英语说课稿英文版

初中英语说课稿（英文版）一、说教材（教材分析）analyzingteachingmaterial说课型lessontype(dialogue/reading/listening/revision)本课在教材中的地位statusandfunction说教学指导思想teachingguideline说教学目标和要求teachingaimsanddemands(…beintendedforssinkeyschools)1）认知目标knowledgeobjectsenablethesstorememberthefollowingnewwords&phrases:damage,lecture,pollute,pollution,room,standingroom,befitfor,hearabout,turnintob.getthesstobefamiliarwiththissentencepattern:ifthepopulationkeepsgrowingsoquickly,therewillonlybestandingroomleft…givethessareinforcedpracticeonthefunctionalitemsupposition.c.activatessschemataregardingthetopicof……andhelpsstoknowmoreabouttheproblemof…….2）智能目标abilityobjectsaskthesstomakeupasimilardialogue.helpthemtounderstandthedialoguebetterandimprovethefourskills.c.developtheirabilityofthinkingindependently.d.cultivatetheirabilitytodiscover,analyzeandsolveproblems.e.trainthemtocollectinformationfromtheinternet.f.trainthemwithsomeeffectivelearningmethodstooptimizess’learningresults.3）德育目标moralobjectsarousetheirinterestinlearningenglish;helpthemtounderstandthebackgroundof……enablethestudentsto……beawareoftheimportanceof……&……encouragethesstodosomethingto……5.说教学重点teachingimportantpoints(生词、句型；培养阅读技能)a.newwordsandphrasessentencepattern:……improvetheirreadingskills.talkingaboutproblemsof……6.说教学难点teachingdifficultpoints(语法；发展交际能力)functionalitem:supposition.theteachingsyllabussaysthatit’snecessaryforteacherstousemodernteachingfacilities.it’sofgreathelptoincreasetheclassdensityandimproveourteachingresult.itcanalsomakethessreachabetterunderstandingofthetextbymakingtheclasseslivelyandinteresting.atthesametime,itarousesthess’interestinlearningenglish.二、说教法teachingmethodstask-basedlearning:newsyllabusdesignencouragesteacherstousethisteachingmethod.tblt三、说学法studymethods四、说教学过程teachingproceduresi.复习(revision)5min(dailyreport;词汇diagram;brainstorming;activateschemata)activity1:imagination.supposeabottleofinkisturnedoveranddirtiesyourwhiteshirt,whatistobedone?(washit?orthrowitaway?).supposeyoucatchabadcold,what’stobedone?.supposeyourbikeisbroken,what’stobedone?.andsupposetheearth,onwhichwealllive,isdamaged,what’stobedone?whatcanyouthinkofwhenyousee“pollution”thisword?(waste,environment,air,water,factory,desert,climate...trytoactivatethessschemataregardingthetopicofpollution.)ii.呈现(presentation)5minactivity2:presentationplaythesong“earthsong”sungbymichaeljackson.(createanatmosphere)ss’presentationonpollution.activatetheirschemataandcultivatetheirabilityincollectinginformationfromtheinternetanddeveloptheirabilityinthinkingindependently.iii.对话/阅读(dialogue)18mactivity3:prediction1stlistening/fastreading,oneguidedqtohelpsstogetthemainidea:whatdoyouthinkisdiscussedattheconference?activity4:readandanswer2ndlistening/carefulreading,moreqstogetthedetailedinformation.developtheirreadingskills:skim&scan.payattentiontothepronunciation,stress&intonation.阅读:pre-reading;while-reading;post-reading(fastreading/carefulreading;skim/scan;识别关键词keywords；确定主题句；创设信息差informationgap；torf;填表格chart/diagram;predicting;makeatimeline;makeastorymap。达到对课文的整体理解和掌握。sothattheycanhaveagoodunderstandingofthewholetext.)activity5:languagefocuswhilessareansweringtheqs,theteacherdealswithsomekeylanguagepoints.isbeingcausedb.andsoonc.goondoingd.befitfore.standingroomf.if-clauseuseyourownwordstoretellthedialogueinthe3rdperson.p.33part2;p.113,wbex.3)(retell;actout;roleplay)(discussion;interview;pressconference;debate;quiz)supposeyouwereheadofavillage,scientist,journalistandvillager,makeupaconversationandaskseveralgroupstodemonstrateinfrontoftheclass.thessareencouragedtousethewordsandexpression_rslikepollution,damage,befitfor,turninto,theif-clause,etc.whatshouldwedotosavetheearthandprotectourenvironmentespeciallyinourdailylife?collecttheiranswersandformareport.1m(writing;continuethestory;recite;retell)writealettertothemayor,tellinghimsth.aboutthepollutionaroundyourschool.五、说板书blackboarddesign英文版英语说课稿backgroundofenglishteachinginprimaryschool:itisnotalonghistorythatenglishisasaprimaryschoolistocultivatepupilsi.contentsabout“what’sintheschoolbag?”andtheanswers.andinsection2,itprovidesarealsituationforthesstoprastisethepattern:howmany+n.(pl.)+doyouhave?andtheanswer:ihave23+n.(pl.)ii.teachingaimsaimsontheknowledge(1)toenablethesstounderstandandspeak:“myschoolbagisheavy.what’sinit?thankyou(3)letssfinishtheassessmentof“let’scheck”inthisunit.aimsontheabilities(1)todevelopss’abilitiesoflisteningandspeaking.(2)totrainthess’abilityofworkingingroups.aimsontheemotion(2)toleadsstoshowtheirlovelinesstothepoor.iii.key-pointsndanswerthequestion:what’sinit?iv.difficultpoints“what’sinit?”andmakesuretheycanusethepluralnounscorrectly.v.teachingmethodsasweallknow:themaininstructionalaimsoflearningenglishinprimaryschoolistocultivatepupils’basicabilitiesoflisteningandspeakingandtheirgoodsenseoftheenglishlanguage.so.thatistosay,iwillletthesslearninrealsituations,finishataskbymakingasurveytohelpthesstogetabetterunderstandingofaprintedformwillbeneeded.studentsshouldpreparesomeschoolthings.vi.teachingproceduresandpurposesofmydesigning.i’llfinishthislessoninfivesteps.1.freetalkbetweentandssaboutthingsintheclassroom.singthesongtogether:booksandpencils.dosometpr,forexample:showmeyourenglishbook.showmeyourcrayon.reviewthenumbersbyasking:“howmanycrayonsdoyouhave?”purpose:itisimportanttoformabetterenglishlearningsurroundingforthessbysinginganddoingsometotalphysicalresponseandatthesametimeitprovidessituationstoreviewlearnedknowledgeforthenextstep.nowi’llmainlytalkaboutthisstep.“myschoolbagisheavy.”“what’sinit?.”(1)showabagandsay:“look!ihaveabag.”carryitandsay:“oh,itisheavy.myschoolbagisheavy.”helpthessunderstandthemeaningwiththehelpofmybodylanguage.thenleadthesstoreadthesentence.makesuretheycansayitcorrectly.(2)t:myschoolbagisheavy.openthebagandsay:“what’sinit?what’sinmyschoolbag?”girl:myschoolbagisheavy.篇二：英语说课稿范文(英文)一、introduction（导言）英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。二、说课的基本原则遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。以教师为主导，学生为主体，体现先进的教学理念。详略得当，重点突出，体现说课的完整性。与教案相结合，体现其可操作性。三、说课的基本程序说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。说学法：谈谈学习方法的运用以及将要实现的目标。说教学程序：说为什么要设计该程序？目的、意图何在？结果如何？说板书设计：谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。四、注重说课信息和反馈与总结说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息，力求不断改进和提高。五、附sb2bu16lesson63说课稿unit16lesson63hello,everyone.todayi’mverypleasedtohaveanopportunitytotalkaboutsomeofmyteachingideas.mytopicislifeintheoceanstakenfromlesson63ofunit16insefc（2）.itismadeupoffourparts.part1myunderstandingofthislessontheanalysisoftheteachingmaterial:theseabetter,lovetheseaandsavetheseaandthelifeofthesea.teachingaims:knowledgeaim:understandthemainideaofthetext.abilityaim:retellthetextintheirownwords.emotionalaim:makethesslovethelifeoftheseaanddosomethingtostopitbeingpolluted.keypoints/teachingimportantpoints:howtounderstandthetextbetter.teachingdifficultpoints:useyourownwordstoretellthetext.discussthepollutionoftheseaandhowtosavethesea.somethingaboutthess:thesshaveknownsomethingabouttheseaandsealifethroughtheinternetandotherways.theyarelackofvocabulary.4.somessarenotactiveintheclassbecausetheyareafraidofmakingmistakes.part2myteachingtheories,methodsandaidsenglishlanguage.teachingmethod:doubleactivitiesteachingmethodquestion-and-answeractivityteachingmethodwatch-and-listenactivityfreediscussionmethodpairworkorindividualworkmethodteachingaids:aprojectorataperecordermultimediatheblackboardpart3.teachingsteps/proceduresihavedesignedthefollowingstepstotraintheirabilityoflistening,speaking,readingandwriting,especiallyreadingability.theentirestepsare:greetings,revision,lead-inandpreparationforreading,fastreading（scanning）,listening,intensivereading,preparationfordetailsofthetext,consolidation,discussion,homeworkstep1greetingsgreetthewholeclassasusual.step2.revisionaskstudentssomequestionstorevisethelastlesson（showthemonthescreen）.howmuchsaltdotheoceanscontainperthousandpartsofwater?（35partsofsalt.3.5%byweight）whatiscoral?whyarecoralsnotfoundindeepwater?whyisthedeadseacalledthedeadsea?2.checkthehomework（madeasurveyabouttheseaorsealifebysurfingtheinternetoraskingforhelpfromotherpeople）.throughthispartwecanconsolidatewhattheystudiedyesterday,step3.lead-inandpreparationforreadingshowthemsomepicturesandletthemtalkeachother,andthenusethepicturesaboutseaandlifeintheoceanstolearnnewwords,forexample,antarctica,hugewhale,spermwhale,squidandsoon.purpose:arousethestudents’interestofstudy.bringinnewsubject:lifeintheoceans.step4.fastreadingreadthepassageasquicklyastheycan.ishowthequestionsonthescreenandletthemgetthemainideaofeachparagraph:whycanlivingthingsliveinsuchoceansaroundtheantarctica?whatdoesthewhalefeedon?whatisthedifferencebetweenthespermwhaleandotherwhales?method:readthetextindividually,usequestion—and—answeractivity.purpose:improvethestudents’readingability.understandthegeneralideaofeachparagraph.step5.listening（bookclosed）listentothetapethendoanexercise（wbpage90,part1）trueorfalseexercise.（onthescreen）trainthess’listeningabilityandprepareforlaterexercises.step6.intensivereadingreadthepassagecarefullyagainandanswersomedetailedquestionsonthescreen.howmuchdoesawhaleeatatatime?doallthewhalesfeedonsmallfish?howdeepcanaspermwhaledive?itisalsocalleddepthreadingorstudyreading.itmeansreadingfordetailedinformation.purpose:furtherunderstandthetext（trainfurtherreadingability）tofindoutsomedifferentsentencesanddetailsofthetext.step7.preparationfordetailsofthetextonthescreen...itsheartslowstohalfitsnormalspeedusingsoundwavepresentparticipleusedasvidesth.forvidesb.withsth.atatime:eachtimegrowtoalengthof...purpose:trainthess’abilityofunderstandingandusinglaguage.step8.consolidationfindoutthetopicsentences.retellthepassageaccordingtothetopicsentences.purpose:iwanttoknowifmystudentsunderstandthewholetextreallyandiftheymasterwhatimeantotelltheminthisclass.what’smore,iwanttoletthemhavetheabilityofintroducingandanalyzingexpression.atthesametime,iwillwritedownthetopicsentencesontheblackboardaccordingtowhatthestudentsfind,sotheycanretelliteasily.step9.discussionshowthemsomepicturesaboutthepollutedseaandmanylivingthingswhichareindangerandaskthem:whataretheiropinionsaboutit?inordertoletthemhavefreechoice,igivethemanothertopic:theseaisbeingpolluted.whatshouldtheydo?purpose:imeantogivethememotionaleducation.igivethemmulti-mediapicturestoarousetheirinterestofstudyandtheirloveforlife.imeantomakethemrealize:theseaisindanger!iteachthemtodotheirbesttohelpitanddosomethingfromnowon.everyoneshoulddosomethingtoloveandprotectourhome.step10.homeworkwriteanarticlesavingthesea.iwanttoimprovetheabilityoftheirwriting.atthesametime,traintheabilityofdo-it-yourselfandlookinguptheinformationbythemseleves.part4.blackboarddesignunit16lesson63topicsentences:somelivingthingscanliveinantarctica.（what）thewhalefeedsonsmallfish.（what）thespermwhalefeedsonsquid.（difference）discussion:thewhalesareindanger.what’syouropinionaboutit?theseaisbeingpolluted.whatshouldwedo?inmyopinion,theblackboarddesigncanreflecttheteacher’sabilityofmasteringthetextandleadingthestudentstomasterthetexteasily.inthistext,thedesignisnoteasytowrite.iwritethetopicsentencesontheblackboardinordertotellthestudentsthatthisisoftheimportanceinthisclass.thediscussionisofthedifficulty.iwanttomakethedesigninductive,instructiveandartistic.篇三：小学英语说课稿(全英版)小学英语说课稿①goodafternoon,ladiesandgentlemen!myteachingreportincludesfourparts.part1toanalyzethebookthereare3unitsinbook3.thisislesson10.thecentralitemishowtomasteranothersentencetoexpress“what’sthetime?”andhowtobuysomething.using“what’sthetime?”hungry,cakes,breadandsoon.we’llstudyanddrillthesentencesandtheword’spronunciation.a.thefirstistheaimofknowledge.it’stolearnandmastertwosentences.whattimeisit?iamhungryandthenusingthemtoexpressthetimeandgoshoppingfluentlyandfreelyb.thesecondistheaimofabilitiesc.thethirdistheaimofemotionmakethestudentshavesuccessfulfeelingandachievement.andmakethembeinenglishstudy.3.importantpointsthefirstistomasterandusethetwosentences.whattimeisit?i’mhungry.thesecondistomastertheusageofthewordshungry,cakesandbread.4.difficultpoints.it’sthepronunciationofthetwowords.hungry,cakes,andhowtousethemfluentlyandfreely.part2.teachingandlearningmethodspart3.teachingaids.inordertointerestthestudents.i’lluseaclock,recorder,cardsandsomefoodasmyteachingaids.part4.teachingprocedure.step1revisionbeforemyclass,i’llgetthestudentstosinganenglishsongtokeepthemselvesrelax.theni’lluseaclocktoactit.what’sthetime?what’sthetime?it’seighto’clock.i’llshowthreenumbers.whenthestudentsanswerit’steno’clock.i’llsay:it’sten.todaywe’lllearnlessonten.thenillputtheclockontheblackboard.step2presentationanddrillfirsti’llpointtotheclockandask,whattimeisit?studentsanswerit’sten.thenigoonmovingthehandsandask.whattimeisit?studentsanswerquickly.secondi’lldrillthesentenceswhattimeisit?it’s.pairsinpairsorrowbyrow.thirdwhenthestudentsanswerit’s12:00o’clock.i’llpointtomystomachandsay.ohi’mhungry.andi’lleatacake.theni’llgoonsayingi’mhungry.andi’lleatanothercake.i’llactitfourorfivetimes.theniaskastudenttoactit.i’mhungry,too.i’llsaytwocakes,please.andthesentences.i’mhungry.twocakes,please.forth:listentothedialogueandanswermyquestions.whattimeisit?howmanycakes?step3consolidationi’lltrainthecreativespiritofthestudents.i’llgivethemthreeplease.toactthedialoguefreely.firstatthe219park,secondfruitshopthirddepartmentstore.step4.homeworkencouragemystudenttothemarkettobuysomethingwithhisfriendsorparents.②goodmorning,everyone!today,i’llsaysomethingaboutunit9partainbook4ofoxfordenglish.backgroundonthereformationofcurriculum,thisbookcanconnectthelifeandact,emphasizetheinterestandexperienceofthess,thepicturesareactiveandvivid.gradefouristheinitialstageofenglishlearning,soitstressesontheemotionofthess,createsawellbeginningforthess.thisunithas7parts,we’lllearnpartamainly,itembodiestherepeatingcharacterize.reviewthelearnedlanguagepoints“where’s…”andthenewlanguagepointswillberepresentedinthefollowingunits.sothisunitformsconnectinglinkswithaspecialmeaninginthisbook.thecontentofthisperiodistouse“where’s\are…”todeterminetheplace.andaccordingtothecontentsandthefactofthess,iestablishthefollowingthreeteachingaimsofthisperiod:thefirstone:studentscanlisten,read,sayandspellthefollowingwords:aglass,afridge,anegg,breadandatable.thesecondone:studentscanlisten,read,sayandwritethefollowingdailyexpressions:what’sforbreakfast?havesomejuicethen.thethirdone:studentscanlisten,read,sayandwritethefollowingsentencepatterns:where’s\wherearethe\my…it’s\they’re…there’sno…in\on\near…ithinkthemostdifficultpointofthisperiodistomakesurethestudentscanusethepatterns“where’s\whereare…andthereisno…in\on\near…”intheirdailylifecorrectly.step1songsandthegamearouserstheemotion.inordertoattractthess’attentionandconstructanatmosphereoflearningenglish,iletthestudentssingsomeenglishsongsandplaythegame“simonsays”.atthesametimethegamecanreviewtheprep,servetheknowledgeasfoilandconsisttheappearanceoftheknowledge.step2changeclasstolife,happytosay.mostofthesshavelearntthesentencepattern:where’s…?soidesignataskforsstohelphelenfindthefoodanddrinksforbreakfast,andteachthenewlanguagepoints:whereare…?they’re…meanwhilestickthesentencesonthebb.aftersomepracticebyaskingandanswering,ipresentthenextlanguagepoints:there’sno…in\on\near…have…then.andiwillstickthesesentencepatternsonthebb.finallyi’llletthessdopairworkstoconsolidatethem.step3listentothetapeandssimitatetoreadandsay.asthenewreformationofcurriculum,emphasizedthetraditionalclassattachimportancetothemechanicalteaching,neglecttheexperienceandparticipation,forexample,thefive-stepmethod.sointhislesson,afterpresentation,iasksstolistentothetapewiththreeqs,readindifferentrolesandinpairs,thentrytorecitethetext.step4ssbethemainbody,tmakesaguider.inclass,ssplayasahost,andthetmakesaninfluenceonguiding,helpsstoactthelearntdialogue,itcanstressthepositionofthess,andarousetheirinterest.thenishowacartonwithnovoice,asksstomakeadialogueinpairs.inaword,thewholeperiodisbasedontasks,whicharedesignedfromeasystepstostepsthatarechallenging.whenthessarecartingoutthetasks,theycanacquireinformation,knowledge,andhavetheirabilityandskillstrained.that’sal