關於英文説課稿10篇

作為一名專為他人授業解惑的人民教師，就不得不需要編寫説課稿，藉助説課稿可以讓教學工作更科學化。那麼説課稿應該怎麼寫才合適呢？下面是小編為大家收集的英文説課稿10篇，僅供參考，希望能夠幫助到大家。

一、教材分析：

教材概述：

《新目標英語》Go for it !每個單元包括section A , section B,跟 self check三個，部分其中A 部分是基本的語言內容，B部分是知識的擴展跟綜合的語言運用。Self check 部分是讓學生用來自我檢測本單元所學的語言知識。教材突出語言使用能力的培養，它採用任務型語言教學模式，每個單元都設計成一個或幾個與該單元話題有關的任務，讓學生在完成任務的過程中，使用英語獲取信息，進行交流，真正體現了在"在做中學""在學中用"的教學理念。

單元內容分析：

本單元的標題為This is my sister ,教材以family members 為中心話題，圍繞着"介紹家人跟朋友"展開，學習跟運用目標語言"介紹人物跟識別人物"

本單元的教學內容：

1.掌握詞彙 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend. 等

2.補充詞彙 husband wife son-in-law daughter-in-law mother-in -law father-in -law, nephew , niece等

3.介紹他人的句型 This/That is… , These/Those are…

4.詢問，辨認人物的疑問句形式 Is this/that…？

二、教學設計思路

《新目標英語》中的具體語言目標是通過各種各樣的tasks來實現的，學生需要運用具體而特定的行動來完成一定的交際任務，整個教學過程中就是各種語言結構與語言功能與不同的學習任務有機的結合，因此，本單元我將始終引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得跟積累相應的學習經驗，讓學生在用中學，在學中用。

根據語言學習的認知規律；由淺入深，由已知到未知，本單元計劃用四個課時。

分課分析：

第一課時： Section A, 1a, 1b, 1c, 2a, and 2b

利用教學圖片跟製作多媒體課件來展開課堂pair work ,group work等口語交際活動，引導學生學會運用指示代詞介紹人物，幫助學生掌握家庭人員的稱謂，區分單指跟復指。

教學重點：

1）詞彙father ,mother ,grandfather, grandmother , brother ,sister , uncle ,aunt ,parent（s），grandparent（S） friend,these, those

2）句型 This/That is… , These/Those are…

教 學 難 點： 複數指示代詞these those 家庭成員的 複數形式及它們在句中的正確運用。

第二課時： Section A 2c , 2d , 3a , 3b, 3c , 4,

利用照片跟多媒體遊戲， 複習鞏固家庭成員的稱謂， 運用this /that…疑問句形式，辨認人物。

教 學 重 點： 掌握句型Is that/this……？及其肯定跟否定回答。

第三課時： Section B 1, 2a, 2b, 2c, 3a, 3b, and 3c

複習猜詞遊戲鞏固跟教學更多的家庭成員的詞彙，通過製作家譜，進一步明確家庭成員間的關係。

教學重點：

1）詞彙 uncle aunt cousin son daughter dear thanks for photo here

2） 掌握並製作家譜

3）擴充詞彙 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece

第四課時 section B 4, self check

通過小組活動跟知識檢測，促使學生不斷地使用所學內容，從而提高他們靈

活運用知識的能力

教學重點： 書信的格式

教學難點： 以書信的形式介紹家人

三、教學目標

1.語言知識目標

1）學習並掌握與家庭成員有關的詞彙 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend.

補充詞彙 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece

2） 學會初步運用指示代詞 this that these those 介紹他人

3） 學會初步運用 this that 的疑問句形式詢問辨認人物

2.語言技能目標

1）培養良好的聽説讀寫能力

2）通過創設情景，培養學生的發展思維能力，激發學生的想象力。

3.情感目標

1），創設真實情景，激發學生學習英語的興趣，培養學生積極主動的學習精神。

2）通過小組間良性的競爭與合作，培養友好互助的精神。

3）通過對家庭成員之間關係的描述，增進學生關心熱愛家人的情感，促進學生彼此之間的相互瞭解，增進友誼。

4.文化意識

1） 瞭解英語國家中不同性別常用的名字及家庭成員之間的稱呼習俗，瞭解中西方在家庭成員稱呼上的文化差異，拓展學生的視野。

2） 跨學科學習，利用多媒體跟卡通圖片，強化視覺能力，拓展語言藝術，培養審美意識。

5.學習策略目標

1）幫助學生明確學習目的，指導學生做好預習

2）利用不同方法收集卡通圖片 或家人照片，供上課小組活動使用

3）通過小組討論，競賽，遊戲等多種形式，確立learning by doing learning for using 的學習英語的思想。

四、教學原則

1. 活動性原則 提倡學生主動參與，體驗，交流，合作，探究等多種學習。

2. 合作性原則 以學生為主體，師生合作，生生合作，體現教與學的互動，交往。

3. 任務型原則 運用任務型的教學途徑，培養學生綜合語言運用能力。

4. 情感性原則 激發學生學習英語的興趣跟始終保持良好的學習情緒。

五、教學方法

1.提問引入法 通過提問，集體，分組，分行回答，或學生逐個回答的形式開展教學，檢查 跟鞏固新舊知識。

2.交際功能法 通過集體，分組，兩人，個人操練等形式，達到交際的目的，促進語言實際運用能力的提高。

六、任務特點：

在本單元的教學活動中，每課都圍繞一箇中心任務而進行。

第一課時 識別家庭成員及其稱謂。

第二課時 相互問答，介紹家庭成員。

第三課時 製作家譜並描述家庭成員

第四課時 以短信的形式向朋友介紹家庭成員，以quiz的形式對本單元的學習做終結性評價。

8B Unit 3 Online Travel

Reading Around the world in eight hours

Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.

Part One: Analysis of the Teaching Material

(一) Status and Function

This is an important lesson in this book. 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 society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.

(二) Analysis of the students

Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer out much knowledge ,you won’t be able to learn computer well.

(三)Teaching aims and Demands

ledge objects

To understand the aim of an educational CD-ROM and what the character can do

To infer meaning from keywords, context and existing knowledge.

To master the Passive voice.

ity objects

To develop the Ss’ abilities of listening, speaking, reading and writing.

To train the students how to use their own words to express their ideas.

(四)Teaching key and Difficult point

1. Key points

To review the Present perfect tense.

To learn the Passive voice.

To tell more about the CD-ROM.

To retell how the game is played

To understand the whole passage and answer teacher’s questions

2. Difficult points:

The Passive voice.

To retell how the game is played

(五) Teaching Equipment

Multi-media computer, Tape recorder, Software: PowerPoint 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.

To use these methods are helpful to develop the students’ abilities.

Part Three: Studying Procedures

Step 1

Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that t

he game is set in different countries and involves a tour around the world

Step 2

Tell students that the first paragraph of the reading passage explains the background to the game en to the tape. Ask some questions to check understanding, eg.

What’s the name of the new educational CD-ROM?

What can it help you to do?

Who is the designer?

Step 3

Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.

Who is the main character of the game?

How old is he?

What does he like doing?

What was he doing when he fell asleep?

Step 4

Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41

Step 5

Ask some questions to check understanding, eg.

How can you earn a point?

What will happen if you have earned a point?

What will happen if you have earned enough points?

How many levels does the game have?

How long does it take you to finish the game?

What do the questions test?

What will you see on the screen when you reach a new place?

What can you learn about when you reach London?

What will you see when you pass a level?

What happened to the places you have visited?

Step 6

Read the whole passage and then ask some students to retell how the game is played(in 5steps)

1 See a golden cloud with instructions on it

2 See clouds with information about different places; See clouds with questions on them

3 Get a point every time you answer a question correctly

4 A cloud will come down and carry you off to a new place

5 See a world map. The old place is marked in bright purple

If possible, ask students to discuss what they have learned from the passage.(with their own words)

Step7 Use the following keywords to try to retell the passage.

Paragraph1.

a new educational CD-ROM, Around the world in Eight Hours.

Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM

Paragraph2.

Main character, love traveling, lie on the grass, fall asleep

Paragraph3.

be written on, different colors with questions on them

Every time you answer a question, earn enough points, come down, Carry off

Pargraph4

Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example

Paragraph 5

Be the best , get it in sold out

Step 8 Homework

1 Translating the following phrases:

1)同時

2) 過一關

3) 扮演…角色 4) 光盤的設計者

5) 一直廣受歡迎的遊戲 6) 得到足夠的分數

7) 睡着 8) 英語語法和詞彙

9) 在你的屏幕上 10) 檢驗知識

11) 在市場上 12) 例如

13) 掉下來 14) 售完

2 Try to recite the text.

Design of the blackboard

1) The Present perfect tense. A new educational CD-ROM has just come out.

When you have earned enough points,….……y you off to a place you have never visited before. The places you have visited are marked…

2) The Passive voice.

It is designed by Nancy Jackson. These words were written on it.

The places you have visited are marked in bright purple.

Get it now before it is sold out

一 説教材：新英語課程標準指出，基礎教育階段英語課程的總體目標是培養學生的綜合語言運用能力。而綜合語言運用能力又以學生語言技能、語言知識、情感態度、學習策略和文化意識五個方面的綜合素養為基礎。

《新課標》倡導任務型教學模式，以發展學生的語言實踐能力為主線，突出語言的交際功能及其工具性特點；以培養學生用英語進行交際功能為最終目的，注意學生學習興趣的培養。

因此我採用“任務——探究——創造”型教學方法，讓學生在有趣，開放式的語言環境中，學會觀察，思考，討論和總結，在“用”中發展思維能力、創新意識和各種語言應用能力。

聯繫任教的內容而言，這是一節情景對話課，圍繞“徵詢意見”這一日常用語展開。在第三課中，學生已經能用“ would you like some...?”進行詢問。能聽懂會説chicken，pop, milk, a sandwich。本課時的教學內容為用“What would you like？”進行徵詢意見。根據這一安排和學生的整體認識水平，從知識教學、能力培養等方面考慮，我確立本課時的教學目標為：

1、知識目標: 能聽懂會説I’m hungry. What would you like?Yes, I’d like…..

2、能力目標: 聽懂會説hamburger、French fries、pizza、pop。

3、情感目標: 能運用所學句型進行對話表演和口語交際，激發學生學習英語的興趣，培養學生的英語學習能力。

4 本課時的教學重點是：能聽懂會説 I’m hungry. What would you like? No, I’d like…..聽懂會説hamburger、French fries、pizza、pop。教學難點是能用“What would you like？”徵詢別人意見以及hamburger, French fries的正確發音。

5 學情分析:

6 教具準備: 錄音機,卡片,多媒體

二教學方法：

討論法，講授法，演示法，練習法

三教學程序：

為實現以上目標，我是這樣設計教學過程的：

（一）、Warming up

1、Sing some songs.

2、Play a game.快速呈現食物圖片，做問答。

(通過唱唱、問答的形式，不僅吸引學生的注意力，調動積極性，而且營造了學習英語的氛圍。同時也為本課的教學作了知識的鋪墊，構建了知識表象。)

（二）、Revision

（緊接着教師摸着肚子，作飢餓狀）引導學生一起説出I’m hungry，圍繞呈現的圖片快速對話。

（以對話的形式，喚起學生的記憶，使學生熟練運用舊知，同時對I’m hungry進行了滲透。）

（三）、Presentation

1、依次呈現some bread、some juice的圖片。

T: Would you like some bread?

S: Yes, please

2、T: I’m thirsty.（教師作乾渴狀，引導學生邊做邊説I’m thirsty.）

T: Would you like some juice?

S: Yes,please.

T: Here you are.

通過已掌握的句型新授hamburger, French fries pizza ,pop。

(利用舊知，在已熟練了的交際語境中學習新單詞，同時配以相應的圖片，加深了對單詞的理解，也降低了難度。並即使由師生操練轉向生生操練，由模仿提高到運用，這符合學生的認知規律。)

3、（呈現以上四幅新授圖片）Make out some dialogues.

(將單詞融進有實際意義的對話中，充分體現在交際中教，在運用中學的理念，通過這種方式便於學生的理解和運用。)

4、（請一名較突出的學生引導作乾渴狀）：

S:I’m thirsty. I want to drink.

T: What would you like, please?

S: I’d like some pop, please!

(教師作飢餓狀)：

T：I’m hungry. I want to eat.

S: What would you like, please?

T: I’d like some French fries, please!

(在説的過程中予以圖片加以配合，幫助理解；由模仿到練習，反覆刺激學生的感官，增強學生對新知的理解和運用。)

（四）、Practise

1、Listen to the tape and read after the tape.

2、Act out the dialogue.

(在聽讀的過程中培養學生良好的學習習慣，通過演演的形式讓學生在情景中練習達到掌握的目的。)

（五）、consolidation

1、Make a survey.

2、Who’s the best?

(師生示範表演為學生提供一個可操作的模式，以任務型的活動方式，通過合作學習，並予以評價知道，給學生提供平等的説英語的機會，鼓勵學生在競賽中學，這樣既創造了輕鬆愉快、自然和諧的課堂氣氛，又促進了交際活動的展開。通過“Apple Tree”的評價總結，讓學生認識到集體目標的實現離不開個人的努力，激發其進一步追求成功的慾望。)

（六）、Homework

1、Read after the tape recording.

2、Make up a dialoguein pairs.

（將課內的學習延伸到課外，維持學生的學習興趣。）

教學的對象是三年級學生，他們活潑好動，喜歡直觀形象的事物，對遊戲、競賽、動畫特別感興趣。教師在教學時應堅持以聽説為主的'原則，注意啟發、引導和幫助學生通過説、唱、動、遊戲等方式積極、主動、大膽、愉快地參與教學活動。

Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.

I. Contents:

Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)

II. Teaching aims

1. Aims on the knowledge

(1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations.

(2) To help Ss to finish the survey.

(3) Let Ss finish the assessment of “Let’s check” in this unit.

2. Aims on the abilities

(1) To develop Ss’ abilities of listening and speaking.

(2) To train the Ss’ ability of working in groups.

(3) To foster Ss’ abilities of communication and their innovation.

3. Aims on the emotion

(1)To foster Ss’ consciousness of good co-operation and proper competition.

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

III. Key-points of this lesson

(1) To help Ss ask and answer the question: What’s in it?

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

(3) To develop Ss’ interest in English.

IV. Difficult points

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

(2) To finish the survey by themselves.

V. Teaching methods

As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.

VI. Teaching procedures and purposes of my designing.

I’ll finish this lesson in five steps.

Step 1. Warm-up and preview

1. Free talk between T and Ss about things in the classroom.

2. Sing the song together: Books and pencils.

3. Do some TPR, for example: Show me your English book. Show me your crayon.

4. Review the numbers by asking: “How many crayons do you have?”

Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.

Step 2. Presentation

Now I’ll mainly talk about this step.

1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.”

(1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.

(2) T: My schoolbag is heavy.

Open the bag and say: “What’s in it? What’s in my schoolbag?”

Take out a Chinese book. Then do the action again. Let the Ss read the sentence.

2. Play a guessing game. Divide the whole class into four groups to have a competition.

Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.

3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.

Girl: My schoolbag is heavy.

Boy: What’s in it?

Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.

Boy: What will you do?

Girl: They are for the poor.

Boy: Great! I’ll bring some school things too.

The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: 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

1. content of teaching materials

This section focuses on festivals and focuses on how people usually spend their class requires students to master the National, Day, Halloween, Christmas, Spring, Festival and What do people usually do at of...I? free to talk about how to spend the this class, did leads to general questions and answers as well as new use the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.

2. status of teaching materials

The selected course in this class is English 6A Unit 6 in Oxford primary teaching of this unit revolves around this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and arrangement reflects not only the progressive meaning of teaching materials, but also the students' knowledge level and cognitive how people spend their holidays, especially in Western festivals,ents are required to collect information in time after the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.

Say target:

1. teaching objectives

The new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, I set the following teaching objectives: three.

[Objective] to students' cognitive spoken phrases and words: visit relatives and friends, go to parties, dress up in costumes, ware masks, make pumping lanterns, eat lots of delicious food, National Day, Christmas, Halloween, Spring, Festival, favourite; can use When's , do, people, usually, do, you?, I, did./, No, I, didn, T. and so on.

Ability to communicate in English on holidays, and some students can introduce the festival in English fluently.

[Objective] through activities and games, students are interested in learning English. Students are encouraged and willing to talk and participate actively in let students cultivate their sense of cooperation and competition in the process of learning.

2. teaching difficulties

The focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise Festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language.

Doctrine of teaching:

1. teaching method design

According to the characteristics of this English class itself and the sixth grade students' interest, I through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use.

2. learning method guidance

To guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning English "use" the necessity, to encourage students to think actively, bold attempt.

3. teaching means

According to the teaching content, teaching objectives, students' age characteristics and psychological characteristics, in order to better stimulate students' interest in learning, so as to actively participate in imedia courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case.

Say process:

1. warm up (Warm up)

(1) announce the way of study in this lesson: group seats are divided into four teams, each of which is based on the class performance of each student. At the end of the class, WINNER is , begin "one sentence for each class". The sentences taught in this class are "Lite is long if you know how to use it.""

[design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the group's performance."One sentence for each class" is an essential part of every class I started in grade section mainly teaches students some clever words and e sentences not only enrich students' vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in as to create a good atmosphere for learning english.

2. take the old with the new [lead in]

Provide topic Birthday, free communication between teachers and students, and then use the "How do you your birthday spend" to draw the new sentence pattern of this lesson "What do you on your birthday do", and then import "Did you"..."Last birthday?" and use the Colour topic to elicit the sentence pattern My favourite....

[design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching new students, students can master the sentence patterns more the same time, combine the new sentences with the old helps to cultivate students' open thinking ability.

Teaching aims and demands 教學目標

1. Knowledge aims:

a. Provide Ss some information about the cellphone.

b. Learn new words and expressions: toothpick, agreement, disagreement, disagree, absolutely, depend, be good at, inside out

2. Ability aims 能力目標

a. Enable Ss to find the answers in the text quickly and correctly.

b. help Ss to find the main idea of each paragraph.

3. Learning ability aims 學能目標

a. Help Ss to express their opinions about life on the go.

b. Improve the reading ability.

Teaching important points 教學重點

Let Ss learn to how to improve their ability.

Teaching difficult points 教學難點

How to get the main idea of the text and each paragraph quickly and correctly.

Teaching methods 教學方法

1. Co-operative method for creative ideas.

2. Fast reading and careful reading

ion-and-answer activity teaching method

Teaching aids 教具準備

1. A telephone

2. Some pictures

Teaching procedures & ways 教學過程與方式

Step I Lead-in and warming-up

Ask the students consider this question: If I miss my mother, how can I do? Then the Ss can give me many ways like walking home to tell my mother, write a letter, or just give a call. Then I asked my Ss which one is the best. The students will tell me "telephone", and then I will deal with the new lesson life on the go.

Step II

Check the answers in the exercise books and tell them some skills of reading.

Step III Fast reading

Give the students some minutes and read the text quickly and then answer the questions.

1. What does life on the go mean?

Life on the go here means a fast-paced lifestyle where people are always on the go—rushing from one place to another, using phones, computers, etc.

2. What is the second paragraph about?

It’s mainly about the different uses of cellphones.

Step IV Careful reading

Read the text carefully and then decide the following true or false questions.

1. Many Chinese teenagers live life on the go just like Wang Mei.

2. With cellphones, we can only make calls and send messages.

3. All cellphones have an electronic calendar to remind you of appointments and dates.

4. The students don’t use the cellphone in the classroom because of the school rules.

5. With a cellphone, students will certainly waste some time and money on it.

6. Teenagers like cellphones just because they can send messages.

7. Wang Mei has a cellphone but her best friend Xiao Li hasn’t.

Step V Consolidation

Give the students 5 minutes to read the text against and find the main idea of each paragraph.

Para. 1 Wang Mei is an example of Chinese teenagers who have cell phones.

Para. 2 Cell phones can be used for what?

Para. 3. Why are not the students allowed to use the cell phone.?

一、 説教材

(一) 教材地位、作用

本課內容是本單元的核心教學內容是 “現在進行時”，主要學習句子What are you doing ?I’m … is he/she doing? He/She is …. 本單元出現了八個單詞，都是動詞的現在進行時態今天這一課是第一課時。所以今天的內容主要是呈現並操練八個單詞，順便結合句型進行交際活動。

(二) 教學目標

教學目標是教學活動的出發點和歸宿，根據新課標以及大綱要求，結合以上分析，我確定本課的教學目標如下：

1、 認知目標：

(1) 能正確聽、説、讀、寫詞彙playing shopping studying painting eating runningsleeping writing

(2)正確聽、説、讀、句型 What are you doing ?I’m … is he/she doing? He/She is ….

2、 能力目標：

(1)培養學生的觀察力，分析能力。

(2)培養學生的創造能力、發展學生個性。

3、情感目標：

(1)激發學生的學習興趣，提高學習的積極性。

(2)激發學生的參與意識，綜合運用語言知識的意識，團結合作的意識。

(三)教學重點：

能正確聽、説、讀、寫詞彙 playing shopping studying painting eating runningsleeping writing

(四)教學難點：

正確運用人稱代詞進行交流。

二、説教法、學法

愛因斯坦曾説過：“興趣是最好的老師”.因此，英語教學一開始，就應當注意培養學生對這門學科的興趣，保持強烈的好奇心和旺盛的求知慾。這就要求我們教師採用靈活多樣的教學法，激發學生的學習興趣，充分調動他們學習的積極性。所以，我採用情景法、多媒體輔助教學法、交際法等進行教學。

1、 情景法

2、 情景法強調語言在情景中的應用，讓學生身臨其境地學習英語，使教學在生動活潑的情景中進行。學生在輕鬆的情景下，容易學到知識與運用知識。

3、 多媒體輔助教學法

多媒體輔助教學集圖象、聲音、文字於一體，使教學內容更生

4、 動、形象，吸引學生的注意力，使其在輕鬆、愉快的氛圍中接受新的知識。

5、交際法

學習英語，目的在於用英語進行交際。英語要作為交際工具來教，也要作為交際工具來學，做到學用統一。在教學中，我遵循這一原則，提供較真實的情景。如：在引入新課時教師和一學生正在打籃球，讓學生體會現在進行時，活學或用所學知識。這樣，激發了學生的學習興趣，活躍了課堂氣氛，又培養了學生的語言交際能力。

本堂課主要以現代化電教手段—多媒體輔助教學，貫穿整個教學過程。增加了直觀性和趣味性，加大了課堂密度，提高了教學效果。我根據本堂課的教學目標、要求看圖説出他/她/我在做什麼，設計了生活化的情景，讓學生在實際情景中運用所學知識。同時通過多媒體的運用，設計各種小遊戲，記憶看等多種形式的演練，讓學生在玩中學，樂中學。

三、説教學程序

Step1 Free talk

師生交流，既複習舊知，又很好地拉近了師生間的距離，為下面的合作學習打下基礎。

Step 2 Lead in

首先教師和一學生在打籃球。

設計思路： 每一堂課的開頭很重要，要在上課一開始就吸引學生的注意力，調動他們的興趣，這樣便容易開展下面的內容。學生都喜歡玩，看到老師在課堂上打籃球立刻會吸引學生的注意力，學唱歌曲迎合了兒童的心理需求，從而促使他們在輕鬆自如的情況下，主動地學習。所以課前的預備活動，既活躍了課堂氣氛，又緩解了學生的緊張情緒。

Step3、 Presentation

結合單詞句型操練時，設計幾個有競賽的遊戲，學生在玩遊戲中既開心又可以鞏固所學的單詞和句型。根據多媒體音、形、色、像圖文並茂的優勢，提供不同的時間，給 學生創設了學習練説的機會，這樣的練習，既保持了學生的學習積極性，又使學生體驗到了知識收穫後的滿足。

Step 4、sing a song and finish activity

這一環節，根據兒童認知特點，學唱歌曲迎合了兒童的心理需求，從而促使他們在輕鬆自如的情況下，主動地學習。歌詞正好與所學的句型一致。這一環節讓學生在聽、説、讀方面得到練習、鞏固. 培養學生良好的語音，語調和語感。

Step 5、播放FLASH動畫

這一活動的設計，是對本課教學的有利鞏固，學生都非常喜歡Gogo這個淘氣的小生物和他的朋友們，學生學過的句型都在動畫裏出現，大部分學生都能看懂，學生見老師提出的問題自己能回答，使學生體驗到了知識收穫後的滿足。

五、説板書設計

設計思路：

板書要求清晰、明瞭，體現教學的重點與難點，這裏將本課的主要內容呈現在黑板上，同時這也有利於學生學習與運用對話。

Good afternoon, every one. It is my great honor to stand here to present my lesson. To make my presentation clearer, I will explain my lesson plan in the following parts

Part One: Analysis of the teaching material

Reading teaching is a very important part in English teaching. New Curriculum standard requires that students should get some kinds of information, enlarge their knowledge, enjoy and get gum, cultivate and develop their reading skills through reading.

The lesson I am going to talk about is the reading part in Chapter6 from Oxford English 7A. It is a story about a crew’s adventure on another planet. The title is Nobody wins. Part One of the story appears in Chapter 5 and students will know the result of the story in this chapter. Students only know part of the story in Chapter5, so they will be very interested and eager to know the result of the story. They may be very exciting when they know the result.

Part Two: Teaching aims

According to my understanding of the material and students, I establish the following teaching aims:

1. Students can read and understand the story.

2. Students can develop their guessing, skimming and scanning skills.

3. Students can build up their self-confidence and learn how to cooperate with others well.

Teaching key point and difficult point:

The key point of this lesson is to develop students’ scanning and skimming skills. The difficult point of this lesson is some difficult words in the story.

Part Three: Teaching equipment

CAI, tape recorder

Part Four: Teaching methods and learning methods

1. Communicative teaching method

2. Task-based" teaching method

erative learning 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. To use these methods are helpful to develop the students’ abilities.

Part Five: Teaching procedures

（1） Pre-reading activity:

Students act out part one of the story.

Students have learned part one of this story in Chapter 5. After learning Chapter 5, students know what the story is about but they don’t know the result of the story. The ending of part one is that the main character of the story says all of them will be alive. （The main characters were caught by a monster and trapped in a cage）。 After students act out part one of the story, I will raise a question to lead in my lesson: What’s the main character’s plan to save the crew from danger? Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.

（2） While-reading activities:

Activity one: Guessing: Students often meet with some new words in reading. When

they see the new words, they are either frightened by the new words or they spend too

much time in looking up the words in the dictionary. It will be helpful to improve

students’ reading ability if they know how to guess the meaning of the words

according to the context. When they are doing this part, ask them to finish it by

themselves first and then ask them to discuss in groups.

Ask students to find the following words in the story and use them to replace the words in italics in the sentences.

immediately, secretly, attacked, escape

1. The captain’s men climbed into the kangaroos’ pockets and no one saw them.

2. After super, Gork went to bed and fell asleep at once.

3. Gork shouted because Nobody hit him.

4. They could not kill Gork. Otherwise, they could not get away.

Activity two: skimming （When students do the skimming task, they don’t need to read the whole story word by word and they don’t need to understand the whole story. The skimming task only requires students to read parts of the story and get the main information of the story. This skill will help students to develop the ability to find out the key words and key sentences to understand the main idea of the story. It is helpful to increase students’ reading speed. ）

Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.

1. Ask students to read the first and the last three paragraphs and answer the following questions:

a. What will they use to melt the bars of the cage?

b. Were they free?

2. Ask students to read the story quickly and give correct orders to the following sentences:

a. Then you’ll use it to kill Gork, Captain.

b. Gork, this is nobody.

c. You just had a bad dream.

d. We will use this laser torch to melt the bars of the cage.

e. We can’t kill him.

f. Nobody attacked and damaged my eye.

Activity Three: scanning （scanning is a kind of skill used to find out the main information in reading. When scanning, students don’t need to read the story word by word, they just need to scan the relative part of the story according to the information they need to find out. ）

Ask students to fill in the blanks according to the story.

Gork fell asleep. Captain King told his ________. They _____ from the cage. King shouted "This is _________" and use a ________ _______ to aim at Gork’s eye. The kangaroos did not help Gork because he said nobody ________ him. King and his friends _________ into the kangaroos’ pockets and escaped the cave.

（3）Post-reading activity:

Students work in groups to tell Captain King’s plan to save them from the danger with the help of the given questions.

How did King call himself?

What did they use to melt the bars?

What hit Gork’s eye?

When the kangaroos came, what did Gork say?

After this activity, I will tell them the moral education of this story: When you are in danger, you should calm down, use your brain and try to think of some ways to save yourself from danger.

（5）Homework: sh the exercise on page 74 and 75.

2. Write down the story in your own words.

The above is my presentation about my lesson plan. Thank you for listening.

　　（一）教材的地位及作用

本課是七年級新教材第5單元的第一部分，教材內容圍繞着描述人現在的活動展開，讓學生學會談論人人們正在幹什麼。本課的教學內容與學生的實際生活密切相關，易於引發學生運用簡單的英語進行交際和交流。在學習活動中，學生能通過交換對不同人物活動的描述，促進學生之間和師生之間的情感交流，增進情誼。

　　（二）教學目標

1、知識目標：What are u ding？ I a watching。What is he ding？ He is ding hewr。Is she reading？ N， she is ding her hewr。

2、能力目標：

（1）、能抓住人物的主要特徵來描述人物的外貌，並根據描述畫出人像。

（2）、能概括人物的外貌特徵並根據人物特徵推理出某一人物。

3、情感目標：通過描述同學、教師或自己的偶像的外貌，表達自己的看法，使學生在人際交往中學會尊重和理解別人，學會交換不同的看法，瞭解他人的愛好，增進情誼。

　　（三）教學重點及難點

1、掌握並運用描述人物活動和地點的詞彙：watching， ding， eating cleaning， plaing， reading， swiing， shpping， pl， schl， all， librar

2、掌握並運用簡單的英語交際句型：What are u ding？ I a watching。What is he ding？ He is ding hewr。Is she reading？ N， she is ding her hewr。

　　（四）．教法設計

對本課我主要採取瞭如下幾種教法：

1．聽錄音。

聽音是英語學習的重要方法，也是課堂教學的重要步驟。在聽中可以感知，可以模仿。

2．重點解釋，個別操練。

在每一堂教學中，學生總會遇到一些難以理解的詞、句型、短語、句子或某一語法現象。如本課出現的一般過去時的用法等都需要教師個別解釋甚至創設語言情境進行操練和舉例，以掃除自由交際過程中的“攔路虎”，為語言的進一步學習奠定基礎。

3．指導學生展開情景對話。

在第一部分和第二部分的教學過程中，要想辦法使人人開口，使人人都有成功感。通過對話逐步達到對教材內容的全部操練。。第三部分問答遊戲時，猜中的同學老師給予鼓勵，激勵更多的同學參與進來

4．學生獨立操作。

首先要求學生根據師生示範獨立對話，隨後叫幾組分別站起來表演。這是深化課堂教學的重要舉措。

5． 我在教學過程中設計了填表和動詞填空的練習，以檢查學生對本課的掌握情況。在整個教學活動中，我還採用了幻燈片，對順利開展教學活動起到了很好的 輔助作用。

　　（五）．學法指導：

我所採用的教法有助於學生掌握如下學法：

1．養成聽的習慣。

學生要經常聽錄音，聽教師講英語，聽同學們講英語，這對學好英語大有好處。

2．科學儲備大量知識。

學生不掌握豐富的知識就不可能進行很好的語言交流。所以學生必須瞭解語言規律，掌握豐富的詞彙，熟知語法規則，會熟練表達由各個話題而展開的交際內容。要學會在實踐中學，在應用中學，這樣學來的知識記憶深刻、靈活度大。

3．及時鞏固，反覆記憶。

凡教師在課堂上所講到的語言難點，學生應及時整理，再次認識並積極使用。對前面已學過的課文，學生要有安排地經常複習，否則常常是學了新的，忘了舊的。

4．積極操練，重在口頭。

在課堂上，學生要積極參與教師設計的每個教學活動，要大膽開口，創造性地説自己想説的話。課後和其他同學及時進行英語交流。只有這樣，才能將書本知識變成自己的知識和語言能力；也只有這樣，才能實現脱口説英語的目的。（六）教學設計在上新課之前先複習動詞的ing形式，和上節課的重點句型。通過對重點句型的變形導入新課。安排猜謎遊戲幫助學生鞏固新知之新知識。然後翻開課本學習2c，這樣可以降低學生學習難度，有利於學生更好的掌握新知識。接下來再講2a和2b，之後是3a和3b。講解4時，難度再次加大，因為需要學生用自己的語言講解圖片。於是我利用教材所給的圖片和問題進行引導，先讓學生觀察圖片，在就圖片回答問題。問題有答案之後，要求他們講述圖片，這個難度就大大降低了。最後我在就學生的講述進行適當的引導和補充。下課前佈置作業，結束課堂。在整個教學過程當中，我有意識的降低教學難度，為學生更好的學習創造良好條件。

本課以素質教育為目的，結合教材重點、難點及英語學科特點，利用多媒體輔助教學，以任務性教學為主，從視、聽、説等方面使學生得到鍛鍊，在愉快、輕鬆的氛圍中温故而知新，達到初步運用英語交際的能力。由於缺少經驗，在教學過程中難免會出現不足，敬請各位專家老師不吝賜教，謝謝大家！

一、説教材（教材分析） Analyzing teaching material

1. 説課型 lesson type （Dialogue/ reading/ listening/ revision）

2. 本課在教材中的地位 status and function

Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.

3. 説教學指導思想 teaching guideline

（Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model）

4. 説教學目標和要求 Teaching aims and demands （…be intended for Ss in key schools）

1）認知目標 knowledge objects

a. Enable the Ss to remember the following new words & phrases:

Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

b. Get the Ss to be familiar with this sentence pattern:

If the population keeps growing so quickly, there will only be standing room left…

Give the Ss a reinforced practice on the functional item Supposition.

c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.

2）智能目標 ability objects

a. Ask the Ss to make up a similar dialogue.

b. Help them to understand the dialogue better and improve the four skills.

c. Develop their ability of thinking independently.

d. Cultivate their ability to discover, analyze and solve problems.

e. Train them to collect information from the Internet.

f. Train them with some effective learning methods to optimize Ss’ learning results.

3）德育目標 moral objects

a. Arouse their interest in learning English;

b. Help them to understand the background of pollution.

c. Enable the students to love our earth and the nature.

d. Be aware of the importance of stopping pollution & protecting out environment.

e. Encourage the Ss to do something to save the earth.

5. 説教學重點 teaching important points （生詞、句型；培養閲讀技能）

a. New words and phrases

b. Sentence pattern: If- clause

c. improve their reading skills.

d. Talking about problems of the Earth.

6. 説教學難點 teaching difficult points （語法；發展交際能力）

a. functional item: Supposition.

b. Develop their communicative ability. Act out their own dialogue.

7. 説教具 teaching aids （multi-media computer, software, OHP）

The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.

二、説教法 Teaching methods

Five step method; audio-video; communicative approach;

Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

三、説學法 Study methods

1. Teach Ss how to be successful language learners.

2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

3. Get the Ss to form good learning habits.

四、説教學過程Teaching procedures

I. 複習 （Revision） 5min （Daily report; 詞彙diagram; brainstorming; activate schemata）

Activity 1: Imagination

1）。 Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （Wash it? Or throw it away?）

2）。 Suppose you catch a bad cold, what’s to be done?

3）。 Suppose your bike is broken, what’s to be done?

4）。 And suppose the earth, on which we all live, is damaged, what’s to be done?

* What can you think of when you see "pollution" this word?（waste, environment, air, water, factory, desert, climate… Try to activate the Ss schemata regarding the topic of pollution.）

II. 呈現 （Presentation） 5min

Activity 2: Presentation

Play the song "Earth Song" sung by Michael Jackson. （Create an atmosphere）

A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.

III. 對話 / 閲讀 （Dialogue）18m

1. Pre- reading

Activity 3: Prediction

1st listening/ fast reading, one guided Q to help Ss to get the main idea:

What do you think is discussed at the conference?

2. While- reading

Activity 4: Read and answer

2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.

* 閲讀： Pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 識別關鍵詞key words;確定主題句；創設信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map.達到對課文的整體理解和掌握。So that they can have a good understanding of the whole text.）

3. Post- reading

Activity 5: Language focus

While Ss are answering the Qs, the teacher deals with some key language points.

a. is being caused b. and so on c. go on doing

d. be fit for e. standing room f. if- clause

IV. 操練 （Practice） 10m

Activity 6: Retell

Use your own words to retell the dialogue in the 3rd person.

Activity 7: Acting out

Activity 8: Drill – Supposition

Purpose: Practise the functional item of Supposition. （P. 33 Part 2; P.113, wb Ex. 3）

（Retell; act out; role play）

V. 鞏固 （Consolidation） 6m

（Discussion; interview; press conference; debate; quiz）

Activity 9: role play

Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

* The Ss are encouraged to use the words and expression_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

Activity 10: Discussion

Think of the question: Are we causing damage to the world?

What should we do to save the earth and protect our environment especially in our daily life?

Collect their answers and form a report.

VI. 作業 （Homework） 1m （Writing; continue the story; recite; retell）

Write a letter to the mayor, telling him sth. about the pollution around your school.

五、説板書Blackboard design

the footsteps of the 20xx world expo is getting closer and closer to us, civilized and harmonious call is still ringing in my ears. shanghai, china obtained the right to host the world expo 20xx, expo 20xx shanghai china will be a world event, the development of shanghai's new round of golden opportunity, as it is an important embodiment of our national spirit.

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world expo is a platform, we are the masters. she put up a platform for us to let the world know us; she built a bridge for us, so we better communicate with the world. this platform may let us display self wantonly. we are the masters here, we have to landlord, let guest experience enthusiasm and happiness.

everyone to contribute for the expo, we are no exception, as a living piece of fertile land in pudong's teachers, we are proud and pride. in the vision of a better tomorrow, we have to do for the world expo will own a wonderful ability, we have through our hands, warm heart and sincerity to practical action to achieve the commitment of shanghai to the world. we should educate the many students: do not throw garbage anywhere, no spitting, no jaywalking ... ..., hello, thank you frequently mention, let the material on this city with the new york comparable to the spiritual civilization. educate our students to exciting 20xx, willing to shanghai's future by copies of power, if only planted a small tree, participants in the shanghai world expo foreign guests feel: this is a forest city, pollution-free city, ancient and civilized city. better city, better life! until the time of the 20xx expo, then, we want to become a glorious volunteers, to changing our foreign friends in shanghai and china's long history, a

bout our education for the world expo will contribute their efforts.

we expect the majority of teachers will be great enthusiasm for the world expo into practical action to meet the world expo, the expo will be a total growth, and the city of development, the development of shanghai devote their efforts to advance hand in hand with shanghai.