英语说课稿（一）：
Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time， so it is very important to develop their keen interest in English.
I. Contents:
Today I’m going to talk about Part B of Unit 2， PEP Primary English， Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1， it mainly deals with the dialogue about What’s in the schoolbag? and the answers. And in section 2， it provides a real situation for the Ss to prastise the pattern: How many n.(pl.) do you have? And the answer: I have 23 n.(pl.)
II. Teaching aims
1. Aims on the knowledge
(1) To enable the Ss to understand and speak: My schoolbag is heavy. What’s in it? Thank you sooooooo much. Make sure that Ss can use these sentences in real situations.
(2) To help Ss to finish the survey.
(3) Let Ss finish the assessment of Let’s check in this unit.
2. Aims on the abilities
(1) To develop Ss’ abilities of listening and speaking.
(2) To train the Ss’ ability of working in groups.
(3) To foster Ss’ abilities of munication and their innovation.
3. Aims on the emotion
(1)To foster Ss’ consciousness of good co-operation and proper petition.
(2) To lead Ss to show their loveliness to the poor.
III. Key-points of this lesson
(1) To help Ss ask and answer the question: What’s in it?
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
IV. Difficult points
(1) To help the Ss ask and answer the question What’s in it? and make sure they can use the plural nouns correctly.
(2) To finish the survey by themselves.
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use Task-based teaching method. That is to say， I will let the Ss learn in real situations， finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing， guessing game， finishing a survey and having a petition. And in this lesson a recorder， CAI， school things and a printed form will be needed. Students should prepare some school things.
英语说课稿（二）：
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 本事目标
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
3.Quesion-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 exercise 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， puters， etc.
2. What is the second paragraph about?
It’s mainly about the different uses of cellphones.
Step IV Careful reading
Read the text carefully and then decide the following true or false questions.
1. Many Chinese teenagers live life on the go just like Wang Mei.
2. With cellphones， we can only make calls and send messages.
3. All cellphones have an electronic calendar to remind you of appointments and dates.
4. The students don’t use the cellphone in the classroom because of the school rules.
5. With a cellphone， students will certainly waste some time and money on it.
6. Teenagers like cellphones just because they can send 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 Chinese teenagers who have cell phones.
Para. 2 Cell phones can be used for what?
Para. 3. Why are not the students allowed to use the cell phone.?
英语说课稿（三）：
The teaching design I’m going to talk about is for unit 10， from Fun with English for primary school， Book 1A. It mainly deals with colors ， I’ll describe it mainly in 5 parts.
1. Analysis of Ss
Most of the first-grade Ss haven’t learned English. But some of them have learned some basic knowledge about English in the kindergarten. They are eager to learn and are interested in English. All these are to the advantages of English learning.
Analysis of the textbook
The ultimate goal of Oxford English is to develop the prehensive ability to use the language. That is to develop their four skills， listening， speaking， reading and writing.
2.Teaching Objectives
Firstly， knowledge objective. In this unit， Ss are required to master the five words ( red， green， yellow， brown， white) and sentence structure “ What color?”
Secondly， skill objective. Ss are going to learn how to apply the words and expressions they’ve learned in their daily life. The good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.
Thirdly， emotional objective. We should make Ss bee aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. In this way to help them develop a healthy and positive character.
3.Teaching Points
The key points of this lesson are the five words ( red， green， yellow， brown， white) and sentence structure “ What color?”
The difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.
4.Teaching approaches.
英语说课稿（四）：
Good afternoon，teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:
Analyzing teaching material
The teaching methods
The studying methods
The teaching procedures
and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”
This unit is about It is made up of paragraphs.
The teaching aim of this lesson is to help students to understand and master the words， phrases and sentence patterns on the basis of understanding the text.
The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.
The emotional aim is to help students understand and to develop
students’ sense of cooperative learning.
Then the teaching key points is to help the students get a general idea of the whole
And the teaching difficult points is to make students use their own words to express
According to the analysis above， I’ll try my best to carry out the following theories
while dealing with this lesson:
To make students the real masters of the class while I just act as a director.
To bine the language structure with the language functions.
And to make students receive some moral education while they are learning language. In order to achieve my goal， I will use the following teaching methods:
The first teaching method I will use is municative approach， since language is
used for munication. Communicative approach is learner-centered and emphasizes munication and real-life situations.
The second teaching method I would like to use is task-based approach. A task
resembles activities which our students or other people carry out in everyday life.
Learners should be given opportunities to reflect on what they have learned and how well they are doing.
The third teaching method I want to use is puter assisted language teaching.
Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce prehensible output.
And in order to practice my teaching methods better， the following teaching aids will be used:
A projector， a tape recorder， multimedia and of course the blackboard.
And then， I would like to talk about the studying methods. As students are poor in
cooperative learning skill， many students are not active in English class， and even
some of them don’t like English. Therefore， I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing，
thinking， and speaking. So， to make the students get the knowledge actively，
cooperative learning and task-based learning will be used.
Next， I will talk about the teaching procedure. To train the students’ ability of listening， speaking， reading and writing， I have designed the following steps.
Step 1 Lead-in
At the very beginning of the class， I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions，
the students will be eager to know something about and it’s the very time to naturally lead the class into
Step 2 Listening prehensions
In this step， I will write several questions before listening to the text:
And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .
Step 3 skimming and scanning
In this step， I will give the students two tasks . The first task is to get the general idea， the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each other.And then guide Ss to read the material carefully and take some important notes， then answer the following questions in P.
Step 4 Retelling the passage
Language is learned by municating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.
Step 7 Consolidation
In this activity， I will ask some students to read each paragraph， and then do the exercise following the text.
Step 8 make a summary
I will go through the important points and difficult points of this lesson with the students once again. And of course， the language points on the blackboard will be mentioned as well.
And now let’s move to the last step
Step 9 Homework
1. Read the passage as frequently as you can
2. Find out some words and sentences you think are beautiful and recite them.
Purpose 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.
That’s all of my teaching ideas about this lesson. Thanking you for your listening.
英语说课稿（五）：
Good morning， everyone! It’s my honor to present my lesson plan here. The teaching material es from PEP Go for it 8B U6. The title of the reading part is I’ve been studying history in China. History is the topic of this passage. The story is narrated by an Australian， Leo， who tells his life in China， his family history and his study of history. This reading mainly focuses on developing Ss’ reading skill， especially scanning. So this is one of the language focuses. As for the content， because of many new words and phrases in the context and Ss’ lack of the knowledge about “history”， it is a little difficult for them to understand the passage. So the Ss may have a bit difficulty in retelling the passage in the last activity role-play. Thus I rearrange the material like this: The 3 questions in pre-reading are modified. I’ll choose some easier and funnier questions to lead Ss into the topic History. The grammar review in Exercise 3b， 3c is not the language focus in this lesson， thus it’s consid
ered as the homework.
According to the New English Curriculum， the teaching should not only focus on the development of Ss’ reading strategy， also the Ss’ interest in English. So I apply municative approach， making use of real-life situations to motivate their desire to municate in meaningful ways about meaningful topics. Ss will enjoy their participation in this lesson by discussion and role-playing. As for the teaching aids， PPT， blackboard and audio tape are needed.
Based on those analyses， I set the following 5 teaching objectives. By the end of the class， Ss will be able to:
1. Linguistic knowledge
Master new words and expressions， such as emperor， dynasty， capital etc. (this is the language focus)
Be familiar with the topic history.
2. Language skills
Develop their reading skills， especially scanning. (This is the language focus I’ve mentioned before.)
Tell Mike Leo’s life in Harbin during the role-playing. (This is the anticipated difficulty.)
3. Affects
Love our country by learning more about Chinese history.
4. Cultural awareness
Know more about history of other countries.
5. Learning strategy
Learn to get more information both from books and the Internet.
Ok， now let’s move to the most important part: teaching procedure. I adopt 3-stage model: pre-reading， while-reading and post-reading. The duration is 45 minutes.
In pre-reading stage， there’re 2 activities for 9mins. I’d like to introduce Leo to Ss as a new friend. The first activity is Leo’s self-introduction through a short record. The record is prepared before the class with some key information about Leo. As a foreigner， Leo loves Chinese history very much， so he has many questions to ask Ss. The first one is about the emperors and the dynasties. Ss should be able to do the match between them. Those emperors are all famous characters in the Chinese history， such as Tang Taizong， Cheng Jisihan， Kang Xi and so on. The second one is about the famous capitals in the history. Ss should pick out the city which was not the capital in the history. By the way， I will provide some information about Harbin， which is the city where Leo lives. This introduction can also build Ss’ knowledge structure. This kind of lead-in could be funnier and easier， and the fortable atmosphere can help Ss’ to acquire new knowledge easily.
In the second stage while-reading， there are 2 steps; they are fast-reading for 6mins and careful-reading for 15mins. There’re 2 activities in fast-reading: skimming for the main idea of each paragraph and scanning for the specific and important information to fill in the blanks. These tasks can help them get the general idea of the passage.
In careful-reading step， I’ll guide them to learn the passage paragraph by paragraph， from Leo’s introduction to Leo’ s family history， and Leo’s study of history， the last is Leo’s dream. Different tasks are designed for Ss: For the first paragraph， Ss are asked to find some key words about Leo: Australian， Jewish， etc. For the second paragraph， Ss are required to fill in the time table about Leo’s family history. As for Leo’s study， Ss are asked to make a parison between Leo and his friends. The last is Leo’s dream， I’ll ask Ss several simple questions. I will make sure that Ss won’t be bored by the tasks and participate in all the activities actively.
In post-reading， there’re 2 activities for 14mins: discussion for 5mins and role-playing for 9mins. I’ll ask Ss two questions: Q1: Why are some old buildings in Harbin built in Russian style? Q2: Why does Leo want to go to Beijing for the Olympic Games in 2008? What can we infer from that? Ss are supposed to learn more about the history of China and other countries， and develop their patriotic feeling. The role-playing is Leo’s talking with his friend Mike. They are talking about Leo’ life， work and the future plan. What Ss have learned in this lesson is needed in the talking. In order to lower the degree of the difficulty， I’ll provide some sentence structures， some questions and key words. So this can be considered as a review of the whole lesson. And this is the right time to practice Ss’ oral English and they should talk in the correct tense to practice the grammar we have learned before.
The last minute is for explaining homework: Suppose that Leo’s friend Mike is ing China for the Olympic Games， we should give him some tips. Ss are asked to get more information through the books and the Internet， and then write down at least 3 tips in the following structure: If you want to go to the Great Wall， you will have to take No.15 bus…. This task es from Exercise 3b， 3c. Ss can not only review adverbial clauses of condition introduced by If according to the requirements of the teaching material but also enjoy learning with the given situation. As time’s limited in the class， the task is left as the homework.
Finally， making a good use of the blackboard can help Ss learn better. So this is my blackboard design: the title is in the middle of the blackboard， the left part is for some information related to Leo and also the structure of the whole passage， the right part is for some new words and expressions.
英语说课稿（六）：
Hello， Everyone! I’m XXX from . It’s my great honor to present my lesson plan. In my presentation， I’ll analyze the teaching material and learners， state the learning objectives， and then describe the teaching procedures.
I. Analysis of the teaching material and learners
First of all， let’s see the teaching material. It is the second period of PEP NSEFC Module2 Unit1—Learning about Language. This period is designed to enrich students’ vocabulary and help them master the usage of some words and expressions under the topic of cultural relics.
The lesson is prepared for the students in senior grade one. In the first period of this unit， students have learned some words and expressions in the reading material In Search of the Amber Room. So students know their meanings in the context of Amber Room， but they don’t know how to use them in other contexts. As regards to the topic， Senior One students have learned a lot about cultural relics both in China and abroad so they have quite good background knowledge. Therefore， I can use the famous cultural relics—Yuan Ming Yuan as a clue to present the target language， which also provides real situations for the students to use what they have learned.
II. Learning objectives
Based on the analyses of the learning material and the learners， I set the following learning objectives：First， Language skills. By the end of this lesson， the students will be able to guess the meaning of some new words within the context and they will be able to draw a conclusion about how the language items are used through parison and examples. Second， language knowledge. The students are expected to use the following words， phrases and useful structures correctly in different contexts. (Words: amazing， select， design， fancy， style， artist; Phrases: decorate…with， be considered as， less than， belong to， at war; Useful structures: have sth. done) These are also the language focuses of this lesson. Third， learning strategy. During the class， the students will be asked to use memory strategies including semantic association， contextualization， word formation， and grouping when learning some key words. They will use the cognitive strategy of parison and examples when learning the usage of
the words and phrases individually and in groups. And they will use munication strategy to cooperate with their classmates in group work and work as a guide to introduce Yuan Ming Yuan. Lastly， affect and cultural awareness. During the process of learning， the students will raise the awareness of cultural relic protection.
III. Teaching procedure
In order to achieve these learning objectives， several activities are designed for the lesson. The teaching procedures are divided into four steps.
Step 1 is lead-in. Before the class， I will play a short video clip about Yuan Ming Yuan. It has been played in the first period. But this time it is played to activate students’ old knowledge. So as soon as the class begins， students can talk about what they know about Yuan Ming Yuan freely， the situation of which is very similar to that of the amber room.
Step 2 is to practice some useful words and expressions within seven activities. The first activity is to find out similarities between Yuan Ming Yuan and the Amber Room， since these two have something in mon， especially in the history and the current situation. It aims to help the students to recall some key language items， such as “belong to”， “at war” by talking about something about Amber Room they have learned in the previous lesson. In activity 2， I will show a short excerpt from the first paragraph of the reading material with some parts covered. Students should fill in the blanks without referring to the book. After the answers are shared， I will encourage students to pete to recite it. This reciting petition heightens the classroom atmosphere and helps the students remember the key language items as well. In the third activity， I change the context into Yuan Ming Yuan. This time students should use the words and phrases from the first paragraph to plete the description about Yuan Ming Yuan
. So here， we see， students learn the language items in the reading material and then they have a chance to use them in another similar context.
In the fourth activity， students will learn some useful words and expressions. They will read five sentences describing the Amber Room and then find out the similar expressions from Paragraph 2-4 to replace the underlined parts. Then the context changed into that of Yuan Ming Yuan again. Students should discover the usage of the word “remain” by studying these examples (refer to PPT) about Yuan Ming Yuan， which is the task in activity 5. Then in activity 6， students will tell the parts of speech of the words “design” and “wonder” in different sentences. These three activities are designed to encourage students to discover the target language in the context by themselves. Meanwhile， their ability of inducing rules can be developed by learning examples.
In the last activity of Step2， students are supposed to learn and use a useful structure “have sth. done”. Firstly I will lead the students to discover the structure by asking a question according to the reading material. After discovering the structure， students will work in groups to practice it. They will talk about what happened to Yuan Ming Yuan when China， Britain and France were at war by using the structure. As it is a bit difficult， I will first offer an example and some clues to lessen the difficulty， then students should create sentences on their own.
Step 3 is passage-rewriting. After learning words， expressions and a structure， it’s time to write a passage. Students should rewrite this passage about Yuan Ming Yuan by replacing the underlined parts with these expressions from the text. This activity is to make sure that the students can use the target language properly.
In the fourth step， there is an oral presentation. Students are asked to be tourists guides. So they should work in groups of four and discuss how to introduce Yuan Ming Yuan. Students are required to use some certain newly-learnt expressions. After the discussion， several students will be asked to give a presentation. With all the previous input of useful words， expressions and the structure， the students are now able to give the introduction as an output.
Lastly， to consolidate what the students have learnt in this period， I set the following assignments. Firstly， students are asked to finish some multiple choices and spellings. Secondly， they should find out the differences between attributive clause and non-attributive clause and try to give two examples for each and get prepared for the Grammar Study in the next period.
IV. Blackboard notes
That’s all for the teaching procedures. And these are the blackboard notes. On the left， there are some new words and expressions. On the right， there are some useful structures. They are all the language focuses of this period. I write them on the blackboard to remind students to use them as much as possible in group work throughout the lesson.
V. Reflection
In conclusion， in this lesson language items are learned within a context of the reading material and practiced in the context of Yuan Ming Yuan created by the teacher. And efforts are also made to help students learn and use vocabulary by using efficient learning strategy. To make the learning process natural and progressive， the period starts with words and phrases， and then focuses on the sentence structures and paragraphs. Thus， the students’ oral output will be possible owing to the previous input.
That’s all for my presentation. Thank you for your attention.
英语说课稿（七）：
Good afternoon， teachers. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is the second reading of Unit 10， Book I. I’ll be ready to begin with this lesson from six parts: Analysis of the students， analysis of the teaching material， the teaching aims， the teaching & learning methods， the teaching aids and the teaching procedures. First， let me talk about my students.
Part I Analysis of ss
My students are from Grade One in vocational schools.
No.1 They have a poor vocabulary， little motivation to learn initially and no confidence in expressing themselves.
No.2 There are distinct individual among them.
No.3 They are quick in thinking and long for victory. They may raise interest in the topic because of its familiarity， and are eager to know these differences.
No.4 In my class， ss will be given a preview plan to understand the reading， progressive tasks in petition to ensure overall participation.
Part II Analysis of the teaching material
Our textbook is taken from English Book I for vocational schools. It emphasizes on interest and utility.
Since some information about cultural differences has been mentioned in previous units， this unit will focus on introducing individual differences and building the sense of cross-cultural munication.
Reading II will demonstrate cultural differences further and occupies an important position. It will take up two periods， and I’ll deal with the second period for reading prehension， and concentrate on ss’ abilities of reading and using English fluently.
Part III Teaching aims
No.1 Teaching aims
After studying the teaching material and analyzing ss’ present situations， I think the teaching aims are the followings:
1. Knowledge aims
1) To master some key words and expressions: awkward， courtesy， direct， misunderstand， as soon as， keep doing sth， etc..
2) To understand the gist of the reading， work out the writer’s opinions after reading， and plete relevant tasks.
3) To retell the reading and try to talk with partners about differences in table manners with the purpose of using the language fluently.
2. Ability aims
1) To better reading strategies to promote reading ability with the help of skimming， scanning and other reading techniques.
2) To improve ability of using English fluently as well as logical thinking after dealing with tasks.
3) To foster the ability of cooperation in group activities.
3. Emotion aims
1) To have a general knowledge of differences in table manners， esp. between Chinese and American cultures， and foster the sense of cross-cultural munication.
No.2 key & difficult points
1. Key Points
1) To get the information from the reading;
2) To municate with partners fluently.
2. Difficult Points
1) How to improve the reading abilities because my students are weak in English， esp. in reading strategies.
2) How to help ss put their learning into practice with references.
Part IV Teaching &Learning methods
A good method requires that the teacher act as a guide while ss as the real masters in class. In my class， ss are mainly guided by tasks progressively.
1. So according to the analysis of the teaching material and the students’ learning background， I will use the following teaching methods.
1) Task-based language teaching
2) Activity teaching
3) Delamination teaching
4) Question-and-Answer activity teaching
2. The learning methods are the followings:
1) Cooperative learning
2) Autonomous Learning
Part V Teaching aids
No.1 Multi-media
No.2 Non-testing evaluation
1). A piece of paper to evaluate themselves.
Part VI Teaching procedures.
No.1 As for the concrete procedures， it includes 5 parts.
Task II:checking words & answering questions. Ss will have a matching for words and meanings to check words and then they may pose any questions they met in preview. Ss finish it before class and present keys on the blackboard. Some music will be played to calm ss down and create a situation to learn English.
Purposes: The easy item may help them build confidence.
Task II: Lead-in. Ss may watch a video about cultural differences， and then finish the sentence with brainstorming. This item is open to answers. As far as students get to the point， their group may get marks.
Purposes: Brainstorming may activate ss and catch their attention quickly. At the same time， it may act as a foreshadowing for the reading.
Task III: Presentation with tasks. It includes two items.
Item I: (skimming) Ss look through the reading in 2 minutes， and then finish the multiple choices on their own.
Purposes: This task will train ss to get quick information and foster a good reading habit.
Item II: (careful reading) In order to cope with the reading clearly， there are three portions. Portion A is for Para1. It is about the writer’s experience in China， and then there are some questions. Portion B is for Para2. It is about a Chinese staying in America， and then there are some multiple choices. Portion C is for Para3. It is about solutions， and then ss rectify the table. Similarly， they read individually， and then discuss in groups to get an agreed answer. Representatives will be sent to the bb to present keys.
Purposes: The three portions will help ss work out the writer’s opinions clearly. Cooperative learning will help them overe difficult words or sentences and find the feeling of success when they can get keys without too much guide from the teacher. And praise goes first no matter how they do. Till now， ss may realize cultural differences further.
Task IV: Consolidation in time. It includes 3 items: Five statements for ss to check their understanding about the reading， a dialogue to check how they can transfer input to output and a short passage to tell them whether they have made progress in reading. Similarly， ss do them on their own， and then discuss problems in groups.
Purposes: The three items will give a clear reflection to ss.
Last task， I will make a conclusion of this period， encourage ss to build the sense of cross-cultural munication， and then do some extension: Watch another video about differences between China and the West， and discuss whether the points from the video are reasonable or not. The item is also open to keys. Ss are encouraged to write down notes.
Purposes: This task will help ss dare to speak because of the good input about cultural differences from the reading. Each one may have a chance to express them， and experience the feeling of success. In the process of municating， they help and encourage each other， and use the language gradually. It will help ss transfer passive learning into active acquisition and see the meaning of learning.
No.2 Design of writing on the blackboard
When in Rome， do as the Romans do A foreigner stays in China awkward.
Do as the Romans do.
A Chinese in America indirect.
No.3 After class， to ss， they have two assignments:
1. Ss finish the table to evaluate themselves.
2. Ss surf the Internet for more information about cultural differences， such as sending and accepting gifts， introducing people， etc.， and then write down answers.
Purposes: The first one may help ss to reflect themselves， and the latter one may help ss extend their learning of cross cultures. Writing actually is necessary for all steps. After class， they may do it more relaxed. When finishing it， they may pay more attention to the written language and then improve their English.
No.4 Reflection after teaching.
On the one hand， ss can be guided by tasks progressively， and act well. They also have foster cooperation in group activities. On the other hand， the teacher needs to pay more attention to individual differences and ensure overall participation. The teacher also needs to improve the ability of monitoring the class efficiently.
英语说课稿（八）：
Good morning everyone . It’s my great honor to be here to present my lesson. I’ll try my best .I’m number ____， Today I’ll talk something about the spirit of marathon， my content is made up of 8 parts .
Analysis of the teaching material
Analysis of the students material
Teaching aims and important， difficult points .
Teaching aids
Teaching methods
Teaching procedure
And conclusion
Well firstly， I’ll talk about part 1， analysis of the teaching material . This lesson is mainly about Marathon. The topic is related to our life， so it’s easy to arouse students’ interest. As we all know， interest is the best teacher for students .
Then， I will talk about part 2，analysis of the students. They have learned English for some years， so they can understand some words and simple sentences. They’re active， interested in new things， so I’ll design some interesting actives to attract their attention. Next， I’ll talk about teaching aims.
There’re knowledge aims， ability aims and emotional aims.
Knowledge aims are to enable students to master new words，
phrases _____and the sentences pattern ， such as _____.
Ability aims are to improve students’ speaking and listening ability， they can use words and phrases to talk about something in our life. Emotional aims are to develop the spirit of cooperation by pair work and petition.
Well， next important and difficult points.
Important and difficult points are to develop students’ speaking and listening ability ， and master the usage of key sentences correctly . Another part ， teaching methods .
In this lesson ， I’ll mainly use “Task-based teaching methods” and situational approach， using different can make the class active. Now， I’ll talk about the most important part-teaching procedure. There’re 5 steps in the part .
Step 1 warming up
It will cost 3 minutes
In this step ， I’ll ask students to have a free talk with the knowledge they have learnt last lesson . in this way ， students will pay their attention to our class easily ， and their speaking ability will be improved .
Step 2 leading in
It will cost 2minutes .
I’ll show some pictures about (development ， pollution
English ，spaceship ) ， and tell something about _________， these can form a relaxing atmosphere and let the students get ready for the next step .
Step 3 presentation
It’ll cost 20 minutes
I’ll show some words and sentences ，and ask students to guess the meaning of new words ， with the help of PPT . I’ll set a real situation to help the class learn new words and sentence pattern .students can follow the tape recorder reading words and text .
Situational approach is used here .
Step 4 practice
It’ll cost 10 minutes
In this step ， I’ll divide the whole class into 4groups to have a petition by reading the dialog and role-playing . Then ，I’ll ask students to make a new dialog to check if they can use new words and sentence pattern correctly .
Task-based teaching method is used here ，and students’ cooperation ability will be well developed .
Step 5 summary
It’ll cost 5 minutes .
In this step ，I’ll guide students to conclude key words and sentence pattern to wide their knowledge
In the end ，I’ll give some homework ，go over today’s lesson and preview next lesson ， go to the library or search the internet for some information ，then write a short passage .
And ，this is my layout design .
Ok ，that’s all for my lesson ，Thank you a lot for listening .
英语说课稿（九）：
Good afternoon， everyone， It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material， the teaching methods， the studying methods， the teaching procedure，and Blackboard design.First， let me talk about the teaching material.
Part 1 Teaching Material:
This unit is about science and scientists. By studying of this unit， we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ，Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson， it starts asking the Ss to grasp contents of each passage.
Therefore， this lesson is in the important position of the teaching material. If the Ss can learn it well， it will be helpful to make the Ss learn the rest of this unit.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 . According to the new standard curriculum and the syllabus （新课程标准和教学大纲）， after studying the teaching material and analyzing the rule of children’s growing of mind，I think the teaching aims are the followings:
1.Knowledge objects:
a）The Ss can hear， read， and use the main sentence patterns
b）The Ss can understand the content of the lesson.
c）The Ss can use the patterns to express their thoughts in the proper situation.
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 Improve the student’s reading ability， especially their skimming and scanning ability.
3.Emotion or moral objects:
a）By pleting the task，the Ss increase their interest and set up self-confidence in science;
b）Teach the Ss what is "science"， put the moral education in the language study.
now，let’s e to the Important points and the Difficult points.
Well， how to achieve the teaching objects better， how to stress the important points and break through the difficult points? As is known to us all，The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ，I will use the following methods .
Part 2 Teaching Methods:
In my opinion，the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening， speaking， reading， writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" Approach（交际教学法）， "Whole language teaching" （整体语言教学法）and "Task-based" language teaching （任务教学法）。 That is to say， I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social munication teaching theories（现代社会交际教学理论）， I adopt the TSA method（情景教学） and TBLT method （语言任务教学）in my teaching， namely Total Situational Action and Task-based Language Teaching.The former is a "scene — activity" teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to plete the tasks in which Ss use language to achieve a specific oute. The activity reflects real life and learners focus on me
aning， they are free to use any language they want.At the same time， I’ll make use of the modern electricity teaching equipments and all kinds of teaching means， it can develop the Ss creativity in learning English.
Part 3 Studying Methods:
Our students are almost from the countryside. They are lack of geography knowledge and the cultural background of those foreign countries.As senior students ，they have a certain ability to read . And the beautiful places are most attractive and easily arouse students learning emotion.As for the learning methods， they are poor in cooperative learning skills.Some students are not active in the class ，and some students don’t like English.therefore， I ’ll have Ss study in a relaxed atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing， hearing， saying， observing， thinking etc. And make preparation for pleting the new study task.After feeling and understanding the language points， let Ss get the knowledge actively by probe study and cooperative study. In a word，we’ll
1.Teach the Ss how to be successful language learners.
2.Let the Ss pass "Observation—Imitation—Practice "（观察—模仿—实践三步教学法） to study language.
3.Teach the Ss how to master dialogues and how to municate with others.
Part 4 Teaching Procedure:
Step 1 Lead-in.
As we all know ，Benjamin Franklin is a famous politician and writer.But today， we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite.
1）。 Group petition
In the 18th and 19th century， scientists all over the world made many important discoveries and inventions in different fields of physics， chemistry， medicine， biology and so on. Divide the whole class into four groups to name some of them.
2）。 Group work
A match petition. Match Column B with Column A correctly.give more examples to make Ss get information.
Purpose of my design:To get to know something about the story of famous scientists.
To have a better understanding about the importance of experiments in science.It is really difficult for the scientists to achieve their goal ， and only after tens of thousands of attempts， experiments， thinking and failure can they be successful in their research. Today， we are going to learn one example of them: Franklin’s famous kite experiment.
英语说课稿（十）：
一、说教材：
《birthdays》是译林英语五下的最终一个单元。本课时主要讲授的是第一板块Story time的资料。主要围绕“过生日”这一话题，经过问询和讨论在生日里所做的事情展开对话。
教学大纲对Story time的要求是经过对话、短文、故事等，帮忙学生掌握基本的英语语言知识，发展基本的英语听、说、读、写技能，初步构成用英语与他人交流的本事，进一步促进思维本事的发展，同时提高学生的综合人文素质。所以本课的主要目标是培养学生灵活运用所学知识进行语言表达的本事。
二、说教学目标：
针对这些要求，我设定了本课时的教学目标是：
1. 学生能流利朗读并理解story time。
2. 学生能听懂、会读句型" Whens your birthday? Its on the eleventh of May. Its on the eighth of April."
3. 学生能运用句型"What do you do on your birthday? I usually..."正确问答生日活动。
而本课有比较明显的中西文化区别，所以针对这一特征，设定情感和文化目标为：
1. 能理解中西方生日文化的去别和融合。
2. 能懂得感恩父母。
三、说教学方法：
教法：
1. 问答式教学法：它能充分发挥师生两方面的进取性，用此法可启发学生思维，培养学生分析问题、解决问题的本事和口头表达本事，激发其学习的主动性、进取性。
2. 讨论式教学法：经过对教学主题的自由讨论，得出在生日经常做的事情。在讨论的过程中运用所学的语言。不仅仅能帮忙学生正确运用语言，也能创立比较自由舒适的课堂环境。
3. 情境教学法：给学生创立比较真实的语言环境，在情境中学习课文的资料。
学法：
1. 听选法：要求学生在听的过程中完成信息的采集。帮忙学生锻炼听取信息的本事。
2. 速读法：以快速阅读为基础，找出与给出主题相关的资料，帮忙学生练习泛读本事。
3. 精读法：细读课文，找出细节资料。在这一部分，学生需要对课文进行分析，并找出正确的答案。锻炼学生对文本的分析运用本事。
四、说教学过程：
本课时是本单元的第一课时，主要教学过程如下：
课前活动：
一、热身活动
为了帮忙学生进入学习状态，设计如下的课前活动。
1. 解释卡片和奖励机制。
2. Listen to the song< Happy birthday to you>
3. Say a chant< The months chant>
二、引入课题
1. 正是上课，首先出示本课的学习目标，让学生对本节课需要掌握得资料有比较清晰的了解。
2. 讨论月份，引入主题。
T: boys and girls. There are twelve months in a year. Which month do you like best?
S: I like…
T: I like October best. Because my birthday is in October. Do you want to know?
You can ask“ When’s your birthday? ”引入生日讨论。
连读，板书。
Put in order
先出示打乱的'生日活动，观看听教师的生日活动，然后完成排序练习。
以上引入课题：birthdays
三、处理文本
为了帮忙学生锻炼听、说、读的本事，设计了如下的处理文本的活动。
a. (放视频，完成连线)
b.听录音，说出所做的事情。（板书）
c. 速读课文，找出Mike做的事
d. 精读
Read the text carefully and try to find the answers.
1）Who do they spend their birthdays with?(他们和谁一齐度过生日？)
2）What do they eat?
文化渗透：Chinese people usually spend their birthdays with their families， they often eat noodles. Western people usually spend their birthdays with their friends， they often eat birthday cakes.
3）T: They do different things on their birthdays.
Are they happy on their birthdays?
S: Yes.
How can you know?
找出句子: We have a great time. We have a lot of fun.
四、练读课文。
练读课文时比较枯燥的，所以设计了多样的练读方法。
1）跟读，注意语音语调，异常是重音。
2）三人多样练读，请两组示范。
3）齐读。
五、复述课文
复述课文是比较有效的检验学生是否掌握课文资料的方法，所以在本部分设计了逐层递进的复述方法。
1）看板书，复述。
2）去掉动词词组，复述。
六、你的生日
让学生正式运用本节课所学的知识，进行丰富的讨论活动。
T: We know Su Hai， Su Yang and Mike’s birthdays. Now， it’s your turn to share your birthdays.
1)供给表格，让学生先选一选。
2)根据选择，和同桌说一说。
3)请学生说一说。
文化渗透：随着时代的发展，中国的生日文化已经吸纳了很多西方元素，中西方生日文化的差异已经不是很明显了。
T: Now we also eat birthday cakes and have a birthday party with our friends. So with the development of the world， the differences between China and western countries are getting smaller and smaller.
七、情感教育
帮忙学生学会感恩父母并且对本课的资料进行书写训练。
Your birthdays are wonderful. Your parents remember your birthday and prepare a lot of presents for you. But I have a question. Do you know your parents’ birthdays. Who knows? Hands up! Not all of us know the birthdays of our Parents. But our parents is the most important people in our life. Boys and girls， Let’s design some birthday activities for your parents’ birthdays. Write down your ideas.
八、评价和回家作业
针对上课是出示的学习目标，让学生对自我这节课的学习效果进行评价和反馈。明白自我的薄弱点在哪儿。针对这些评价资料，设计回家作业。
(必做)1. Listen to the tape and read after it three times.
2. Write down more ideas for your parents’ birthdays.
(选做)1. Try to retell the story.
2. Write down your parents’ birthday dates.
五、说板书
本课的板书采用了和课文相关的蛋糕和面条，并在上头贴上对用人物的活动词组，辅以头像帮忙理解。十分的生动，让学生对本课的资料有比较直观的理解。
英语说课稿（十一）：
First class; teaching suggestion
1 teaching material analysis
The Lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are， Wheres， Its， in on under， and can be used naturally in actual situations.The Lets practise section is part of the Lets talk part of the game， which provides students with an opportunity to actually use the language.In the two part of knowledge and practice， you can listen， say， and recognize the following words: car， plane， desk， chair， bag， in， on， under.
2 teaching suggestions
This class is mainly through situational dialogue， so that students learn to ask questions and answer the location of the sentence， so that students understand in a certain situation， will say and understand the sentence Wheres.... Its in on under...The teacher asks the students to prepare the stationery class words before class. When they teach the new sentences， they can use the game "hide and seek" to import sentence patterns Wheres... Its in on under...On the basis of understanding the new sentence patterns， use the courseware to learn the new dialogue， so as to recognize the words in the class.Finally， once again， through the game， tin and consolidate the content of the Lets talk， the game can be divided into collective and group game game two， and will find stationery extended to find toys or other things around.
Second hours teaching suggestion
1 teaching material analysis
This session is divided into two sections: Lets， learn， and Lets play.The Lets learn section focuses on teaching a few words that represent transport: bus， bike， jeep， taxi， and a preliminary understanding of the phrase "Look out".Lets play is part of the Lets talk part of the first class， to provide students with an opportunity to use language in real life.
2 teaching suggestions
The main lesson to learn several express transport words: bus， bike， jeep， taxi， students of these words have a preliminary understanding， learning again， teachers should design easy to mobilize the students interest and enthusiasm for learning activities.In the introduction of new classes， the introduction of new lessons with simple strokes， but also the use of real toys to allow students to perceive， to attract students with colorful pictures， with familiar voices to mobilize students.Then use animation courseware to present new knowledge.In the training session， the teacher may design the interesting activity， lets the student consolidate in the play， moves.
Third hours teaching suggestion
1 teaching material analysis
This session includes two sections: Lets， say and Lets do.The Lets say part is to train students to listen， say， read and write letters Uu， Vv， Ww， and to make the students understand and speak the letters at the beginning of the word "umbrella"， "under"， "vest"， "Violin"， "window"， "wind".The Lets do section reviews and consolidates the letter "A-W" through rhythmic， rhythmic instructions.And preliminary understanding of the list of action words show， point， type， colour， say， but also for students to provide a basis for language learning.A-T is the teaching content of this book Unit 1 through Unit 4.
2 teaching methods
When teaching letters and words， the teacher uses letters， words and actions to present letters and words at the same time， so that students can learn on the basis of understanding the meaning of words.Such as: umbrella， vest， window， can be explained in kind; violin， wind explained by action.(according to students or teachers change the situation) understand the meaning of words， help to express words， more skilled reading words， and then learn letters， to master pronunciation， master letters shape.
[Topic] Unit， Five， Where， is， my， ruler?
[emphasis on teaching] everyday expressions Where s...And its It s in on under....
[teaching difficulties] sentences: Where， is， my， car， In， the， toy， box， understanding
[teaching aid preparation]
1 the teacher prepares the tapes for teaching materials.
2 teachers prepare Let s talk part of the courseware.
3 teachers and students are ready for pen， pencil， ruler， eraser， bag and other stationery and car， toy， box， ball， plane， doll and other toys.
4 teachers prepare cards and pictures of the words they learn.
5 students prepare white paper and watercolor pen， ready to draw.
6 students prepare patches for the group.
[teaching process]
1 warm up and review (Warm-upRevision)
(1) students practice everyday expressions.
(2) games Show， me， the...
Teachers or students say words such as "pencil"， and teachers and students say Show， me， the， pencils.， teachers and students put up pencils.In this way， practice other stationery words in the same way.Teachers and students play games together to improve game effectiveness and munication between teachers and students.
(3) the teacher plays the recordings of book Unit， 2， B， part Let， s， chant， and the students listen and clap and chant rhythmically.
英语说课稿（十二）：
a. New wrds and phrases
b. Sentence pattern: If- clause
c. iprve their reading sills.
d. Taling abut prbles f the Earth.
6. 说教学难点 teaching difficult pints (语法；发展交际本事)
a. functinal ite: Suppsitin.
b. Develp their cunicative abilit. Act ut their wn dialgue.
7. 说教具 teaching aids (ulti-edia cputer， sftware， OHP)
The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie， it aruses the Ss’ interest in learning English.
二、说教法 Teaching ethds
Five step ethd; audi-vide; cunicative apprach;
Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.
三、说学法 Stud ethds
1. Teach Ss hw t be successful language learners.
2. Teach Ss hw t develp the reading sill — si &ap; scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;
3. Get the Ss t fr gd learning habits.
四、说教学过程Teaching prcedures
I. 复习知识点 (Revisin) 5in (Dail reprt; 词汇diagra; brainstring; activate scheata)
Activit 1: Iaginatin
1). Suppse a bttle f in is turned ver and dirties ur white shirt， what is t be dne? (Wash it? Or thrw it awa?)
2). Suppse u catch a bad cld， what’s t be dne?
3). Suppse ur bie is bren， what’s t be dne?
4). And suppse the earth， n which we all live， is daaged， what’s t be dne?
* What can u thin f when u see “pllutin” this wrd?(waste， envirnent， air， water， factr， desert， cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)
II. 呈现 (Presentatin) 5in
Activit 2: Presentatin
Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)
A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.
Ss’ presentatin n pllutin. Attract their attentin， aruse their interest， and create a gd atsphere fr cunicatin.
* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.
III. 对话 阅读 (Dialgue)18
1. Pre- reading
Activit 3: Predictin
1st listening fast reading， ne guided Q t help Ss t get the ain idea:
What d u thin is discussed at the cnference?
2. While- reading
Activit 4: Read and answer
2nd listening careful reading， re Qs t get the detailed infratin. Develp their reading sills: si &ap; scan. Pa attentin t the prnunciatin， stress &ap; intnatin.
3. Pst- reading
Activit 5: Language fcus
While Ss are answering the Qs， the teacher deals with se e language pints.
a. is being caused b. and s n c. g n ding
d. be fit fr e. standing r f. if- clause
IV. 操练 (Practice) 10
Activit 6: Retell
Use ur wn wrds t retell the dialgue in the 3rd persn.
Activit 7: Acting ut
Activit 8: Drill – Suppsitin
Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113， wb Ex. 3)
(Retell; act ut; rle pla)
V. 巩固 (Cnslidatin) 6
(Discussin; interview; press cnference; debate; quiz)
Activit 9: rle pla
Suppse u were head f a village， scientist， urnalist and villager， ae up a cnversatin and as several grups t denstrate in frnt f the class.
* The Ss are encuraged t use the wrds and expressin_rs lie pllutin， daage， be fit fr， turn int， the if- clause， etc.
Activit 10: Discussin
Thin f the questin: Are we causing daage t the wrld?
What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?
Cllect their answers and fr a reprt.
VI. 作业 (Hewr) 1 (Writing; cntinue the str; recite; retell)
Write a letter t the ar， telling hi sth. abut the pllutin arund ur schl.
五、说板书Blacbard design
英语说课稿（十三）：
The teaching design I’m going to talk about is for unit 10， from Fun with English for primary school， Book 1A. It mainly deals with colors ， I’ll describe it mainly in 5 parts.
1. Analysis of Ss
Most of the first-grade Ss haven’t learned English. But some of them have learned some basic knowledge about English in the kindergarten. They are eager to learn and are interested in English. All these are to the advantages of English learning.
Analysis of the textbook
The ultimate goal of Oxford English is to develop the prehensive ability to use the language. That is to develop their four skills， listening， speaking， reading and writing.
2.Teaching Objectives
Firstly， knowledge objective. In this unit， Ss are required to master the five words ( red， green， yellow， brown， white) and sentence structure “ What color?”
Secondly， skill objective. Ss are going to learn how to apply the words and expressions they’ve learned in their daily life. The good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.
Thirdly， emotional objective. We should make Ss bee aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. In this way to help them develop a healthy and positive character.
3.Teaching Points
The key points of this lesson are the five words ( red， green， yellow， brown， white) and sentence structure “ What color?”
The difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.
4.Teaching approaches.
英语说课稿（十四）：
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 FUNCTION
1.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 the 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 STUDENTS
The 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 DEMANDS
The teaching aims 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 "This is. . . ." and the negative sentence "This is not…"Everyday expressions for "Apologies""Im sorry""Thats 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 munication 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 POINTS
The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching materials position and function.
1.Key points:
（1）To help the Ss to municate with each other.
（2）To enable the Ss to study in groups and co-operate skillfully.
（3）To develop the Ss’ interest in English.
2.Difficult points:
（1） How to make dialogues and act them out.
（2） How to write the right whole sentences.
（五） TEACHING AIDS
Multi-media puter， Tape recorder， Software: Powerpoint or Authorware， school things and so on. They will be needed in this lesson.
Part Two The Teaching Methods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based" teaching method
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 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 petition.
Teaching special features
To use these methods are helpful to develop the Ss’ thought.
Part Three STUDYING WAYS
1.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 municate with others.
Teaching special features:
Let the Ss municate with each other and adopt petition methods to develop the Ss’ keen interest in English.
Part Four Teaching Procedure
I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a petition into the class. At last let’s see which group is the winner.
Step1 Warm-up
1. Free talk between T and Ss .
Such as: Hi， I’m . . . . What’s your name?
This is … How do you do?
Who is heshe? How are you?
Who can count from 1to 5?
What’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. Presentation
This course is very important. I’ll mainly talk about this step.
I’ll use CAI to present the whole dialogue. Arrange some situations 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 today?
B: I’m fine， thank you. And you?
A: 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. After watching， 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.Practice
First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think 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.Production
In this step I’ll give the Ss a free space to show their abilities.
Second scene: The Ss are having a picnic. It’s hot and they take off 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 used here to develop the Ss’ ability of munication 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 petition can arouse the Ss’ interest in English learning. If the Ss can finish this task well， they will benefit a lot 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 Design
Lesson Six Sample ASix This is my…hey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh， I’m sorry.that’s=that is That’s all rightOK.
英语说课稿（十五）：
Good morning， everyone， Today， it‘s a pleasure for me to stand here and I‘m very pleased to have such an opportunity to share some of my teaching ideas with you. First， let me introduce myself. My name is Guo Xinzhi， and I am working as an English teacher in Yong‘an Middle School， Congtai District of Handan. My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is ―Go With Transportation‖， and the topic of Lesson 37 is ―Flying Donuts‖. I have decided to say the lesson from six parts:
Part One —— Analysis of the Teaching Material One:
Status and Function
1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this， students will also learn some words， phrases and expressions of traffic， and so on. In Lesson 37， Danny will introduce a new type of transportation to us， it is imaginary.
2. To attain ―four skills‖ request of listening， speaking， reading and writing， I will have the students do some exercise about the text.
3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example， helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well， it will be helpful to make them learn the rest of this unit.
4. While teaching them， I will also encourage them to say something about what they think the future transportations will be like. In a way， from practising such a topic， it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language. Two: Teaching Aims and Demands
The teaching aims basis is established according to Junior School English syllabus provision.
Knowledge objects
(1) To study the new words ―fuel‖， ―oil‖ and ―coal‖.
(2) To learn and master the phrases ―think of， on the way to …， have fun‖， etc.
Ability objects
(1) To develop the students‘ abilities of listening， speaking， reading and writing.
(2) To train the students‘ ability of working in pairs
(3) To develop the students‘ abilities of munication by learning the useful structures.
3. Moral objects
(1) Through different teaching methods to make students be interested in study.
(2) Love to know more knowledge about transportation and dare to express their opinions in English.
(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.
Three: Teaching Keys and Difficult Points The teaching keys and difficult points‘ basis is established according to Lesson 37 in the teaching materials position and function.
1. Key points:
(1).Be able to express words， phrases and sentences in English.
(2). Know about the improvement of transportation and Danny‘s invention. 2. Difficult points: Be able to talk about their imaginary future transportation in oral English. Part Two —— The Teaching Methods 1. Communicative teaching method;
2. Audio-visual teaching method;
3. Task-based teaching method;
4. Classified teaching method. 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 and ―Classified‖ teaching method. That is to say， I‘ll let the students get a better understanding of the key structures. I‘ll give the students some tasks and arrange some kinds of activities， like talking， watching CAI， and reading in roles. In a word， I want to make the students the real masters in class while the teacher himself acts as director. I also hope to bine the language structures with the language functions and let the students receive some moral education while they are learning the English language.
Part Three —— Studying ways
1. Teach the students how to be successful language learners.
2. Make situation and provide meaningful duty， encourage the students to study the text by themselves.
Part Four —— Teaching steps As this lesson plays an important part in the English teaching of this unit， I have decided the following steps to train their ability of listening， speaking， reading and writing， especially reading and speaking ability. The entire steps are: Step1 Warm-up and Lead-in Show the students some pictures of mon transportations， like car， bike， train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us? Purpose of my designing: In this part， have the students say more about what they see or what they don‘t see. In this way， they will know today‘s lesson has something to do with their discussion. Step2 Presentation 1. Learn new words in groups. The new word in this lesson are fuel， oil and coal. Show them pictures of these things and teach them these new words.
Purpose of my designing:
1. After seeing the pictures， the students will know what they are and they can learn them quickly and easily.
2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the puter. Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.
3. Text Learning and a Quiz I‘ll use CAI to present the whole text. I‘ll write the key points on the blackboard while they are watching. After watching， I‘ll teach them to read the words and sentences on the Bb. Make sure they can read them well. After teaching them the whole text， including the meanings of new words， the use of similar expressions and so on. Get the students to try and say out some phrases on the screen， like I don‘t think so， have fun， a new kind of， on the way to school， and so on. Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.
4. Key Structures and Difficult Points Learning First， I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text， know what the difficult points are， and so on. At last， I will help them to master them all. For example， I teach the students know the differences between phrases think of， think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases. Purpose of my designing: By practising using these new words and similar phrases， the students will know how to use them in English and master the use of them better.
5. Read and Say Give the students two or three minutes to prepare， and then get them read the text together in three groups. Tell them to read aloud. Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more. Purpose of my designing: By reading the text and saying such things， get the students to practise their reading and speaking ability again.
Part Five —— Summarize and Homework Ask the students such questions:
What have we learned from this lesson? What does Danny say about his new kind type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now， let‘s try! Then show them some exercises and help them to finish them. At last， tell the students what today‘s homework is. While doing this， the teacher can have the boys and girls have a petition to see who are better.
Part Six —— Blackboard Designing Lesson 37 Flying Donuts Language points:
1.think of认为，想起; think over仔细研究; think out想出
2.atin the front of在……前面(部) in front of在……前面
3.on the way to school在上学的路上 on one‘s way home在回家路上
4. With用…… Purpose of my designing: Presents the text key content clearly on the blackboard， favors the students to knowledge grasping. OK. That’s all.
Thanks for listening to me and helping me.
英语说课稿（十六）：
Good afternoon， teachers. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is the second reading of Unit 10， Book I. I’ll be ready to begin with this lesson from six parts: Analysis of the students， analysis of the teaching material， the teaching aims， the teaching & learning methods， the teaching aids and the teaching procedures. First， let me talk about my students.
Part I Analysis of ss
My students are from Grade One in vocational schools.
No.1 They have a poor vocabulary， little motivation to learn initially and no confidence in expressing themselves.
No.2 There are distinct individual among them.
No.3 They are quick in thinking and long for victory. They may raise interest in the topic because of its familiarity， and are eager to know these differences.
No.4 In my class， ss will be given a preview plan to understand the reading， progressive tasks in petition to ensure overall participation.
Part II Analysis of the teaching material
Our textbook is taken from English Book I for vocational schools. It emphasizes on interest and utility.
Since some information about cultural differences has been mentioned in previous units， this unit will focus on introducing individual differences and building the sense of cross-cultural munication.
Reading II will demonstrate cultural differences further and occupies an important position. It will take up two periods， and I’ll deal with the second period for reading prehension， and concentrate on ss’ abilities of reading and using English fluently.
Part III Teaching aims
No.1 Teaching aims
After studying the teaching material and analyzing ss’ present situations， I think the teaching aims are the followings:
1. Knowledge aims
1) To master some key words and expressions: awkward， courtesy， direct， misunderstand， as soon as， keep doing sth， etc..
2) To understand the gist of the reading， work out the writer’s opinions after reading， and plete relevant tasks.
3) To retell the reading and try to talk with partners about differences in table manners with the purpose of using the language fluently.
2. Ability aims
1) To better reading strategies to promote reading ability with the help of skimming， scanning and other reading techniques.
2) To improve ability of using English fluently as well as logical thinking after dealing with tasks.
3) To foster the ability of cooperation in group activities.
3. Emotion aims
1) To have a general knowledge of differences in table manners， esp. between Chinese and American cultures， and foster the sense of cross-cultural munication.
No.2 key & difficult points
1. Key Points
1) To get the information from the reading;
2) To municate with partners fluently.
2. Difficult Points
1) How to improve the reading abilities because my students are weak in English， esp. in reading strategies.
2) How to help ss put their learning into practice with references.
Part IV Teaching &Learning methods
A good method requires that the teacher act as a guide while ss as the real masters in class. In my class， ss are mainly guided by tasks progressively.
1. So according to the analysis of the teaching material and the students’ learning background， I will use the following teaching methods.
1) Task-based language teaching
2) Activity teaching
3) Delamination teaching
4) Question-and-Answer activity teaching
2. The learning methods are the followings:
1) Cooperative learning
2) Autonomous Learning
Part V Teaching aids
No.1 Multi-media
No.2 Non-testing evaluation
1). A piece of paper to evaluate themselves.
Part VI Teaching procedures.
No.1 As for the concrete procedures， it includes 5 parts.
Task II:checking words & answering questions. Ss will have a matching for words and meanings to check words and then they may pose any questions they met in preview. Ss finish it before class and present keys on the blackboard. Some music will be played to calm ss down and create a situation to learn English.
Purposes: The easy item may help them build confidence.
Task II: Lead-in. Ss may watch a video about cultural differences， and then finish the sentence with brainstorming. This item is open to answers. As far as students get to the point， their group may get marks.
Purposes: Brainstorming may activate ss and catch their attention quickly. At the same time， it may act as a foreshadowing for the reading.
Task III: Presentation with tasks. It includes two items.
Item I: (skimming) Ss look through the reading in 2 minutes， and then finish the multiple choices on their own.
Purposes: This task will train ss to get quick information and foster a good reading habit.
Item II: (careful reading) In order to cope with the reading clearly， there are three portions. Portion A is for Para1. It is about the writer’s experience in China， and then there are some questions. Portion B is for Para2. It is about a Chinese staying in America， and then there are some multiple choices. Portion C is for Para3. It is about solutions， and then ss rectify the table. Similarly， they read individually， and then discuss in groups to get an agreed answer. Representatives will be sent to the bb to present keys.
Purposes: The three portions will help ss work out the writer’s opinions clearly. Cooperative learning will help them overe difficult words or sentences and find the feeling of success when they can get keys without too much guide from the teacher. And praise goes first no matter how they do. Till now， ss may realize cultural differences further.
Task IV: Consolidation in time. It includes 3 items: Five statements for ss to check their understanding about the reading， a dialogue to check how they can transfer input to output and a short passage to tell them whether they have made progress in reading. Similarly， ss do them on their own， and then discuss problems in groups.
Purposes: The three items will give a clear reflection to ss.
Last task， I will make a conclusion of this period， encourage ss to build the sense of cross-cultural munication， and then do some extension: Watch another video about differences between China and the West， and discuss whether the points from the video are reasonable or not. The item is also open to keys. Ss are encouraged to write down notes.
Purposes: This task will help ss dare to speak because of the good input about cultural differences from the reading. Each one may have a chance to express them， and experience the feeling of success. In the process of municating， they help and encourage each other， and use the language gradually. It will help ss transfer passive learning into active acquisition and see the meaning of learning.
No.2 Design of writing on the blackboard
When in Rome， do as the Romans do A foreigner stays in China awkward.
Do as the Romans do.
A Chinese in America indirect.
No.3 After class， to ss， they have two assignments:
1. Ss finish the table to evaluate themselves.
2. Ss surf the Internet for more information about cultural differences， such as sending and accepting gifts， introducing people， etc.， and then write down answers.
Purposes: The first one may help ss to reflect themselves， and the latter one may help ss extend their learning of cross cultures. Writing actually is necessary for all steps. After class， they may do it more relaxed. When finishing it， they may pay more attention to the written language and then improve their English.
No.4 Reflection after teaching.
On the one hand， ss can be guided by tasks progressively， and act well. They also have foster cooperation in group activities. On the other hand， the teacher needs to pay more attention to individual differences and ensure overall participation. The teacher also needs to improve the ability of monitoring the class efficiently.
英语说课稿（十七）：
Good afternoon， everyone， It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material， the teaching methods， the studying methods， the teaching procedure，and Blackboard design.First， let me talk about the teaching material.
Part 1 Teaching Material:
This unit is about science and scientists. By studying of this unit， we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ，Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson， it starts asking the Ss to grasp contents of each passage.
Therefore， this lesson is in the important position of the teaching material. If the Ss can learn it well， it will be helpful to make the Ss learn the rest of this unit.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 . According to the new standard curriculum and the syllabus （新课程标准和教学大纲）， after studying the teaching material and analyzing the rule of children’s growing of mind，I think the teaching aims are the followings:
1.Knowledge objects:
a）The Ss can hear， read， and use the main sentence patterns
b）The Ss can understand the content of the lesson.
c）The Ss can use the patterns to express their thoughts in the proper situation.
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 Improve the student’s reading ability， especially their skimming and scanning ability.
3.Emotion or moral objects:
a）By pleting the task，the Ss increase their interest and set up self-confidence in science;
b）Teach the Ss what is "science"， put the moral education in the language study.
now，let’s e to the Important points and the Difficult points.
Well， how to achieve the teaching objects better， how to stress the important points and break through the difficult points? As is known to us all，The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ，I will use the following methods .
Part 2 Teaching Methods:
In my opinion，the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening， speaking， reading， writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" Approach（交际教学法）， "Whole language teaching" （整体语言教学法）and "Task-based" language teaching That is to say， I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social munication teaching theories（现代社会交际教学理论）， I adopt the TSA method（情景教学） and TBLT method （语言任务教学）in my teaching， namely Total Situational Action and Task-based Language Teaching.The former is a "scene — activity" teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to plete the tasks in which Ss use language to achieve a specific oute. The activity reflects real life and learners focus on meaning， they are
free to use any language they want.At the same time， I’ll make use of the modern electricity teaching equipments and all kinds of teaching means， it can develop the Ss creativity in learning English.
Part 3 Studying Methods:
Our students are almost from the countryside. They are lack of geography knowledge and the cultural background of those foreign countries.As senior students ，they have a certain ability to read . And the beautiful places are most attractive and easily arouse students learning emotion.As for the learning methods， they are poor in cooperative learning skills.Some students are not active in the class ，and some students don’t like English.therefore， I ’ll have Ss study in a relaxed atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing， hearing， saying， observing， thinking etc. And make preparation for pleting the new study task.After feeling and understanding the language points， let Ss get the knowledge actively by probe study and cooperative study. In a word，we’ll
1.Teach the Ss how to be successful language learners.
2.Let the Ss pass "Observation—Imitation—Practice "（观察—模仿—实践三步教学法） to study language.
3.Teach the Ss how to master dialogues and how to municate with others.
Part 4 Teaching Procedure:
Step 1 Lead-in.
As we all know ，Benjamin Franklin is a famous politician and writer.But today， we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite.
1） Group petition
In the 18th and 19th century， scientists all over the world made many important discoveries and inventions in different fields of physics， chemistry， medicine， biology and so on. Divide the whole class into four groups to name some of them.
2）Group work
A match petition. Match Column B with Column A correctly.give more examples to make Ss get information.
Purpose of my design:To get to know something about the story of famous scientists.
To have a better understanding about the importance of experiments in science.It is really difficult for the scientists to achieve their goal ， and only after tens of thousands of attempts， experiments， thinking and failure can they be successful in their research. Today， we are going to learn one example of them: Franklin’s famous kite experiment.
英语说课稿（十八）：
Hello， Everyone! I’m XXX from . It’s my great honor to present my lesson plan. In my presentation， I’ll analyze the teaching material and learners， state the learning objectives， and then describe the teaching procedures.
I. Analysis of the teaching material and learners
First of all， let’s see the teaching material. It is the second period of PEP NSEFC Module2 Unit1—Learning about Language. This period is designed to enrich students’ vocabulary and help them master the usage of some words and expressions under the topic of cultural relics.
The lesson is prepared for the students in senior grade one. In the first period of this unit， students have learned some words and expressions in the reading material In Search of the Amber Room. So students know their meanings in the context of Amber Room， but they don’t know how to use them in other contexts. As regards to the topic， Senior One students have learned a lot about cultural relics both in China and abroad so they have quite good background knowledge. Therefore， I can use the famous cultural relics—Yuan Ming Yuan as a clue to present the target language， which also provides real situations for the students to use what they have learned.
II. Learning objectives
Based on the analyses of the learning material and the learners， I set the following learning objectives：First， Language skills. By the end of this lesson， the students will be able to guess the meaning of some new words within the context and they will be able to draw a conclusion about how the language items are used through parison and examples. Second， language knowledge. The students are expected to use the following words， phrases and useful structures correctly in different contexts. (Words: amazing， select， design， fancy， style， artist; Phrases: decorate…with， be considered as， less than， belong to， at war; Useful structures: have sth. done) These are also the language focuses of this lesson. Third， learning strategy. During the class， the students will be asked to use memory strategies including semantic association， contextualization， word formation， and grouping when learning some key words. They will use the cognitive strategy of parison and examples when learning the usage of
the words and phrases individually and in groups. And they will use munication strategy to cooperate with their classmates in group work and work as a guide to introduce Yuan Ming Yuan. Lastly， affect and cultural awareness. During the process of learning， the students will raise the awareness of cultural relic protection.
III. Teaching procedure
In order to achieve these learning objectives， several activities are designed for the lesson. The teaching procedures are divided into four steps.
Step 1 is lead-in. Before the class， I will play a short video clip about Yuan Ming Yuan. It has been played in the first period. But this time it is played to activate students’ old knowledge. So as soon as the class begins， students can talk about what they know about Yuan Ming Yuan freely， the situation of which is very similar to that of the amber room.
Step 2 is to practice some useful words and expressions within seven activities. The first activity is to find out similarities between Yuan Ming Yuan and the Amber Room， since these two have something in mon， especially in the history and the current situation. It aims to help the students to recall some key language items， such as “belong to”， “at war” by talking about something about Amber Room they have learned in the previous lesson. In activity 2， I will show a short excerpt from the first paragraph of the reading material with some parts covered. Students should fill in the blanks without referring to the book. After the answers are shared， I will encourage students to pete to recite it. This reciting petition heightens the classroom atmosphere and helps the students remember the key language items as well. In the third activity， I change the context into Yuan Ming Yuan. This time students should use the words and phrases from the first paragraph to plete the description about Yuan Ming Yuan
. So here， we see， students learn the language items in the reading material and then they have a chance to use them in another similar context.
In the fourth activity， students will learn some useful words and expressions. They will read five sentences describing the Amber Room and then find out the similar expressions from Paragraph 2-4 to replace the underlined parts. Then the context changed into that of Yuan Ming Yuan again. Students should discover the usage of the word “remain” by studying these examples (refer to PPT) about Yuan Ming Yuan， which is the task in activity 5. Then in activity 6， students will tell the parts of speech of the words “design” and “wonder” in different sentences. These three activities are designed to encourage students to discover the target language in the context by themselves. Meanwhile， their ability of inducing rules can be developed by learning examples.
In the last activity of Step2， students are supposed to learn and use a useful structure “have sth. done”. Firstly I will lead the students to discover the structure by asking a question according to the reading material. After discovering the structure， students will work in groups to practice it. They will talk about what happened to Yuan Ming Yuan when China， Britain and France were at war by using the structure. As it is a bit difficult， I will first offer an example and some clues to lessen the difficulty， then students should create sentences on their own.
Step 3 is passage-rewriting. After learning words， expressions and a structure， it’s time to write a passage. Students should rewrite this passage about Yuan Ming Yuan by replacing the underlined parts with these expressions from the text. This activity is to make sure that the students can use the target language properly.
In the fourth step， there is an oral presentation. Students are asked to be tourists guides. So they should work in groups of four and discuss how to introduce Yuan Ming Yuan. Students are required to use some certain newly-learnt expressions. After the discussion， several students will be asked to give a presentation. With all the previous input of useful words， expressions and the structure， the students are now able to give the introduction as an output.
Lastly， to consolidate what the students have learnt in this period， I set the following assignments. Firstly， students are asked to finish some multiple choices and spellings. Secondly， they should find out the differences between attributive clause and non-attributive clause and try to give two examples for each and get prepared for the Grammar Study in the next period.
IV. Blackboard notes
That’s all for the teaching procedures. And these are the blackboard notes. On the left， there are some new words and expressions. On the right， there are some useful structures. They are all the language focuses of this period. I write them on the blackboard to remind students to use them as much as possible in group work throughout the lesson.
V. Reflection
In conclusion， in this lesson language items are learned within a context of the reading material and practiced in the context of Yuan Ming Yuan created by the teacher. And efforts are also made to help students learn and use vocabulary by using efficient learning strategy. To make the learning process natural and progressive， the period starts with words and phrases， and then focuses on the sentence structures and paragraphs. Thus， the students’ oral output will be possible owing to the previous input.
That’s all for my presentation. Thank you for your attention.
英语说课稿（十九）：
（英文万能版）
● Good morning， my dear judges. I am number_______. I’m glad to interpret my teaching design here.
● My teaching content today is Part of Unit of PEP Primary English， Book This unit is mainly about Now， I will explain the lesson from the following aspects.
1. 教学资料 (Contents)
Firstly， let’s focus on the analysis of teaching content. The lesson is a new one of Unit .
It includes ， ____ and . In section 1， it mainly deals with these key words，
2. 教学对象(talk about the students)
Secondly， it is about the students. Our students are in Grade
They are active and curious， interested in new things.
After learning English for years， they have some basic English background knowledge， so the teacher should attach importance to the munication with them， providing them the chances of using language.
They have learnt English for years， and have already known
It is not difficult for them to understand and use the language
3. 教学目标 (Teaching aims)
So， I set the following aims.
By the end of the lesson， students will be able to read， recognize， and use these words:
And， these sentences:
By the end of the lesson，
①Ss can understand the and get useful information from the through attentive listening reading.
②Ss are able to talk about
③Ss can use to give suggestions on
④Ss’ abilities of listening and speaking will be developed.
(Affect; Learning strategies; cultural awareness.) In this lesson， the emotional aim is
①to help students cultivate and foster their abilities of working in groups.
②to foster Ss’ consciousness of good-cooperation and proper petition.
③to help Ss cultivate their abilities to analyze and solve problems independently.
④to foster Ss’ initiative and creativeness.
⑤to help Ss to recognize and identify the differences between Chinese and English cultures on
⑥to help Ss know some and prehend the
①to make sure that Ss can useCorrectly and skillfully. to develop Ss’ interest in English. ②The difficult point is:
The pronunciation of
4.教法学法(Teaching methods)
Fourthly， it talks about teaching methods.
In this lesson， I will mainly use “Task-based teaching method”， “Communicative language teaching method” and “TPR teaching method”， and so on.
5. 教学过程
① 具体steps 根据具体资料定；
一般分为：warming up lead inpresentationconsolidationhomework
②板书steps ＋ purpose 说明； ③如有可能，同时完成layout设计;
Next， let’s focus on the teaching procedures. I will finish the lesson in steps.
It will cost about mins.
After greeting with the Ss， I will begin the lesson by singing the song
together with the Ss. Purpose:
The purpose of this is to form a better English learning surrounding for the Ss， and， at the same time， it provides situations to review the learnt
knowledge for the next step.
It will cost about mins.
With the help of the PPT， I set a situation of
by to stimulate the Ss’ interest of the lesson.
By playing the PPT， IAnd then， (板书layout)
The purpose of this is to present the new words and sentences in the situation， which relates to the Ss’ real life experiences， to help the Ss understand the language easily and naturally.
After presenting each new word (by the guessing game)， I will impart the knowledge of pronunciation rules in teaching the new words.
It is called Phonics.
It can facilitate the Ss’ abilities to pronounce the words， and help them to remember the spelling of the words.
（机械上口； 有意义操练； let’s do; 课文对话表演;）
It will cost mins， including
Due to the Ss’ age， I make
The purpose of this is to draw the whole Ss’ attention to the spelling of the words.
It is to help Ss to learn through a true situation.
In this step， I will give Ss a free space to show their abilities.
I will Then，
Task-based teaching method and Communicative language teaching are used here.
The activity is to develop Ss’ ability of munication， and also， their ability of cooperation will be well developed.
Making a new dialogue is to check if Ss can use correctly and skillfully.
（总结上课资料； 德育渗透； 作业布置；）
In this step， I will guide the Ss to conclude the key words And sentences
And also， I will
The purpose of this is to stimulate Ss’ interest of learning English and wide their knowledge about munication across cultures.
6.板书再次介绍（Talking about the blackboard design again）
And， this is my layout design.
That’s all for my teaching design. Thank you a lot for listening.
英语说课稿（二十）：
（一）教材的地位及作用
本课是初一新教材第5单元的第一部分，教材资料围绕着描述人此刻的活动展开，让学生学会谈论人人们正在干什么。本课的教学资料与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生能经过交换对不一样人物活动的描述，促进学生之间和师生之间的情感交流，增进情谊。
（二）教学目标
1、知识目标：What are u ding？ I a watching。What is he ding？ He is ding hewr。Is she reading？ N， she is ding her hewr。
2、本事目标：
（1）、能抓住人物的主要特征来描述人物的外貌，并根据描述画出人像。
（2）、能概括人物的外貌特征并根据人物特征推理出某一人物。
3、情感目标：经过描述同学、教师或自我的偶像的外貌，表达自我的看法，使学生在人际交往中学会尊重和理解别人，学会交换不一样的看法，了解他人的爱好，增进情谊。
（三）教学重点及难点
1、掌握并运用描述人物活动和地点的词汇：watching， ding， eating cleaning， plaing， reading， swiing， shpping， pl， schl， all， librar
2、掌握并运用简单的英语交际句型：What are u ding？ I a watching。What is he ding？ He is ding hewr。Is she reading？ N， she is ding her hewr。
（四）．教法设计
对本课我主要采取了如下几种教法：
1．听录音。
听音是英语学习的重要方法，也是课堂教学的重要步骤。在听中能够感知，能够模仿。
2．重点解释，个别操练。
在每一堂教学中，学生总会遇到一些难以理解的词、句型、短语、句子或某一语法现象。如本课出现的一般过去时的用法等都需要教师个别解释甚至创设语言情境进行操练和举例，以扫除自由交际过程中的“拦路虎”，为语言的.进一步学习奠定基础。
3．指导学生展开情景对话。
在第一部分和第二部分的教学过程中，要想办法使人人开口，使人人都有成功感。经过对话逐步到达对教材资料的全部操练。。第三部分问答游戏时，猜中的同学教师给予鼓励，激励更多的同学参与进来
4．学生独立操作。
首先要求学生根据师生示范独立对话，随后叫几组分别站起来表演。这是深化课堂教学的重要举措。
5． 我在教学过程中设计了填表和动词填空的练习，以检查学生对本课的掌握情景。在整个教学活动中，我还采用了幻灯片，对顺利开展教学活动起到了很好的 辅助作用。
（五）．学法指导：
我所采用的教法有助于学生掌握如下学法：
1．养成听的习惯。
学生要经常听录音，听教师讲英语，听同学们讲英语，这对学好英语大有好处。
2．科学储备很多知识。
学生不掌握丰富的知识就不可能进行很好的语言交流。所以学生必须了解语言规律，掌握丰富的词汇，熟知语法规则，会熟练表达由各个话题而展开的交际资料。要学会在实践中学，在应用中学，这样学来的知识记忆深刻、灵活度大。
3．及时巩固，反复记忆。
凡教师在课堂上所讲到的语言难点，学生应及时整理，再次认识并进取使用。对前面已学过的课文，学生要有安排地经常复习，否则常常是学了新的，忘了旧的。
4．进取操练，重在口头。
在课堂上，学生要进取参与教师设计的每个教学活动，要大胆开口，创造性地说自我想说的话。课后和其他同学及时进行英语交流。仅有这样，才能将书本知识变成自我的知识和语言本事；也仅有这样，才能实现脱口说英语的目的。（六）教学设计在上新课之前先复习动词的ing形式，和上节课的重点句型。经过对重点句型的变形导入新课。安排猜谜游戏帮忙学生巩固新知之新知识。然后翻开课本学习2c，这样能够降低学生学习难度，有利于学生更好的掌握新知识。接下来再讲2a和2b，之后是3a和3b。讲解4时，难度再次加大，因为需要学生用自我的语言讲解图片。于是我利用教材所给的图片和问题进行引导，先让学生观察图片，在就图片回答问题。问题有答案之后，要求他们讲述图片，这个难度就大大降低了。最终我在就学生的讲述进行适当的引导和补充。下课前布置作业，结束课堂。在整个教学过程当中，我有意识的降低教学难度，为学生更好的学习创造良好条件。
本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，以任务性教学为主，从视、听、说等方面使学生得到锻炼，在愉快、简便的氛围中温故而知新，到达初步运用英语交际的本事。由于缺少经验，在教学过程中难免会出现不足，敬请各位专家教师不吝赐教，感谢大家！
英语说课稿（二十一）：
8B Unit 3 Online Travel
Reading Around the world in eight hours
Good afternoon， everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.
Part One: Analysis of the Teaching Material
(一) Status and Function
This is an important lesson in this book. 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 society sense. It can help students to attain “four skills” request of listening， speaking， reading and writing. Therefore this lesson is in the important position of the teaching material.
(二) Analysis of the students
Most students are interested in puter games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson， they will know English and geography are as important as puter .Without much knowledge ，you won’t be able to learn puter well.
(三)Teaching aims and Demands
1.Knowledge objects
To understand the aim of an educational CD-ROM and what the character can do
To infer meaning from keywords， context and existing knowledge.
To master the Passive voice.
2.Ability objects
To develop the Ss’ abilities of listening， speaking， reading and writing.
To train the students how to use their own words to express their ideas.
(四)Teaching key and Difficult point
1. Key points
To review the Present perfect tense.
To learn the Passive voice.
To tell more about the CD-ROM.
To retell how the game is played
To understand the whole passage and answer teacher’s questions
2. Difficult points:
The Passive voice.
To retell how the game is played
(五) Teaching Equipment
Multi-media puter， Tape recorder， Software: PowerPoint and so on. They will be needed in this lesson.
Part Two: The Teaching Methods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based” teaching method
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.
To use these methods are helpful to develop the students’ abilities.
Part Three: Studying Procedures
Step 1
Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that t
he game is set in different countries and involves a tour around the world
Step 2
Tell students that the first paragraph of the reading passage explains the background to the game .Listen to the tape. Ask some questions to check understanding， eg.
What’s the name of the new educational CD-ROM?
What can it help you to do?
Who is the designer?
Step 3
Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding， eg.
Who is the main character of the game?
How old is he?
What does he like doing?
What was he doing when he fell asleep?
Step 4
Tell students that the third and fourth paragraphs of the reading passage， on page41， explain how the game is played. Ask them to read the rest of the reading passage on page 41
Step 5
Ask some questions to check understanding， eg.
How can you earn a point?
What will happen if you have earned a point?
What will happen if you have earned enough points?
How many levels does the game have?
How long does it take you to finish the game?
What do the questions test?
What will you see on the screen when you reach a new place?
What can you learn about when you reach London?
What will you see when you pass a level?
What happened to the places you have visited?
Step 6
Read the whole passage and then ask some students to retell how the game is played(in 5steps)
1 See a golden cloud with instructions on it
2 See clouds with information about different places; See clouds with questions on them
3 Get a point every time you answer a question correctly
4 A cloud will e down and carry you off to a new place
5 See a world map. The old place is marked in bright purple
If possible， ask students to discuss what they have learned from the passage.(with their own words)
Step7 Use the following keywords to try to retell the passage.
Paragraph1.
a new educational CD-ROM， Around the world in Eight Hours.
Come out， interesting， at the same time， be designed by， the all-time favorite CD-ROM
Paragraph2.
Main character， love traveling， lie on the grass， fall asleep
Paragraph3.
be written on， different colors with questions on them
Every time you answer a question， earn enough points， e down， Carry off
Pargraph4
Play the role of， take …an hour to finish， travel around， Test your knowledge of， a lot of useful information， for example
Paragraph 5
Be the best ， get it in sold out
Step 8 Homework
1 Translating the following phrases:
1)同时
2) 过一关
3) 扮演…主角 4) 光盘的设计者
5) 一向广受欢迎的游戏 6) 得到足够的分数
7) 睡着 8) 英语语法和词汇
9) 在你的屏幕上 10) 检验知识
11) 在市场上 12) 例如
13) 掉下来 14) 售完
2 Try to recite the text.
Design of the blackboard
1) The Present perfect tense. A new educational CD-ROM has just e out.
When you have earned enough points，….……..Carry you off to a place you have never visited before. The places you have visited are marked…
2) The Passive voice.
It is designed by Nancy Jackson. These words were written on it.
The places you have visited are marked in bright purple.
Get it now before it is sold out
英语说课稿（二十二）：
一、教学目标与要求
1、能听懂、会说：“I have a new water bottle. Can I see it? Sure. Here you are.” 并能在实际生活中运用。
2、能听说读单词storybook和water bottle。
3、学歌谣“I have a storybook . Me too.”
二、教学重、难点分析
重点：能听懂，会说：“I have ….”句型和单词storybook 和water bottle。
难点：在实际生活中运用“I have….”句型。
三、课前准备
1.教师准备挂图、玩具、文具等实物，VCD、录音机。
2、学生自备文具和自带一些小玩具
四、教学步骤和提议
1、 热身(Warm-up)
(1)、教师与学生进行日常口语会话练习。
(2)、复习上学期所学句型“I have a ….”教师拿出一个玩具汽车并说“I have a new car.”把它递给学生让他来说“I have a new car.”拿出多个玩具练习这个句型，让每一个学生都说一遍。
2、新授(Presentation)
(1)、教师拿出一本故事书说“I have a new storybook.”，学生也拿出一本故事书说“I have a new storybook.”教师紧之后说“Can I see it.”学生答“Sure. Here you are.”和多个学生进行这个对话练习。
(2)、全班学生看本课VCD教学片。
(3)、经过观看教学片，在几遍后让学生试着跟读Just speak部分的资料。
(4)、学生跟读，教师纠正部分单词的发音。
(5)、学生分组分主角朗读，做到最快、最清晰、最大声。
(6)、请部分学生拿着水壶、故事书到前面表演对话。
(7)、去掉VCD的声音，让学生为教学片配音。
(8)、用图片展示生词storybook和water bottle，经过抢答游戏的方式让学生能听、说、读这两个单词，具体步骤如下：教师把图片快速从学生眼前闪过，然后学生举手抢答。答对者奖励一个小贴纸。
(9)、让学生使用所学过的玩具或文具对Just speak部分的对话进行改编并表演出来。例如：
A: Hi， ….I have a new doll.
B: Hi， …. I have a new ball.
A: Oh， cool. Can I see it.
B: Sure. Here you are.
A: Wow! Its super.
(10).听录音欣赏歌谣，在活跃的气氛中让学生跟着节奏学说歌谣。
五、巩固与延伸(Consolidation and extension)
1、打开质量监测完成对应的练习(教师给予必须的指导)。
2、家庭作业：跟读课文，朗读歌谣。
英语说课稿（二十三）：
Part One —— Analysis of the Teaching Material
One: Status and Function
1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this， students will also learn some words， phrases and expressions of traffic， and so on. In Lesson 37， Danny will introduce a new type of transportation to us， it is imaginary.
2. To attain “four skills” request of listening， speaking， reading and writing， I will have the students do some exercise about the text.
3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example， helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well， it will be helpful to make them learn the rest of this unit.
4. While teaching them， I will also encourage them to say something about what they think the future transportations will be like. In a way， from practising such a topic， it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.
Two: Teaching Aims and Demands
The teaching aims basis is established according to Junior School English syllabus provision.
1. Knowledge objects
(1) To study the new words “fuel”， “oil” and “coal”.
(2) To learn and master the phrases “think of， on the way to …， have fun”， etc.
2. Ability objects
(1) To develop the students’ abilities of listening， speaking， reading and writing.
(2) To train the students’ ability of working in pairs.
(3) To develop the students’ abilities of munication by learning the useful structures.
3. Moral objects
(1) Through different teaching methods to make students be interested in study.
(2) Love to know more knowledge about transportation and dare to express their opinions in English.
(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.
Three: Teaching Keys and Difficult Points
The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching materials position and function.
1. Key points:
(1).Be able to express words， phrases and sentences in English.
(2). Know about the improvement of transportation and Danny’s invention.
2. Difficult points:
Be able to talk about their imaginary future transportation in oral English.
英语说课稿（二十四）：
The teaching design I’m going to talk about is for unit 10， from Fun with English for primary school， Book 1A. It mainly deals with colors ， I’ll describe it mainly in 5 parts.
1. Analysis of Ss
Most of the first-grade Ss haven’t learned English. But some of them have learned some basic knowledge about English in the kindergarten. They are eager to learn and are interested in English. All these are to the advantages of English learning.
Analysis of the textbook
The ultimate goal of Oxford English is to develop the prehensive ability to use the language. That is to develop their four skills， listening， speaking， reading and writing.
2.Teaching Objectives
Firstly， knowledge objective. In this unit， Ss are required to master the five words ( red， green， yellow， brown， white) and sentence structure “ What color?”
Secondly， skill objective. Ss are going to learn how to apply the words and expressions they’ve learned in their daily life. The good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.
Thirdly， emotional objective. We should make Ss bee aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. In this way to help them develop a healthy and positive character.
3.Teaching Points
The key points of this lesson are the five words ( red， green， yellow， brown， white) and sentence structure “ What color?”
The difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.
4.Teaching approaches.
英语说课稿（二十五）：
Good afternoon， teachers， It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlifeWhy not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material， the teaching methods， the studying methods， the teaching procedure， and Blackboard design.
First， let me talk the teaching material. Part 1 Teaching Material:
This unit is about（Great women and their achievements ， Important people， history and methods of agriculture， Different types of English humor ，Culture differences and munication Different types of theme park）
By studying of this unit， we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about
(1) the good character to be a successful person
(2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming.
(3)Charlie Chaplin and his humor English jokes
(4)Different body language and the similarities in body language which make the others understand our feelings.
(5)Theme park but also learning ability in English .
A： If Ss can learn it well， it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening， speaking， reading and writing revolve around the topic， it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.
（As we know ，reading belongs to the input during the process of the language learning. The input has great effect on output ， such as speaking and writing . ）According to the new standard curriculum and the syllabus (新课程标准和教学大纲)， after studying the teaching material and analyzing the rule of children’s growing of mind， I think the teaching aims are the followings:
1.Knowledge objects:
(1)the students can hear， read， and use the main sentence patterns.
(2) the students can understand the content of the lesson:
(3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects:
Ability objects of this section are
(1)To develop the Ss’ abilities of listening， speaking， reading and writing. Especially speaking and writing ability.
(2) To train the Ss’ ability of working in pairs.
(4) To improve the Ss’ reading abilities ，especially their skimming and scanning ability.
3.Emotion objects:
By reading A Student of African wildlife why not carry on the good work， students can learn from
(1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful.
(2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.