英文说课稿

2024年3月22日发(作者：熊琳)

英文说课稿

英文说课稿模板七篇

作为一位兢兢业业的人民教师，编写说课稿是必不可少的，说课稿有助于教学取得成功、提高教学质量。那么什么样的说课稿才是好的呢？以下是店铺为大家整理的英文说课稿7篇，仅供参考，希望能够帮助到大家。

英文说课稿 篇1

1. content of teaching materials

This ction focus on festivals and focus on how people

usually spend their class requires students to

master the National, Day, Halloween, Christmas, Spring, Festival

and What do people usually do I?...And free to talk about

how to spend the this class, did leads to general

questions and answers as well as new e the past

ten 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 lected cour in this class is English 6A Unit 6 in Oxford

primary teaching of this unit revolves around

this ction 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,.Students are

required to collect information in time after the actual

teaching, this class us the old topic, first teaches the new

ntence pattern, and us the ntence 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 t the following

teaching objectives: three.

[Objective] to students' cognitive spoken phras 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 u When'What, do, people, usually, do, at...Did

you?....Yes, 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 n of cooperation and competition in

the process of learning.

2. teaching difficulties

The focus of teaching is to let students master the phra,

can u phras to communicate, the ability of students to u

the phra to describe the preliminary exerci Festival; difficulty

is to enable students to understand the temporal changes in

richness and realize the u of different phras to create

language.

Doctrine of teaching:

1. teaching method design

According to the characteristics of this English class itlf 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 disper the difficulty of teaching,

let students perceive and the same time, the

creation of a number of tasks, from words to phras to ntence

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 u.

2. learning method guidance

To guide students through the method of comparison,

obrvation and speculation gradually new language project

function, let the students in practice to realize multi-level

learning English "u" 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 edia courware, pictures

and other teaching aids teaching, the abstract ntence in a vivid

scene, the game, not only make the learning process more

relaxed, can special ca.

Say process:

1. warm up (Warm up)

(1) announce the way of study in this lesson: group

ats are divided into four teams, each of which

is bad on the class performance of each student. At the end of

the class, WINNER is , begin "one ntence for each

class". The ntences taught in this class are "Lite is long if you

know how to u it.""

[design intention] the announcement of the study style made

the students full of interest in the lesson and aroud their

fighting spirit and desire for the group's performance."One

ntence for each class" is an esntial part of every class I started

in grade ction mainly teaches students some clever

words and ntences 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 u the "How do you your

birthday spend" to draw the new ntence pattern of this lesson

"What do you on your birthday do", and then import "Did

you"..."Last birthday?" and u the Colour topic to

elicit the ntence pattern

[design intention] to get rid of new knowledge through old

knowledge is one of my frequently ud teaching

new students, students can master the ntence patterns more

the same time, combine the new ntences with the old

helps to cultivate students' open thinking ability.

英文说课稿 篇2

这堂课的语言知识技能目标是：

通过在创设买水果的情境的对话中，使学生能听懂、会说：Do

you like ….? / Yes，I do …. / No，I don’t. / What about …? / Let,s

have some …这些句型。 并能在实际情境中运用。

情感目标是：

在小组内用“What about …”向别人提意或询问，渗透人际间要

有良好的沟通方式。

我这堂课总体的设计理念是采用了任务型教学的方式。“教师应该避免单纯传授语言知识的教学方法，尽量采用‘任务型’的教学途径”，这是《英语课程标准》所指出的，所以全课始终在购买水果的情境中进行着，让学生触景生情，在完成购买水果的任务中，学生愉快地学习英语。

为了很好的达成以上教学目标，把教室布置成一个模拟购买水果的情境：四个同学围成一个小组，每组的桌上，放一个水果盆和一个用纸密封的水果篮，水果盆和水果篮中都放入“pear peach orange

watermelon”的英语图片。

过程：

在课的开始部分，我组织一个对前一课时所学四个水果单词的warm—up。为了提高学生学习的积极性，复习采用的方法是：每个小组桌子上放一个用纸密封的水果篮。篮中放入一些水果图片，老师问学生，Guess it ，pless. What’s in it? 学生不知是什么物品，都想去摸，自然就提高了学生的参与积极性，让学生摸出一个图片，说出这个水果的英语单词。先老师参与到其中一组，师生共同示范一次，然后每个小组，轮流从密封的水果篮里摸，摸到一个水果图片，就说出它的英语单词，其他学生要听出他说的单词是否准确。

（这种复习符合学生好奇心理，激发学生说的欲望和听的兴趣，扩大参与面，实现生生互动。）

复习之后，教师就用语言来创设一个购买水果的情境，“Amy

and Bai ling go to the fruit shop ，Which fruit they like best?

Let’s have a look。”播放课件，让学生整体感知课文“Let’s talk”部分。

先让学生听两遍课件中的课文朗读，了解整个故事情节，并对本课所要学的句型有个初步的印象。听两遍的过程，也是规范学生语言的过程。

之后，再播放一次课件，程度好的学生可以跟读对话，给不同程度学生有不同的发展。

教师提出全文任务：Look ! So much fruits 。Do you like it？If

you can say it well。The fruits is for you。有学习的目标是任务型英语教学的基础，也是激发学生学习兴趣的途径。

这篇课文中，学生要了解四个句型的意思，并达到会说的程度是本课的重点，句型较多，也是学习的一个难点。为克服内容多的难点，我将全文内容整合，重新分组。这符合新课标“教师要善于结合实际教学需要，灵活和有创造性地使用教材，对教材内容进行适当调整”的精神。 我的引导过程具体分为三个环节。

第一环节：

教师参与到其中的一个小组，用“Do you like …？”的句型提问，因为学生在上学期已经接触了“like”一词，现在又有了前面三次听的机会，对本课所要学的对话有了一定的感知，预计有部分学生会回答“Yes，I do. 或 No，I don’t .”当学生回答“Yes，I do.”时，我就说：“Here you are .”同时也将水果递给学生，在教师与学生、学生与学生的对话中，领悟了“Yes，I do.”和“Here you are .”的意思。

当学生回答“No, I don’t.” 时，教师不把水果递给他。通过这个过程的口语与演示，学生也会领悟到“No, I don’t.”的意思。

同时，进行师问生答的口语操练。师生对话要适当增加，使学生对“Yes，I do.和No, I don’t”的句型有更多的操练机会。这样，第一环节的目标也就达到了。

第二环节：

由师问生答的形式，变为生问师答。通过教师引导，让学生用“Do you like …”提问。因为，学生要把“Do you like …”的音读准，有一定难度。因此，在起先学生说这句式时，要发挥教师的主导作用，让学生跟读，注重学生发音的准确。

在学生基本会用“Do you like …”提问后，教师引导小组内成员相互之间用“Do you like …与Yes或No”的句式进行问答，整个对话过程要留给学生足够的时间，教师还要及时了解各组的对话情况，通过激励与辅导形式，达到优等生熟练、其他学生基本会说的程度。

第三环节：

教师与学生合作当一对顾客，起先还是运用“Do you like …与Yes或No”进行对话。当学生说“No，I don’t .”时，教师顺势引出“What about … ?”和“Let’s have some …”的句型。教师配以动作演示，当学生对这两句口语有强烈刺激后，就组织学生自愿组合成一对顾客，进行对话，要求在对方说“No，I don’t .”时，要选择另外水果图片，并用“What about … ?”和“Let’s have some …”句型说话。这一环节的重点就是操练这两个句型，同时也实现了本课时的情感目标——那就是人际间要有良好的沟通方式。

（以上三个教学环节，将本课要学的三类新句型，分层练习，一步一个句型，掌握一句，再学一句，学生头绪清晰，学得轻松，效果自然就高了。）

朗读:

在学生对所学四个句型基本掌握之后，组织学生通读课文，熟读对话。先教师一句一句领读，再组织指名读，自由读。朗读有利于提高口语表达能力，是新课程所提倡的最基本的学习策略。学生在各种形式的读中，提高了英语口语水平。

操练:

最后操练部分：将各组水果图片集中，整个教室组成一个模拟型的水果超市，操练分两步：1、教师与学生配合示范练习：教师邀请一位学生组成一对购物伙伴，走进水果超市，要求相互间用“Do you

like …？Yes, I do.和No, I don’t .What about pears?”和“Let’s

have some …”这些句型进行英语购物，从而激发其他学生的操练欲望。2、学生之间配合购物操练：让少部分学生自愿当营业员，大部分当顾客，两位顾客组成一对购物伙伴，走进水果超市，进行英语对话，如果学生说得准确，那么水果就可被取走。学生扮演的顾客与营业员之间的角色要自由换位，以便让每个学生对各类句型都能得到训练。

整堂课，教师树立让每个学生得到发展的理念，比如创设的活动情境，有利于全体学生发展语言技能，提高实际语言运用能力。优等学生在听的基础上就有自由尝试说的机会。组成学习小组学习口语，注重相互间的合作。全课有多次递进式的口语实践机会。

注重把英语教学与情感教育有机结合。全课就是在宽松、民主、和谐的学习环境中完成活动过程的，教师参与小组交流引导，关注学习困难学生的语言实践。

英文说课稿 篇3

Teaching aims and demands 教学目标

1. Knowledge aims:

a. Provide Ss some information about the cellphone.

b. Learn new words and expressions: toothpick, agreement,

disagreement, disagree, absolutely, depend, be good at, inside

out

2. Ability aims 能力目标

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

correctly.

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

3. Learning ability aims 学能目标

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

b. Improve the reading ability.

Teaching important points 教学重点

Let Ss learn to how to improve their ability.

Teaching difficult points 教学难点

How to get the main idea of the text and each paragraph

quickly and correctly.

Teaching methods 教学方法

1. Co-operative method for creative ideas.

2. Fast reading and careful reading

n-and-answer activity teaching method

Teaching aids 教具准备

1. A telephone

2. Some pictures

Teaching procedures & ways 教学过程与方式

Step I Lead-in and warming-up

Ask the students consider this question: If I miss my mother,

how can I do? Then the Ss can give me many ways like walking

home to tell my mother, write a letter, or just give a call. Then I

asked my Ss which one is the best. The students will tell me

"telephone", and then I will deal with the new lesson life on the

go.

Step II

Check the answers in the exerci books and tell them some

skills of reading.

Step III Fast reading

Give the students some minutes and read the text quickly

and then answer the questions.

1. What does life on the go mean?

Life on the go here means a fast-paced lifestyle where people

are always on the go—rushing from one place to another, using

phones, computers, etc.

2. What is the cond paragraph about?

It’s mainly about the different us of cellphones.

Step IV Careful reading

Read the text carefully and then decide the following true or

fal questions.

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

Mei.

2. With cellphones, we can only make calls and nd

messages.

3. All cellphones have an electronic calendar to remind you

of appointments and dates.

4. The students don’t u the cellphone in the classroom

becau of the school rules.

5. With a cellphone, students will certainly waste some time

and money on it.

6. Teenagers like cellphones just becau they can nd

messages.

7. Wang Mei has a cellphone but her best friend Xiao Li

hasn’t.

Step V Consolidation

Give the students 5 minutes to read the text against and find

the main idea of each paragraph.

Para. 1 Wang Mei is an example of Chine teenagers who

have cell phones.

Para. 2 Cell phones can be ud for what?

Para. 3. Why are not the students allowed to u the cell

phone.?

英文说课稿 篇4

The Introduction of the teaching plan

for ction 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 the parts

into consideration. ①Teaching material and the students

②teaching methods ③learning methods④procedures

⑤blackboard design and asssment .Ok, let me say something

about my teaching plan for unit 5 ction 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 rai 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 ction B. It introduces new vocabulary while

recycling the language prented 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 increas 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 syllabus. 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 phras:

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 ntences. The Ss have taken a

great interest in English now.

1. The students don’t have large vocabulary.

2. The students ldom 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-bad 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 n of

the English language So in this lesson I’ll mainly u

“Communicative teaching method” ,“listening and speaking

teaching method ” and “Task-bad” 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 arou

students to think and to say what they want to say. Study will

become more relaxed and plead 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 Chine 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 Chine 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 Chine if necessary)

S4: I think money isn’t everything.

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

Purpo 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 prent some new words and

phras.

Step 2 Study the phras

T shows the phras 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 cond?

S5: …

T: What’s the third?

S5: …

(Ask more students to say)

2. T: Plea 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 cond important thing to them, and _____ think

_____ is the third important thing to them.

Purpo 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 phras 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 e two pictures,

the first picture is about Michael and a soccer agent (teach:

agent), and the cond 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 cond time, Ss write “A” or “P”)

Correct the answers with the students.

Purpo of my designing: to give students practice n the

target languages in spoken conversation

Step 5 Listen and complete

T: Look at the ntences in Activity 2b, read the ntences

first. (Students read loudly)

T: Listen to the recording, Listen to the first ntence as a

model. (Play the recording; let them know the first ntence) now.

英文说课稿 篇5

一、分析教材

1、教材内容要点：

第一、定语从句的概念

第二、定语从句的分类

第三、定语从句的用法

2、教材的地位和作用：

定语从句是高中英语教学中的一个非常重要的语法，也是高考的一个热点。在英语里，定语从句可以使一个繁琐的句子变得非常简洁，同时，它在人们日常会话中出现的频率特别高。定语从句掌握地扎实与否关系到一个学生英语水平的高低。因此，定语从句的学习和掌握在英语学习中有着重要的意义。

3、教学目的

根据教学大纲的要求，通过这一节课的教学，要使学生知道什么是定语从句和定语从句的分类，掌握定语从句的用法。培养学生的观察能力、分析概括能力以及演绎推理能力等。还要培养学生探索求真知的精神，对学生进行实践观点的教育。

4、教学的重点与难点

定语从句是本课的主要内容，与日常英语的应用密切联系，所以定语从句的概念与运用是本节课的一个重点。对定语从句的.复习，需要综合应用所学知识来解决原来的遗留问题，因而对句子分析和推理概括能力要求提高了。而高中生侧重于对直观现象进行具体、形象的思维来获得知识。因此这个知识点既是本节课的重点又是难点。

培养学生的多种能力也是这节课的重点，这是素质教育对现代教学的要求。

二、分析学生

大多数学生上进心强，学习态度端正，有良好的学习习惯，但是缺乏一定的探索研究问题的能力。

定语从句是学生在英语学习中比较常用的语法，也是他们必须掌握的内容。教学中要注意培养学生对英语的兴趣，充分发挥主体作用，迎合他们好奇、好动、好强的心理特点，调动他们学习的积极性和主动性。

高中生的思维方式由形象思维向抽象思维过渡，因此在教学中应

注意积极引导学生应用已掌握的基础知识，通过理论分析和推理判断来获得新知识，发展抽象思维能力。当然在此过程中仍需以一些感性认识作为依托，可以借助多媒体设备加强直观性和形象性，以便学生理解和掌握。

三、教学方法

这节课可综合应用提问、归纳、介绍、检查、讲授和讨论等多种形式的教学方法，提高课堂效率，培养学生对英语的兴趣，激发学生的求知欲望。充分体现以教师为主导，以学生为主体的原则。创设英语情境让学生参与语言实践，边动口边思考。从语言分析总结出结论以调动学生的积极性。

四、教学程序

教学中要以了解、学习研究英语的方法为基础，掌握知识为中心，培养能力为方向，紧抓重点突破难点，具体设计如下：

1、新课导入：

以创设问题情境导入新课。学源于思，思源于疑，一上课便以听歌曲填空的形式引入课题，引导学生分析歌词中的有关定语从句的句子，认真分析句子成分，使学生产生强烈的求知欲和好奇心，调动学生学习的积极性和主动性。

2、讲授新课：

任何语言学习都离不开语言实践。这节课主要采用讲授归纳的方法来建立定语从句的概念。我将一个定语从句列在投影上，让学生分析这个句子的成分，从而导出两个非常重要的内容----先行词和关系词，然后逐一解释。通过分析例句，培养了学生的分析能力、观察能力，增强了他们的感性认识。为了使学生能对定语从句有更进一步的认识，这里我又采用提问的方法让学生说出定语从句的分类，然后我对其进行进一步地解释和说明，让学生通过讲解概括，总结出定语从句的分类。在此基础上，我让同学们回答出定语从句中的关系代词有哪些，通过一些简单的例句，让学生知道每一个代词在句子中起什么作用以及用法。在讲解关系代词与介词时，我让学生自己归纳出它们的规律，提高学生的概括能力，从而达到复习的目的。

在讲解关系词that和which、who和that、as和which这一环节时，我先让学说出它们的特殊用法，然后我再进一步加以阐述。从而，引出它们的特殊用法。

一）、that和which的特殊用法：

1、有些情况下只用关系词that,而不宜用which。

a、从句所修饰的词又被形容词最高级或序数词修饰时,只能用that引导从句。

b、先行词是all,something,nothing,anything等不定代词时，只能用that。

c、先行词既有人也有物时,只用that引出从句。

d、先行词是one of,the one, 或用little,few, no, all, any, only,

just, very作修饰时，只能用that。

e、当主句已有疑问词 who或which时，只能用that。

2、定语从句中宜用which而不宜用that的情况。

a、当关系代词前面有介词时。

b、在非限制性定语从句中。

c、在一个句子中有两个定语从句，其中一个从句的关系代词用了that，另一个宜用which。

二）、who和that的特殊用法：

who、that在许多情况下可以通用，但有时宜用who不用that。

a、先行词是one(s),anyone,someone, tho时，关系词使用who。

b、在there be 句型中，先行词指人时，关系词用who。

三)、关系代词as和which的区别

as和which所代表的都是整个句子所表示的内容,但是二者有两点不同之处：

a、在形式上as引导的非限制定语从句可位于主句后面,也可位于主句之前；而which引导的非限制定语从句只能位于主句之后，不能位于主句的前面。

b、在意义上，as定语从句和主句的关系一般为一致关系，常译

为“正如……”，“就象……”，而which定语从句和主句的关系是因果关系，或which从句是对主句的评论。因此，在意思通顺的情况下，which可代替as，而as许多时候不能代替which。

针对关系副词的复习，因其难度不大，我直接采用讲解法，学生容易理解。关系副词是用来引导定语从句的，它和关系代词一样，具有数种作用。

a、在从句中代替先行词。

b、在句中作状语。

c、连接作用，把两个句子连接成为一个带有定语从句的复合句。

同时，在解释的过程中不断穿插练习，达到巩固复习的目的,体现精讲精练的教学原则和我校提出的“四转五让”原则。

3、反馈和巩固

在讲解完所有语法点之后，为了更加有效地巩固所复习的知识，我设计了两种有针对性的习题练习，让学生把掌握的知识运用于实际语言操作中，从而达到知能并重的目的。

4、小结

最后通过小结，以表格的形式把本节课所复习的语法点进行总结。

5、板书设计

GRAMMAR

Attributive Clau

6、布置作业

Finish off the exerci paper.

课后反思

课后各位听课教师对本节课进行了点评，结合其他听课的评价及与其他教师的交流，谈谈个人的思考，具体如下：

一)、值得推介的几点

1、重视基础语言知识，对于基础的语言知识讲得透，讲得到位。

2、重视语言综合运用能力的培养。讲知识点时，能结合语境，提供情境，对于学生语言基础知识的综合运用起到了铺垫作用，对于学生发散思维能力的培养有很大的帮助。

3、课堂教学有思想。教师拥有丰富资源，多媒体课件设计地实用、合理。讲授方法新颖独特，练习形式灵活多样。

4、教师个人素质较好，能灵活应对任何突发教学情况，合理安排讲练比率。

二)、存在问题

1、英语思维与汉语思维同时存在，相互干扰。偶尔用汉语组织教学好像省事，其实反而浪费时间和精力，不利于学生形成用英语思维的习惯，更影响交际速度。

2、交际面有时过窄，很难训练到全部。很多学生只有听的份，没有说的机会，这是大班的局限，有些活动是为了顺利进行而局限于“好学生”身上，一些英语学困生被遗忘。时间长了，会使学生讨厌英语并放弃英语的学习。

3、任务型教学活动有时设计地不是很好。活动要求有时不是很明确，活动设计不能从学生生活经验，兴趣爱好出发，活动形式有时单调，缺乏趣味性。

三)、几点想法

1、千方百计、想方设法激发学生的学习兴趣，调动学生的学习积极性。有人说“掌握一门外语就比别人多活了一辈子。”因为你比别人多了解另一种语言背景下的政治历史、天文地理、风土人情等等。向学生多介绍经典音乐、视频、英文佳作等，在潜移默化中培养学生的学习兴趣。

2、在课堂上注意学生的综合语言运用能力的培养。在基础的语言形式训练上提升交际品位，为学生创设丰富的语言环境，让学生产生交际的愿望和机会，使交际具有实际内容和实际意义。

3、要继续学习，不断充电，提升自身的业务素质和人文素养。

英文说课稿 篇6

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 discuss

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,

erar". 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, erar" and the structure "I like…".

Second, ability aims: Develop Ss’ basic ability of listening

and speaking. Enable them to u 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 obrvation and communication.

Fifth, culture aims: Make Ss understand the differences

between Chine 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 u

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 u attractive teaching manners to hold Ss’

attention. Bad on the psychoanalysis and Ss’ interests, I

mainly u the task-bad 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, prai 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, prentation,

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 purpo 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

ntences they have learned before and get them prepared for

the new lesson.

Step 2 "Prentation".

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 e. A pen, a pencil, for you and me. And it’s

necessary to prent 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 prai 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 exerci book.

Ss will forget the new lesn 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.）

英文说课稿 篇7

Good morning, ladies and gentlemen. It’s my great honor

and pleasure to be here sharing my lesson with you.

I have been ready to begin this reprentation with five parts.

Analysis of the teaching material, the teaching aims, the

important and difficult points, the studying methods, and the

teaching procedure.

Part 1 Teaching Material

The content of my lesson is New Senior English for China

Book___ Unit____________________. This unit is

about____________________ (topics). By studying of this unit, we’ll

enable students to know_________________________ and develop the

interest in___________________. At the same time, let the students

learn how to____________________ (functional items). From this

lesson, it starts___________________________(structures). (As we all

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.) Therefore, this lesson is in the important

position of this unit. If the Ss can master it well, it will be helpful

for them to learn the rest of this unit.

Part 2 Teaching Aims

According to the new standard curriculum and the syllabus ,

and after studying the teaching material, the teaching aims are

the followings:

dge objects

(1)The Ss can master the usage of the important words and

expressions.

(2)The Ss can u the __________________ (grammar) in the

proper situation.

(3)The Ss can understand the content of the lesson, talk

about _______________________ (information) and get their own idea

about _______________________________.

y objects

(1) To develop the Ss’ abilities of listening, speaking,

reading and writing

(2) To guide Ss to t up effective studying strategies.

(3) To improve the student’s reading ability, especially their

skimming and scanning ability.

(4) To train the Ss’ abilities of studying by themlves and

cooperating .

n or moral objects

(1)By completing the task, the Ss increa their interest in

____________________and

_____________________.

(2)Teach the Ss_________________________, put the moral

education in the language study.

Part 3 the Important and Difficult Points

Bad on the requirement of the syllabus.

The important points are__________________________ such as

______________.

The difficult points are_________________________ for

example_____________.

Part 4 Teaching Methods

As is known to us all, a good teaching method requires that

the teacher should help Ss develop good n of the English

language. For achieving the teaching aims, (after the analysis

of the teaching material and teaching aims,) I will u the

following methods according to the modern social

t up lf-confidence in

communication teaching theories.

icative Approach

Language Teaching

-bad Language Teaching

Situational Action a “scene — activity” teaching

method , it establishes a real scene and the interaction between

the teacher and the Ss. At the same time, CAI can provide a real

situation with its sound and picture, it can develop the Ss

creativity in learning English.

Part 5 Teaching Procedure

Step 1. Lead-in. (_____min)

___________________________________________________________________

Purpo of my design: (1) to catch Ss’ attention about the

class/topic/passage.

(2) To t up suspen/develop interest in _______________.

Step 2. Pre-reading

Task 1. (Individual work, pair work, group work, class work;

_____min)

Let

_____________________________________________________________

Task 2. (Individual work, pair work, group work, class work;

_____min)

___________________________________________________________________

Now, let’s e what happened to the_______________/ let’s

check whether it is right or not.

Purpo of my design: (1) to get to know something about

the _________________.

(2) To have a better understanding about the importance of

Ss

___________________.

Step 3. While-reading

Task 1. (Individual work, pair work, group work, class work;

_____min)

Skimming: Ss should read the material fast to find out the

main idea/topic ntence for each paragraph.

Para 1 ___________________

Para 2 ___________________

Para 3 ___________________

Task 2. (Individual work, pair work, group work, class work;

_____min)

Scanning: Listen to the tape part by part to finish

___________________________.

Task 3. (Individual work, pair work, group work, class work;

_____min)

Scanning: Guide Ss to read the material carefully and take

some important notes, then answer the following questions.

Task 4. (Individual work, pair work, group work, class work;

_____min)

Scanning: Ask Ss to read the material carefully and find out

the correct answers to finish the following chart.

Purpo of my design: Enable students to understand the

given material better by using different reading skills. And proper

competition can arou the Ss’ interest in English learning.

“Task-bad” teaching method is ud here to develop the Ss’

ability of communication and also their ability of co-operation

will be well trained.

Step 4. Post-reading

Task 1. (Individual work, pair work, group work, class work;

_____min)

(task1)Ask Ss to clo books and finish the summary

according their notes.

(task2)Retell the story /Sum up the passage in Ss’ own

words according to the chart.

Task 2. (Individual work, pair work, group work, class work;

_____min)

Discuss _______________________________________________with

other group members and then choo a reporter to share their

opinions about ____________________________________ with the whole

class.

Purpo of my design: I think If the Ss can finish this task well,

they will benefit a lot in their spoken English. Most Ss can take

their parts in the activities, especially for the Ss who have trouble

in English study.

Step 5. Homework

1.__________________________________________________

2.__________________________________________________

Purpo of my design: Homework is so important and

necessary for to master the knowledge they learned after class.

It will check whether the Ss achieve the teaching aims.

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