英语说课稿
作为一名人民教师，时常需要用到说课稿，借助说课稿可以更好地提高教师理论素养和驾驭教材的能力。快来参考说课稿是怎么写的吧！下面是小编帮大家整理的英语说课稿，仅供参考，大家一起来看看吧。
英语说课稿1
一、 说教学内容
今天我说课的内容是《新标准英语》三年级起点第二册第三模块第一单元《I lie ftball.》。
二、 说教材
本课围绕I lie ftball. 这个话题，进行了句型I lie ……. I dn’t lie …….的学习，使学生通过学习能掌握如何表达自己喜欢的事物和不喜欢的事物，同时学习了ftball/ basetball/ table tennis/ rning exercises等运动类的英语单词，从而使学生可以准确描述对这些运动的喜好。并通过一系列的课堂活动，创设语境巩固、运用这两个句型。
三、 说教学目标
《英语课程标准》指出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良 好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。在认真分析教材的基础上,我针对学生实际，将本课时的教学目标及重,难点确定如下:
1、知识目标
（1）使学生能听、说、认、读单词 lie dn’t ftball basetball rning exercises able tennis等单词。
（2）如何运用I lie…/I dn’t lie…来谈论自己喜欢和不喜欢的运动。
2、能力目标： ：
能够培养学生说英语，正确运用英语进行表述的能力。
3、情感目标
激发学生学习英语的兴趣，使学生树立学习英语的自信心。
四、说教学重点
(1) 能够正确运用句型“I lie…” 和 “I dn’t lie…..”来表达自己的想法。
(2) 谈论自己喜欢和不喜欢的运动项目。
(3) 掌握单词 lie dn’t ftball basetball rning exercises able tennis
五、说教学难点
能够正确运用句型“I lie …” and “I dn’t lie….”
六、说教学准备
新旧单词卡片卡片、笑脸哭脸的图片、篮球一个,足球一个.乒乓球，及球拍一副，
自制图片（画有足球篮球\乒乓球做早操的图片），录音机、磁带.
七、说教法、学法
为了突破这堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点，我主要采取了以任务型教学模式为主，以听读、游戏活动为主线，让学生在教师的指导下，通过感知、体验、实践、参与和合作、游戏感悟等多法并用的方式组织教学。促进语言实际运用能力的`提高。
八、说教学过程
（一）歌曲导入，激发学生学习的兴趣
（二）师生会话，促进语言实际运用能力的提高
学生在一个平等尊重的氛围中，他们的思维是放松的，敢于说、敢于参与教学。教师要真心诚意地把学生当成学习的主人，努力提高“导”的艺术，从而在教学中恰到好处地去启发、点拔、尽可能地给学生多一点思考的时间，多一点活动的余地，多一点表现自己的机会，这样才能使课堂氛围充满活力。因此，在这个环节我与学生进行了朋友式的会话。It’s tie fr class. Are u read ? Hell ! Bs and girls.H5
英语说课稿2
Unit 3 What are you doing for vacation?
I will talk about my teaching idea from 6 aspects
Firstly ,let me talk about the analysis of the Teaching Material
The topic of this unit is about vacation plans. It is from the unit 3 of PEP English < go for it> the first semester of grade 8 .This is an interesting topic for students. So all the activities in this unit are helpful to raise students’ learning interest. This section including two periods. I will finish Part 1, Part 2 and Grammar Focus in this period .students will learn some words and the target language and know how to make vacation plans. Their integrating skills will be improved .The target language is the basic for Ss to learn the other contents of this unit. So it’s very important to learn this lesson well.
The teaching aims are established according to Junior School English syllabus' provision and the teaching material. As follows:
Knowledge Object :In this unit students learn to talk about future plans.and learn some key vocabulary: camping, visiting and so on . Use the Present progressive as future in the daily life .
Ability Object :To train the students’ ability of listening, speaking, reading and writing. and ability of making future plans.
Moral Object:students know the truth "You can’t work efficiently if you don’t have a good rest.""Making a good vacation plan can make your trip happy."
According to the teaching material and the students' characteristic,I think the key points are helping the students master the key vocabulary, understand and use the target language ,master the usage of the different forms of “be” in the target language.
The difficult points are helping the students use the target language to talk about the future activities
Secondly ,I will talk about the the students
The students have learnt English for more than one year. They know some English, but some of them didn’t learn it well. Especially, most of them are afraid to speak English. For this lesson, the students have known the pattern “be doing”. Half of them can use “be” correctly. Half of them can change a verb to “verb+ing” correctly. But they don’t know to use the pattern “be doing” as future. And this is what I teach in this lesson.
Thirdly ,I will talk about the teaching methods and learning methods
As we all know,the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the target language. I’ll give the Ss some tasks and arrange six kinds of activities: watching CAI, writing some activities, listening, make conversations, listening practice and group activities.
At the same time,the students will pass "Observation-Imitation-Practice" to study language,study English language by Communication.
During the teaching process , Multi-media computer, Tape recorder, ppt and school things will be needed.
Fourthly ,the important part is teaching procedure .according the theory of new curriculum standard ,I will present my teaching procedure in 5 steps.
Step 1. Lead in
This step revises the present continue tense. Students Ask and answer some questions ,such as "What are you doing?" "What is she/he doing? "in pairs.
Step 2. presentation
Show five pictures on the screen. These pictures show the students’ activities for the next vacation. I will point at the picture and say"What is she doing for vacation? She is camping." Then write “camping” on the Bb. Ask them guess the meaning of the word according to the picture.then learn and explain the word “babysit”.
Task 1: divide the students into four groups. Ask each group to discuss to write the other three activities on the Bb and add more using the “ing” form of verbs. Have a competition. The group which writes the most correctly and shows the most activities is the winner.This task introduces the key vocabulary and Ss start to touch Present progressive as future. The competition can raise Ss’ learning interest.
Step 3. practice
Task 2:Show three pictures and three activities on the screen. Ask Ss to listen to the tape to match the pictures with the activities. After they do them correctly, give them some praise. This task gives students listening practice in understanding the target language in spoken conversation.
Task 3:ask the students to work in pairs to talk about the five pictures. Ask Ss to use the different forms of verb “be” correctly.then some pairs act them out to check the pronunciation and the forms of verb “be”.This activity provides guided oral practice using the target language.
Task 4:Ask Ss to open their books and turn to Page 14. Look at part 2a, Explain the chart and make sure the students understand the chart and what to do.Then play the tape for three times. For the first time the students only listen to understand the whole general meaning of the conversations. For the second time the Ss pay attention to the activity in each conversation and write them in the chart. For the third time the Ss pay attention to the time that the activities in each conversation are done and write them down in the chart.Ask some Ss to write their answers on the Bb and check them.This task provides guided listening and writing practice using the target language.
Step 4. summary
First ask two students to read Grammar focus to the students. One reads the questions, and the other reads the answers. This can check their pronunciation and trains their reading ability.
By ask and answer some questions ,sum up the grammar point, get the conclusion that the present progressive tense can also be used to talk about the future activities.This task guides the Ss to study English by thinking hard and conclusion. After that they can have a rational knowledge to the target language.
Task 5: Ask the Ss to work in groups of four. Tell the students that if they don’t have a good rest, they can’t study efficiently and making a good vacation plan can make their trip happy. So they must arrange their vacation carefully. Write down their group mates’ answers in the chart in your book.
This task provides the Ss a chance to use English freely. They can say the conversation according to their thought using the target language. Of course, at the same time, it trains the Ss’ speaking ability. Also, it guides the Ss to study English by communication. Another, I change the parts’ order of the text book, because this part can be delayed to the end of the class. After class, they can continue to talk about it.
Step 5. Homework
write a passage talk about what you and your classmates are doing for your next vacation. The homework can help the students to consolidate the target language and train their writing ability.
Finally ,I will write the key words and sentence pattern on the blackboard ,students can know what they learnt in this class clearly.
英语说课稿3
一. 教材分析:
本次说课我所使用的教材是义务教育课程规范实验教科书,小学三年级上册第四单元We Love Animals。 本套教材非常注重同学语言应用能力的培养，从同学的角度来讲，基础教育最主要的任务是要学会学习，开发自主学习能力，培养创新能力。本教材在整体构思、内容布置、活动设计和教学方法都采用了与同学紧密联系的生活实际，真正体现了语言的交际功能，同时，它把知识和技能目标融会在了完成任务的过程之中，从而体现出了英语新课标提出的把话题---功能---结构---任务结合起来的总思路，为培养同学运用英语进行交流打下良好的基础。
1.本课教学内容:
○1. Let’s learn
本局部主要是学习常见动物单词 cat dog monkey duck panda rabbit
○2. Let’s talk
学习句型I have a …以和Super! Cool! Wow! Great!等表示赞美的感叹词语。
○3. Let’s do.
本局部要求同学在“Act like a..”的指令下模仿小动物的动作。
2.本课教学目标: (知识目标、 能力目标、 德育目标)
知识目标
○1.能听懂,会说Look! I have a … 并能在实际情景中运用。
○2能听说,认读一些常见的动物单词。
○3能听
Super！Cool！Wow！Great！并能够在实际情景中运用。
○4能听懂简单的指示语,并能依照指令模仿动物做出相应的动作。
能力目标：提高同学听、说、读、写的综合能力。
德育目标：教育同学要保护和维护小动物。
3. 重 、难点的确定:
重点: 能听说认读常见的动物单词,并能运用句型“Look! I have a ..”
难点: 由于同学年纪小，对于一节课要正确运用所学句型和四种表达感叹的词，有一定的难度，而且特别容易混淆。通过本课的学习，运用自然引入的方法协助同学正确理解与使用重点句型和四个感叹词。
二. 教材处置：
1.以“旧”引“新”
依据知识迁移规律的新旧知识的内在联系,从已学过的知识引出要学的知识,从课前的日常对话引入单词教学。
2.以“练”促“能＂
同学技能的形成，需要经过适度的训练才干消化，本课设计了多种样的游戏活动，同学通过游戏，提高了自身掌握知识的能力。
３．融会话教学于情景扮演
让同学在扮演中学会运用语言，更能突出语言的'实用性和交际性。本课通过教师的示范扮演，教会同学在扮演中学会本课重点句型。
三．教法分析
通过新课导入、新课讲解、 反复操练和巩固运用、反馈练习、归纳总结五步教学法，运用同学感兴趣的竞赛和游戏活动，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以同学为主体的师生双边活动。
四．教学手段：
主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
五．教学程序
１．新课导入
○1英文歌曲欣赏 上课之前，让同学欣赏并演唱英文歌曲，通过简单的手势让同学在唱起来的同时动起来，演起来，乐起来 ，在音乐的烘托下，歌曲营造了轻松的学习氛围并且出现了个别动物的词汇，为所学内容做好了铺垫准备。
○2每日对话 为了激发同学的学习兴趣，引起注意，拉近师生距离，首先布置了师生间的每日英语对话“Do you like …？Yes，I do. What’s this? It’s a …”，通过口语练习,完成了对教学新课的铺垫，以＂旧＂引＂新＂。
○3单词教学 通过色彩鲜艳的课件演示，告诉同学这节课我将带他们去一个有趣的地方，并请他们依据我的提示猜想要去哪里？当同学猜出去大森林时， 我们便"上车"， 一路欢歌去了森林公园。随着动听的音乐，电脑打出公园全景， 给同学一种身临其境的感觉，导入正课。
２、新课的讲解
本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，配有小动
物的说话声和乐器声，栩栩如生。以小动物们介绍自身为主要内容，通过小动物不同的自我介绍和独特的乐器，让同学对于所学的新知识有了很好的感性认识，再让同学反复演练，使同学全面掌握。感叹词是让同学突然看到老师变出了一只可爱的小兔子，自然的发出感叹中学习了四种不同表示感叹的词语，再通过多媒体的展示和真人的录音，充沛地调动了同学的积极性，吸引了全体同学的注意力，达到了教育教学目的，培养同学思想素质、情感素质和英语语言素质。
３、反复操练和巩固应用
○1为了调动同学的积极性，利用Work in threes,in pairs,in row,in group,和竞赛等多种不同方式操练巩固。使同学处于积极思维的状态之中，全方位、多角度培养同学运用英语的能力。
○2TPR活动。TPR是全身运动反应法的缩写词,TPR听听做做的活动深受儿童喜爱、节奏和动作能刺激大脑皮层,激活记忆。我先要求同学仔细听并且看老师的动作, 猜想其含义,然后跟着录音局部做动作, 从对 “Act like a ..” 的反映中自然习得语言。
４、反馈练习
○1单词游戏
本课的又一次高潮是将游戏与练习有机结合，融为一体。设计了慢动作游戏，让同学在喜爱的游戏中开展快速说出单词的竞赛活动，将动物的单词卡片放进一个大信封内，并慢慢抽出卡片的一局部，看哪一组同学说的快和准，并进行评比。同学通过游戏，边做边练习，寓教于乐，极大地激发同学学习兴趣，同时巩固了同学所学的知识。
○2情景扮演
喜爱扮演是小同学的天性，我充沛利用这一特性让同学用自身所带的毛绒动物扮演对话内容“Look！ I have a… 并自选感叹词,给同学充沛的时间与同座练习本课重点句型。同学练习完后，自由组合代表小组进行台前扮演，并由教师和局部同学作为评委对参与扮演的同学给予评价。让同学通过扮演，真正的锻炼了同学运用语言的能力。
５、归纳总结
本课除了板书所
英语说课稿4
教学目标：
1、巩固所学的单词。
2、能够听懂教师发出的指令，如：A car，并作出相应的`反应。
3、能够跟随录音大胆模仿说唱本课歌谣。
教学重难点：
学生通过唱歌和表演等课堂活动形式，熟练掌握6个玩具单词。
教学准备：
单词卡片、光盘。
教学时间：
20xx年xx月xx日。
教学过程：
一、Warm—up
1、运用单词卡片复习单词。
2、游戏：What’s missing？
二、Review
1、猜一猜游戏。教师将实物放在讲桌上，然后默想出自己喜欢的一个，让学生猜一猜是那个。猜对的学生可得到该玩具图片。教师还可以先让某个学生想出一个玩具，然后让全班同学来猜出这个玩具。
2、教师让学生拿出自己的玩具或单词卡片，以pair work或group work形式进行上述猜一猜游戏。
在进行上述活动时，教师除了让学生复习上一课的玩具单词外，还可以用动物玩具复习动物单词。
三、新课呈现
B Listen and act
1、听一听做一做
（1）教师告诉学生接下来玩一个听指令做动作的游戏。
（2）教师发指令，请学生根据指令做动作，如：A car。学生做开车状；A plane。学生张开双臂做飞行状；A bear。学生做拥抱状。
（3）在上一活动的基础上，教师继续发指令，学生根据指令做出动作后，再作出语言回应。
2、小组活动
学生可以和同桌，两人一组或三人一组说语言，一人做动作其他三人说语言，这样可以照顾不同学习层次的学生。
四、操练
C Listen and chant again
1、学唱歌谣
（1）第一遍：边看A项图片边听歌谣；第二遍：边听歌谣边在A项图片上指出相应玩具；第三遍：尝试跟着录音模仿说唱歌谣，尽量边唱边指。
（2）小组或全班说唱歌谣，带上一定的感情。
（3）让学生看图，教师逐一指玩具图，然后学生大声输出歌谣。
英语说课稿5
一、教学目标
教学
目标1 掌握情态动词can和一般过去时的用法
2 熟读课文
重点
句型
(四会)Can you run fast？
No,I can’t.
You can jump high.
You can play basketball well.
词汇四会: well true
fast high jump run play catch
认读: play basketball high run fast well
拓展能够用英语评估自己和他人,询问某人的能力。
二、教学手段
1. 多媒体课件
2. 录音机，CD-ROM等
3. 图片，头饰以及部分实物。
三、教学过程
1. Warmer
师生问好，齐唱“ How do you do”歌曲，将学生引入到学习英语的氛围之中。
2. Presentation
歌曲过后在“Free Talk” 的对话练习中复习前边学过的英语句型，并以“Can you…”这一个句型结合奥运会视频导入本课的Can you run fast?Yes ,I can.No I can’t.和You can play basketball well句型。
3. Practice
(1) 通过师生之间，生生之间的练习来操练重点句型。
(2) 通过同桌之间的互动游戏巩固这一个句型。
4. Learn Part 1
(1)由Amy Lingling Sam图片引入课文的第一部分，并且提出“What game do they want to play?”的问题。
(2)Listen and look,then answer these questions
Can Lingling run fast ?
Can Lingling catch the ball well ?
Can Lingling jump high?
Can Lingling play basketball well?
回答问题的`同时操练“Can you …”“Can he… ”“Can she …”句型。
（3）Listen and repeat,then find “well”“fast”“high”
5. Group work: 小组练习,用以前学过的动词词组做练习。
6. Consolidation
（1）通过课件说说动物们能做和不能做的事情。
（2）通过课前发的调查表，巩固“I can ”“I can’t”句型
7. Homework
Write a letter to tell me “What can you do ?”or “What can’t you do ?”
英语说课稿6
教材分析
问路与指路是常用的生活用语之一，几乎所有的基础英语教程中都会涉及这项内容，JEFC将这项内容编排在初二（上）第六单元，由此可知，本单元的重要性。
教学内容
词汇
.Names of places:post office、library、hotel、restaurant、bank、supermarket、 street、pay phone、park、house、garden、market.
.Description adjectives:clean、dirty、new、old、quiet、busy.
.其它：enjoy、visit、beginning、tour、through、walk、hungry.
短语
.介词短语：next to、in front of、between、behind、across from.
.其它：take a walk、have fun.
句型
.掌握there be句型。
.初步认识if句型.
.掌握指路时所常用的祈使句，包括go straight、turn left/right、take the ...turning.
日常交际用语
.掌握问路常用语：Excuse me.Is there...?/Where is...?
.了解问路的其它用语：Excuse me.Which is the way to...?/Can you tell me the way to...?
教学重点
.词汇
.句型：there be句型
.问路与指路的基本用语
教学难点
.设计一些学生能够主动参与的活动，让学生能够对所学的知识进行操练与扩展。
课时划分
考虑到所教学生的实际情况以及本单元在本册书中的“前沿”位置，我将本单元细划分为5个课时（不包括self-check）。
第一课时： Section A 1a-1c
第二课时： Section A 2a-2c
第三课时： Section A 3a-4
第四课时： Section B 1a-2c
第五课时： section B 3a-3b
主要策略
1. 教学策略
.提倡循序渐进的教学过程，使学生在认识新知识时有一个心理适应的过程。
.倡导“任务型”教学过程，让学生“做中学”，“学”是前提，“做”是目的。
.因人因材施教。
2. 学习策略
.倡导合作学习的理念，课堂中使学生有尽可能多的合作机会。
.强调家庭作业的重要性，提倡学生的自主学习，家庭作业的形式尽可能的多样化，比如让学生准备下节课的一些课堂道具。
教学目标
1. 知识目标:
.谈论问路与指路
.学会方位介词next to、in front of、between…and、across、behind
.学会形容词new、old、busy、quiet、clean 、dirty、big、small
2. 语言技能
.能围绕“问路与指路”的交际用语进行交际。 *能用一些形容词准确地描述和表达自己的'观点。
.能用简单的图表、地图、句子等描述和传递信息
3.情感目标
.通过运用简单的问路和引路的交际用语，学会相互合作，培养乐于助人的精神。
.通过运用问路和引路的交际用语，帮助各个层次的同学树立自信心，敢于用英语进交际。
4.文化意识
.了解中西方问路与引路方式的不同．
教学过程
The first period(Section A 1a-1c)
Warm-Up
Ask students “Where does he/she live?” “Where do I live?”,give students the answer“I live in this neighborhood”(show Ss the picture on the screen).
Word-Teach
Direct Ss’attention to the picture on the screen and ask Ss “What’s this?”,present the names of the places on the board.
Give plenty of opportunity for both choral and individual repetition of the new words.
Refer to 1a and 1b in Section A on p7.
Target language-Teach
Have Ss look at the picture on the screen again and ask“Is/Are there ...?”,present Ss the answers “Yes,there is/are.” “No,there isn’t /aren’t.”.
On the board,write the models.
Have Ss look at the picture and the example question and answer together,have them take turns practicing asking and answering questions.
Invite volunteers to role-play their dialogs.
Make a survey
Organize Ss into groups,have them make a survey by asking others in the group questions
Yes/no where
post office
library
hotel
restaurant
bank
supermarket
pay phone
park
Homework
Draw one of the places with color pens.
Complete the conversations according to the illustration in 1a.
英语说课稿7
Teaching Plan Interpretation
Good morning,everyone. It’s my great honor to stand here and interpret my teaching. The teaching plan I am going to talk about is from Senior English for China Student’s Book 1A, Unit 8 Sports. I’ll explain how to teach and why to do so from the following 6 parts: The analysis of the teaching material, the teaching methods, the studying ways, the teaching procedure,Layout of the Bb and the anticipation.
Part I The analysis of the teaching material.
First, let me talk about the teaching material. My understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.
Function and status: The title of this unit is Sports,which maybe a topic that students are interested in. And the type of my lesson is speaking and listening. It is used to clean up the obstacles of background and language for the rest of the unit,such as reading. And another function is to inspire the students’ interset of sports,and inspire them to do some sports everyday to keep healthy. If the students want to know more about Sports or Olympic Games,they have to come to the text and lesson to learn more. So these are fit for the New Curriculum of English: To enforce the motivation of studying English.
That’s all for the Function and status. According to the teaching material and the New Curriculum of English, in order to fulfill the learning task of this period, I establish the following objectives:
Teaching Objectives: By the end of the lesson,students should be able to:
1. Knowledge objectives : Learn some vocabulary of sports and the structure of asking and answering questions about interests and hobbies.
2. Ability objectives : Learn how to use these words in speaking. I’ll design task to fulfil this objectives.
3. Moral objectives : Get to know some information about Sports and Olympic Games. Inspire the interest in sports.
Well, so much for the teaching objectives, let's come to deal with the important points and the difficult points. According to the type of my lesson is speaking and listening,the important points are the vocabulary of sports,the structure of asking and answering questions about interests and hobbies. As to the difficult points, it is the structure of asking and answering questions about interests and hobbies.
Part II Teaching Methods
Now let’s focus on the ways of teaching and learning. Generally speaking, I adopt TBLT in my class. As for learning, students should not only know the vocabulary,how to pronounce,how to spell them,but also learn how to use them in communication. So I use the TBLT ,when it comes to the dialogue,this method will let the students know how to use them in real life.
Teaching strategies or techniques: imitation, repetition, inductive method,demonstration
Teaching model: the 3-P model,that is Presentation,Practice and Production. I will show how this model make effort in the teaching procedure.
Part III Studying ways
This unit is about Sports. It closely connects to the students’ life,so most students will be interested in it a lot.
In this period,I use direct ways and use translation ways to list the vocabulary. The students will learn to how to pronounce and how to use the vocabulary. And other ways I will also show you in the Teaching Procedure.
Part IV Teaching Procedure
Here comes the most important part, the teaching procedure. I will use the 3-P Model: Step 1 : Presentation: The vocabulary of sports;Step 2 : Practice: Ask and answer;Step 3 : Production: (1)Listening exercise;(2)Information of Olypmic Games.
Warm-up (3 minutes)
Now let’s come to the first step warm up. I will spend 3 mins on it.
I will ask Ss three questions. First,I will ask “What will we have this week/month?”,the Ss will answer me “Sports Day”. Then I will ask “What sports items will you take part in?”,Ss will name some sports name. I will choose some of them to write on the blackboard and ask some difficult sports name,such as shot,long distance race and put them on the blackboard. After this,I will ask “What other sports (sports meeting,Olymic Games,ball games)do you know?” and list them on the blackboard.
These questions can be used to educe the vocabulary of sports and make preparation for the rest speaking and listening activities.
Step 1 : Presentation
The vocabulary of sports (5 minutes)
Just in last step,I have already listed the words on the blackboard. So in this step,I just ask the Ss to repeat after me to learn how to pronounce and learn these words by heart. I will use word categories in order to teach them how to use generalization to learn words. It will take 7 minutes.
Step 2 : Practice
Ask and answer
It is the most important part in this period. I will put 14 minutes on it.
I will ask Ss “Do you like sports?” and “What’s your favourite sports?”. The Ss may give me some sports name. Then I will put the fisrt structure on the blackboard. Then I will say if there are two sports,I want to know what is your favourite one,what should I say. Then it can educe the second structure. After learning these two strucures,I will give some key words for Ss to replace and practise. It is the task I design for them to use the useful expression to communicate. Then I will ask then open the book to learn other useful expressions on P52 and use all these expression to finish the task. At last,I will ask some groups to make some presentation. It is also include the PPP in this step.
This step not only strengthen the new words,but also train the Ss to talk about sports,hobbies and interstings in real life and develp their speaking ability. It also enrich the language,including words and expressions about sports,hobbies and interstings and make Ss have a better understanding of others.
Step 3 : Production
(1) Listening exercise (10 minutes)
Listen to the material and finish the exercise on P51 and give the answers. The listening material include three sports reports: NBA,basketball game and table-tennis game. In this part,Ss have to listen to the tape and catch the key information,such as sports items,scores and results. Through this exercise,Ss can get more information of sports and be inspired interests in sports,train and develop the listening skills,learn and review the description of sports.
(2) Information of Olympic Games (5 minutes)
Ss get information of Olympic Games by the exercise on P50-51. And then I will give some other information about Olympic Games.
End of Lesson Summary: (2 minutes)
Review the vocabulary of sports and the structure of ask and answer questions about interests and hobbies to enforce Ss’ memories.
Assignments: (1 minute)
1. Learn the new words of this unit by heart and try to use them.
2. Finish the listening exercise on Page 127.
3. Use the words and expressions to finish talking exercise on Page 127.
4. Preview the text.
Part V Layout design
On the left part,I will list the some of the vocabulary of sports. On the middle I will list the useful expressions.
Unit 8 Sports
1. track and field
relay race What’s your favourite …？(book,food,music)
long distance race I like … best. / … is my favourite ….
shot
2. Olympic Games items Which do you like, … or … ?
diving I prefer … to …
shooting
gymnastics Which…do you like best?
weightlifting Which do you prefer,…or…?
skiing
3. Ball games What about…?
badminton Are you interesting in…?
baseball I’d rather…than….
softball Yes,very much. / No,not really.
Part VI Anticipation
This unit is talking about sports. It is close to Ss’ life,so Ss will be interested in it and will be active to answer and cooperate. It will be easy to enduce new words. The Ss will be also curious to know other classmates’ hobbies and interests,so it will be also smoothly to enduce the structure of asking and answering the hobbies and interests and Ss will be happy to do practice with the knowledge they have learned. The knowledge and ability aims will also be fulfiled. And then,the emotional aim can be fulfiled by giving information of Olympic Games which they are interested in.
That’s all for my interpretation. Thank you for your attention.
英语说课稿8
教学目标:
1、掌握There be 结构所表达的意义。
2. 掌握There be 结构的一般现在时和一般过去时基本句式。
3. 掌握There be 结构的回答方式。
重点难点
there be 句型的`肯定式、否定式一般疑问句及其回答方式。 There be句型和havehas的区别
教学方法:
讲授法、分组讨论法、任务型教学法、多媒体教学
教学过程
（一）、there be构成
There be ...句型，表示的是 “某地或某时有某人或某物”，其结构为There be(is，are，was, were )+某物 / 某人 + 某地 / 某时。
（二）、There be 结构的一般现在时和一般过去时各种句式。
(1)肯定式
There is a supermarket on that road.
在那条路上有一个超市。
There was a supermarket on that road last year.
去年在那条路上有一个超市。
There are many people here on vacation.
有很多人在这里度假。
There were many people here on vacation last summer. 去年夏季有很多人在这里度假。
（2）否定式
There be句型否定句式的构成和含有be动词的其它句型一样，在be后加上“not”。例如：
There isn`t a supermarket on that road.
在那条路上没有超市。
There wasn`t a supermarket on that road last year. 去年在那条路上没有超市。
There aren`t many people here on vacation.
没有很多人在这里度假。
There weren`t many people here on vacation last summer. 去年夏季没有很多人在这里度假。
（3）一般疑问句：There be结构的一般疑问句变化只需把be动词移到句首，再在句尾加上问号即可。例如：Is there a supermarket on that road ?
那条路上有超市吗 ？
Are there many people here on vacation.?
有很多人在这里度假吗？
Was there a supermarket on that road last year ? 去年在那条路上有超市吗 ？
Were there many people here on vacation last summer? 有很多人去年夏天在这里度假吗？
英语说课稿9
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:
day I’m going to talk about unit6, FUN WITH ENGLISH, Book5B. In this unit,we will learn some orders used in the PE lesson and some words about the body parts ,
II. Teaching aims
1. Aims on the knowledge
（1） enable the Ss to understand and speak the words: left,right,time ,touch.
（2） Phrase:listen carefully,do some exercise,up and down,left and right .put on.touch with,lift up ,do this times …
（3） Make sure that Ss can use these sentences in real situations.
（4） help Ss to finish the survey.
（5） Let Ss finish the assessment of "Let’s check" in this unit.
2. Aims on the abilities
（1） develop Ss’ abilities of listening and speaking.
（2） train the Ss’ ability of working in groups.
（3） foster Ss’ abilities of communication and their innovation.
3. Aims on the emotion
（1） foster Ss’ consciousness of good co-operation and proper competition.
（2） lead Ss to show their loveliness to the poor.
III. Key-points of this lesson
（1） enable Ss to understand and speak the words: left,right,time ,touch. Phrase:listen carefully,do some exercise,up and down,left and right .put on.touch with,lift up ,do this times …
（2） enable Ss to study in groups and co-operate skillfully.
（3） develop Ss’ interest in English.
IV. Difficult points
（1） enable Ss to understand and speak the words: left, right, time ,touch. Phrase:listen carefully,do some exercise,up and down,left and right .put on.touch with,lift up ,do this times
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.
VI. Teaching procedures and purposes of my designing.
I’ll finish this lesson in five steps.
Step 1. Warm-up and preview
英语说课稿10
各位老师：
大家好!
我是XX号考生顾雨，来自河南财经政法大学成功学院。我今天所说的课题是高中一年级英语上册第1单元friendship。我说课的内容包括五部分，包括教材分析，学生分析，教学方法，教学过程和板书设计。
一、教材分析
1.教材内容分析
本单元的中心话题是Travel，讲述了一段沿湄公河而下的自行车旅行。主人公以日志的形式记录了这一过程。通过本单元的学习，不仅使学生学到与旅行有关的语言知识和技能，还会使学生对旅游产生浓厚的兴趣。本话题对学生来说比较熟悉，让学生能在与之相关的听说读写活动中有话可说、有情可表。
2、教学目标分析
新课标提出了立体三维教学目标，本课我设计的教学目标如下：
1)知识目标：
熟悉本课的一些新单词和短语及句型，学会制定旅行计划并能描述一段旅行。语法方面掌握现在时表将来的用法。
2)能力目标：
训练学生的阅读技巧(略读、寻读等)，形成用英语获取信息、处理分析信息的能力。并鼓励学生开口说英语。
3)情感态度目标：
①通过讨论旅行激发学生对英语学习的浓厚兴趣;
②使学生了世界各地文化，增强对祖国大好河山的热爱和国际意识。
③通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。
3、教学重点、难点：
1)教学重点：①让学生熟悉与本话题相关的一些重点单词、短语。
②提高学生的阅读能力，掌握多种阅读方法，如寻读，精读，理解等。淘^课件网 wWw.taOKeJIan.com
2)教学难点：对阅读中所获取的信息进行加工学习，形成有效的学习策略。鼓励学生开口说英语。
二、学生分析
高一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。但学生的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证能力稍弱的学生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。虽然对英语有一定的兴趣但其学习主动性仍有待提高，未能积极主动地通过其他渠道获取信息，自主学习、探究学习的能力还有待于提高。本节课的话题较贴近生活，可以引导学生在原有的知识经验基础上通过合作探究学习构建新的知识经验和信息输入。
三、教学方法
1.首先说教法，从学生的实际情况出发，我主要采用以下教法:
①任务教学法：结合学生的生活经验和兴趣设计相当的任务值，让学生在完成任务的过程中学习到应有的知识并提高语言的沟通能力。同时让学生带着问题去阅读，找出相关答案，并分析整理形成自己的观点。
②情景教学：通过举例以及观看相关视频让学生了解有关旅行的知识，并谈谈自己的`感受。
③多媒体教学：充分利用英语教学资源，如使用录音机，电脑多媒体等，拓展学生的学习渠道，激发学习兴趣，提高教学效果。
2，其次说学法。教育家指出，“教是为了不教”自主合作探究是适应时代需要和行之有效的学习方式，应该激励学生的自主学习意识，使学生收获成功的乐趣，增强学习英语的自信心。淘(课件网 wWw.taokeJIan.com
四、教学过程
According to the teaching aims, I divide the teaching procedures into 3steps, that is warming up and pre-reading, while-reading and post-reading.
Step1 Warming-up and pre-reading(It includes 2tasks)热身与读前活动
Task1: let Ss to fill the blank on page 9and let them to think about the advangtages and disadvantages of each transport form
Task2: Discuss the 3 questions in pre-reading part and report their result to the whole class.
设计意图：这几个问题对接下来阅读板块的学习提供了很好的铺垫，学生在阅读过程中可以将自己的观点和文章内容进行对比。达到阅读前的充分准备。
Step2While-reading (This step includes 4 tasks)阅读
Task1 Scanning
Scan the passge and do exx.1,2 by individual work and pair work. Meanwhile get the ss to find out the main idea of each paragrah.
设计意图：训练学生扫读抓文章主旨大意的能力。
Task2Careful and Study reading
Get the students to read and study the passage to find out the difficult sentences and then try to analyze them.then ask them questions: “Is it a difficult journey to cycle along the Mekong? Why?” “How does the water of Mekong River change?” If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.
设计意图：利用精读的形式让学生对文章的内容进行更深层次的理解。训练学生获取和处理信息的能力。
Task3 Listening and reading aloud
Now that the ss have fully understood the whole passage, I will get them to listen to the tape and read it aloud to prepare for the next step: post-reading.
Step3post–reading(It includes 2tasks)
Task1 Writing
Get the ss to write a summry of this passage, using the useful expression and sentence patterns they have learnt in this unit.
Task2discussing
I will ask the Ss to discuss in groups and to describe what they have leaned from this passage and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes.
设计意图：让学生在学完这篇文章后对所学知识进行及时的输出和巩固，并对新学的课文形成有效的自我评价。
Step4Homework
Finish off the reading task on workbook and preview the tasks in learning about language.And collect more information about English around world.
5.板书设计
1. Blackboard design: 1) Key words and sentences 2)Questions for reading 3) The main idea for each paragraph.
(直观形象性，高度概括性，艺术性)
英语说课稿11
Unit5 Do you like pears?
Good morning, my dear judges. I'm the second competitor. I am very glad to interpret my teaching design here. The topic of this lesson is “Do you like pears?”. My presentation consists of the following aspects.
At fist, I want to say something about the analysis of teaching material. This lesson is chosen from PEP English book, the second semester of grade3, Unit 5. The main topic of this unit is about the habit. This unit is very interesting because there are many fruits in this lesson. After learning this unit, students could use “do you like…” and other sentence structures to express their habit.
The second part is analysis of students. Overall, the thinking mode of students in junior middle school has become abstract and logical, even the reflective thinking has appeared. However, to some extent, abstract thinking still needs specific image as a foundation. At the same time, the quality of thinking of junior middle school students, especially the independence and criticalness, have had a big development. But the one-sidedness and superficiality are easy to occur.
Based on the idea of New Curriculum Standard in English class, my teaching aims are made up of following three parts:
First one is knowledge aim: students can tell the English name of several fruits, and could use the sentences structure “do you like…?”, ‘I like….”, “I do not like….” to express their favorite fruits.
The next one is ability aim: students can improve their speaking and listening abilities after learning this unit, and they could apply these knowledge into their daily life.
The last one is emotional aim: students can improve their interest in learning English and understand fruit is very healthy to our body and foster the good habit of eating fruits everyday.
Next part is key point and difficult point. The key point of this lesson is making dialogues with those sentence structures and use them in proper environment; The difficult point is letting them realize that fruit is good to our health, and fostering this good habit.
After above analysis, I will talk about the analysis of teaching methods and studying methods. I’ll mainly use “Task-based teaching method” to embody the main body of students; besides, I will also use “Communicative language teaching method” and “TPR teaching method” as other main teaching methods. As to the studying methods, I will ask students to make dialogue and role play in groups.
Then let’s move on to the analysis of teaching aids. I will use multi-media, pictures, tape recorder and some fruits such banana, apple and grapes.
The following part is the most important part ---- teaching procedures. There are four steps in my teaching procedures.
Step 1. Greeting and Lead-in.
At the very beginning of class, I will say hello to every students, and then I’ll invite them to sing an apple song” apple red, apple round…” and ask them do you like this song? What kind of fruit in this song? And then told them the theme of this unit is about what kind fruit do they like.
This kind of lead-in will excite students’ interest greatly.
Step 2. Presentation.
I will ask students to look at the picture in the part of LET’S TALK, and have a guess what they are doing. And play the radio to let them listen to the radio and find out what they are doing. And then perform the things happened in the picture. During this period, I will told students to pay more attention to the two sentence structures “do you like sth.” and “yes, I do/ no, I do not” , and let them know that these two sentence structures is the key point in this lesson.
Then I will move on to the LET’S PLAY part, and ask students to use the pictures in their hands to make dialogues with partners.
Through this step, students could understand what is the key point quickly. And after they practiced to make several dialogues, they can use the two structures in different situations.
Then I will go on the next section----LET’S LEARN, in this section, I will let students listen to the tape first and then give them five minute to make dialogue with desk mates. Then I will invite three groups to share their dialogues with other students.
The purpose of this section is that let student familiar with the two sentence structure again and again, and finally they can speak out these two structures without any thinking.
Step 3. Consolidation
In this step, I will let them do the LET’S CHANT first, and let them guess the meaning of “yummy”. And sing this little song together.
Through guessing the meaning of “yummy”, students can improve their guessing ability, and teaching the meaning of word in this way also can develop the comprehensive ability of students.
Step 4. Summary and Homework
I will invite some students to make a summary about what we’ve learnt in this class according to the blackboard design, and emphasis the key sentence structures again.
My homework is let students to finish the LET’S SPELL, and read the dialogue to their parents.
The purpose of this step is to help students to summarize the key points in this lesson and the homework can improve their speaking ability.
At last, let me talk about the analysis of the blackboard design. I will design my blackboard as follows, and I will draw some brief pictures on the blackboard.
英语说课稿12
一、教材解读：
本单元的中心话题是谈论过去发生的事情（talk about events in the past）。这个话题非常贴近学生的生活实际。在这节课中，同学们学习并使用动词的过去式实行听、说、读、写、演等各项练习。教材中的对话包括一般过去时（the Simple Past Tense）的各种句式，对相关活动的设计及听力语言材料的选编都是为了让学生在真实有趣的情景中得到充分的练习。
二、教学设计依据：
热身部分（Warming-up activities）主要是激发学生的兴趣及热情。课前一首英文歌曲营造了学习英语的氛围。“热身”部分的重点是自由对话（Free talk）。根据学生对老师的情况很好奇的心理特点，设计了师生之间互问问题从而达到增进了解的目的，做到师生平等，形成和谐的课堂气氛，让学生在接下来谈论过去的活动中敢说、愿说。
操练部分（Drill）为表现activity 1a而准备了一幅色彩鲜艳、内容丰富的沙滩图，创设了学校旅行（school trip）的情景，图中的活动都是学生熟知的、容易表达的活动。这种有情景的操练进一步巩固学生对动词过去式的掌握水准。
口语部分（Oral practice）分为三个环节。第一，引导学生表达自己这次学校旅行的感受。虽然这仅仅一个情景，但足以给学生留下美好的回忆。第二，使用沙滩图中的活动，引出本课的重点句型“Did you ……”，然后指导学生谈论他们已经做过的事情，在反复练习中掌握这个句型。第三，借助实物（oranges） 导入本课的另外一个句型“Where there any ……”。在学生得到充分练习之后，创新使用他们的学习用品实行交流。对于表现优秀的学生，应给予肯定，并将实物（oranges）作为奖品奖给他们以资鼓励。这三个环节的练习由简到繁，由易到难，采取不同方式，使用实物，联系实际，培养了学生的英语口语水平。
表现部分（Presentation）是为下面的听力部分作准备。使用实物、图片及英语解释等多种方法表现新单词及词组，而且口语部分已为要表现的对话打下了坚实的基础。
听力部分（Listening Practice）做到循序渐进。首先带着问题听，然后边听边找出需要的'信息，最后通过跟读、分角色朗读形成语感。此部分不再是听简单的单词发音，更重要的是听有意义的对话。
结对练习（Pairwork）设计了一个合作任务，主要是将所学知识系统地实行练习并加以总结创新。此时提供一幅书中的图画，利于全体学生观看。在说之前，让学生对图中的人名及活动有大致的了解；然后老师与几个学生示范对话，让学生明确任务；再给予他们充足的时间准备，以达到良好的教学效果。同时，在与同桌准备到表演的过程中，学生也学会了相互合作，并获得成就感与集体荣誉感。
整个教学过程力求做到环环相扣，过渡自然，对学生的各方面英语水平实行综合训练，培养学生使用英语表达思想、实行交际的水平。
Unit 6 I'm more outgoing than my sister
Section A
The First Period
Chen Dongfang Xinkai No.1 Middle School
Contents of teaching ：
The comparison of two people
Teaching aims ：
1. About the vocabulary：
Ss can understand and use the comparative degree of adjectives in this lesson.
2. About the communication skills：
Ss should be able to talk about personal traits and compare people.
3. About the English ability：
Make the Ss practice their listening, speaking, reading and writing comprehensive abilities. Teaching focus and difficulties ： How to compare people. Teaching aids ：
Tape recorder, cassette, pictures, color Chalk, simple drawing
Teaching procedures ：
Ⅰ。 Warming-up activities ： 1. Greetings and free talk. 2. A game Introduce myself. Ⅱ。 Presentation ：
1. Draw a boy and a girl on the Bb. Get Ss to describe them and present the words in Activityla.
2. Tell Ss to write down the words on a piece of paper and match each word with the opposite. Check the answers and read the words.
3. Compare some Ss to present the comparative degree of adjectives.
Ⅲ。 Oral practice ：
1. Show the picture of Tom and Sam. Present “the twins” and the conversation. Then practice the conversation. 2. Show another two pictures. Help Ss to descn'be and compare the twins.
Ⅳ。 Listening practice ：
1. Listen and number the pictures [1-3]. Check the answers.
2. Listen and find out the two girls' names. Put them on the picture.
3. Listen and repeat, then role play the conversations. Ⅴ。 Pairwork ：
1. Two Ss read the model conversation.
2. The teacher makes one or two conversations with Ss. 3. Ss work in pairs. The teacher moves around the classroom and helps them if Ss need.
4. Some pairs of Ss act out in front of the Bb. Ⅵ。 Conclusion ：
1. Divide the class in groups of four. Ss look at the picture on P31 and discuss the three pairs of twins. Write something about them. 2. Share the answers.
Writing on the blackboard ：
Unit 6 I'm more outgoing than my sister taller
longer
Tal wild bigger
thin short hair thinner long hair heavy heavier calm short funnier simple drawing &n
bsp; Tom has shorter hair than Sam. =Sam has longer hair than Tom. Tom is calmer than Sam. =Sam is wilder than Tom. Picture 1 Picture 2 Picture 3 Exercises Exercises The twins
说课稿（Unit 6,Go for it!） 新开镇一中 陈栋芳 一、教学内容分析： 本单元的中心话题是谈论个性特征（talk about personal traits）和比较他人（compare people）。这是一个非常符合八年级学生心理特点的话题。在这节课中，同学们第一次接触形容词的比较级（the comparative degree of adjectives），并使用这些词实行听、说、读、演、写等各项练习，教材对相关对话的设计及听力语言材料的选编无不紧扣比较（comparison）这个中心。
二、教学过程设计：
温故而知新。热身环节（Warming-up activity）根据学生对老师的情况很好奇的心理特点，设计了师生之间互问问题从而达到增进了解的目的，并且做到师生平等，形成和谐的课堂气氛，让学生敢说、愿说。作为“热身”的另外一部分，一个同学间互作自我介绍的游戏，激发了学生的兴趣和热情。同时，通过听、看、说的充分练习，复习了身高、体形、长相等方面的单词，为下一步描述图画作铺垫。
表现（Presentation）新知识前，在黑板上画两个简笔画，既简单又形象，然后引导学生实行对比描述，表现反义词。在学生将反义词搭配好之后，实行下一轮的对比描述——描述班上的同学，表现形容词比较级。通过观察、跟读了解这些词的音、形、义。
口语部分（Oral practice）是为了进一步巩固刚学习的形容词比较级。通过有趣的三对双胞胎对比，让比较级在情景中得到合理有效地使用。并在不经意中将书上对话自然地表现出来，作为口语练习的例子。学生从模仿到创造的这种口语训练，为下面的听力打下坚实的基础。
听力部分（Listening practice）做到循序渐进，先听顺序，再听名字，最后听意思。此部分不再是听简单的单词发音，更重要的是听有意义的对话。学生通过看图、听音、跟读、分角色朗读形成语感。
结对练习（Pairwork）主要是将所学知识在实际情景中表现出来。在说之前，老师做好了示范，学生做好了准备，然后两人一组表演出来。
巩固部分（Conclusion）设计了一个合作任务：学生四人一组相互讨论，写出双胞胎的不同点，每小组选一个代表作汇报。通过这样的活动，学生学会相互合作，并获得成就感与集体荣誉感。
整个教学过程力求做到环环相扣，对学生的听、说、读、写实行综合训练，培养学生使用英语表达思想，实行实际的水平。
英语说课稿13
一、说教材
1、说课内容
《开心学英语》第七册Unit Nine “The green fish is the biggest?”第一课时。
2、教材分析
本单元主要学习用英语谈论事物“之最”,具体内容有：谈论事物“之最”的功能话题，四组相反的形容词最高级，字母s在单词中的发音。教科书编排了Conversation ,Vocabulary , Target , Practice 1 and 2,Song, Activity, Sounds and words八个板块。谈论事物“之最”的功能话题是英语课程中的一个重要知识点。学习话题语言和4组形容词最高级是本单元教学重点，也是第一课时的重要内容。所以，第一课时的教学效果在整单元的教学中起着举足轻重的作用。
3、教材处理
根据教材的编排和教学要求，结合学生的年龄特征，本单元分三个课时进行教学。各课时的教学内容和目标要求为：
第一课时：初步感知、学习用英语谈论事物“之最”,如The elephaht is the biggest animal at the zoo .
第二课时：在掌握第一课时内容的基础上继续学习该话题的'表达以及其问句并进一步训练、培养学生运用话题语言进行交际的能力，覆盖Conversation,Song,Target等板块。
第三课时：进行拓展训练，强化学生的语言综合运用能力并教学Sounds and words,覆盖Practice,Activity等板块
4、教学目标
遵循《课标》的有关理念和语言学习的规律，结合教材特点，从知识、技能、情感三个维度制定本课的教学目标为：
①初步学会用英语表达事物“之最”。如：The elephant is the biggest.
②提高学生积极参与各种课堂活动的热情，培养学生学习英语的兴趣,同时教育学生要从多个角度看待事物,要善于看到自己的长处和短处。
5、教学重、难点
教学重点：掌握最高级的表达形式，如:the biggest, the smallest,等。
教学难点：在交际活动中运用最高级表达某物“之最”，形容词加est的发音。
6、教具及课前准备
教具准备：课件、喜羊羊头像及动物头像、单词卡片。
二、说教法、学法
《英语课程标准》指出：英语课堂教学要以活动为主要的教学模式，同时倡导联系生活的教学策略，创设尽量真实的语言环境，组织具有交际意义的语言实际活动。依据《课标》的这一教学理念，本节课遵循语言教学“先输入，后输出”的学习规律，我通过课件设计情景，采取整体输出、尝试运用的策略，引导学生在情景呈现中感知语言，在模仿中体验、探究语言的功能，在活动中学习、提高运用语言的能力。
三、说教学过程
1、Warming up
（1）演唱歌曲，渲染气氛
（2）上课伊始，我组织学生演唱第六单元学过的歌曲“Which is slower?”
２、谈话激趣,问题引思
这时，我播放动物园情景，然后问：“What can you see at the zoo?”学生应该会列举说：lion, tiger, elephant ,ect.然后我进行总结：Yes, we can see tiger，lion and elephant. There are many animals at the zoo.引出Which is bigger? Which is faster? Which is older?
（该环节，通过演唱歌曲，营造英语氛围.课件的设计,旨在使教学内容生动形象,有效调动学生的学习积极性,且在情境中复习旧知,为引出新知作了铺垫.)
3、Presentation
（1）导学新知
①呈现话题
过渡：“但是动物们不同意你们的意见，各有各的看法，所以我们只好请出聪明过人的喜羊羊来评判一下，大家说好不好？”（教师戴上喜羊羊头像，扮演喜羊羊进行评判。）
a、评判出“Ｗhich is the biggest?”
b、评判出“Ｗhich is the fastest ?”
c、评判出“Ｗhich is the oldest ?”
d、小结
Now we know ,the elephant is the biggest.The horse is the fastest. And the turtle is the oldest.
②呈现主题。
导语：喜羊羊评出了动物“之最”，就是我们今天要学的内容。出示主题“Ｗho is the biggest?”
③教学新知
a、T:“Let's look at the result again. Which's the biggest? Which's the fastest？Which's the oldest?”再播课件，引导学生尝试说出答案：The elephant is the biggest. The horse is the fastest. And the turtle is the oldest.教师重复这些句型并板书。
b、教读句型：教师多次重复，学生模仿，强化est的发音。
（这一环节的教学以课件为载体，使教学环节紧凑，故事性强．同时整体呈现新知，给学生整体语言输入，符合语言认知规律.借此教育学生每个人都各有所长，应从多个角度看待事物，要善于看到自己的长处和短处，落实了情感价值观，并自然过渡，引导学生学习其它新知．）
4、探究学习
（1）过渡：刚刚喜羊羊根据动物的特点评出了几项“之最”，现在我们再来评出其它几项“之最”．
（2）（重放课件），引导学生自主评选出：The turtle is the smallest.The horse is the youngest. The turtle is the slowest.
（3）教学句型.
（通过课件，强化信息输入，由学生已有知识基础推导教学新知，使其自主感悟新语言的意义、功能，自主生成新语言。同时借助动物课件，激发学生尝试运用新话题、新语言的学习热情。）
5、新知落成
（1）找出表达“之最”的词
Q1.这些新词表达之最，他们都有什么特点？特别提醒学生注意biggest的特点。
Q2.整个句子有什么变化？（提示：新词之前加了什么词？）
（2）教师点评后，学生再抄写单词the biggest，the smallest ,the yougest, the oldest, the slowest, the fastest,制成单词卡。
（3）举牌游戏
形式:教师举评出的“之最”的动物头像，学生举出相应的单词卡片并大声说出该动物被评出的“之最”的句子。如：教师举horse，学生则举the fastest, the youngest.并说出The horse is the fastest．The horse is the youngest.
（制单词卡，训练学生读写技能；问题引发学生静思，将语言内化，有利于解决本课难点。同时，看动物，举单词卡，检测了新知。）
6、Practice
（1）操练句型
What is the biggest animal at the zoo?
What is the biggest animal?
Who's the oldest?
Who's the youngest?
（2）学唱歌曲，巩固新知。
①欣赏歌曲
教师示范演唱用《两只老虎》这首儿歌的曲调改编成的歌曲：Ｗhich's the biggest?
歌曲内容：Which's the biggest? Which's the biggest ?
The elephant. The elephant.
The elephant's the biggest . The elephant's the biggest.
The elephant . The elephant .
Which's the slowest? Which's the slowest?
The turtle. The turtle.
The turtle's the slowest . The turtle's the slowest.
The turtle . The turtle .
②学唱歌曲
（这环节，将巩固活动安排在情景活动中，引导学生积极操练，巩固新学语言．《两只老虎》是学生非常熟悉的一首儿歌，教师借助这首儿歌的曲调，将歌词改编成本节课学习的内容，把原本枯燥的句子变成一首悦耳的英文歌，再一次激发了学生的学习热情，变“要我学”为“我要学”。）
③学唱歌曲
7、Extension
调查汇报，活用新知
（1）出示活动要求：
四人一组，根据以下问题进行调查。
Whose pencil-case is the biggest?
Whose pencil-case is the smallest?
Who is the fastest?
Who is the fastest?
Who is the oldest ?
Who is the youngest ?
（2）小组活动。
（3）抽查汇报。
（调查活动的设置，让学生在较为真实的语境中锻炼口头交流的能力,也有利于培养学生的合作精神,有效地操练了新知，检测了教学效果。）
8、Homework
（1）借助板书,引导学生总结所学新知。
（2）布置作业，调查之最
Ｗhat animal is the biggest in the world?
Ｗhat animal is the smallest in the world?
Who is the oldest in your class?
Who is the youngest in your class？
Ｗhat animal is the fastest in the world?
Ｗhat animal is the slowest in the world?
（布置这项调查活动，目的在于巩固新知，扩大视野。让学生课尽意未尽，使他们的自主学习从课堂延伸到生活。）
四、板书设计
Who’s the biggest?
The elephant is the biggest.
The turtle is the smallest.
The turtle is the oldest.
The horse is the youngest.
The horse is the fastest.
The turtle is the slowest.
英语说课稿14
教学内容分析
本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。文中涵盖了有关这一话题的许多内容，如：“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。
Warming-up 由三部分组成：第一部分通过图例可以看出人们旅游过程中发生的不文明行为；第二、三部分要求讨论有哪些交通方式。主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。比如：第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课（第六课时）的导入。
Listening提供了两部分听力资料。前面为三则飞机起飞前的广播通知；后面是写在五张明信片上的旅游者的自叙。目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。
Speaking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。
Reading 分为三部分：pre-reading, reading, post-reading. pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容；reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖；post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。
Language study 分word study和Grammar两部分。词汇配对练习引导学生加深对新词汇的理解与记忆；语法项目是让学生进一步学习现在进行时表示将来的用法。同时要求学生掌握有关送行与表达美好祝愿的话语。我对word study的处理，除了听写、默写等机械性记忆外，更多的是有意地把他们分散在每堂课的指令用语与话题里，让学生在语境中学，在运用中学。而Grammar则渗透在reading与 writing里学，道理也同上。
Integrating skills 部分可以说是阅读部分的延续，写作部分的前奏。文中提到了“生态旅游”这一越来越时尚的热门话题。以列表形式提供了两个生态旅游区的资料，让学生稍作了解这一新名词的内涵后，完成文中的表格填写，算是一种mini-writing。
Writing本单元的要求是写信。以Sue的口吻给父母写两封信（分别写于周六、周日），对旅游中已做的，正在做的，将要做的事情进行如实描述。考虑到学完第三单元，已经完成了本册教学任务的四分之一，我在此安排了一大一小两作文。
Tips 告诉学生写作前要多作思考，不要急于动手。不失为一剂写作良方。
Checkpoint 简要地总结了本单元的语法重点，并提供了一些例句。
从内容的编排上可以看出，编者打破了原有教材每单元分课而设的框框，代之以听、说、读、写四技能为侧重点的几大板块。因此新教材旨在让学生掌握一定的语言基础知识，在分别完成四技能的基础上，形成较好的综合运用语言、解决问题的能力的导向，由此可见一斑。
我们教师明确了这一意图后，在引导学生进行四技能操练时就会有的放矢，做到内容、形式、技巧三者的有机结合。当然新教材对我们教师的自身素质、备课深广度的挖掘以及学生想象力的激发都是一场不小的挑战。还有词汇，如本单元新增了hiking, rafting, eco-travel等新词，相应地词汇要求的级别高了，语言的地道性也有了提升。还有workbook, 简直是又一本教材，里面提供了许多关于听、说、读、写的材料与练习，一方面为我们提供了丰富翔实的资料库，另一方面也许也增加了我们的负荷。这是我对新教材与本单元的一点理解。
教学重点难点：
（一）重点
1． 本单元的生词、短语
2． 有关旅游的'一些表达法
3． 掌握游记与来往书信的写法
4． 复习动词的用法以及现在进行时用于将来的表达法
（二）难点
1． 动词时态的综合运用
2． 语法操练与语言交际活动的有机结合
3． 一些开放性话题的实现
4． 课外查阅资料的能力培养
教学目标
1． 语言知识与技能
1） 熟练掌握与话题相关的常用词汇与表达法
2） 培养学生听、说、读、写四技能的综合运用能力
3） 使学生能就given topics较好地完成一些开放性话题
4） 培养学生使用图书馆、网络查阅资料的能力
2． 情感态度与文化意识
1） 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣
2） 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势
3） 在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识
4） 带领学生领略世界风光之美的同时，增强他们的环保意识
3． 学习策略
1） 兴趣教学策略,其中包括对话、讨论、表演等
2） 开放式教学策略，如：brainstorm, role play, given situations 等活动
3） 任务型活动策略，在做中学，在交际中进行真实运用
为了有效地达到以上教学目的，我设计了以下六个任务：
1）The students are to discuss the means of transportation
2）The students are to describe a place they know
3）The students are expected to know what an adventure travel is like
4） The students are supposed to take a virtual travel
5） The students are to write a travel diary/letter
6） The students are to finish a proposal letter/make a survey report
我把本单元计划为六课时，Warming-up & Listening(1课时)，Speaking(1课时)， Reading(一)(1课时)，Reading( 二) (1课时)，Grammar & Writing(1课时) ，Integrating skills (1课时)，以任务为依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相结合。注重指导语篇阅读，逐步提高口头表达，笔头写作能力。
任务型语言教学的倡导者认为，掌握语言的最佳途径是让学生做事情，即完成各种任务。当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳状态。
英语说课稿15
今天我的说课内容是新目标英语八年级上册第四单元第一课时。
一、教材分析：
本单元学习谈论交通工具和距离，学习合理安排行程，并合理选用交通工具，主要单词有。subway，train，walk stop mile get to how far how long.主要句型有：How do you get to school？I ride my bike .How long does it take？It takes about thirty minutes.第四单元我设计了六课时，我现在要说的是本单元的第一课时Section A的1a 1b 1c，主要学习本单元的基本语言知识How does Bob get to school？He takes the train.还有听说训练，学好本节内容是掌握整个单元内容的前提。通过本单元的学习培养学生的.人际交往能力和逻辑表达能力。
二、教学目标：
1、知识目标：
新单词：ride，walk，get to，take the train.
句型：How does Bob get to school？He takes the train.
语法：一般现在时。
2、能力目标：
（1）通过创设情境和读写使学生掌握新单词。
（2）通过朗读和操练使学生掌握新句型。提高学生的口语能力。
（3）通过听和重复录音中的情景对话使学生提高听说能力。
通过本节课的学习使学生会用英语表达乘坐某种交通工具，并了解其他发达国家人们常用的交流方式。
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