unit4说课稿(人教版七年级英语上)
UNIT4 where’s my schoolbag
Section A 1a到1c部分说课稿
人教版七年级英语上
各位老师，大家好！ 我今天说课的内容是人教版七年级英语上UNIT4
where’s my schoolbag Section A 1a到1c部分。下面对我所要上的这节课作简要分
析：
一、教材分析： 这节课的主要内容和任务是：学生能掌握本节课涉及到的
新词汇，如table，sofa，chair，bed等；掌握方位介词in，on，under和where is/are
句型及其答语;学生能熟练地运用这些方位介词和where is/are句型来询问和回答
物体的具体位置；学生能进行口头交流。通过本节课的学习，学生熟练掌握了询
问和描述物体位置的方式方法，为下一个部分听录音、自编对话和一般疑问句转
换打下了基础。所以本节课是为下一节课学生的深入学习做铺垫。
二、教学目标：根据新课标要求和学生实际出发，制定了一下教学目标：
1.知识目标：
（1）关键词
where table bed bookcase sofa chair on under
（2）目标语言
Where’s my/the schoolbag? It’s in/on/under....
Where are my/the books? They’re in/on/under....
2. 能力目标：
学生能熟练运用所学的介词描述物品的位置并进行口头情境的表达。
3. 情感目标：
（1）能调动学生开口讲英语的积极性，激发学生英语学习的兴趣。
三、教学重点难点：
（1）重点：
1) 方位介词 in , on , under , behind的用法。
2) Where的特殊疑问句
（2）难点：
1）语法的总结和运用；
2）描述和询问物体位置，口头情境表达
四、教学方法：
语法部分采用“归纳法”，通过反复练习几组句子总结出语法规律和现象；
针对本课时与学生生活息息相关，学生很熟悉在汉语里面物体的位置，并与班级
里的具体实物相结合，学生觉得相对容易和有兴趣。所以根据学生的实际情况和
课标要求，制定了以学生为主的任务型教学方法。对话练习时采用group-work
和pair-work。
五、教学步骤：
A. Greetings
T: Good morning, class. Today we are going to learn a new unit. Before learning, I want you to
visit ny dream house. Are you ready? Let’s go into my dream house.
B. Presentation
1. Show several pictures of my dream house. Ask Ss “What’s this/that? What are they?” to
show the new words in this class.
2. Look at the picture in Ac. 1a. Ask Ss how many students there are in it and and introduce
the family members in the picture.
3. Tell Ss each letter stands for an object, then let Ss finish Ac.1a.
4. Let Ss answer like this “The table is picture b.”
C. Lead-in
1. Walk around and pick up some school things, ask the Ss “Is this/that your/his/her ....?”
.......
T: Is this your schoolbag?
Ss: Yes, it is. It’s mine.
T: But where’s my schoolbag?
2. Show the topic of Unit 4.
3. Show the picture in Ac.1a. Learn the conversations. Write the sentences on the blackboard.
Learn the conversations. (Key information: where’s =where is; 单数用It’s...; 复数用They’re....;
Prep: on, in, under; be动词的选用由主语的单复数决定) Let Ss role-play the conversations.
4. T: Tom wants to find something else in this house. Can you help him to find them?
D. Ask and answer
1. T shows 7 questions about things in the picture. Let Ss find them and answer the 7
questions.
2. Let Ss read after T the 7 dialogues.
3. Show the sentence patterns Ss used in the dialogues above. Tell Ss how to use them.
E. Listening
1. Listen to the tape and finish Ac.1b.
2. Show the tapescripts of this conversation. Teach them the conversation and let Ss role-play
it.
F. Pair-work
1. Ac.1c: according to the given words and sentences, look at the picture in 1a, let Ss make
their own conversations.
G. Ask and answer
1. Show a set of pictures. Let Ss ask a question to each picture and answer it.
H. Game
1. 单击方格，并就方格后的图片进行问答。
Exercises
用适当的介词填空。
1.Please call Jim ____ 8342165.
2.What’s this ___ English?
3.Where’s my baseball?
It’s ______ the table.
4.Where’re your keys?
They’re _____ the dresser.
5.Are the pencils ____ the chair?
No, they’re not.
Homework
1. Make your own conversation with your partner.
2. Remember the new words.
六、教学反思：
通过反复练习得出语法现象和规则，老师加以订正，学生更能接受语法这
种生硬的东西。而且学生有种成就感和满足感。学生学习英语变得更加自愿和容
易。学习英语变成自己需要的东西，而不是觉得是老师强加和灌输给他们的。通
过复习与学生日常生活有关的物体名词，为学生进行进行下一步的口语表达做了
准备。通过认识图片来认识关键词，并辅之以就只是的运用，既突出了重点，形
象直观又复习了旧知识，教学效果更好。在反复的对话练习当中，学生也基本掌
握了发音和句型结构，所以他们能够大胆参与，学习的主动性和积极性有了很大
提高。
但是时间还是有些紧张，本课时的教学任务也没能全部完成。虽然大部分
学生都能参与到课堂活动中去，但仍有一些学生对本课时的概念模糊不清，需要
下去加强指导和练习。学生同桌和小组活动时间安排较少，没给学生充足的时间
进行口头交际和自编对话。语速过快，加之学生紧张，学生可能不太理解一些指
令性语言。
人教版七年级英语下册说课稿：Unit4SectionB(2a2c)
学生在学习本节课之前，已经具备了一定的英语基础知识，如基本的语法结构和常用词汇。然而，在学习本节课内容时，可能存在以下学习障碍：
1.对过去式动词的构成及不规则变化掌握不牢固，可能在实际运用中混淆。
2.在运用“Where did you go?”和“Did you have fun?”等句型时，可能因为句型结构不熟悉而出现错误。
2.设计互动性强的小组活动，如角色扮演、小组讨论等，让学生在合作中学习，增强团队精神和竞争意识。
3.运用游戏和竞赛，如单词接龙、快速问答等，增加学习的趣味性，激发学生的学习热情。
4.鼓励学生自我展示，如让学生在班上分享自己的旅行经历，增强学生的自信心和成就感。
5.定期给予学生积极反馈，如表扬进步的学生，鼓励他们持续努力，形成良好的学习习惯。
3.全班互动：在课堂总结环节，我会邀请全班学生共同回顾本节课的重点内容，确保每位学生都能参与进来，巩固所学知识。通过这些互动方式，我将促进学生的参与和合作，提高他们的学习热情和效果。
四、教学过程设计
（一）导入新课
新课导入是激发学生学习兴趣的关键环节。我将采用故事导入法开始本节课。首先，我会用一个有趣的旅行故事来吸引学生的注意力，故事中包含本节课将要学习的核心句型和词汇。通过生动的叙述和图片展示，让学生在轻松愉快的氛围中进入学习状态。接着，我会提出一些与故事相关的问题，引导学生思考和回答，从而自然过渡到新课的内容。这种方式能够快速吸引学生的注意力，激发他们对本节课内容的好奇心和兴趣。
具体的反思和改进措施包括：根据学生的反馈调整教学节奏和难度；对掌握困难的学生提供额外的辅导；定期进行教学方法的反思和调整，以确保教学内容的有效传递和学生的学习成效。通过持续的反思和改进，我旨在不断提升教学质量，促进学生的全面发展。
初中英语说课稿教学内容
初中英语说课稿（英文版）一、说教材（教材分析）Analyzing teaching material1. 说课型lesson type (Dialogue/ reading/ listening/ revision)2. 本课在教材中的地位status and functionLesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.3. 说教学指导思想teaching guideline(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)4. 说教学目标和要求Teaching aims and demands (…be intended for Ss in key schools)1）认知目标knowledge objectsa. Enable the Ss to remember the following new words & phrases:Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn intob. Get the Ss to be familiar with this sentence pattern:If the population keeps growing so quickly, there will only be standing room left…Give the Ss a reinforced practice on the functional item Supposition.c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.2）智能目标ability objectsa. Ask the Ss to make up a similar dialogue.b. Help them to understand the dialogue better and improve the four skills.c. Develop their ability of thinking independently.d. Cultivate their ability to discover, analyze and solve problems.e. Train them to collect information from the Internet.f. Train them with some effective learning methods to optimize Ss’ learning results.3）德育目标moral objectsa. Arouse their interest in learning English;b. Help them to understand the background of pollution.c. Enable the students to love our earth and the nature.d. Be aware of the importance of stopping pollution & protecting out environment.e. Encourage the Ss to do something to save the earth.5. 说教学重点teaching important points (生词、句型；培养阅读技能)a. New words and phrasesb. Sentence pattern: If- clausec. improve their reading skills.d. Talking about problems of the Earth.6. 说教学难点teaching difficult points (语法；发展交际能力)a. functional item: Supposition.b. Develop their communicative ability. Act out their own dialogue.7. 说教具teaching aids (multi-media computer, software, OHP)The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.二、说教法Teaching methodsFive step method; audio-video; communicative approach;Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.三、说学法Study methods1. Teach Ss how to be successful language learners.2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;3. Get the Ss to form good learning habits.四、说教学过程Teaching proceduresI. 复习(Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)Activity 1: Imagination1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)2). Suppose you catch a bad cold, what’s to be done?3). Suppose your bike is broken, what’s to be done?4). And suppose the earth, on which we all live, is damaged, what’s to be done?* What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)II. 呈现(Presentation) 5minActivity 2: PresentationPlay the song “Earth Song” sung by Michael Jackson. (Create a n atmosphere)A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.Ss’ presentation on pollution. Attract their attention, arouse their inte rest, and create a good atmosphere for communication.* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.III. 对话/ 阅读(Dialogue)18m1. Pre- readingActivity 3: Prediction1st listening/ fast reading, one guided Q to help Ss to get the main idea:What do you think is discussed at the conference?2. While- readingActivity 4: Read and answer2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.* 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words；确定主题句；创设信息差information gap；T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。
初中英语全英说课稿优秀9篇
初中英语全英说课稿优秀9篇英文版说课稿篇一英文版说课稿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 aims1. 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 methodsAs we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.英文版英语说课稿VI. Teaching procedures and purposes of my designing.I’ll finish this lesson in five steps.Step 1. Warm-up and preview1. 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. PresentationNow I’ll mainly talk about this step.1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.”(1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.(2) T: My schoolbag is heavy.Open the bag and say: “What’s in it? What’s in my schoolbag?”Take out a Chinese book. Then do the action again. Let the Ss read the sentence.2. Play a guessing game. Divide the whole class into four groups to have a competition.Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.Girl: My schoolbag is heavy.Boy: What’s in it?Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.Boy: What will you do?Girl: They are for the poor.Boy: Great! I’ll bring some school things too.The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.4. Mention that we should take care of the poor.5. Play the cassette. Let the Ss listen and imitate the dialogue.Pay attention to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.Step 3. PracticeDivide 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 3Purpose: 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. AssessmentHelp Ss finish “Let’s check” of this unit and workbook.Purpose: To check the knowledge Ss have learned in this period.Step 5. Add-activity1. 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.英文版英语说课稿初中英语说课稿篇二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。
七年级英语下册Unit4单元说课稿(人教版)
我的板书设计将采用以下布局和风格：
1.板书布局：左侧列出本节课的主要词汇和短语，右侧展示语法点和关键句型。中间部分用于记录学生的回答和课堂生成性内容。
2.主要内容：包括词汇、短语、一般现在时态的陈述句和特殊疑问句及其回答，以及寻找物品的情境对话。
3.风格：简洁明了，采用不同颜色粉笔突出重点，使用直线和箭头等符号表示知识间的逻辑关系。
板书在教学过程中的作用是帮助学生梳理知识结构，强化重点，便于回顾和复习。为确保板书清晰、简洁且有助于学生把握知识结构，我将：
1.在课前精心设计板书内容，确保与教学内容紧密结合。
2.在课堂教学中，适时书写，避免一次性书写过多内容，保持板书的条理性。
3.注重板书的动态生成，根据学生的回答和需求，适时调整板书内容。
2.任务驱动法：设计各种任务，引导学生主动探索、合作学习，培养其思维能力和自主学习能力。这种方法基于认知心理学，认为学生在完成任务的过程中，能够更好地整合新旧知识，提高解决问题的能力。
3.分层教学法：针对学生的个体差异，对教学内容、方法和评价进行分层设计，使每个学生都能在原有基础上得到提高。这种方法的理论依据是差异化教学理论，强调关注每个学生的成长和发展。
（一）学生特点
本节课面向的是七年级学生，这个年龄段的学生正处于青春期，好奇心强，求知欲旺盛，具备一定的认知水平和自主学习能力。他们喜欢互动、有趣的学习方式，对新鲜事物充满兴趣。在英语学习方面，学生的词汇量和语法知识逐渐积累，开始尝试运用英语进行简单交流。
然而，学生的学习习惯和方法仍有待改进，部分学生可能存在依赖心理，缺乏自主学习意识。此外，学生的英语水平参差不齐，认知能力也存在差异，这对教学提出了更高的要求。
七年级英语下册Unit4单元说课稿（人教版）
北师大版英语七上Unit4CommunicationWorkshop说课稿
北师大版英语七上Unit 4 Communication Workshop 说课稿一. 教材分析北师大版英语七上Unit 4 Communication Workshop的主题是“节日”，围绕着庆祝节日、了解不同国家的节日习俗等内容展开。
本节课的主要目的是让学生能够运用所学知识进行情景交际，提高他们的语言运用能力。
教材内容丰富，贴近学生的生活实际，有利于激发学生的学习兴趣。
二. 学情分析根据我对学生的了解，他们已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但是，他们在实际运用英语进行交流时，还存在一定的困难，特别是在口语表达方面。
此外，学生的学习兴趣和积极性也是影响他们英语学习效果的重要因素。
三. 说教学目标1.知识目标：让学生掌握与节日相关的词汇和表达方式，如“ChristmasEve”，“New Year’s Day”等。
2.能力目标：通过小组合作和情景交际，提高学生的口语表达能力和团队协作能力。
3.情感目标：培养学生对不同文化的尊重和理解，拓宽他们的国际视野。
四. 说教学重难点1.重点：让学生能够运用所学知识进行情景交际，提高他们的语言运用能力。
2.难点：培养学生运用英语表达自己的观点和情感，提高他们的口语表达能力。
五. 说教学方法与手段1.交际法：通过模拟真实场景，让学生在实际语境中运用所学知识进行交流。
2.任务型教学法：通过小组合作完成任务，提高学生的团队协作能力和口语表达能力。
3.多媒体教学手段：利用课件、视频等资源，丰富教学内容，激发学生的学习兴趣。
六. 说教学过程1.导入：以一段关于节日的视频导入，激发学生的学习兴趣，同时引出本节课的主题。
2.呈现：通过课件展示与节日相关的词汇和表达方式，让学生进行认读和理解。
3.practice：模拟真实场景，让学生进行角色扮演，运用所学知识进行情景交际。
4.production：小组合作完成任务，如制作节日卡片、编写节日故事等，提高学生的团队协作能力和口语表达能力。
英语说课稿(共10篇)
英语说课稿(共10篇)英语说课稿（一）: 初中英语说课稿精选、说教学程序1．复旧引新阶段.教师和学生进行简单的问候,如：Ss:Good morning,teacher!T:Good morning,class!之后,就上单元的话题和学生展开对话：T:Comrades!We won’t have any lessons this afternoon.I’m going on a field trip.Would youlike to go with meSs:Yes,we do.T:Where are we goingSs:We’re going to the mountains /rivers / hills...T:What do you think we’re going to doSs:We’re going to have a picnic /discuss the air outside...教师可根据当时的情况和学生继续多谈几句,交谈的思维要顺着学生的思维展开.之后,老师问道：T:Do you know what day is tomorrowSs:Yes,we do./No,we don’t.T:Now let me tell you.Tomorrow is Mid-autumn Festival.We’re going to have a big dinner.Would you like to come to my home to eat somethingSs:Yes,we’d love to.到此引出新学课文,教师说：Now let’s learn Lesson9.之后板书“Lesson9”.英语说课稿（二）: 新标准初中英语说课稿模板,各位评委X午好!我说课的题目是义务教育课程标准试验教科书《XX》*年级*册第*章确定为本节的重点教学难点：根据（知识**特点、学生已有知识储备或理解能力）确定****为本节难点.根据以上教学目标将详讲***,略讲****,以突出**重点和突破难点二、说教法：根据以上教材分析,为促进学生的**能力发展,对****知识将采用***教法,为落实重点采用**教法；为突破难点采用**教法；等等.（注重启发式、讨论式,实现因材施教）三、说学法：为使所学知识能较好的纳入学生已有的知识体系,促进学生的智能发展,对**知识将分别采用（材料分析法、读图发现法、归纳总结法等等）为落实教学目标将着重做好以下练习：对****知识通过填空、连线、材料、表格、选择、读图等进行训练四、教学过程：1、（创设情景、激发兴趣、复习回顾等）,导入新课通过****来（创设情景、激发兴趣、复习回顾等）导出本节课所学知识,板书课题2、（导学结合、图文研习、探究发现等）,讲授新课注意：a各步骤清晰流畅b用多媒体时语言是：媒体展示（材料、地图、练习等）c学生活动和教师活动明确,活动说明意图（围绕三维目标）d框题间要有过渡语言e有创新的做法着重说f告诉评委：以上是我的板书设计（条理、知识主干、创新不是简单的知识点排列）3、课堂小结：（回顾小结、指板书小结、媒体展示脉络小结、学生自我小结等）,并指出重、难点.4、巩固练习：（此步有无可根据教学过程调节）5、作业设置：以上是我的说课内容（或说课完毕）,谢谢各位评委!英语说课稿（三）: 求一篇好的,小学英语说课稿Good morning,everyone!Today,I’ll say something about Unit 9 Part A in Book 4 of Oxford English.Background on the reformation of curriculum,this book can connect the life and act,emphasize the interest and experience of the Ss,the pictures are active and vivid.Grade four is the initial stage of English learning,so it stresses on the emotion of the Ss,creates a well beginning for the Ss.This Unit has 7 parts,we’ll learn Part A mainly,it embodies the repeating characterize.Review the learned language points “Where’s…”and the new language points will be represented in the following units.So this unit forms connectinglinks with a special meaning in this book.The content of thi s period is to use “Where’s\are…” to determine the place.And according to the contents and the fact of the Ss,I establish the following three teaching aims of this period:The first one:students can listen,read,say and spell the following words:a glass,a fridge,an egg,bread and a table.The second one:students can listen,read,say and write the following daily expressions:What’s for breakfastHave some juice then.The third one:students can listen,read,say and write the following sentence pattern s:Where’s\Where are the\my…It’s \They’re…There’s no …in \on \near…I think the most difficult point of this period is to make sure the students can use the patterns “Where’s\Where are…and There isno …in\on\near…” in their daily life correctly.And I will use some pictures,words and sentence cards,a tape recorder and the multi-media computer to help me achieve the aims. The task-based method,communicated method,group cooperate method will be used in this period.To accomplish the aims,I design the following steps:Step 1 Songs and the game arousers the emotion.In order to attract the Ss’ attention and construct an atmosphere of learning English,I let the students sing some English songs and play the game “Simon says”.At the same ti me the game can review the prep,serve the knowledge as foil and consist the appearance of the knowledge.Step 2 Change class to life,happy to say.The substance of language is communication and the environment of communication is life.So when I present the sentence pattern “What’s for breakfast” I first show a clock to elicit the time for breakfast,teach the sentence.Then show my own photo of having breakfast,Ss ask and guess.In this way I can attract Ss’attention,encourage Ss to ask Qs with the new knowledge.Most of the Ss have learnt the sentence pattern:Where’s…so I design a task for Ss to help Helen find the food and drinks forbreakfast,and teach the new language points:Where are…They’re … Meanwhile stick the sentences on the Bb.After some practice by asking and answering,I present the next language points:There’s no …in\on\near…Have …then.And I will stick these sentence patterns on the Bb.Finally I’lllet the Ss do pair works to consolidate them.Step 3 Listen to the tape and Ss imitate to read and say.As the new reformation of curriculum,emphasized the traditional class attach importance to the mechanical teaching,neglect the experience and participation,for example,the five-step method.So in this lesson,after presentation,I ask Ss to listen to the tape with three Qs,read in different roles and in pairs,then try to recite the text.Step 4 Ss be the main body,T makes a guider.In class,Ss play as a host,and the T makes an influence on guiding,help Ss to act the learnt dialogue,it can stress the position of the Ss,and arouse their interest.Then I show a carton with no voice,ask Ss to make a dialogue in pairs.There are lots of ways to consolidate the new knowledge.Playing game is a good way.So according to the physiology of Ss,I hold a group competition during the game,ask Ss to finish the blanks.In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.Step 5 Change class to life,learn by themselves.Is t his the end of the classI don’t think so.If there is an end,Ithink it should be in the life.So I extend this class,encourage Ss to use the learned to communicate with each other in their life.In a word,the whole period is based on tasks,which are designed from easy steps to steps that are challenging.When the Ss are carting out the tasks,they can acquire information,knowledge,and have their ability and skills trained.That’s all.Thanks a lot for your attention.英语说课稿（四）: 英语教师如何撰写说课稿所谓说课,是指在某一特定的场合,教师较为系统地讲述某一教学内容的课堂教学设计及其设计的理论依据.说课分详细说课和概略说课.一、英语说课讲稿的要素及撰写方法英语说课讲稿也包括五个要素：说教材、说教法、说学法、说教学程序、说板书设计.（一）说教材说教材要对教材所在的知识系统做简要分析,通过分析某课教学内容在整个教材体系中的作用,以及本课教学内容与学生先前掌握的知识和将要学习的知识的联系,说明教材的地位和作用；通过对课程标准关于教学的具体要求的概括分析,说明本课教学目标的确立及其依据；通过对英汉两种语言差异和学生的知识水平的简要分析,确定并说明重点、难点和关键点的确立及其依据.1.说教材的地位和作用.说教材的地位和作用,应简要分析本课内容在单元整体教学中和整个教材体系中甚至在素质教育英语教学中的重要地位.例如,在分析SEFC Bl L37的教材地位和作用时可做如下表述.SEFC Bl L37是对话课,对话课是单元整体教学的重要环节.作为单元的第一课,对话课的作用首先是为第二、三课提供话题和语境.由于整个单元都是围绕一个话题操练特定的功能项目,对话课又具有为二、三课的学习扫清语言和文化障碍的作用.本课对话内容紧紧围绕体育运动话题展开,谈论运动项目必定使人联想到奥运会、奥运历史、奥运精神等,这就为下一课阅读教学提供了话题和语境.本课操练的功能项目是表达个人喜好的句型"prefer...to",学习并熟练掌握该句型有助于学生能就"prefer A to B”表达自己对运动项目的爱好及爱好程度.从素质教育的要求和学习语言的目的看,高中英语教学重视培养学生运用英语进行交际的能力.根据英语课程标准的要求,对话课应侧重培养学生的口语表达能力,体现英语教学的交际性、得体性、准确性和实践性.因此,本节对话课教学应着重培养学生熟练运用所学功能用语谈论体育话题的能力,为进一步自由谈论奥运历史打下基础.2.说教学目标的确立及其依据.教学目标的确立首先要根据单元教学的目的和要求（对语音、词汇、日常交际用语、语法等方面的不同程度的要求）,结合学生的实际水平,确定贯穿单元教学的总目标（goal）.总目标可以是相当概括的,如SEFC Bl L37的总体教学目标可定为“了解奥运会历史,学习表达个人爱好的交际用语".一节课的教学目标（objective）则应落实到与本课教学内容相关的具体语言知识或某项技能上,即：通过本节课的教学,重点解决什么问题（知识和能力）,达到什么样的要求.为了贯彻“寓思想教育于语言教学之中"的教学原则,教师还要深入挖掘教材的德育因素,从而确定德育（情感情意）目标.教学目标的表述要准确、具体、简洁、全面,要明确写出本节课的知识目标、能力目标和德育目标.如,JEFC B3 L82的教学目标可表述如下.（1）知识目标：学习和掌握过去完成时；总结和归纳有关购物用语；复习衣服的名称、颜色、大小等词汇.（2）能力目标：通过听录音,掌握正确的语音、语调,使学生形成良好的语言习惯；通过学生间的提问和回答,激发学生学习的积极性和主动性；同时在阅读过程中,注意发展学生的逻辑思维能力.（3）德育目标：通过购物的学习和问答,使学生注意和学习在交际中的礼貌行为（寓思想教育于语言教学之中）.3.说重点、难点和关键点的确立及其依据.说课稿要写出该课的重点、难点和关键点分别是什么,并写出确立该重点、难点和关键点的理论依据,即在列举该课重点、难点和关键点的同时,说明为什么该重点是本课教学的最主要部分或最重要内容,为什么该难点在本课教学中是学生最难理解和最容易出现错误的部分（有时重点和难点相同）,为什么该关键点对本课教学的成败起决定性的作用.例如,JEFC B3 L2l说重点、难点、关键点及其依据可表述如下.（二）说教法说教法至少要说明选择使用何种教学方法,以哪种教学方法为主,哪几种方法为辅,采用什么教学手段实现教学目标,采用这些教学方法和手段的理论依据是什么,并说明这些教学方法在本课教学中的具体操作方法.说教法时最好能说明在本课教学过程中贯彻什么教学原则,采用什么教学模式,并做出必要的解释和说明.如果巳形成了独特的教学思想和教学特色,最好单独列出.例如,SEFC Bl L37的说教法可表述如下.英语说课稿（五）: 英语说课的基本步骤【英语说课稿】本课的总体思路（目标、要点、巩固）如何开始这堂课如何进入这堂课如何让学生学以致用如何总结英语说课稿（六）: 求初中英语语法说课稿-全英文版Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts. Part One Analysis of the Teaching Material(一) STATUS AND FUNCTION1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write English sentences well. Therefore this lesson is in the important position of the teaching material.2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(二)ANALYSIS OF THE STUDENTSThe Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.(三)TEACHING AIMS AND DEMANDSThe teaching aim"s basis is established according to Junior School English syllabus" provision.1.Knowledge objects(1) To make the Ss know how to use the affirmative sentence “Th is is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I\"m sorry”“That\"s all right”. (2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson.(3) To finish some exercises.2.Ability objects(1) To develop the Ss’ abilities of listening, speaking, reading and writing.(2) To train the Ss’ ability of working in pairs.(3) To develop the Ss’ abilities of communication by learning the useful structures.3.Moral objects(1) To enable the Ss to be polite and love life.(2) To enable the Ss to look after their things well.(四)TEACHING KEY AND DIFFICULT POINTSThe teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material\"s position and function.1.Key points:(1).To help the Ss to communicate with each other.(2).To enable the Ss to study in groups and co-operate skillfully.(3).To develop the Ss’ interest in Eng lish.2.Difficult points:(1) How to make dialogues and act them out.(2) How to write the right whole sentences.(五) TEACHING AIDSMulti-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.Part Two The Teaching Methods1. Communicative teaching method2. Audio-visual teaching method3. Task-based” teaching methodAs we all know: the main instructional aims of learning English inthe Middle Sc hool 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 meth od. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition. Teaching special featuresTo use these methods are helpful to develop the Ss’ thought.Part Three STUDYING WAYS1.Teach the Ss how to be successful language learners.2.Let the Ss pass \"Observation—Imitation—Practice \" to study language.3.Teach the Ss how to master dialogues and how to communicate with others.Teaching special features:Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.Part Four Teaching ProcedureI’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At lastlet’s see which group is the winner.Step1 Warm-up1. Free talk between T and Ss .Such as: Hi, I’m . .. . What’s your nameThis is …. How do you doWho is he/she How are youWho can count from 1to 5What’s this in English etc.2.A game: Ask the Ss to give T some school things. For example: T: Give me your book.(ruler, box, pen, table, knife, etc.)T: This is your book. This is not my book. It’s your book. etc. In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.Step2. PresentationThis course is very important. I’ll mainly talk ab out this step. I’ll use CAI to present the whole dialogue. Arrange somesituations to help Ss understand Sample A.First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.A: Hi, B. How are you todayB: I’m fine, thank you. And youA: I’m fine, too. Oh, this is my bag.B: No, this is not your bag. It’s my bag.A: (Look closely) Oh, I’m sorry.B: That’s all right.(At the same time, C is running up and hitting A.)C: Oh, I’m sorry.A: That’s OK.I’ll write the key points on the Bb while they are watching. Afterwatching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.Step3.PracticeFirst play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. Inthis step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ssgrasp the Sample .At last I’ll ask the Ss to th ink hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability. Step4.ProductionIn this step I’ll give the Ss a free space to show theirabilities.Second scene: The Ss are having a picnic. It’s hot and they takeoff their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.Purpose of my designing: “Task-based” teaching method is usedhere to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life.I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit alot in their spoken English.2.Skill 1 Model 1.I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.3.Finish the Ss’ workbook.Purpose of my designing: To check the knowledge Ss have learned in this lesson.Step5.Homework:(1)Recite the words as many as possible after class.(2)Make a dialogue according to Sample A and write it in the exercise book.Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard DesignLesson Six Sample ASix This is my….hey This is notyour. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’msorry.that’s=that is That’s all right/OK.【英语说课稿】英语说课稿（七）: 高一英语说课稿是要全英文的还是中文的最好是中英文穿插在一起的全英文学生会跟你没什么互动全中文的听课的老师和学生可能又会觉得你水平有限英语说课稿（八）: 求一两篇小学英语试讲稿和说课稿My FamilyI have a happy family . I am the only child in my family.My father is thirty-two years old. He is 170cm in height. He is a farmer and he often works hard in the field from morning till night. When my father is free , he will go to find another job to make more money. My mother is a housewife . She does housework every day.I am a sunny girl . My name is He Hua. I like growing flowers andI look after them with my parents .I love my family.英语说课稿（九）: >>[转]怎样写小学英语说课稿（全英文的）它是整个模块的重点,占有很重要的地位,它为后两个单元的学习奠定了基础.2.教学目标知识目标：学习掌握单词 football. basketball. table tennis. morning exercise,学习运用句型I like …\I don"t like ….能力目标：培养学生运用英语的能力.德育目标：教育学生热爱体育运动,勤于体育锻炼.确立教学目标的依据：根据《英语新课程标准》的要求,小学阶段的英语课主要是激发学生学习英语的兴趣；培养学生对英语学习的积极态度,使他们建立学习英语的自信心；培养学生一定的语感和良好的语音、语调,为英语的进一步学习打下基础.3.教学的重点与难点教学重点：能听说单词 football. basketball. table tennis. morningexercise,运用句型I like …\I don"t like ….教学难点：灵活运用句型I like …\I don"t like ….确立教学重难点的依据：根据《英语新课程标准》的要求以及本课在教材中所处的地位和作用.英语说课稿（十）: 英文说课的步骤需要说哪几大块我是去参加英语说课比赛，是求职面试用的吧.学校会先给定说课的范围,给10分钟左右的准备时间.说课其实就是讲讲你如何将给定的文章展开来讲给学生听,所以突出的是你的讲课的构想和思路,而不是具体的语法点等等的内容.说课一般是精读课文,所以可以从突出以下几部分来讲：1.文章的创作背景,作者简介；突出文章时代特点（以提问回答的方式.）2.文章主要涉及的语法现象（以归纳总结的方式.）3.文章的主要词汇（以举例的方式）4.课堂总结5.课后作业因为说课说的是一堂课的安排,所以预习、学习、练习、复习、作业各个部分要完整.说课是把听众定位为老师、评委；讲课是把听众定位为学生.但是现在一般学校面试的时候不是特别区分讲课和说课的,通常情况下是连说带讲的.而且还会有提问回答的环节,问题内容可能会涉及自己的研究领域、论文、兴趣所在等等的.所以不能轻视啊!加油,初中英语说课稿小学英语说课稿。
七年级英语下册教学(人教版,河北专版)Unit4SectionB(1a1d)说课稿
我将使ห้องสมุดไป่ตู้以下教具、多媒体资源或技术工具来辅助教学：
1.多媒体课件：包含天气图片、视频片段、交互式练习等，能够直观展示天气变化，增强视觉效果，提高学生的学习兴趣。
2.白板和马克笔：用于板书关键词、句型和练习，方便学生跟随教学进度，强化记忆。
3.模拟天气工具：如晴雨伞、温度计等小道具，用于模拟不同的天气状况，增加课堂互动性。
4.定期进行小测验和展示活动，让学生看到自己的进步，增强他们的自信心；
5.关注学生的个性化需求，给予每个学生适当的关注和指导，帮助他们克服学习障碍，提高学习效果。
三、教学方法与手段
（一）教学策略
本节课我将采用以下主要教学方法：
1.任务型教学法：通过设定具体的任务和情境，让学生在实际的语言环境中学习和使用英语。这种方法能够激发学生的学习兴趣，提高他们的语言实践能力。
（二）教学反思
在教学过程中，可能遇到的问题是学生参与度不高、学习兴趣不持久或对知识点的理解不够深入。为应对这些问题，我会通过设计互动性强的小组活动和有趣的游戏来提高学生的参与度，同时结合实际生活情境，增强学习的趣味性。课后，我将通过学生作业、小测验和课堂表现来评估教学效果。具体的反思和改进措施包括：根据学生的反馈调整教学节奏，对难点进行针对性讲解，对积极参与的学生给予更多鼓励，对学习有困难的学生提供个别辅导。此外，我会定期回顾自己的教学方法和手段，根据学生的实际需求进行优化调整。
（二）新知讲授
在新知讲授阶段，我会按照以下步骤逐步呈现知识点：
1.呈现天气类词汇，通过图片和实物展示，让学生直观地学习并记忆新词汇。
2.引导学生通过已知的词汇和句型，尝试描述当前的天气状况。
3.介绍并练习描述天气的句型，如"It's sunny today."，通过师生互动，让学生模仿并运用这些句型。
人教七年级下册Unit4全单元说课稿
4.阅读：通过阅读文章，了解日常生活中的实用信息。
（四）总结反馈
在总结反馈阶段，我将引导学生自我评价，并提供有效的反馈和建议：
1.让学生回顾本节课所学内容，进行自我评价，总结自己的优点和不足。
2.组织学生相互评价，发现他人的优点，学习借鉴。
3.教师针对学生的表现，给予肯定和鼓励，同时指出需要改进的地方，并提出具体的建议。
（五）作业布置
课后作业布置如下：
（二）新知讲授
在新知讲授阶段，我将逐步呈现知识点，引导学生深入理解：
1.以生活场景为例，展示一般现在时的句子，让学生观察、总结语法规则。
2.通过示例、练习，引导学生学习新词汇、短语和句型，并注意区分与已学知识的异同。
3.创设情境，让学生在实际语境中进行角色扮演，练习新学的知识点，提高口语表达能力。
（三）巩固练习
3.网络资源：利用在线词典、英语学习网站等，拓展学生的学习资源，提高他们的自主学习能力。
4.教学软件：如互动白板、答题器等，实现师生互动、生生互动，提高课堂趣味性。
（三）互动方式
为了促进学生的参与和合作，我计划设计以下师生互动和生生互动环节：
1.课堂提问：教师提问，学生回答，鼓励学生积极参与课堂讨论，锻炼口语表达能力。
2.小组讨论：针对某一话题，让学生进行小组讨论，培养他们的合作意识和团队精神。
3.角色扮演：设计情景对话，让学生扮演不同角色，进行口语练习，提高他们的语言实际运用能力。
牛津上海版英语七年级上册《Unit4Jobspeopledo》说课稿5
牛津上海版英语七年级上册《Unit 4 Jobs people do》说课稿5一. 教材分析《Unit 4 Jobs people do》是牛津上海版英语七年级上册的一单元，本单元主要讨论人们的工作。
教材通过不同职业的介绍，让学生们了解到各种工作的内容和特点，同时培养他们的听说读写技能。
本单元的话题贴近学生的生活，能够激发他们的学习兴趣，提高他们的学习积极性。
二. 学情分析七年级的学生已经掌握了一定的英语基础知识，具备一定的听说读写能力。
但学生在语言表达方面还存在一定的问题，如词汇量不足，语法运用不准确等。
此外，学生的学习兴趣和积极性对他们的学习效果有很大影响。
因此，在教学过程中，教师需要关注学生的个体差异，充分调动他们的学习积极性。
三. 说教学目标1.知识目标：让学生掌握与职业相关的词汇和表达方式，如doctor,teacher, engineer等。
2.技能目标：培养学生听说读写的能力，使他们能够运用所学知识进行日常交流。
3.情感目标：培养学生对各种职业的尊重和理解，提高他们的职业规划意识。
四. 说教学重难点1.重点：让学生掌握与职业相关的词汇和表达方式。
2.难点：引导学生运用所学知识进行实际交流，提高他们的语言运用能力。
五. 说教学方法与手段1.交际法：通过模拟真实场景，让学生在实际交流中运用所学知识。
2.任务型教学法：通过完成不同任务，培养学生听说读写的能力。
3.多媒体辅助教学：利用多媒体课件和视频，提高学生的学习兴趣。
六. 说教学过程1.导入：教师通过展示不同职业的图片，引导学生谈论各自父母或亲戚的职业，激发学生的学习兴趣。
2.新课呈现：教师介绍本节课的主要内容，让学生听录音，模仿发音，学习新词汇。
3.课堂活动：教师学生进行小组讨论，让他们用所学词汇和表达方式介绍自己的理想职业。
4.巩固练习：教师设计不同难度的练习题，让学生进行听力、口语、阅读和写作的训练。
5.课堂小结：教师对本节课的内容进行总结，强调重点词汇和表达方式。
【最新资料】仁爱英语七年级上册说课稿
典型教学案例（Unit4 Topic1 Section A）一、教材分析（说教材）1、教材的地位和作用：本节课是《仁爱英语》七年级上册Unit 4 Topic 1的Section A。
本课是本单元的重要组成部分，也是核心教学部分，以口语练习为主，主要学习购物时的简单交际用语并学会用简单的词汇谈论衣服，同时也学会用1000以内的数字谈论价格。
它上承上个单元学习就餐时的表达话题的教学，下接Section B与以后有关英语教学。
本部分是前后知识的载体，本课在今后的英语教学中都占有重要的地位。
2、教学目标《课程标准》中说：英语教学的目的是培养学生运用语言进行交际的能力，为用而学，在用中学，学了就用。
因此，我把本课的教学目标定为以下几个方面：（1）知识目标① 掌握单词及词组：madam，try，try on, how much，buy，thirty，forty，fifty，sixty，seventy，eighty，ninety，hundred，②掌握句子（日常交际用语）1、What can I do for you?2、May I help you? / Can I help you?3、I want…4、I’d like …5、Can I try it on?6、You look very nice.7、How much is it/are they?8、It’s /They’re …9、We will take it.② 掌握语法：How much is/are…?It’s/They’re…（2）能力目标在连贯的听、说、读、写活动中，训练学生的逻辑思维、快速反应能力和实践能力，使学生能熟练应用What can I do for you? Can /May I he lp you? How much is it/are they? It’s/They’re 7 0 yuan.同时应用1000以内的数字谈论价格。