關於英文說課稿範文彙總九篇

作為一名人民教師，可能需要進行說課稿編寫工作，編寫說課稿助於積累教學經驗，不斷提高教學質量。那麼問題來了，說課稿應該怎麼寫？下面是小編為大家整理的英文說課稿9篇，希望能夠幫助到大家。

Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design.

First, let me talk the teaching material. Part 1 Teaching Material:

This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）

By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about

(1) the good character to be a successful person

(2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming.

(3)Charlie Chaplin and his humor English jokes

(4)Different body language and the similarities in body language which make the others understand our feelings.

(5)Theme park but also learning ability in English .

A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.

（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新課程標準和教學大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:

ledge objects:

(1)the students can hear, read, and use the main sentence patterns.

(2) the students can understand the content of the lesson:

(3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects:

Ability objects of this section are

(1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.

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

(4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability.

ion objects:

By reading A Student of African wildlife /why not carry on the good work, students can learn from

(1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful.

(2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.

i am an ordinary teacher, loyal to the party's education, in 23 years teaching career, from time to time to an excellent standard of teachers themselves, diligent, conscientious, loving students, comrades united in the ordinary post some achievements made by students, parents, colleagues, leadership at home.

a temper of thought, improve the state

as a teacher, i know that learning is a lifelong thing, only to continuous learning in order to advance with the times in terms of ideology, a strong man in business financing can be a qualified teacher of the people's republic of china. in the two decades of work, i have always conscientiously study marxism-leninism mao zedong thought, deng xiaoping theory and "three represents" important thought, in the face of major stand firm and clear-cut, with the party central committee at all times maintain a high degree of unity, faithful to the party's education . usually pay attention to the current study the party's principles, policies, concerned with national issues, and learn the use of political theory to guide their practice. the rostrum in the foot, i earnestly implement the party's education line, principles and policies, in strict accordance with the party's education policy, curriculum teaching, teacher and dedicated work to do a good job teaching. in any position, i have a high sense of responsibility and dedication to all of the enthusiasm into the work to foster the ideals, moral, disciplined, educated a new generation of successors for the term of office,志存高遠, love post jobs, willing to devote themselves, and willingly fulfill their sacred duty of teaching.

second, business skills, to join the curriculum

as an experienced teacher, i do not have the results in the stagnation of the past, high standards and strict requirements to treat myself, i am seriously in teaching classes, classes seriously, get their brains working, studying business, with an open mind to consult colleagues;批改作業timely patiently counseling students, for students of martial law and degrees, in good faith with the students to get along with the students to communicate with love. i think that students should be dependent on the teachers, experienced teachers teaching, but also a close friend, the elderly should be respected. with love and like it, the students always love my class, classroom teaching performance classes year round at the forefront of the same year. i brought the students in each class exams are among the best, not a student in my belief that hard work behind the fertile ground in education, i taught many classes as advanced classes.

i am diligent in learning, good at business, willing to devote themselves. every curriculum reform at the forefront of curriculum reform, teaching experience as a school, a rich old teachers, i am their own lack of knowledge, learning things naturally become the first to bear the brunt. the use of spare time, multi-data collection, reading newspapers, changing concepts of education, understanding the new trends in curriculum reform. over the years, i am constantly active learning curriculum theory, master, "new curriculum," the basic spirit, reading a lot of quality education and the new curriculum reform theory books, to make their own educational philosophy has always been ahead of the times, and better serve the educational and teaching work, teaching more than the award-winning paper, which i am teaching papers <>, education and scientific research papers in national evaluation activities, was a national first prize; in second national education work papers cup competition awarded first prize評優activities, and published in the <> publications; my instructional design "leaves", "gently to "by" contemporary chinese education teaching and research papers (case) "evaluation of the vetting committee, won the" unesco national results, "the first prize, and published in the" journal of teaching and research and practice "(monthly) october XX (total no. 25) on; i wrote, "into the curriculum to reflect the new" has been acclaimed experts; there i wrote "i am so backward into health" and "use of resources to fully exploit the extra-curricular teaching resources" and other papers also autonomous prefecture in western hunan education thesis assessment activities were given the second prize, third prize. in their own learning, i is not far behind, and actively participate in further their studies in a variety of training and has passed the computer early, mid-level training examinations, such as putonghua proficiency test.

各位老師下午好！

今天我說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專案：形容詞的比較級跟最高階；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、說、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、說、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階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階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、教學程式：

1、新課匯入

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，匯入正課。

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階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、說等方面使學生得到鍛鍊，在愉快輕鬆的氛圍中溫故而知新，達到初步運用英語交際的能力。

7、佈置作業

以上，我僅從說教材、說學情、說教法、說學法、說教學程式上說明了"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說課提出寶貴意見，謝謝！

說教材：

1. 教材內容

本節教材重點圍繞節日展開，圍繞人們經常如何度過節日展開話題。本課時要求學生能掌握四個節日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at …? I… .並能自由交流如何度過假日。在本課中did引導的一般疑問句及回答也是新知之一。因為在前面第三單元己出現了be 動詞的過去式，所以學生在學習的時候這方面比較容易掌握。

2.教材的地位

本節課所選的教學內容是牛津國小英語6A Unit 6。本單元教學圍繞節日兒展開的。在詢問節日這部分，學生已有了前面第三單元的知識鋪墊，比較易於深入與擴充套件。這樣的安排，既體現了教材循序漸進、由難到易的編排意思，又符合學生的知識水平和認知水平。關於人們如何度過節日這一話題，特別是西方的節日，。則需要學生課後及時收集資料。在實際教學中，本課採用舊話題先教新句型，再用句型引新知的方式展開，這樣既便於學生接受掌握，也體現了教學內容之間的連貫性。

說目標：

1. 教學目標

新課程強調知識與技能、過程與方法、情感態度與價值觀三個角度的有機結合，本著這樣的認識，我制定如下教學目標。

[認知目標] 學生能聽、說、讀短語及單詞：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 ; 能運用 When's … ? What do people usually do at …? Did you…last …? Yes , I did./ No, I didn't.等進行口語交際。

[能力目標]能用英語交流在假日中的活動，部分同學能用英語流利介紹節日的有關情況。

[情感目標] 通過活動、遊戲使學生產生學習英語的興趣;讓學生敢於、樂於開口，積極參與交流。並讓學生在學習的過程中，培養他們的合作意識和競爭意識。

2. 教學重難點

教學的重點是讓學生掌握片語，能夠熟練的運用片語進行交流，初步鍛鍊學生運用片語描述節日的能力;難點是讓學生認識時態的變化，及意識到片語的不同運用能造就語言的豐富性。

說教法：

1. 教法設計

根據英語這門課本身的特點及六年級學生的興趣，我通過了設計具體形象的情景，以舊帶新，不斷滾動知識點，以此來分散教學難點，讓學生直觀地感知與理解。同時創設數個任務活動，從單詞到短語到句子到對話到片斷，使學生在師生、生生之間的多向交流中進行有意義的練習與實踐，充分發揮他們的學習主體性，培養他們學習致用的能力。

2. 學法指導

引導學生通過比較、觀察、猜測的方法逐漸感悟新語言專案的功能，讓學生在多層次的練習中體會到學習英語時“運用”的必要性，鼓勵學生積極思維，大膽嘗試。

3. 教學手段

根據本課的教學內容、教學目標、學生的年齡特徵和心理特徵，為了更好地激發學生的學習興趣，從而能積極主動參與學習。教學中運用多媒體課件、圖片等教學輔助手段，置抽象的句型於一個個生動的情景、遊戲之中，不僅使學習過程自然輕鬆，更能較好地啟智開思。

說過程：

1.熱身( Warm up)

(1)宣佈本節課的學習方式：小組競賽。以座位分成四個參賽小組，按每個同學的課堂表現為本組加星，課末評出WINNER。然後，開始“每課一句”，本節課所教授的句子是“Lite is long if you know how to use it.”

[設計意圖] 學習方式的宣佈讓學生對本節課充滿了興趣，激起了他們的鬥志和為本組爭星的表現欲。“每課一句”是我在六年級開始每堂課上設定的一個必備環節。這個環節主要教學生一些妙言警句。這些句子既豐富了學生的詞彙量，提高了他們的表達能力，同時也讓他們學到了地道的英語表達方式。從而為學習英語創設一個良好的氛圍。

2.以舊帶新 [lead in ]

提供話題Birthday，師生自由交流，然後用“How do you spend your birthday?”引出本課的新句型“What do you do on your birthday?” 進而再匯入“ Did you … last birthday? ”及回答。然後用Colour 話題引出句型My favourite …

[設計意圖] 通過舊知識滾出新知識，是我常用的教學方法之一。以舊帶新，學生可以比較輕鬆地掌握本課的句型。同時把新的句型和老話題融合一起。有助於培養學生的語言思維能力的開放性。

3.呈現、操練(Presentation, Practice)

承接Colour話題，引出第一個節日：National Day。利用課件呈現中國國旗。教師引導的話如下：

T:My favourite is red . Because Chinese flag is red . The main colour in China is red on important days. I love China , so I like red. I like red , because I'm from china. Do you like China? Do you like red now?

S: Yes…

T： Do you know my country's birthday?

S: The first of October.

T: What holiday is on that day?

S: National Day.

[設計意圖] 找到話題與所授新知的契合點，讓學生很自然地從一個話題向另一個話題過渡，從而開始了本節課Holiday的話題。同時英語並不是僅僅是一種工具，它是能夠表現出情感的。在此由紅色引出中國，由中國引出它的生日，簡單的幾句帶有感染力的話就能激發學生的愛國熱情。

接著用在談論生日時所學的句型讓學生談論一下國慶節，使所學知識處於不斷的滾動複習鞏固之中。用Guess 猜下一個節日Halloween.猜出來之後，利用謎面鍛鍊學生聽與說的能力。

[設計意圖]因為Halloween節日在5A的書上有專門的一單元的介紹，所以雖然它是一個外國的節日，可是學生對它並不陌生。利用謎面，讓學生讀一讀，說一說，談一談。在此環節充分鍛鍊學生的口語表達能力。

聖誕節的出示用一首輕快明瞭的CHANT作為引入，同時讓學生看一段配上音樂的介紹資料，然後用今天要掌握的句型來問一問。之後，出現了一個有關聖誕節的小故事，讓學生自由的閱讀，然後完成後面的題目。

[設計意圖] 在課中關注學生的注意力的放鬆。高輸入量的學習會讓學生很快有疲勞的感覺，從而降低學習效率。在此環節，設計了CHANT 和一段瞭解性文字的閱讀，就是給學生創設了一段休息的時間。然後再根據高年級學生的英語閱讀能力的培養需要，適時進行一篇短文閱讀。

聖誕節後進行春節的教學。用一封來自外國朋友的信引出春節。這是一個美國的朋友，她先介紹了一下人們如何過聖誕的情況，然後向中國的朋友問了三個有關春節的問題：What holiday is the popular holiday in China? When is it ? What do people do on that day? 教師讓學生四人一組討論後再反饋回答。

[設計意圖] 在這兒出現了一封的書寫方式，同時很好地匯出了下面的內容，教師給學生提供了廣闊的自由想像和發揮的空間，讓學生運用所學的語言進行擴充套件性的練習。

4. 拓展、鞏固(Extension , Consolidation)

(1) Listen and number

(2) Say out the holiday

將一些沒有學過的節日收集在一起，讓學生猜測出意思，並能說出時間。

(3) Try your best

按自己的能力選做一題，題目要求由難到易，選擇不同程度的題所獲得的加星也不斷增加。

[設計意圖] 檢查一節課的教學效果，課外知識的拓展，豐富學生的知識面。選做題的設定，再次調動起學生的積極性。本來無望獲勝的小組，此時又有了一次機會，不甘失敗的心理會讓他們充分發揮潛能;而本來勝利在望的小組，此時又有了危機感，讓他們不敢掉以輕心。於是一場比拼實力的競爭又在無形之中展開了。他們不斷調動出潛能，能於同學互幫互助，一種為本組爭光的主人翁意識也在不斷膨脹中。從而形成了一個積極的參與氛圍。

5 課後作業(Homework)

(1) Look and write

(2) 用至少五句話介紹一個節日。

[設計意圖] 鞏固所學，將課內的學習延伸到課外。

The Introduction of the teaching plan

for section B(1-2c) unit 5 (go for it)

I have the honor to reveal my analysis of English lesson

here. I’d like to say I’ll try my best not to let all of you down. As teachers ,if you want to have an excellent class of English ,especially an open class to many experts like all of you, we should have to dig into the teaching material ,analyze the teaching material. However, I think we should take these parts

into consideration. ①Teaching material and the students ②teaching methods ③learning methods④procedures ⑤blackboard design and assessment , let me say something about my teaching plan for unit 5 section B. Today the first I’ll talk about is the first part “Analysis of the Teaching Material and students”

Part One: Analysis of the Teaching Material and students

(一) status and function

The topic of this unit is about decision making. Such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken English. This unit is divided into two parts: Section A and Section

B. Section B is divided into two periods. This period is the first lesson of Unit5 section B. It introduces new vocabulary while recycling the language presented in Section A. All activities help students integrate the new target language with the language studied in Section A. This recycling reinforces previous language learning while providing additional practice with newly learned language. It also increases the students listening and speaking ability by listening practice and pair work talking

(二) Teaching Aims and Demands

The teaching aims basis is established according to Ju

nior School English syllabus provision. In accordance with the analysis of teaching material and the requirements of “go for it＂ English teaching syllabuses. The focus of teaching should be laid on grasping key vocabulary and structures, and developing the students’ ability of communication. So I’vedesigned the following aims and demands

1. Knowledge objects

Key vocabulary: agent; make money;

travel around the world; get an education

Target language:

I think you should go to college

But if I go to college, I’ll never become a great

soccer player.

2. Ability objects:

To train students’ ability of listening and speaking

To train students’ ability of communication

3. Moral objects:

Money isn’t everything.

To be interested in taking part in activities in English class

(三)Teaching key points and difficult points

1. Key points:

key phrases:

travel around the world; make money; get an education key structures: I think you should …。If I… I’ll never…

2. Difficult points:

how to train and improve students’ listening ability.

(四) Analysis of the students

The Ss has learned English for about two years so far. Although they are all from the rural area, they can understand some words and some simple sentences. The Ss have taken a great interest in English now.

1. The students don’t have large vocabulary.

2. The students seldom communicate in English

in normal times.

3. The students are lacking in listening and speaking skills.

4. The gap of the Ss’ knowledge level in the same class is quite wide

(五) Teaching aids

Multi-media computer, Tape recorder, some money and so on. They will be needed in this lesson.

Part Two The Teaching Methods

1. Communicative teaching method

2. listening and speaking methods

3. Task-based teaching method

As we all know，the main instructional aims of learning English in the Junior Middle School is to train 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” ,“listening and speaking teaching method ” and “Task-based” teaching method. That is to say, I’ll let the Ss get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange some activities: free talking, listening and answering , oral practice, acting out and having a competition. Above all, 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 conversation.

Part Three The Learning Method─cooperation

The students will finish some tasks in limited time to improve their listening and speaking skills. The students will take part in some activities like working in pairs, discussing in pairs. Each unit in “Go for it” contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making can arouse students to think and to say what they want to say. Study will become more relaxed and pleased in this kind of environment.

Part Four Teaching Procedure

一Teaching steps

Step 1 Leading in

T: Good morning, boys and girls!

Ss: Good morning, sir!

T: (Take out a piece of bill) Look! What’s this?

Ss: Money.

T: Who likes it? Hands up?

Ss: (Ss all put up their hands)

T: (kiss the money) me, too. (Put the bill in the pocket)

Ss: (Ss all laugh)

T: (Show a man who is holding plenty of money)

Ss: Wow.

T: If I have so much money, I will give some to the poor students in our class, and if they work hard, I will give them more. If you have so much money, what will you do? Work in pairs and talk

about it.

(Students are talking about it in pairs; they have enough words to say)…

(Talk about the question with many students.)

T: S1, If you have so much money, what will you do?

S1: If I have so much money, I will give some money to my

parents.

T: You are so kind. Don’t you want to travel around the world?( translate into Chinese if necessary; Teach: travel around the world)

S1: I think I will.

T: S2, what about you?

S2: If I have so much money, I will buy some new clothes for my parents. They are very hard-working.

T: That’s a good idea. Don’t you want to get an education? (Translate into Chinese if necessary; teach: get an education) S2: Yes, I am sure I will go to college.

T: If you work hard, I think you will go to college.

S2: I think so.

T: S3, if you have so much money, what will you do?

S3: I will open up a company and make more money.

T: That’s great. May you success!

S3: Thank you.

( Ask more students to talk about it )…

T: If we have so much money, we will do a lot of things with the money. So money is very important for us; S4, do you think money is everything? (Translate into Chinese if necessary)

S4: I think money isn’t everything.

T: I agree with you. Money isn’t everything.

Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss and at the same time it is necessary to provide situations to review learned knowledge for the next step and present some new words and phrases.

Step 2 Study the phrases

T shows the phrases in Activity 1 and let Ss read and learn.

Step 3 Circle and survey

1. T: Look at the things in Activity 1, which of the things are the most important to you? Circle three things.

(Ss circle. Wait for a moment)

T: What is the most important thing to you?

S5: To go to college.( help if necessary)

T: What’s the second?

S5: …

T: What’s the third?

S5: …

(Ask more students to say)

2. T: Please work in groups of six, and count up the number of

Show the most students in each item.

_____ think _____ is the most important thing to them, ______ think _____ is the second important thing to them, and _____ think _____ is the third important thing to them.

Purpose of my designing: To provide situations to review learned knowledge for the next step listening and make sure the Ss can grasp the key words and phrases and learn to express their own opinion

Step 4 Listen and write “A” or “P”

T: Look at the pictures in Activity 2a, we can see two pictures, the first picture is about Michael and a soccer agent (teach: agent), and the second picture is about Michael and his parents. And we will hear two conversations, Conversation One is about Michael and the soccer agent, Conversation Two is about Michael and his parents. Listen to the recording and write “A” or “P” in the blanks.

A----- a soccer agent

P----- Michael’s parents

(Make sure they know the letters’ meaning)

(T plays the recording for the first time, Ss listen. T plays the recording for the second time, Ss write “A” or “P”)

Correct the answers with the students.

Purpose of my designing: to give students practice n the target languages in spoken conversation

Step 5 Listen and complete

T: Look at the sentences in Activity 2b, read the sentences first. (Students read loudly)

T: Listen to the recording, Listen to the first sentence as a model. (Play the recording; let them know the first sentence) now.

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, finishin

g 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 intonat

ion. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.

Step 3. Practice

Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.

Step 4. Assessment

Help Ss finish “Let’s check” of this unit and workbook.

Purpose: To check the knowledge Ss have learned in this period.

Step 5. Add-activity

1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.

2. Take care of everything they have.

Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.

（英文萬能版）

● Good morning, my dear judges. I am number_______. I’m glad to interpret my teaching design here.

● My teaching content today is Part of Unit of PEP Primary English, Book This unit is mainly about Now, I will explain the lesson from the following aspects.

1. 教學內容 (Contents)

Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit .

It includes , ____ and . In section 1, it mainly deals with these key words,

2. 教學物件(talk about the students)

Secondly, it is about the students. Our students are in Grade

They are active and curious, interested in new things.

After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language.

They have learnt English for years, and have already known

It is not difficult for them to understand and use the language

3. 教學目標 (Teaching aims)

So, I set the following aims.

By the end of the lesson, students will be able to read, recognize, and use these words:

And, these sentences:

By the end of the lesson,

①Ss can understand the and get useful information from the through attentive listening / reading.

②Ss are able to talk about

③Ss can use to give suggestions on

④Ss’ abilities of listening and speaking will be developed.

(Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is

①to help students cultivate and foster their abilities of working in groups.

②to foster Ss’ consciousness of good-cooperation and proper competition.

③to help Ss cultivate their abilities to analyze and solve problems independently.

④to foster Ss’ initiative and creativeness.

⑤to help Ss to recognize and identify the differences between Chinese and English cultures on

⑥to help Ss know some and comprehend the

①to make sure that Ss can useCorrectly and skillfully. to develop Ss’ interest in English. ②The difficult point is:

The pronunciation of

4.教法學法(Teaching methods)

Fourthly, it talks about teaching methods.

In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on.

5. 教學過程

① 具體steps 根據具體內容定；

一般分為：warming up lead inpresentationconsolidationhomework

②板書steps ＋ purpose 說明； ③如有可能，同時完成layout設計;

Next, let’s focus on the teaching procedures. I will finish the lesson in steps.

It will cost about mins.

After greeting with the Ss, I will begin the lesson by singing the song

together with the Ss. Purpose:

The purpose of this is to form a better English learning surrounding for the Ss, and, at the same time, it provides situations to review the learnt

knowledge for the next step.

It will cost about mins.

With the help of the PPT, I set a situation of

by to stimulate the Ss’ interest of the lesson.

By playing the PPT, IAnd then, (板書layout)

The purpose of this is to present the new words and sentences in the situation, which relates to the Ss’ real life experiences, to help the Ss understand the language easily and naturally.

After presenting each new word (by the guessing game), I will impart the knowledge of pronunciation rules in teaching the new words.

It is called Phonics.

It can facilitate the Ss’ abilities to pronounce the words, and help them to remember the spelling of the words.

（機械上口； 有意義操練； let’s do; 課文對話表演;）

It will cost mins, including

Due to the Ss’ age, I make

The purpose of this is to draw the whole Ss’ attention to the spelling of the words.

It is to help Ss to learn through a true situation.

In this step, I will give Ss a free space to show their abilities.

I will Then,

Task-based teaching method and Communicative language teaching are used here.

The activity is to develop Ss’ ability of communication, and also, their ability of cooperation will be well developed.

Making a new dialogue is to check if Ss can use correctly and skillfully.

（總結上課內容； 德育滲透； 作業佈置；）

In this step, I will guide the Ss to conclude the key words And sentences

And also, I will

The purpose of this is to stimulate Ss’ interest of learning English and wide their knowledge about communication across cultures.

6.板書再次介紹（Talking about the blackboard design again）

And, this is my layout design.

That’s all for my teaching design. Thank you a lot for listening.

Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）。 It is made up of four parts.

Part 1 My understanding of this lesson

The analysis of the teaching material:

This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the ocean and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the ocean better, love the ocean and save the ocean and the life of the ocean.

Teaching aims:

1. Knowledge aim: Understand the main idea of the text.

2. Ability aim: Retell the text in their own words.

3. Emotional aim: Make the Ss love the life of the ocean and do something to stop it being polluted.

Key points / Teaching important points:

How to understand the text better.

Teaching difficult points:

1. Use you own words to retell the text.

2. Discuss the pollution of the ocean and how to save the ocean.

Something about the Ss:

1. The Ss have known something about the ocean and ocean life through the Internet and other ways.

2. They are lack of vocabulary.

3. They don’t often use English to express themselves and communicate with others.

4. Some Ss are not active in the class because they are afraid of making mistakes.

Part 2 My teaching theories, methods and aids

Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.

Teaching method:

Double activities teaching method

Question-and-answer activity teaching method

Watch-and-listen activity

Free discussion method

Pair work or individual work method

Teaching aids:

1. a projector

2. a tape recorder

3. multimedia

4. the blackboard

Part 3. Teaching steps / procedures

I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

The entire steps are:

Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）， Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework

Step 1 Greetings

Greet the whole class as usual.

Step 2. Revision

1. Ask students some questions to revise the last lesson（show them on the screen）。

a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）

b. What is coral? Why are corals not found in deep water?

c. Why is the Dead Sea called the Dead Sea?

2. Check the homework（made a survey about the ocean or ocean life by surfing the Internet or asking for help from other people）。 Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.

Step 3. Lead-in and preparation for reading

Show them some pictures and letm talk each other, and then use the pictures about ocean and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.

Purpose: Arouse the students’ interest of study.

Bring in new subject: Life in the oceans.

Step 4. Fast reading

Read the passage as quickly as they can. I show the questions on the screen and letm get the main idea of each paragraph:

1. Why can living things live in such oceans around the Antarctica?

2. What does the whale feed on?

3. What is the difference between the sperm whale and other whales?

Method: Read the text individually, use question—and—answer activity.

Purpose: Improve the students’ reading ability.

Understand the general idea of each paragraph.

Step 5. Listening（book closed）

1. Listen to the tape then do an exercise（wb page 90, part 1）

2. True or false exercise.（on the screen）

Train the Ss’ listening ability and prepare for later exercises.

Step 6. Intensive reading

Read the passage carefully again and answer some detailed questions on the screen.

1. How much does a whale eat at a time?

2. Do all the whales feed on small fish?

3. How deep can a sperm whale dive?

It is also called depth reading or study reading. It means reading for detailed information.

Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.

Step 7. Preparation for details of the text on the screen

1. …its heart slows to half its normal speed.

slow-v. to become / make slower.

2. …using sound wave

Present participle used as adverbial.

3. provide sth. for sb.

provide sb. with sth.

4. at a time: each time

5. grow to a length of…

Purpose: Train the Ss’ ability of understanding and using laguage.

Step 8. Consolidation

1. Find out the topic sentences.

2. Retell the passage according to the topic sentences.

Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to letm have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.

Step 9. Discussion

Show them some pictures about the polluted ocean and many living things which are in danger and ask them: What are their opinions about it? In order to letm have free choice, I give them another topic: The ocean is being polluted. What should they do?

Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The ocean is in danger!

I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.

Step 10. Homework

Write an article Saving the ocean. I want to improve the ability of their writing. At the same time, train the ability of do-it-youself and looking up the information by themseleves.

Part 4. Blackboard design

Unit 16 Lesson 63

Topic Sentences:

1. Some living things can live in Antarctica.（what）

2. The whale feeds on small fish.（what）

3. The sperm whale feeds on squid.（difference）

Discussion:

1. The whales are in danger. What’s you opinion about it?

2. The ocean is being polluted. What should we do?

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. The discussion is of the difficulty.

I want to make the design inductive, instructive and artistic.

一、教學內容分析

(一)、知識背景

定語從句是高中英語教學的重點語法，大學聯考必考內容之一，也是一個難點。涉及面廣，平行區分難度大，因此需要作專題複習，歸納，講解，辨析。

（二）、教學重點難點

1、語言知識重點與難點

（1）that 與which 用法區別

（2）對the way的考查

（3）關係副詞引導的定語從句和介詞+關係代詞引導的定語從句。

2、綜合知識重點與難點

（1）as 的使用

（2）對where 的考查

（3）綜合考查

教學輔助手段：多媒體

二、教學目標

（一）、知識技能

1、複習、掌握關係代詞和副詞引導的定語從句及介詞+關係代詞引導的定語從句。

2、歸納並掌握與定語從句相類似的句法考察現象。

2、提高學生語法分析以及綜合運用能力。

（二）過程與方法

習題引導，自主歸納，近似對比，拓展演化

（三）情感態度

“辦法總比困難多”，遇到難題、複雜情況要積極想辦法。

（四）學習策略

1、認知策略：能總結定語從句的結構規律，並加以應用；

2、調控策略：利用遊戲，鼓勵學生主動積極思考，寓教於樂

三、教學步驟

1、導課

（1）習題匯入：展示一組reason用法考查題目，引導學生形成一種基本思維----與一個關鍵詞相關的從句並非只有一種，因此需要站得更高，才能看的更全面，準確。

（2）拓展回顧，框架定位

拓展複習範圍，回顧句法結構體系，給定語從句一個巨集觀的定位，同時也將複句連詞分析進行一個策略上的定位。

2、基礎知識回顧

（1）練習引導

（2）歸納總結

關係詞及其意義

指代人關係代詞

指代事物在從句中作主幹成分

所屬關係whose

指地點關係副詞

指時間在從句中) 作狀語

指原因why

3、考點與難點歸納

（1）考點1：that與which

歸納只使用which和that應遵循的規則

（2）考點2：theway用做先行詞

歸納做題技巧

theway做先行詞時，先看後面定語從句中是否缺少主語或賓語：

缺少主語或賓語：引導詞用that/which/不填（作賓語）

主語賓語都不缺：引導詞用that/inwhich/不填

（3）考點3：介詞+關係詞

歸納做題技巧

定語從句句首為介詞時，後可接的關係詞為：

1、介詞+whom/which/whose2．名詞＋of+關係詞

3．不定代詞／數詞＋of+關係詞4．介詞＋名詞＋of+關係詞

（4）難點一：as的用法

歸納as在限制性和非限制性定語從句中做關係代詞的用法，並歸納做題技巧。

（5）難點二：一些特殊詞之後的where

解析：

1、如果定語從句分別修飾point，situation，part，condition和case等表示抽象意義的詞，常用where引導，意思是“到了某種地步，在某種境況中”。

2、先行詞是表示地點的名詞，定語從句未必用where

如果定語從句的先行詞是地點（或時間）類名詞，而關係詞又代替先行詞在從句中充當主幹成分，從句用that /which引導；如果是關係詞在從句中充當狀語類成分，用where /when/in which。

（6）難點三、綜合考查

綜合考查一：定語從句與強調句

綜合考查二：定語從句與同位語從句

綜合考查三：定語從句與表語從句

4、對比訓練與鞏固

採用競賽的形式，分為兩組，由對方為己方出題，輪流，選出優勝組。

5、能力提升

請學生完成一篇短文，並使用定語從句，使學生具體運用中提升能力。

6、作業：完成短文