英文説課稿彙總8篇

作為一名人民教師，通常會被要求編寫説課稿，説課稿有助於提高教師理論素養和駕馭教材的能力。那麼説課稿應該怎麼寫才合適呢？下面是小編為大家整理的英文説課稿8篇，僅供參考，大家一起來看看吧。

一、 説教材

今天我説課的內容是外研社的國小英語新標準三年級起始第一冊module 6 school, unit2 what’s this? 我採用多樣化的教學手段將聽、説、玩、唱溶於一體，激發學生學習英語的興趣和願望，使學生通過合作學習體驗榮譽感和成就感，從而樹立自信心，發展自主學習的能力，形成初步用英語進行簡單日常交際的能力。

二、説學情

三年級的學生於本期剛接觸英語，對學習英語充滿了好奇和興趣，渴望獲得更多的英語信息和知識。經過本模塊第一單元的學習，學生已經初步掌握了詢問並識別物體的句型：what’s this? 和what’s that? 學生已掌握的知識和心理狀態為本節課的自主探究打下了基礎。

三、 説教學目標

1、語言知識目標

(1) 讓學生能聽、説、認、讀pen,pencil,book,bag等單詞。

(2) 通過學習讓學生熟練掌握句型 what’s this? 和what’s that?

2、學習技能目標：

(1) 能聽懂let’s do中的指令並做出相應動作,如point to the …

(2) 根據圖片或在場景下進行簡單的英語交流和表達，培養學生靈活運用所學知識進行交流的能力.

3、情感態度目標

（1） 通過學習活動，使學生有興趣聽、説英語，培養學生注意觀察、樂於模仿的良好習慣和主動競爭的竟識。

（2） 讓學生在鼓勵性評價的中樹立學習英語的自信心。

（3） 通過小組活動培養學生合作交流的能力，從而讓學生意識到學習英語的重要意義。

（4）充分利用教材所提供的學習資源，實現自由參與與創新，能主動與他人交流，並克服交流中的困難，使交際順利進行。

四、説教學重難點

1、學習新單詞 pen,pencil,book,bag ，能正確認讀。

2、鞏固已學句型：what’s this? 和what’s that? 並能用 it’s a…作出相應的回答。

五、説課前準備

教具準備：課文錄音；帶單詞的物品圖片；實物pen,pencil,book,bag；魔法包；獎品（貼畫）。 學具準備：單色物品的圖片（學生課前畫好）

六、説教學策略

為了突破這一堂課的重、難點，根據國小生好奇、好勝、好動、模仿力強、表現欲旺盛等生理和心理特點，我主要採取了以下教法和學法。

（一） 小組活動學習法

把全班分成四個大組（兩行為一組），分別用數量單詞命名，並書寫在黑板的左邊或右邊。課堂各項教學活動均以小組活動為主線，結對或全班活動為輔，學生互相交流、探究，共同完成學習任務，在合作中感受學習英語的樂趣及交流的意義，也通過小組成員之間“榮辱與共”的關係而形成同步學習的環境。

（二） 情境教學法

給學生不斷創設各種真實的場景，促使學生説英語。

（三） 課堂評價主要以鼓勵性評價為主。

課上恰當使用激勵性評語和獎勵個人貼畫、小組獎的紅旗（畫在黑板上）的方法，讓學生渴望成功的心理得到滿足，這也是激勵學生積極投身英語學習的一個最簡單而有效的方法。老師操作起來也比較方便。

七、説教學過程

（一）熱身複習，營造學習英語的氣氛。

1、歌曲導入，激發學生學習的興趣

教育家托爾斯泰説過：“成功的教學所必須的不是強制，而是激發學生的興趣，激發學生參與學習的興趣，是新課導入的關鍵。精彩的'課堂開頭，不僅能使學生迅速地興奮起來，而且還會使學生把學習當成一種自我需要，自然地進入學習新知的情景。因此，在熱身的時候，首先讓學生演唱歌曲“plese stand up ”，並做上相應的動作，這樣的導入能很快吸引住學生，還渲染了學生學習英語的良好氣氛。同時，歌曲中的物品也可勾起學生們對已學物品單詞的回憶，對複習句型what’s this? 和what’s that?作好鋪墊。

2、複習舊知，培養自信

教師出示tom的圖片，談話向孩子們引出本節課的新朋友：“it’s tom.” ，並讓學生熱情地和他打招呼。告訴學生們他是amy的弟弟，今年才三歲。小tom有些物品不認識，由於剛和大家見面，有些害羞，要老師代問，讓孩子們幫幫他。孩子們對幫助他人都比較熱心，反應都很積極。於是老師拿着tom的圖片，在教室裏四處走動，隨意拿起一件物品或指向一件物品，向學生提問：what’s this? 或what’s that?讓學生作出相應的回答。適時還可用what colour is it?進行詢問，藉以複習表示顏色的單詞。大力誇獎樂於助人的娃娃。這樣不僅複習了舊知識，渲染了學習英語的良好氣氛，而且滲透了思想品德教育。

（二）會話導入新知，促進語言實際運用能力的提高。

學生在一個平等尊重的氛圍中，他們的思維是放鬆的，敢於説、敢於參與教學。教師要真心誠意地把學生當成學習的主人，努力提高“導”的藝術，從而在教學中恰到好處地去啟發、點拔、儘可能地給學生多一點思考的時間，多一點活動的餘地，多一點表現自己的機會，這樣才能使課堂氛圍充滿活力。因此，這個環節我是這樣設計的:

1、教師拿着tom的圖片繼續指向教室裏的物品，向學生提問。課前教師在離講台較近的牆壁兩側和較遠的後牆兩邊分別貼上pen,pencil和book,bag的圖片，分別使用what’s this? 和

what’s that?向學生提問，學生可用中文來回答。教師引導用“it’s a…”來回答，自然引出新單詞，進行單詞教學。

2、遊戲——變一變。

老師先出示魔法包，把實物pen,pencil,book,bag一件件地特意讓學生看到之後，再把它們放進“魔法包”中，然後讓一名學生上台，從“魔法包”中握住一件物品，讓其餘學生猜是什麼。若猜對了就把物品拿出來，並讓另一名學生上台找出相應的單詞卡片，全班進行單詞練讀。學生們對“魔法包”充滿了好奇，而所學的單詞又是孩子們非常熟悉的文具物品，從而學習起來非常帶勁，能起到很好的鞏固作用。通過齊讀、指名讀、開火車讀、看口形猜單詞等多種形式的操練，孩子們能十分輕鬆地掌握單詞的認讀。對讀得對、讀得好的個人和小組要給以及時的鼓勵，調動學習的興趣和積極性。

（三）呈現新知,合作互動。

在國小英語課堂中使學生保持一種積極的緊張感，能夠激發他們學習的外部動機，引發他們一系列的自主活動，促進外部動機向內部動機的轉化。

1、遊戲——say and point

請四位學生上來，分別站在四個不同的方位，手裏分別拿着實物pen,pencil,book,bag再請一名學生髮出指令：point to the…其餘學生做出相應的動作，以達到對新單詞的熟練掌握。這個活動完全由學生來操作，既鍛鍊了學生的膽量和能力，又激發了學生學習的興趣。

2、演一演。這個部分是由學生導學。指派一生扮演tom，在教室隨意走動，指向任一物品，用what’s this? 和what’s that?進行詢問，其餘學生扮演amy作答，以答到操練句型的目的。為了激發學生學習的積極性和主動性，可多抽幾名學生扮演tom練習。這個環節主要是操練學生能正確使用what’s this? 和what’s that?來提問。對能正確使用this和 that來詢問的學生要加以大力表揚和獎勵。

3、小組活動：ask and answer

以學習小組（四人）為單位，擺出pen,pencil,book,bag等文具，可故意將其中的一件放遠一些。然後指派一人分別用what’s this? 和what’s that?進行詢問，其他學生作答。依次輪流進行，藉以達到熟練掌握句型的目的。若組內成員不懂，其他成員幫助，團結一心，完成任務。教師巡視指導。

4、學習課文 what’s this?

（1）學生打開書，結合課文插圖，聽課文錄音，理解文意。

（2）再聽錄音，生逐句模仿讀。教師適時正音。

（3）趣味操練——多種形式賽讀：男女生分角色讀；指名分角色讀；小組賽讀。優勝者分別獎個人貼畫、獎小組小紅旗。各種方式的賽讀，從多方面激發學生學習英語的興趣，培養自信心，讓他們感受到成功的快樂。

（四）鞏固新知，拓展練習。

1、完成運用任務（1）：賽一賽——將sb24頁的activity 3設計為一個搶答賽。

教師出示單色物品，用what’s this?詢問，學生搶答。在這個環節，教師要注意引導學生加上顏色作答。不僅鞏固了新知，也複習了舊知。這個練習有一定的難度，教師要多加誘導，多給孩子思考的餘地。通過努力，相信孩子們一定能完成得很好的。對答得對的要大加讚揚和獎勵，比如説：呀，你真了不起！能説那麼長的英語句子了！太棒了！

2、完成運用任務2：將sb 25頁的activity 5設計為小組活動——show and ask

學生展示出課前畫好的單色物品圖片，在小組內互相用的what’s this? 和what’s that?來進行問答。提醒學生在問時把圖片拿出來，做出合適的動作；在答時儘量加上表示顏色的詞，教師巡視指導。 此任務的設計，重視了對學生思維能力、觀察能力的培養，特別是對學生合作學習能力的培養，讓學生們在師生，生生，小組等不同的合作方式中，學會傾聽，學會評價，為學生的終身學習奠定基礎。

（五） 課堂小結和課堂延伸

1、總結小組的戰利品，（包括個人的貼畫和黑板上小組的小紅旗）學生掌聲祝賀並鼓勵未獲勝的小組繼續努力，為激發下節課的學習氣氛打下基礎。

2、佈置課外作業——我來噹噹小老師。

將所學的單詞或英語句子教教你的家人或朋友。並將你當小老師的情況在下節英語課上向老師和同學彙報。

此環節將課堂延伸至課外，培養了學生的運用能力，讓孩子的家人和朋友也來分享學習英語的快樂，從而更加激發孩子學習英語的慾望，真切體驗學習英語的成功帶來的喜悦，達到學以至用的目的。

八、説設計説明

本節課不論是新知的呈現，還是遊戲的設計，都是以學生的自主探究學習為中心的，充分調動了學生學習英語的積極性，讓學生全員積極參與到課堂，在玩中學，學中用，提高了課堂實效，培養了學生學習英語的興趣。我相信通過這樣的教學方式，充分讓學生主體參與、體驗感悟、遊戲鞏固，是一定能圓滿實現課堂教學任務的。

附：板書設計

Module 6 School Unit 2 What’s this? What’s this?

It’s a red pen. yellow pencil. What’s that?

It’s a blue bag. green book.

Unit 10 Ifyou go to the party, you’ll have a great time!

Reading 説課稿

Ⅰ. The analysis of the teaching material

This lesson is a reading passage which focused on the topic of sharing your problems with others when you have students will learn that it’s normal to have trouble. Talking to someonecan help a lot. Such a topic is related to our daily life, so it is easy toarouse the students’ learning interest.

Teaching objectives:

ledge objective:

a. Students can master the usage of the keywords and phrases: teenager, normal, unless, mistake, angry, careful, careless,in half, keep…to oneself, etc.

b. Students can understand the main idea ofthe article.

B. abilityobjective:

a. Students can use the proper reading skillssuch as anticipating, skimming, scanning to achieve the reading tasks.

entscan use the new words and phrase to finish the exercise.

C. emotionalobjective:

a. To develop the spirit of cooperationthrough teamwork and pair-discussion.

b. To arouse students’ interest in Englishlearning.

c. To help students get the proper ways tosolve problems.

Key and difficult points:

A. keypoints:

a. To master the usageof the key words and phrases.

b. To use the properreading skills to achieve the reading tasks.

B. difficultpoint:

Enable students to use the new words andphrases to express their ideas in daily life.

Ⅱ. Theanalysis of students

The Students have been learning English forsome years. They understand some words and simple sentences. They are curiousand active. They enjoy learning through cooperation in a relaxing atmosphere. However,their English learning levels are different from each other. Most of them don’thave enough English to express what to do when they have problems. They need theteacher’s help and encouragement in their further study.

Ⅲ. Teaching methods

In this lesson, I will use audio-visualteaching method, communicative teaching method and task-based teaching des, ()multimedia, blackboard, tape recorder are needed as the teaching aids.

Ⅳ. Teaching procedures

Step 1 Warming-up （5 minutes）

Play a video. Students watch it and talk about thefollowing questions:

What kind of things do they worry about?

What will you do if you have the same problem?

Step 2 Pre-reading （8 minutes）

1. Show some funny pictures and sentences onPPT. Lead students to guess the meaning of the new words. Learn the new wordsand phrases.

2. According to the picture on the textbook,ask students to predict the main idea of the passage.

Step 3 While-reading （18 minutes）

1. Skim the passage quickly and choose the main idea（a, b or c）。

2. Scan the article and find the answers to the questionsin 2c in pairs.

3. Read carefully and finish the mind map.

Students these days often have_______ with their_____ and ______.

Some people believe_________________________________.

Laura’s problem:__________________________

At first, she______________________________.

In the end, she____________ and her parents______________.

and her parents______.

Laura’s opinion:

____________

Robert Hunt feels the same way as Laura.

It’s best not to______________________________.

The first step is to___________________________.

In English, we say that _______________________.

Step 4 Post-reading （10 minutes）

1. Solve difficulties in groups. Just now students metsome difficult points while reading. Now they can work them out in groups. The Teacher will help to solve the problem that they can’t solve by themselves.

2. Finish 2 tasks.

Task 1: Fill in the blanks with the new words andphrases.

Task 2: Make a survey. Let each student ask 2-3 groupmembers some questions and take note of their answers. Then make a report.（Students can use the mind map to finish this task. ）

Step5 Summing up （3minutes）

Ask students to summarize what they have learned in this class. And the teacher will complete what the students summary.

Step 6 Homework （1 minute）

Level A: Choose 10words and phrase to make your own sentences.

Level B: Complete your report and write it down.

Ⅴ. Blackboard designing

I will divide the blackboard into 3 parts:

Unit 10 If you go to the party, you’ll have a great time!

key words and phrases

key sentence structures

mistake, careful, careless, understanding, unless, in half, keep… to oneself

…

If …， they will…

It is best （not） to do sth.

Unless… , I will…

Dealing with trouble

Good morning/afternoon everyone, I’m NO ----. it’s my great honor to present my lesson here. Today, I’m going to talk about the reading part of chpter 3 from Oxford English 8A, Shanghai Education Press. The title of the reading passage is “Dealing with trouble” . To make my presentation much clearer, I’d like to divide the teaching structure inti 5 parts: analysis of teaching material, analysis of students, analysis of teaching and learning methods, teaching procedure and blackbored design. Now I am about to present them one by one.

ysis of teaching material

The first part is the analysis of teaching material

This text is about a diary of a boy, which content is focused on how the boy’s father dealt with a trouble. This kind of topic is related to Ss’ daily life, so the Ss will love to read the dairy and desire to speak out their ideas. That’s say, the text offer a good chance for Ss to improve reading skills and their spoken English. Besides, Ss are going to learn some new words and phrases from the text, which are helpful for their further English study in future. According to the students’ English level and the demands of the New Standard English, I divide my lesson objectives into three categories: knowledge objects,ability objects and moral objects. in the first place, knowledge objects include to learn new words and key expression by guessing and teacher’s guidance; to grasp the general idea of the whole passage and be able to retell the main idea of the passage; to get familiar with the simple past tense.

Ability objects contain to improve Ss’ ability of getting imformation by scanning and skimming; to develop Ss’ ability to describ an event that happened in our daily life; and cultivate Ss’ ability to discover, analyze and solve problem.

At last moves to moral objects. The moral objects are to cultivate Ss’ awareness to help people who are in trpuble and to help Ss’to realize the important of safety, try to learn how to pretect themselves in danger.

Based on the objectives, I make the teaching key points and difficult points as follow. Teaching key points include the vocabulary and some phrases, such as argument/ argue, dial, steal, notice, robbery, detail, railing hold out, in handcuffs, be afraid of, go on, shout at,

stare at, and run away. To improve Ss’ reading skills and encourage them to talk about troubles they met in their daily life are another teahing key points.

While the teaching difficult points are to retell the story with the help of some key words, to write a dairy with the simple past tense.

sencond part is analysis of students.

The students in Grade 8 have the ability to complete tasks by cooperating with one another, They can work together to solve some troubles and they can share the pleasure of learning

English. As junior middle school students, they can’t keep their attention for a long time. Then I will use , some games, some competition, some real objects etc. to attract their attention. During the period of learning English, they have the enthusiasm and interest to take part in the class

activities English teaching should face all the students, to some students who are poor at English, I’ll give them some easy jobs and let the better students help them so that all the students can experience the pleasure of success. Let the students grasp the help rules, it’s better for them to protect themselves.

I move to the third part analysis of teaching and learning methods.

As we know, it’s the best way for the junior students to learn English mainly by tasks. So with the help of the multi-media and balckboard, I’ll use the task-based teaching approach

together with the communicative teaching method ,the situational teaching method , competition method and audio-viual methods. The students can learn in a more interesting and easier way. I’ll organize enough activities for the students to learn by group work, pair work, team work, competition ,etc. These activities can cultivate the students’ sense of unity and cooperation. I’ll use the learner-centered method .I’ll act as a director while the students act as the real master of the class. I’ll try to use some encouraging and polite remarks such as “well done”, “you did a good job”, etc. to help every student make a progress in my class. Let the students enjoy the process of learning English. I’ll pay attention to both the formative assessment and the

summative assessment. The students can get comprehensive language using skills by autonomic learning, cooperating, exploring, etc.

hing procedure is the forth part of my teaching structure.

In order to achieve my teaching aims successfully I divide my teaching procedure into 6 steps: lead- in, pre-reading, while-reading, post-reading ,summary and homework.

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.

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.

Good morning, teachers. Today I’m very glad to show my teaching plan here. The lesson I’m going to talk about is from lesson 1, unit 1, PEP book 1. Generally, I’ll teach this lesson from the following aspects: teaching material, teaching aims, teaching and learning methods, teaching procedures and blackboard designing.

Firstly, let’s look at the teaching material. This unit discusses about the stationery. And this lesson is the first one of this unit. It consists of two parts: Let’s learn and Let’s do. In Let’s learn, it requires Ss to master the new words "pencil, pen, crayon, ruler, eraser". Ss have learned some words about stationery. They’re still very interested in that. So they’ll be interested in this new lesson.

Secondly, let’s talk about the teaching aims. The New Curriculum Standard points out that the objective of English in the basic educational stage is to develop Ss’ ability of language using. According to that and the teaching material, I’d like to make the following aims:

First, knowledge aims: Enable Ss to master the new words "pencil, pen, crayon, ruler, eraser" and the structure "I like…".

Second, ability aims: Develop Ss’ basic ability of listening and speaking. Enable them to use the structure freely in the real situation.

Third, emotion aims: Develop Ss’ consciousness of cooperation and competition.

Fourth, learning strategy aims: Enable Ss to pay attention to the observation and communication.

Fifth, culture aims: Make Ss understand the differences between Chinese and English culture.

According to the analysis of material and the characteristics of pupils, I think the teaching importance of this lesson is the 5 new words and the new structure. The teaching difficulty is to use the words and the structure freely in the real situation.

Thirdly, I’d like to analyze Ss and show you my teaching and learning methods.

Grade 3 is the first year to learn English. Ss are very curious about English. They’re active and competitive. Also, they are good at imitating. But, their attention can’t be kept long. So it requires us to use attractive teaching manners to hold Ss’ attention. Based on the psychoanalysis and Ss’ interests, I mainly use the task-based approach, which embodies the idea of the New Curriculum Standard and can help Ss keep their passion for English. In order to help Ss finish the task efficiently, I’ve prepared activities such as TPR, chanting, singing, game, etc. I also arrange individual work, pair work and group work for Ss to practice. Besides, praise is very important. When they have a chance to speak, and have done a good job, they can get a star or something like that on their books. It’s very important to keep Ss’ interests.

Fourthly, we come to the most important part—the teaching procedures. It can be divided into 5 steps: warm-up, presentation, practice, extension and homework.

First, let’s look at step 1 "Warm-up".

In this part, I’ll get the Ss to sing a song and do some revision.

The purpose of singing a song is to attract Ss’ attention and make a relaxing atmosphere for Ss to concentrate on the English class. The revision aims to help Ss review the words and sentences they have learned before and get them prepared for the new lesson.

Step 2 "Presentation".

As we know, children are characterized by image thinking. They can understand the content easily with the help of the gestures. After the new words are taught, a small conclusion can help them master better. And chant is a good way to strengthen their memory and make the poor feel confident, as well as their pronunciation and intonation. The chant in this part is like this: A pen, a pencil, I can see. A pen, a pencil, for you and me. And it’s necessary to present the new words in different ways to avoid boredom and tediousness.

Step 3 "Practice".

Traditionally, there aren’t many chances offered for Ss to talk in the class. That’s not a proper way to learn English. So I’ll try some activities in my lesson, such as games and role play. Games aim to stimulate Ss’ interests in English and strengthen their memories of what’s been learned before. And also train their consciousness of cooperation and competition. Role play is a good way to improve their ability of language using.

Step 4 is Extension.

This step is very important and necessary. I mainly put key points and difficulties in this part. Also, I’ll praise Ss’ behavior in this class.

It can make Ss know more clearly about what they have learned in this class, and proper complements can help them hold their interests.

Step 5 "Homework".

（1） Listen and read the new words after class.

（2） Finish the exercise book.

Ss will forget the new lessen soon if they don’t practice. It’s necessary to give some proper assignment. And it’s also an important feedback.

Fifthly, I’ll show you my blackboard designing. I divide the whole class into 4 groups. Each group can get a star when any one of them does a good job. And that’s a competition that can keep their attention. （Write the new words and the structure on the board.）

各位老師下午好！

今天我説課的內容是國中英語教材八年級Unit 4 Topic 1 Plants and animals are impontant to us

一、本話題的分析

本話題圍繞談論跟描述自然界的風光 動植物及生存資源——---森林跟水引入本話題的主要語法項目：形容詞的比較級跟最高級；為今後學習現代科技跟歷史遺蹟的知識打下基礎，同時通過Which do you like better/best?以及Paiwork的反覆操練，進一步提高學生，聽、説、讀、寫綜合素質能力。

二、教學目標：

（1）知識目標：

The hens are much/a little smaller than the cons/geese.,The mice are the smallest of them.

（2）學習單詞：

Wolf. bear sheep goose rabbit snake rose nature forest protect land ocean sea

能力目標：提高學生，聽、説、讀、寫及知識自學的綜合能力。 情感目標：培養學生熱愛自然，保護自然的環境意識。 本話題所須課時：4節課。

三、重點與難點：

重點：學習形容詞的比較級跟最高級的用法以及用簡單的英語語句描述跟談論大自然。

難點：

1、多音節形容詞的比較級跟最高級以及形容詞比較級的不規則變化。

2、談論地球上水資源跟熱帶雨林的基本狀況，以及它們對於地球上生物的重要性。

教材處理：

根據以上對教材的分析，同時針對中國學生學習外語存在一定困難的實際情況。首先給學生創造外語語言氣氛，身臨其境地把學生帶到所設計的語言情景中，同時激發學生學習興趣：使學生在參與後一系列活動中，掌握知識。最後通過做遊戲對學生所學知識點進行訓練，從而達到鞏固知識的目的。

四、教學跟學法：

通過五步教學法：情景教學活動家，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進地深化教學內容。展開以教師為主導，以學生為主體的師生雙邊教學活動。

1、教學手段：

本話題採用掛圖、錄音、圖片、文字、圖表跟韻率，使抽象的語言變得直觀，為學生運用英語進行交際創設情景，實現師生互動，生生互動跟人機互動的多向互動，增加了直觀性跟趣味性，加大了課堂密度，提高了教學效果。

2、學生指導

新制定的《仁愛英語》把"培養學生學習英語的興趣，樹立自信心，培養良好學習習慣跟形成有效策略，發展自主學習跟合作精神"放在了首位，根據依據課改的精神，遵循學生的認識規律，從單詞—句子—情景對話—實際應用，採取循序漸進的原則，由淺入深，由易到難。情景興趣教學。多以問答形式出現。

如何使用英語，如何在理解的基礎上習得語言。在用中學，學中用。學會自己自主推測發現歸納提高，提高學習自主性跟學習能力。寓素質教育於語言教學之中。

五、教學程序：

1、新課導入

為了激發"學生的學習興趣，引起注意，拉近師生距離，設計一個語言情景，給學生一種身臨其境的感覺，導入正課。

2、新課的講解

在講新課時，合理整合教材，系統的樹立知識，將形容詞的比較級跟最高級在一系列既關聯又相對獨立的語境中詳細講解，反覆演練，使學生全面掌握，任務性聽力訓練：Listen and write以及Pair work ,充分地調動了學生的積極性，吸引了全體學生的注意力，達到了教育教學目的，培養學生思想素質、情感素質跟英語語言素質。

3、反覆操練跟鞏固應用

為了調動學生的積極性，利用work alone,pair work, Group work 等多種不同方式操練鞏固。使學生處於積極思維的狀態之中，全方位，多角度培養學生運用英語的能力。

4、反饋練習

本話題將遊戲與練習有機結合，融為一體，設計遊戲，讓學生們以對話跟遊戲的形式；進行練習，寓教於樂，極大地激發學生學習興趣，同時鞏固了學生所學的知識。

5、歸納總結

本話題除了板書所呈觀的重點內容外，又把本話題內容以練習的方式，巧妙地鞏固了本話題重點，難點，進一步鞏固，加強對本話題內容的理解跟運用。

6、展示板書

本話題以素質教育為目的，結合教材重點、難點及英語學科特點，利用多種輔助教學，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。

7、佈置作業

以上，我僅從説教材、説學情、説教法、説學法、説教學程序上説明了"教什麼"跟"怎麼教",闡明瞭"為什麼這樣教".希望各位老師對本次説課提出寶貴意見，謝謝！

Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.

Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.

Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands

1 Knowledge aims:

（1）to help students to understand and master the words, phrases and sentence patterns.

（2）to know some basic information about music

2 Ability aims:

(1) To improve the students’ organizing and using skills of English as the second language

(2) To understand the main idea, to scan for the needed information and to grasp the details

3 Emotional aims:

(1) Help students understand different type of music and how to form a band

(2) Develop students’ sense of cooperative learning

Fourthly, teaching key points is

1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.

2. To understand how Monkees formed, developed and succeed. Teaching difficult points is

1. The students use their own words to express their own ideas.

2. the prep+ whom/which attribute clause

According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.

a. Communicative Language Teaching

Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.

b. Task-based Language Teaching

A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.

c. Computer Assisted Language Teaching

Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.

Part 3 Learning Methods

Task-based, self-dependent and cooperative learning

Part 4 Teaching Procedure

Step One Lead-in

“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.

Question:

What kind of music they like?

Which band they know best?

The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2

Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.

Task 1 General idea

The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.

The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.

Task 2 Main idea of each paragraph

Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.

Step 3 Reading for comprehension

The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.

Step 4 Solving difficult language problems through reading

It’s important for language learners to learn important rules of

grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.

Step 5 Consolidation

Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehension

I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.

2 Discussion

During making discussion, the students will deepen their understanding of the main idea of the passage.

a. Why Monkees can be successful? Give reasons.

b. What’s the most important thing for a successful band? Why? Step 6 Homework

Ask the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.

Part 5 Blackboard design

Unit 4 Music

Passage The Band That Wasn’t

Topic Sentences:

1. Many people want to be famous as singers or musician

2. Form a band

3. Began as a TV

4. They became even more famous than the Beatles

Discussion:

a. Why Monkees can be successful? Give reasons.

b. What’s the most important thing for a successful band? Why?

In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.