副词引导的定语从句和介词+关系代词引导的定语从句

（2）与影视相关的词汇

（3）有关发表个人观点的句型、结构

2. 综合知识重点与难点

（1）。对国外著名影星、导演及他们作品的了解。如教材中涉及的Meryl Streep,Keanu Reeves,Steve Spielberg等，以扩大学生知识面、文化视野。如何填补学生这方面知识缺乏的信息沟。

（2）。对国内著名影视导演及他们代表作品的了解。如何设计任务让学生从课内知识到课外知识的链接。

（3）。对影视界名人及电影的评价（comments）如何写影评（review）。

二、教学目标

（一）。知识技能

1. 学习、掌握关系副词when,where.,why 引导的定语从句及介词+关系代词引导的定语从句。

2. 学习掌握一些有关影视的词汇：

如： career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups等。

掌握其他一些课文中涉及的词汇：

如：graduate, attack, creature, owe…to…， take off等。

3. 学习掌握一些用于讨论、评价电影的结构句式：

如：What’s the film about?

What do you think about the story of the film?

How do you feel about the film?

I like / don’t like the film because…

The film is about… I think the ending of the film is …

4. 提高学生语言听、说、读、写的能力及扮演角色、编写剧本、撰写影评等的综合语言运用能力。

（二）。情感态度

1. 学习几位著名影星、导演执著于艺术、献身于艺术的敬业精神和对人类艺术的巨大贡献。

2. 从Keanu Reeves 艰辛的成功途中（In the begin did many small jobs, then played in many cheap films.）我们可以学习到：要成就事业需付出辛勤劳动，要有持之以恒、坚持不懈的恒心与毅力。

3. 通过学习国外著名影视界人物，培养学生了解、尊重异国文化，体现国际合作精神。

4. 通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

（三）。学习策略

1. 认知策略

能总结定语从句的结构规律，并加以应用；在学习中借助电影海报图画、图表等非语言信息进行理解或表达。

2. 调控策略

利用影视资源，主动拓宽英语学习渠道，创造和把握学习英语的机会；积极参与采访、表演、调查等英语学习活动。

3. 交际策略

充分利用采访、表演等真实交际活动提高用英语交际的能力，在其过程中能借助手势、表情等非语言手段提高交际效果，能克服语言障碍，维持交际。

4. 资源策略

通过了解影视知识，获得更广泛的英语信息，拓展所学知识。

（四）。文化意识

1. 了解英语国家影视界艺术家的成长经历、成就和贡献。

2. 通过学习，了解世界著名影视文化，培养世界意识。

3. 通过中外影视文化对比，加深对中国影视文化的理解。

三、教学步骤

（一） Warming up

这部分的'重点是引出本单元的话题---电影，了解学生对电影的熟悉程度并充分发挥学生的想象力。同时训练学生说的能力。

活动步骤：

1.师生互动：教师提一些问题如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此过程中教师可展示一些学生熟悉并喜欢的名演员、名片的海报，从视觉上激发学生对本话题的兴趣。

2.小组活动：教师选取几副不同题材的电影画面（可选取教材外的其它画面），要求学生进行小组合作，每小组选一幅画面进行讨论What is happening in this scene? What happens before/after the scene? 要求学生不拘泥于已知的电影内容，发挥自己的想象力，给出各种不同的观点。

3.班级活动：向班级其它同学描述本小组所选图片，其他同学可给出不同意见。

（二）listening

本单元的听力是培养学生捕捉特定信息的能力，并让学生熟悉interview这种形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.

活动形式：

1. 师生互动：教师设置开放性的问题，进一步启发学生思考，并为过渡到听力部分做准备。问题可设置为：Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 学生各抒己见，金钱、荣誉、名气，成为公众人物后带来一个问题They received a lot of interviews.

2. 小组活动：教师引出问题What questions will you ask when interviewing an actor?通过小组讨论，收集尽可能多的问题，一方面让学生预测听力中可能会出现的问题，同时也对interview这种形式有所了解。

3. 班级活动：完成听力练习

初中英语说课稿 8

一、说教材

1、本单元教材的地位和作用。

动词的一般过去时是英语五种基本时态中最常用的时态之一，而本单元是Go for it!教材中第一次正式接触一般过去时，通过学习，让学生在基本掌握动词现在进行时和一般现在时的基础上，跨入一个新的认知领域，即对过去活动的表达。因此，本单元教材在整个七年级下期乃至整个初中阶段，都有着极为重要的地位。

2、教学目标的确立及其依据。

本单元的整体语言目标，即Language Goal, 是“谈论最近的过去所发生的事情(Talk about recent past events)”。教材的安排也是通过听说读写各种活动，使学生学会如何谈论过去（教材中体现为“上个周末）发生的事情。本课时作为本单元的第一课时，学生对过去时的概念几乎一无所知，他们即使在表达现在的概念时，对已经学过的一般现在时和现在进行时也常常搞混。因此，本节课需要对常用动词的一般现在时作一定的复习，在此基础上引出一般过去时，通过听、说和写的训练逐步领会其用法。本课时教学目标确定为：

（1）知识与技能

A.初步领会一般过去时的概念及构成；

B.基本掌握play, clean, watch等规则动词和do, go, be等不规则动词的过去时的用法；

C.学会运用How was your weekend? What did you do last weekend? 两个特殊疑问句及其回答。

（2）过程与方法

要求学生通过归纳和对比一般现在时态用法的基础上，通过课堂所设置的听、说、写的训练，逐渐领会一般过去时的用法。

（3）情感目标

通过谈论学生所喜爱的周末活动，以及对自己和同伴的周末活动进行评价，引导学生在业余时间积极参加有益于身心健康和学习的活动。

3、重点、难点和关键点的确立及其依据。

一般过去时态是课程标准要求学生掌握的重要时态之一，本课是该项语法教学的第一课，要对学生进行正确的语言输� 由于英汉两种语言在动词表达上的差异，学生往往对一般过去时的结构不太敏感，对动词各种形式产生混淆，因此，“一般过去时的基本结构和用法”既是本课教学的重点，又是本课教学的难点。因此，正确理解一般过去时的概念是掌握其用法的关键，对本课教学的成败起着决定性作用。

二、说教法

教法的选择是课堂教学成败的关键。本堂课重在通过听、说和写的训练使学生逐步领会一般过去时的用法，培养学生的口语表达能力，因此选择使用交际教学法。在具体教学中以情景教学为主，活动教学为辅，充分利用直观教具和电化教学手段创设情景，利用投影仪、录音机等辅助设备，培养学生直接用英语理解、表达和思维的能力。在具体教学过程中贯彻交际教学原则，采用3P教学模式，组织各种课堂活动，培养和强化学生的语言实践能力和自主学习能力。

三、说学法及学法指导

在本课教学过程中，指导学生学习使用比较归纳（一般现在时和一般过去时的用法）、分析概括规律（一般过去时构成）、分类记忆（规则与不规则动词的过去式的构成）等方法。本课教学中要培养学生观察力、记忆力、自主学习和合作探究的能力（与同伴合作完成任务）等。合理调动各个层次学生的学习积极性和主动性，把学习方法传授给学生，从而提高学生的整体学习水平。

四、说教学程序

本节课采用3P教学模式。

第一步:呈现(Presentation)

英语全英的说课稿（优秀25篇）

第二步:练习(Practice)

3P教学模式重视语言实践能力的训练。为了帮助学生熟练运用本课的功能用语，设计如下练习。

练习一: 听力训练。把呈现对话与听力训练结合起来，听后通过简单问答理解对话大意。

练习二:朗读与理解。通过朗读，训练学生的语音、语调，进一步感知对话内容。通过问答练习，加深学生对对话内容的理解，强化学生口语表达能力。

练习三:语法、句型的单项训练。讲解、操练句型，为复用、活用语言扫除障碍。

练习四: 熟练对话，角色表演，复用本课功能用语，为活用语言打基础。

第三步:表达(Production)

组织学生小组活动，交流上个周末的活动并记载，进行交际性练习，巩固所学知识。让学生自己上台说出自己和同伴的上个周末的活动，并进行简单的评价，提高学生综合运用所学语言自由表达思想的能力。

五、说板书设计

What do you often do on weekends?

I often clean my room.

What did you do last weekend?

I cleaned my room.

How was your weekend?

It was pretty good.

通过板书这三组疑问句及其答句，展现一般现在时和一般过去时在结构上的差异，加深学生的印象。

.Teaching aids : 9

The pictures of the food; a radio;a computer; a paper;

初中英语说课稿 10

一、教材分析

１、教材的地位及作用：

七年级（下）第三单元，围绕Danny,Jenny,LiMing 和Mrs.Li在北京的参观游玩活动为中心，讨论了有关打车，放风筝，照相，给家人写信，发电子邮件，购物的话题。学习形容词和副词的区别，There be 句型和表达害怕、安慰的方法。本节课是本单元第六课，它通过前几节课的学习，进一步加深对There be 句型的运用，通过乘车，指路的对话，学习指路，讨论长度的表达方法，激励学生坚持不懈，勇攀高峰的情感，从而进一步提高学生听、说、读、写的综合素质能力。

２、教学目标：（知识目标、能力目标、情感目标、学习策略目标）

知识目标：

①掌握词汇及短语掌握下列单词和短语：today, turn, traffic, light, climb, true, start，in an hour, more than,

②会运用下列句式:

stop doing sth.

Go down this street ，turn left at the traffic lights 。

--How long is it?

--It is___ meters (kilometers) long.

能力目标：提高学生听、说、读、写及知识自学的综合能力。

情感目标：

①通过形象、生动的教学使学生能较好地保持深厚的学习兴趣和较高的学习动机。 ②通过合作学习，对话交流，学会与小组成员或伙伴合作。

③激励学生坚持不懈，勇攀高峰的情感

学习策略目标：

①积极回答问题，能意识到自己的语言表达错误并自觉纠正；

②善于抓住用英语进行表达和交流的机会；认真听讲，不懂就问

③敢于挑战难题，坚持不懈

确立教学目标的依据：

根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。

３、重点与难点：

重点：学会重点单词、短语，讨论长度和指路的表达法

难点：文章中较难句子的理解及应用。

确立重点与难点的依据：根据课程标准的要求，及本课在教材中所处的地位和作用。

二、说教法

为了更好地突出重点，突破难点，我主要采用了：

1、任务型教学法：它极大地调动了学生的积极性。

2、分层教学法：达到了生生互动、关照两头的效果；

三、说学法

1、积极回答问题，善于抓住用英语交际的机会，积极体验，大胆实践。课堂上有大量的提问，还有抢答题，都要求学生个别回答，鼓励学生积极回答问题，大胆开口讲英语。

2、积极参于，学会合作。本课设计了两个合作学习的任务，操作简单，学生一定很感兴趣并且积极地参与其中，从而合作完成任务，培养了团队精神。

四、说流程

1、总体设计及依据

Leading—in （导入新课）（8分钟）－Pre-task 指导学生先学，为完成学习课文任务做好铺垫（13分钟）－Task cycle （完成任务环节）（9分钟）－Post—task （检测完成任务情况：当堂训练）（8分钟）－Check （小结：自我评价）（1分钟）-Homework（1分钟）

依据：

⑴遵循人类认识过程的普遍规律和学生认识活动的特点。

⑵教师为主导，学生为主体。

2、分步设计及依据

StepⅠ Leading—in （导入新课）

目的：以图片导入，既复习了前面所学内容，又激发了学习兴趣。（8分钟）

1、导入新课。观看有关前几课的图片，复习相关内容，创设英语氛围，活跃课堂气氛，调动学习积极性。同时促进预习的开展，导入新课。

2、复习how old ，how tall, how far,引出how long的用法，学习讨论长度的句式，并加以训练，为新课的活动做好铺垫。

StepⅡ Pre-task 指导学生先学，为完成学习课文任务做好铺垫（13分钟）

目的：了解有关长城的情况，学会运用单词、短语和句式，解决课文第二部分的难�

1、通过提问、讨论、回答帮助学生了解有关长城的情况

2、运用单词climb, true,短语 more than 和句式：--How long is it?--It is___ meters (kilometers) long.

StepⅢ Task cycle （完成任务环节）（9分钟）

Task 1: 回答问题，理解课文第一部分。学习语言点，提高学生的阅读能力，训练学生的听力。问题设计照顾优，中，差三个层次的学生。其中第三个问题引导学生合作学习，通过看简易地图，指路，练习指路的表达法。

目的：理解课文内容，学习语言点，提高学生的阅读能力，训练学生的听力。

Task 2: 小组合作学习本课第二部分

合作学习任务：

1、提出问题:

2、学生看课本，听录音，找出问题答案

3、回答问题，讲解语言点，并完成相关练习

1>翻译对话，

2>找出不理解的内容。

3>分角色朗读对话（角色Jenny, Danny and LiMing）。

1、提出合作学习任务

2、深入各小组参与讨论指导

3、检查任务完成情况。讲解难点进

4、进行朗读表演，总结评价。

StepⅣ Post—task （检测完成任务情况：当堂训练）（9分钟）

1、比一比，谁更快（抢答题--短语连线），学以致用，准确认识所学短语，训练听，说能力，鼓励学生积极回答问题，尤其激励后进生

2、读一读，看谁做得对，熟悉并运用本节课所学语言点，训练听，说能力，体验成就感，培养学生综合运用语言的能力

StepⅤ Check （小结：自我评价）（1分钟）

通过学生自评，总结本节课学习知识的'情况，培养学生自己检测能力。

StepⅥ Homework（1分钟）

给学生布置课外作业，复习巩固，运用本节课所学内容，训练学生写作能力，培养学生预习习惯

3、板书设计（根据本课的重难点）

Unit3 Lesson22

① how long 多长（长度，时间）。how old, how tall, how far

② more than 多于，超过

③ climb 爬，攀登 true 真正的 start 开始

本课以提高学生知识能力和学习能力为目的，结合教材重点、难点及英语学科特点，利用任务型教学和分层教学法，从听、说、读、写等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。

初中英语说课稿全英 11

Good afternoon, my dear judges, I am ______, from ______, it is my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of five parts.

Part 1 The analysis of the teaching material

This lesson is a reading passage, which focused on the topic of __________________, such a topic is related to our daily life, so it is easy to arouse the Ss’ learning interests.

My teaching objectives include the following parts.

First, the knowledge objective :By the end of this lesson, Ss can learn the new words and new phrases:______________________________________ 其他参考活动：Debate----当话题有矛盾的双面

Discussion——当话题是讨论解决问题

Do a survey——调查

Understand the main idea of the article;

And master the usage of ___________________(某个语法点)

Second, the Ability objective:

skim for the main idea of the article and

scan for the specific information,

predict some information and

understand the whole article, and

enlarge the relative knowledge by reading more materials in library or from internet, write a report of the topic, etc. Third， the emotional objective:

to develop the spirit of cooperation through teamwork and pair-discussion;

arouse Ss’ interest in English learning

Forth, the Cultural awareness

Fifth， the Important points:

to get an overall understanding of the whole text,

and develop their reading skills such as anticipating, skimming, scanning, summarizing language points…..… (具体课型用具体例子阐述)

the usage of the______________________( 语法或句型)

While the Difficult points:

Are enable the Ss to use the new words and phrases to express their ideas in daily life, and develop the ability of skimming and scanning.

master the usage of ____________________________( 语法或句型)

根据教学过程设计的内容来决定)

Part 2 The analysis of students

The Ss have learned English for some years. They understand some words and simple sentences. They are curious, active, and fond of game, competition, and various activities. They enjoy learning through cooperation in a relaxing atmosphere.

Part 3 Teaching methods

In this lesson, My teaching methods include

audio-visual teaching method, communicative teaching method, and task-based teaching methods. Besides, a computer, blackboard, a tape recorder, a projector are needed as the teaching aids.

Part 4 Teaching procedures

There are five steps in my teaching procedures. But before teaching, I will divide the whole class into 4 groups to

do competitions while finish different tasks in this lesson.

Step 1 Warming-up and leading in (3mins)

Free talk; talk something related the topic of the article.

参考活动：

Brainstorming, setting the scene, show pictures etc.

Purpose: activate the Ss to regard the topic of ___________________(主题) and create a relaxing atmosphere. Step 2 Pre-reading (10mins)

There are 3 tasks for the Ss.

（1）Do a guessing game.

（2）Show some funny pictures and sentences on PPT and then ask the Ss to

（3）Guess the meaning of the new words.

Practice the new words and phrases:

Match the new words and phrases with the Chinese meanings.

Predicting: based on the title/ pictures on the text. ( 看具体情况而定)

Purpose: through guessing, to arouse Ss learning interest, and help them to learn the new words and phrases which they may come across while reading, pave the way for the following learning and cultivate the ability of anticipating.

{Meanwhile, pronunciation of some letter strings such as “ea” (pea, tea, feast..) and “er” (cucumber…) are highlighted so as to foster students’ phonetic sensitivity.} （如果有语音教学则可渗透。）

Step 3 While- reading (15mins)

There are two tasks for the Ss.

first reading:

Ss read the article as quickly as they can and try to get the general idea by answer the following questions. Q1: who/ when/ what/ ……….

second reading: pair-discussion

Ss read the article more carefully, and then discuss with their partners to finish the T/F exercises and fill in the table/blanks in the sentences.

A : T/F

B: Fill in blanks.

根据课文内容而定。参考活动：

Fill in the table, make an outline of the article, find the topic sentences of each paragraph, etc.

Purpose: the two tasks are aim to develop Ss’ reading ability. Skimming for the main idea of the article, and scanning for the specific information. And then get a deep understanding of the article.

Step 4 Post-reading (10mins)

1）Group discussion: fill in the blanks

Ss discuss the article with their group members, and find out the language points, such as the key words, phrases, and sentence structures in the article.

And then fill in the blanks in a short passage present on the PPT. The short passage is made up from the article, and the answers are the language points in this lesson.

After check the answers, I will help the Ss to summarize the language points.

2）Retell:

Use the key word and phrases presented on the PPT to retell the article.

Make a report——小组合作，反馈

Purpose: Through group work, cultivate the spirit of cooperation, and train the ability of solve problem by

themselves. In class, the teacher is just a guide, while the Ss are the center, where, the teacher just join them, giving suggestions, and offering help when they need. Meanwhile, ask the Ss to retell the article, is an output, and it can evaluates how well the Ss learned in this lesson.

Step 5 Homework (2mins)

go over today’ lesson and preview the next lesson

go to the library or search on the internet to get more extra material about this topic and then write a report. Purpose: consolidate the language points and do prepare for the next lesson, and develop the ability of writing. Part 5 Layout

New words

Title new phrases

初中英语说课稿 12

一、教材分析：

１、教材的地位及作用：

第二册第五单元第二节课，本单元围绕做"比较"（ Makingcomparison）这个题材开展多种教学活动，它与上一单元联系紧密，是它的延续。本节课是本单元的重点，表示数量的some,few的比较。通过学习的比较等级，进一步加深对比较等级的语法现象的理解和运用。同时通过some,few比较等级在陈述句与疑问句中的操练，进一步提高学生听、说、读、写综合素质能力。

２、教学目标：（知识目标、能力目标、德育目标）

知识目标：

（１）学习、掌握some,few的比较等级；

（２）学习单词strong。

能力目标：提高学生的听、说、读、写及知识自学的综合能力。

德育目标：教育学生要热爱劳动。没有不劳而获的事情。

确立教学目标的依据：

根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。

３、重点与难点：

重点：学习表示数量some, a few的比较等级。

难点：some, a few的比较等级在实际生活中的应用。

确立重点与难点的依据：

根据教学大纲的要求，及本课在教材中所处的地位和作用。

二、教材处理：

根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，身临其境地把学生带到农场里。同时激发学生学习兴趣，使学生在参与农场的一系列活动中，掌握知识。最后通过做游戏对学生所学知识点进行训练，从而达到巩固知识的目的。

三、教学方法：

通过五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。

四、教学手段：

主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。

五、教学程序：

１、新课导入

为了激发学生的学习兴趣，引起注意，拉近师生距离，首先告诉学生这节课我将带他们去一个有趣的地方，并请他们依据我的提示猜测要去哪里？当学生猜出去农场时，我们便"上车"，一路欢歌(PickingApples)去农场。随着"嘎"的刹车声，电脑打出农场全景，给学生一种身临其境的感觉，导入正课。

２、新课的讲解

本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，配有汽车声、动物的叫声，栩栩如生。以学生在农场里劳动为主线，通过树上结多少苹果，学生摘多少苹果，卡车运多少苹果筐，以及劳动后学生吃多少苹果的比较，将some,few的比较等级在一系列既关联又相对独立的语境中详细讲解，反复演练，使学生全面掌握。其中多媒体展示的动画部分更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生思想素质、情感素质和英语语言素质。

３、反复操练和巩固应用

为了调动学生的积极性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多种不同方式操练巩固。使得学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。

４、反馈练习

本课的又一次高潮是将游戏与练习有机结合，融为一体。设计下棋游戏，棋盘为２０个格，每格均为在苹果园里劳动的情景，并配有本课的重点－－比较等级的练习题。棋盘的上一男一女分别代表男生和女生两大组，值得一提的是决定男女生在棋盘上走几步的转盘，是用本课重点词汇fewest,fewer,a few,some,more和most组成，使得学生在玩中进一步体会数量some,a few的比较等级的运用。让学生通过转轮，边做游戏边做练习，寓教于乐，极大地激发学生学习兴趣，同时巩固了学生所学的知识。

５、归纳总结

本课除了板书所呈现的重点内容外，又把本课内容浓缩成韵律诗形式，巧妙地总结本课重点、难点，学生又通过优美的旋律、音韵动力听的节奏。进一步巩固，加强对本课内容的理解和运用。

６、展示板书

Unit 5 Lesson 18

Kate some apples.

Jim has more apples than Kate.

Meimei the most of all.

The first truck a few baskets.

The second one is carrying fewer tham the first.

The third one the fewest of all.

本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐。

英文版说课稿 13

英文版说课稿

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.英文版英语说课稿

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: 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 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.英文版英语说课稿

英语全英的说课稿 14

Good morning, everyone!

Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.

Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points "Where’s…"and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.

The content of this period is to use "Where’sare…" to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:

The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.

The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?

Have some juice then.

The third one: students can listen, read, say and write the following sentence patterns: Where’sWhere are themy…

It’s They’re…

There’s no …in on ear…

I think the most difficult point of this period is to make sure the students can use the patterns "Where’sWhere are…and There is no …inon ear…" in their daily life correctly.

And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.

The task-based method, communicated method, group cooperate method will be used in this period.

To accomplish the aims, I design the following steps:

Step 1 Songs and the game arousers the emotion.

In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game "Simon says". At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.

Step 2 Change class to life, happy to say.

The substance of language is communication and the environment of communication is life. So when I present the sentence pattern "What’s for breakfast?" I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.

Most of the Ss have learnt the sentence pattern: Where’s…？ so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…？ They’re … Meanwhile stick the sentences on the Bb.

After some practice by asking and answering, I present the next language points:

There’s no …inon ear…

Have …then.

And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.

Step 3 Listen to the tape and Ss imitate to read and say.

As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.

Step 4 Ss be the main body, T makes a guider.

In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.

Then I show a carton with no voice, ask Ss to make a dialogue in pairs.

There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.

Step 5 Change class to life, learn by themselves.

Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.

In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.

That’s all. Thanks a lot for your attention.

初中英语全英说课稿 15

全英初中说课稿

Part One Analysis of the Teaching Material

(一) STATUS AND FUNCTION

1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.

2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

(二)ANALYSIS OF THE STUDENTS

The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

(三)TEACHING AIMS AND DEMANDS

The teaching aim's basis is established according to Junior School English syllabus' provision.

1.Knowledge objects

(1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I'm sorry”“That's all right”。

(2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson.

(3) To finish some exercises.

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 develop the Ss’ abilities of communication by learning the useful structures.

3.Moral objects

(1) To enable the Ss to be polite and love life.

(2) To enable the Ss to look after their things well.

(四)TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.

1.Key points:

(1).To help the Ss to communicate with each other.

(2).To enable the Ss to study in groups and co-operate skillfully.

(3).To develop the Ss’ interest in English.

2.Difficult points:

(1) How to make dialogues and act them out.

(2) How to write the right whole sentences.

(五) TEACHING AIDS

Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based” teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

Teaching special features

To use these methods are helpful to develop the Ss’ thought.

Part Three STUDYING WAYS

1.Teach the Ss how to be successful language learners.

2.Let the Ss pass “Observation—Imitation—Practice ” to study language.

3.Teach the Ss how to master dialogues and how to communicate with others.

Teaching special features:

Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.

Part Four Teaching Procedure

I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.

高中英语全英说课稿 16

Teaching plan for Unit 16 book1

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 （新课程标准和教学大纲）， 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（交际教学法）， “Whole language teaching” （整体语言教学法）and “Task-based” language teaching （任务教学法）。 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（现代社会交际教学理论）， I adopt the TSA method（情景教学） and TBLT method （语言任务教学）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.

Part 3 Studying Methods:

Our students are almost from the countryside. They are lack of geography knowledge and the cultural background of those foreign countries.As senior students ,they have a certain ability to read . And the beautiful places are most attractive and easily arouse students learning emotion.As for the learning methods, they are poor in cooperative learning skills.Some students are not active in the class ,and some students don’t like English.therefore, I ’ll have Ss study in a relaxed atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc. And make preparation for completing the new study task.After feeling and understanding the language points, let Ss get the knowledge actively by probe study and cooperative study. In a word,we’ll

1.Teach the Ss how to be successful language learners.

2.Let the Ss pass “Observation―Imitation―Practice ”（观察―模仿―实践三步教学法） to study language.

3.Teach the Ss how to master dialogues and how to communicate with others.

Part 4 Teaching Procedure:

Step 1 Lead-in.

As we all know ,Benjamin Franklin is a famous politician and writer.But today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite.

1）。 Group competition

In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.

2）。 Group work

A match competition. Match Column B with Column A correctly.give more examples to make Ss get information.

Purpose of my design:To get to know something about the story of famous scientists.

To have a better understanding about the importance of experiments in science.It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.

Step 2 Reading

1）。 Individual work

Skimming: Read the material fast to find out the right picture about Franklin’s experiment.

2）。 Individual work

Scanning: Listen to the tape part by part to find out the topic for each one.

Para 1-3 the description of the experiment

Para 4 the equipment of the experiment

Para 5-6 the steps of the experiment

Purpose of my design:Enable students to understand the given material better using different reading skills . To present Sample A by CAI （电脑辅助教学）is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better. In this course, Ss can understand the main contents of this dialogue and get the key points by following the example.

Step 3 Practice

1）。 Class work

With all the equipment ready （ a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ）， one student acts as the host to conduct two students how to make a kite as the one made by Franklin.

2）。 Individual work

After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.

Step4 Further understanding

1）。 Pair work

Read through the passage to fill in the blanks in the form in pairs.

2）。 Class work

Listen to some sentences to judge whether they are true or false.

Purpose of my design: “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. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English. By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.

Step 5 Post-reading

1）。 Pair work

Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.

2）。 Group work

let Ss read the passage carefully and answer the question: Discuss the following questions in groups:

Students make a conclusion of de process of Franklin’s experiment and retell the tips of doing the experiment.let Ss find out the keys of the exercises after their reading.

Purpose of my design: Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English. Without doubt, this will encourage them to speak English.In fact, it is a kind of demand of human being.Suhuomulinsiji （苏霍穆林斯基）says:“In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer. In Ss’ spirits, such demand is specially strong.”This step also leads to the emotion objective of this lesson, that is to have moral education in this step.

Step4 Homework.

Summarize the whole lesson,and arrange the homework.

1.Do the exercises in the workbook.Check the mastering of knowledge of this lesson.

2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information.

Purpose of my design: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some exercises after class to master the knowledge they learned. This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.

Part 5 Blackboard Design.

Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the various intelligence by gathering teaching methods. Purpose of my design:

1、Make the students be free to talk about social behaviors

2、Understand the reading passage and can talk more about teamwork.

3、Improve the students’ reading and writing skills.

As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go. Deal with the language points. Ask the students to pick out the useful expression from the text, give them more examples, and do some exercises to practice the language points.

Above is the lecture notes of my lesson. Thank you very much!

初中英语说课稿 17

一、说教材

本节课节选自河北教育出版社义务教育课程标准实验教科书九年级第六册第一单元第一课。本单元围绕着poetry诗歌这一话题展开。这样的话题具有一定的文学色彩能够使学生感受到英语语言和汉语的相近之处。在语言点上，本单元学生将要领会表达建议的交际用语，并且复习语法动词不定式的用法。在本课中，学生熟悉的人物Danny Jenny Brian三人一对话的形式讨论了他们自己对自己将要创作诗歌的想法。在语言点上，本课新单词较多，含有五个重要句子，同时涉及Danny 诗歌的欣赏，诗歌中复习了感官动词。最后在地里位置上本课处在本单元的一篇，因此对后面的学习起着铺垫的作用。

根据以上对教材地位与作用的分析，本节课的三维目标如下：

（1）知识目标：学生能够熟记四会单词poem

decide nature express pleased happiness shut个别单词的词性

变化， already和yet maybe和 may be 的区别以及同义句learn…by heart 和know by heart。

（2）能力目标：学生能够从本课设计的听说读写

的练习中提高自身语言运用的综合能力。

（3）情感目标：培养学生学习英语的兴趣及热爱

文学的态度，乐于接触外国文化。

本着吃透教材并考虑到学生已有的认知结构和心理特征，本课的重难点如下：

（1）重点：学生能够掌握词汇，句型及时态在文

中的应用。

（2）难点：already/yet maybe/may be的辨析和

Danny诗歌中感官动词的应用。

二、学情

九年级的学生已经学习了几年的英语，因此积累了一定的语言知识，但是对于语言的学以致用不是很好。其次我代的这班的学生英语水平总体较差，上课积极发言参与意识较差，因此激发调动学生学习英语的热情和参与精神是需要突破的难点。

三、教法

为了帮助学生能够把握重点突破难点，使学生能够达到本节课所设定的教学目标我将采用如下教法：情境教学法、任务教学法、视听说法。

四、学法

在遵循新课标理念提出的让学生主动参与自主探究的这一理念下，我将引导学生采用如下学法：

（1）视听说法：让学生通过多种感官找出新词汇，感受语言的真实环境。这样可以让学生高效的掌握新知。

（2）角色扮演法：设置情景让学生进行角色扮演激发兴趣的同时及时应用新知。

（3）小组合学法：在回答问题中让学生集集体智慧来学习，感受合作的高效，让学生深深感受到合作的愉快。

五、教学程序

Step1 warming-up 热身

首先我将用How are you ？ What’s the date? How’s the weather? 接下来我引导学生一块做关于 up and down的热身运动。这样的设计旨在将学生迅速的融进英语的课堂中。

Step2 lead-in 导入

在引入环节中我采用图片情境导入。用ppt呈现学生熟悉的大诗人李白杜甫陶渊明。旨在让学生迅速的进入本课的话题，并对接下来的内容充满期待。

Step3 presentation 新授

（1）教单词：单词在早读已经粗略的给学生教

过，因此我采用让学生听录音找新单词并写出意思的方

式，这样可以让学生高效的在具体语境中感受新单词，

从而更快地吸收。

（2）对课文的处理：首先让学生带着以下几个

问题朗读课文：

( ) Jenny has decided what to write about.

2、 Has Brian finished his poem?

3、 What’s Danny’s poem about?

4、 Why doesn’t Danny want to read his poem?

这几个问题的涉及可以帮助学生了解文章大意还可以提高的阅读能力。接下来我将对文中出现的重点句子及相应的知识点进行讲解。

Step4 Consolidation巩固新知

在此环节中我将引导学生通过如下活动来及时应用巩固新知。

（1）角色朗读：给学生2-3分钟时间三人一组进行分角色朗读。让学生通过亲身模仿来体验真是的语言环境。

（2）习题训练：根据本文知识点在此环节中涉及了10道练习题，让学生根据所学及时检验自己所得。

Step5 Summary小结

在本环节中根据时间情况可设计学生小组总结，之后我根据学生的总结在这次做补充。

Step6 Homework课后作业

（1）完成学案第一讲目标ABC

（2）预习下一节课

英语全英说课稿 18

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 practise 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 so 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 help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.

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?”

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: Thank you s. Write a letter to the editor about any problem they come acrosso 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 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.

things

name

story

books picture-books sharp

eners 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.

初中英语说课稿 19

一、教学目标：

1. 语言知识目标：

1）复习与运用所学的有关天气的相关知识来描述天气。

2）能正确地描述他人正在进行的活动。

3）能根据所提供的相关材料描写某地的天气情况及某人正在进行的活动。

2. 情感态度价值观目标：

教育学生善于观察天气，善于调整自己的情绪；了解世界各地的天气情况，增加世界观念。知道大自然的力量是神奇而伟大的，我们应当好好学习，立志学好科学知识，为长大后探索神奇的大自然，打好基础。

二、教学重难点

1. 教学重点：

1）综合运用所学的知识，完成短文，描述某地的天气及某些人物正在进行的活动。

2）能运用所学的知识，来描述某地的天气及某人正在进行的活动。

2. 教学难点：

能运用所学的知识，来描述某地的天气及某人正在进行的活动。

三、教学过程

Ⅰ。 Warming- up and revision

1. Have a dictation of the new words and expression learned in Section B.

2. Let some Ss read the postcards in 2b.

3. Watch a video program about the weather forecast.

Ⅱ。 Presentation

1.Show some pictures on the big screen and present some new words and expressions in this period.

（skate, snowy, winter, Russian, snowman）

2. Ss read the new words and try to remember them.

Ⅲ。 Free talk

Finish some exercises.

Ⅳ。 Writing

1. T: Here's another postcard from Kate to Xiao Lu. Look at the pictures on the postcard. How's the weather there? And what is the girl doing?

Let some Ss answer the two questions.

2. Let some Ss read the words in the box. Explain the meaning of the words that they don't know.

3. 思路指导：

首先，应读方框里的单词，掌握每个单词的意思。

其次，通读一遍短文，理解短文大意。

然后，认真读每个句子，分析每个空格处前后上下文的意思，确定空格处所缺单词的意思。如：第一、二两空格前有weather一词，可知空格处只应填snowy和windy一词。第三空格后面有“俄罗斯面包”一词可推知，空格处应为buying一词。第四空格由空格后面的on a river可知应是“skate”一词。最后一空格是take a photo of …，应用现在进行时态，故填taking.

4. 学生们在老师的指导方法下，读信的内容，然后补全短文内容。

5. Check the answers.

V. Writing

1. Imagine you are on vacation. Write notes about your vacation.

2. Let some Ss read the questions aloud.

3. Make sure Ss know the meaning of the questions.

4. Ss think and write down some notes about their vacations.

5. Let Ss read out their own vacation notes.

VI. Writing

1. Write a postcard to a friend. Tell your friend about your vacation and what you are doing.

2. 写作指导：

回想一下给你印象最深的一次度假活动。

可以将在3b中问题的答语，做为写作的内容。

假想你现在正在度假。将回答问题的几个句子连起来，形成一个语句连贯的短文。

注意，应用现在进行时态来表述现在正在发生的事情。

3. 学生们根据老师的指导方法，大胆地进行写作，发挥自己的想像力，写出好的内容。

4. Let Ss read their postcard to the class.

VII. Self Check 1

1. Tell Ss we've learned some words about feelings, weather and activities. Now discuss with your partners. Add more words in the box.

2. Ss work in pairs and add more words in the box.

3. Let some Ss read their words. Let other Ss add more words.

VIII. Self Check 2

1.Read the sentences below on the left and find the responses on the right.

2.思路指导：

首先，应通读所有选项，掌握对话的大意。可知本对话是一个打电话的情景，由打电话的常识可知左栏第一句话为首句，句意为“你好，我是詹妮”可知答语应是右栏中的第二句话。

由左栏第二句末的“我可以给她带个话吗？”一句可以确定其答语为右栏中的第三句话，“好的。你可以让她打电话876-54321吗？”。

当A方回答“没问题”后，B方应当表示感谢。

3. Ss read the sentences below and find the responses.

4. Check the answers with the class. Then let the Ss practice the conversation with a partner.

IX. Self Check 3

1. Put these sentences in order to make a conversation. Then write your own conversation.

2. 思路指导：

本题要求将一对话排列正确的说话顺序。

首先，通读所有的句子，理解对话的大意。

其次，在通读对话的基础上确定对话的首句应是打招呼的“Hi, Jill”一句。

接下来，就可以确定“Not too bad.”是第二句。

比较询问天气的问句和询问在下雨天里在做什么事情，可知应先问天气情况。

最后，通读一遍对话，看是否通顺。

3. 学生们按指导方法，将对话的顺序排好。然后和伙伴练习这个对话。

4. 与伙伴共同编造一个与之相仿的对话。并向本小组的其他同学表演一下。

Homework

找一张你度假时照的照片，写一篇小短文向你的'同学们介绍一下当时你度假的情况。包括以下内容如下：

? 在何地度假

? 天气情况

? 你们正在进行的活动

? 你对假期的感受

板书设计：

初中英语全英说课稿 20

Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.

Part One Analysis of the Teaching Material

（一） STATUS AND

1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain "four skills" request of listening, speaking, reading and writing. To start listing "Word Bank" and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.

2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

（）ANALYSIS OF THE STUDENTS

The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

（）TEACHING AIMS AND DEMANDS

The teaching aim\'s basis is established according to Junior School English syllabus\' provision.

1.Knowledge objects

（1） To make the Ss know how to use the affirmative sentence "This is. 。。。" and the negative sentence "This is not…"Everyday expressions for "Apologies""I\'m sorry""That\'s all right"。

（2） To study the new words "six, hey, sorry, it’s, that’s"， etc. by learning the dialogue of this lesson.

（3） To finish some exercises.

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 develop the Ss’ abilities of communication by learning the useful structures.

3.Moral objects

（1） To enable the Ss to be polite and love life.

（2） To enable the Ss to look after their things well.

（）TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material\'s position and 。

1.Key points:

（1）。To help the Ss to communicate with each other.

（2）。To enable the Ss to study in groups and co-operate skillfully.

（3）。To develop the Ss’ interest in English.

2.Difficult points:

（1） How to make dialogues and act them out.

（2） How to write the right whole sentences.

（五） TEACHING AIDS

Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson. 四三二

Part Two The Teaching Methods

1、 Communicative teaching method

2、 Audio-visual teaching method

3、 Task-based" teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" teaching method, "Audio-visual" teaching method and "Task-based" teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

英语全英的说课稿 21

Good morning, dear teachers. I’m NO, 1. May I start now? Thank you.

It’s my great pleasure to present my lesson plan here. The lesson I’m going to talk about is unit 9 Have you ever been to a museum? I’ll interpret my lesson plan from the following aspects:

Firstly, I’d like to analyze the teaching material and learners.

This lesson is chosen from the section A of unit 9, Book 8B, PEP Junior English. The topic of this lesson is fun places. The main task for ss is to talk about past experiences to some places. Even though ss have learned the present perfect tense in last unit, they may still feel hard to talk about what fun places they have ever been to and what they think of these places. Thus, enough practice will be organized to help ss learn some museums, theme parks and the present perfect tense with been, ever and never.

Based on the analysis above and the new curriculum standard, I set the following teaching aims:

1.Knowledge aim. After the class, ss will understand the basic meaning of some museums and theme parks and the function of the present perfect tense with been, ever and never, such as amusement park, science museum, Have you ever been to sp? I’ve never been to sp etc.

2.Ability aim. By the end of this lesson, ss will be better able to talk about past experiences by using the present perfect tense with been, ever and never.

3.Emotional aim. During the class, ss’ interest in learning English will be increased by talking about fun places. Next, let’s focus on the key point and difficult point.

The key point is to talk about past experiences to fun places by using the newly learned vocabulary and sentence structures.

The difficult point is to understand that the present perfect tense is used to express a past event that has present consequences.

To achieve the objectives above,I’ll adopt Audio-lingual Approach, Communicative Approach and Situational Teaching Method. And ss’ll learn through cooperation, communication and discussion.

Now, I’d like to describe my teaching procedure.

Step 1 is leading in.

At the beginning of the class, I’ll present pictures of some super special museums around the world to attract ss’attention, such as the Tap Water Museum in Bejing, the Currywurst Museum in Berlin, the Instant Ramen Museum in Japan, the Underwater Museum in Mexico, the Museum of Broken Relationships in Croatia[kro?'e???], The Museum of Jurassic[d???r?s?k] Technology in California and the International Toilet Museum in India.(选择几个) ss will be encouraged to share their experiences to museums or theme parks. This activity can arouse ss interest and lead them to the topic naturally.

Step 2 is presentation.

First, the museums and theme parks of this lesson will be presented, such as history museum, science museum, amusement park etc. And ss will be encouraged to guess what they can see from these museums and parks. Then, I’ll provide some background information. After that, they will rank these places in 1a from their most favorite to the least favorite.

Next, I’ll ask ss questions like “Have you ever been to an art museum?”and instruct ss to give positive and negative answers. So here, ss will learn the sentence structure.

This activity can help ss smooth the way for listening.

So, next is step 3 listening 1b.

First, I’ll lead ss read the chart for 1b and 2 questions will be asked to help ss understand the chart“Who are

全英初中说课稿 22

Part One Analysis of the Teaching Material

(一) STATUS AND FUNCTION

2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

(二)ANALYSIS OF THE STUDENTS

The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

(三)TEACHING AIMS AND DEMANDS

The teaching aim's basis is established according to Junior School English syllabus' provision.

1.Knowledge objects

(2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson.

(3) To finish some exercises.

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 develop the Ss’ abilities of communication by learning the useful structures.

3.Moral objects

(1) To enable the Ss to be polite and love life.

(2) To enable the Ss to look after their things well.

(四)TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.

1.Key points:

(1).To help the Ss to communicate with each other.

(2).To enable the Ss to study in groups and co-operate skillfully.

(3).To develop the Ss’ interest in English.

2.Difficult points:

(1) How to make dialogues and act them out.

(2) How to write the right whole sentences.

(五) TEACHING AIDS

Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based” teaching method

Teaching special features

To use these methods are helpful to develop the Ss’ thought.

Part Three STUDYING WAYS

1.Teach the Ss how to be successful language learners.

2.Let the Ss pass “Observation—Imitation—Practice ” to study language.

3.Teach the Ss how to master dialogues and how to communicate with others.

Teaching special features:

Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.

Part Four Teaching Procedure

I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.

Step1 Warm-up

1. Free talk between T and Ss .

Such as: Hi, I’m . . . . What’s your name?

This is …. How do you do?

Who is he/she? How are you?

Who can count from 1to 5?

What’s this in English? etc.

2.A game: Ask the Ss to give T some school things. For example:

T: Give me your book.(ruler, box, pen, table, knife, etc.)

T: This is your book. This is not my book. It’s your book. etc.

In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.

Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.

Step2. Presentation

This course is very important. I’ll mainly talk about this step.

I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.

First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.

A: Hi, B. How are you today?

B: I’m fine, thank you. And you?

A: I’m fine, too. Oh, this is my bag.

B: No, this is not your bag. It’s my bag.

A: (Look closely) Oh, I’m sorry.

B: That’s all right.

(At the same time, C is running up and hitting A.)

C: Oh, I’m sorry.

A: That’s OK.

I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.

Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.

Step3.Practice

First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.

Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.

Step4.Production

In this step I’ll give the Ss a free space to show their abilities.

Second scene: The Ss are having a picomic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picomic, they begin to look for their coats. D and E are talking. F and G are talking. etc.

After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.

Purpose of my designing: “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. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.

2.Skill 1 Model 1.

I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.

Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.

3.Finish the Ss’ workbook.

Purpose of my designing: To check the knowledge Ss have learned in this lesson.

Step5.Homework:

(1)Recite the words as many as possible after class.

(2)Make a dialogue according to Sample A and write it in the exercise book.

Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.

Blackboard Design

Lesson Six Sample ASix This is my….hey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.

初中英语说课稿 23

教材分析：

A、教学内容的选择。本节课的教学内容是外语教学研究出版社九年义务教育七年级英语上册，第五模块的第一课。本节课需要一课时完成。本课的部分教学内容如have / has got在Module 4中学过，而有些食品名称以前也接触过，故把新的教学内容与已接触过的知识结合起来，让学生由旧知识带动对新知识的理解，以促进掌握。

B、教材的编排意图。本课的教学内容是学生在对句型have got / has got 以及某些食品名称有所接触的基础上进行教学的，把食品名称进行拓展，引出可数名词的单复数以及不可数名词。这样做，一方面可以提高学生的知识拓展能力，另一方面可以提高学生综合表达的能力。本课作为本模块的开篇，由浅入深，根据教学内容设计教学方案，达到教学目标。

C、教材的前后联系。本课知识是本模块后几课的基础。要使后几课顺利学好，首先要熟记本课有关食物的单词，并掌握名词单复数，为后面的学习打下坚实的基础。

D、本课教学目标的确定。根据义务教育初中英语课程标准的要求，本课的教学目标可定为：（见教案）

一、教法说明

根据初级英语教学目标：

A、通过听、说、读、写的训练，使学生获得英语基础知识和初步运用英语交际的能力。

B、激发学生的学习兴趣，养成良好的学习习惯，为进一步的学习打好基础；发展学生的思维、想象和运用能力。根据本课内容，采取的教学方法是：实物教学法、图片教学法、创设情景法、表演法、多媒体课件展示。这些方法的运用，有利于调动学生的积极性，使学生始终参与到教学活动中。

课堂教学是师生的双边活动，教师要做到因材施教。根据初中生的年龄特点，教学要从学生的对话练习入手，这样不仅能激发学生的学习兴趣，还能调动学生学习的积极性。

二、学法指导

老师不但要教给学生知识，还要引导他们掌握正确的学习方法。在教学中，要鼓励学生开口，使他们在教师的引导下，通过听说读写的训练，获得英语基础知识、基本技能和运用英语交际的能力，并引导他们学会观察，从而提高他们的观察能力和口头表达能力。

三、教学设计

本节教学活动主要分为6个步骤来完成：

(一)Waming—up

通过复习Module 4中的句型have/has got，为本节课学生能够熟练运用该句型询问食品名称做好铺垫。然后，展示学习目标，使学生明确本节课的学习任务，从而集中精力把本节课的知识学好。利用实物学习单词，并让学生猜测单词的意思。

（二)课堂导入。用句型What’s this in English? What’re these in English?来询问本课的食物名称，教师帮助学生回答，让学生重复。然后展示课件，让学生观察闪烁的单词的特点(单词之前是否用a或an，单词词尾是否加s）帮助学生分析、总结名词的简单分类。这样做，可以培养学生的观察能力，总结名词变复数的规则以及可数名词与不可数名词的特点，有助于学生更好的掌握名词的单复数。展示课件。

（三）课堂练习。在学生熟悉单词后，根据课文1、2、3部分的要求，将方框中所给的食品名称填入相应的空格中。这样可以使学生更加明确食品的分类。

（四）听力训练。放录音，让学生根据听力材料中所给的信息，判断“他们”有什么或者没有什么，然后在所给单词后的方框中画“√”“χ”。这样做，可以训练学生从听力材料中获取信息的能力。

（五）课堂练习。展示课件，巩固本节课所学的重点内容。

（六）布置作业。

四、板书设计

Module 5 Healthy food

Unit 1.Have we got any oranges?

1、 What’s this?

It’s an apple/ a banana / mike /coke.

What’re there?

They’re apples / onions / etc.

2、 Have you got any milk?

Yes,I have 。/ No,I haven’t 。

全英的说课稿 24

Background of English teaching in primary school:

I. Contents:

Today I’m going to talk about unit6, FUN WITH ENGLISH, Book5B. In this unit,we will learn some orders used in the PE lesson and some words about the body parts ,

II. Teaching aims

1. Aims on the knowledge

（1） To enable the Ss to understand and speak the words: left,right,time ,touch.

（2） Phrase:listen carefully,do some exercise,up and down,left and right .put with,lift up ,do this times …

（3） Make sure that Ss can use these sentences in real situations.

（4） To help Ss to finish the survey.

（5） 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 enable Ss to understand and speak the words: left,right,time ,touch. Phrase:listen carefully,do some exercise,up and down,left and right .put with,lift up ,do this times …

（2）To enable Ss to study in groups and co-operate skillfully.

（3）To develop Ss’ interest in English.

IV. Difficult points

（1） To enable Ss to understand and speak the words: left, right, time ,touch. Phrase:listen carefully,do some exercise,up and down,left and right .put with,lift up ,do this times

V. Teaching methods

VI. Teaching procedures and purposes of my designing.

I’ll finish this lesson in five steps.

.Teaching procedure: 25

Before ---task:

（ Let’s begin the lesson with the English song “ A mouse likes rice”）

1 Warm up:

Play a game using the target language “ Can you ？ Yes, I can.

No, I can’t.”

T: My boys and girls, do you like games ？（The students may answer “ Yes, I do” ）

T: Good ！ now please take out a paper ( No matter how large the paper is 。

Any paper is ok!) and fold it like me ！ First fold it into a square and cut the unnecessary part.

If you can fold it easily ， you can say loudly “ Yes, I can” If you can’t go on to fold it ， you can say loudly “ No, I can’t”

T: Are you ready?

S: Yes!

T: Ok! Let’s go ！ First fold it “ can you?”

S: Yes, I can ！

T: Go on! “can you?”

S: Yes, I can ！

T: Go on ！ “ can you?”

S: Yes, I can!

T:Go on! “ can you?”

S: Yes, I can!

T: Go on! “can you?”

S: Yes, I can ！

T: Go on ！ “ can you?”

S: Yes, I can!

T:Go on! “ can you?”

S: Yes, I can!

T: Go on again! “ can you ？”

S: No, I can’t!

T: Go on again! “ can you ？”

S: No, I can’t!

T: Ok! Now unfold the paper and count how many times have you folded?

S:Seven ！

T: Yes ！ it is impossible for us to fold more than that, no matter how large the paper is! If you don’t believe it, you can try after class! Yeah! A very intersting game!

(Until now the students are warm.

They have prepared themselves for the coming lessons.)

2.Check the prevision of the new words.

The teacher prepares the cards of the food ahead of time.

The teacher presents the pictures to the students and the students say English together.

The teacher shows the pictures twice.

Then the teacher shows the pictures to the individual students and they are expected to say English according to the given pictures.

If they can say them correctly, the teacher will send them the pictures! （ The students are eager to get them, they need the teacher’s encouragement, so they will answer them actively!）。

3.Presentation.

(1)Present the words of the food and the pictures of the food on the screen.

（ the student have been familiar with them）

T: Do you know these food?

S: Yes!

T: Perfect! Now I will ask a girl and a boy to lead the other students to read them.

Then I will present the names of the drinks in the same way.

Until now all of the new words of the food have been presented to the students.

T: Look at these words please ！ My students ， can you find the differnces between these words?( The teacher says so while she is pointing to the “s” added to the words.

Volunteers!

S: A student may stand up and give his answers!

Present a collection of pictures of food and ask the students to category 。

T: Look at these pictures ！ Which are uncountable words and which are countable words? Volunteers!！？?？?

S: A student may stand up to show him.

（2） Lead into the class using “ What kind of vegetables would like ？ ---I’d like ……。

Present the pictures of the vegetables like : carrots, cabbages, broccoli, potatoes, tomatoes, and so on!

T: “ What kind of vegetables would you like?”

S: I’d like tomatoes.

（ They say it together）

T: What about you ？ (point to a student)

S: I’d like ……

The teacher leads the students to read the target languages and makes the students to practice the conversations in pairs.

The teacher asks several pairs to show them 。

Then the teacher presents the pictures of the meat like : beef, mutton, chicken, fish ……

The teacher asks the students using the target languages “ What kind of meat would you like? I’d like ……。”

The teacher calls several students to answer and then let them practice in pairs.

Later, the teacher names several pairs to show them.

The teacher presents the pictures of the noodles.

The teacher leads the students to express the kinds of noodles according to the pictures on the screen.

Then the teacher asks the students to use the target languages “ What kind of noodles would you like? I’d like ……。

noodles.”

The teacher gives them minutes to practice and then asks them to present their conversations.

Cheer for them at the duly time.

3.While --- task.

(1)T: Please turn to P47 and match the words with the pictures and let them check with their partners.

Then the teacher presents the answers on the screen.

（2） Let’s move on to activity 1b on Page47.

The students will listen to the radio twice and then check the answers.

（3） Present different sizes bowls of noodles.

（ small, medium, large）

T：Boys and girls, do you want to eat noodles?

S: Yes!

T: What size bowl of noodles would you like ？

S: I’d like small mediumlarge bowl of noodles.

Teacher asks the students to answer the questions and then let them practice in pairs.

Three minutes later, the teacher asks the pairs to show their conversations.

（4） Guessing game!

The teacher shows the picture of a strong boy on the screen.

Let the students guess what size bowl of noodles would he like? He’d like a ________ bowl of noodles.

Then the teacher asks several pairs to present their guesses.

Then the teacher shows the answer “ small”

Let the students who guesses right put up their hands and cheer for them.

（5） Let the students turn to p48 。

Listen to the tape and do 2a 。

Then one student gives his answer and the teacher shows the right answers on the screen.

Let us go on activity 2b 。

The students will listen to the tape twice and fill the blanks.

Then the seated students check the answers with their partners and the teacher presents the correct answers on the screen.

4.Post---task.

（1） Role play.

T: My boys and girls, do you want to have noodles?

S: Yes!

T: Good! Let us go to the noodle house to have noodles!

One is a waiter, the other is a customer.

Just act it out!

Three minutes later, the teacher calls three pairs to act it!

（2） Make a survey!

Make a survey in the groups using the language goals :

They may do it like this :

A: Hello Peter! What kind of noodles would you like ？

B: I’d like beef and cabbage noodles.

A: What size bowl of noodles would you like?

B: I’d like medium bowl of noodles.

A: Hello Sally!。

Then the teacher asks the students to report the survey like this :

I’d like egg and tomato noodles.

I’d like a small bowl of noodles.

Peter would like beef and cabbage noodles.

Peter would like a mediun bowl of noodles.

And Sally.

5 Check themselves!

Do the exercise on the paper.

The exercise includes two parts: check yourselves and challenge yourselves!

6 Summary!

The teacher asks a student to sum it up ， then the teacher help him add

7 Let us end the lesson with the english song “ A mouse likes rice”

《英语全英的说课稿（优秀25篇）》

.The analysis of the students. 1

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.The analysis of the teaching methods. 6

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.Teaching aids : 9

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英文版说课稿 13

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.Teaching procedure: 25

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