说课教案模板英语

小学英语说课稿模板英文版

说课稿是为进行说课准备的文稿，它不同于教案，教案只说“怎样教”，说课稿则重点说清“为什么要这样教”。下面是我整理的小学英语说课稿模板英文版，欢迎大家阅读参考！

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-up/Revision)

(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 communication 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.

1. content of teaching materials

This section focuses on festivals and focuses on how people usually spend their holidays.This class requires students to master the National, Day, Halloween, Christmas, Spring, Festival and What do people usually do at of...I?...And free to talk about how to spend the holidays.In this class, did leads to general questions and answers as well as new ones.Because the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.

2. status of teaching materials

The selected course in this class is English 6A Unit 6 in Oxford primary school.The teaching of this unit revolves around festivals.In this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and expansion.This arrangement reflects not only the progressive meaning of teaching materials, but also the students' knowledge level and cognitive level.On how people spend their holidays, especially in Western festivals,.Students are required to collect information in time after class.In the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.

Say target:

1. teaching objectives

The new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, I set the following teaching objectives: three.

[Objective] to students' cognitive spoken phrases and words: visit relatives and friends, go to parties, dress up in costumes, ware masks, make pumping lanterns, eat lots of delicious food, National Day, Christmas, Halloween, Spring, Festival, favourite; can use When's s...What, do, people, usually, do, at...Did you?....last...Yes, I, did./, No, I, didn, T. and so on.

Ability to communicate in English on holidays, and some students can introduce the festival in English fluently.

[Objective] through activities and games, students are interested in learning English. Students are encouraged and willing to talk and participate actively in communication.And let students cultivate their sense of cooperation and competition in the process of learning.

2. teaching difficulties

The focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise Festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language.

Doctrine of teaching:

1. teaching method design

According to the characteristics of this English class itself and the sixth grade students' interest, I through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and understand.At the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use.

2. learning method guidance

To guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning English "use" the necessity, to encourage students to think actively, bold attempt.

3. teaching means

According to the teaching content, teaching objectives, students' age characteristics and psychological characteristics, in order to better stimulate students' interest in learning, so as to actively participate in learning.Multimedia courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case.

Say process:

1. warm up (Warm up)

(1) announce the way of study in this lesson: group competition.The seats are divided into four teams, each of which is based on the class performance of each student. At the end of the class, WINNER is added.Then, begin "one sentence for each class". The sentences taught in this class are "Lite is long if you know how to use it.""

[design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the group's performance."One sentence for each class" is an essential part of every class I started in grade six.This section mainly teaches students some clever words and phrases.These sentences not only enrich students' vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in english.So as to create a good atmosphere for learning english.

2. take the old with the new [lead in]

Provide topic Birthday, free communication between teachers and students, and then use the "How do you your birthday spend" to draw the new sentence pattern of this lesson "What do you on your birthday do", and then import "Did you"..."Last birthday?" and answer.Then use the Colour topic to elicit the sentence pattern My favourite....

[design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching methods.With new students, students can master the sentence patterns more easily.At the same time, combine the new sentences with the old ones.It helps to cultivate students' open thinking ability.

|英语说课模板（分环节版），超实用！ 教学考试研究院  高中英语研究中心   4月15日 说课就是教师口头表述具体课题的教学设想及其理论依据，也就是授课教师在备课的基础上，面对同行或教研人员，讲述自己的教学设计，然后由听者评说，达到互相交流，共同提高的目的的一种教学研究和师资培训的活动。 说课的环节通常有：说教学材料、说教学目标、说重难点等、说学生、说教法、说学法、说工具、说教学程序、说板书等。教师可根据需要自由组合以上环节，但一般都包含：说教学目标、说重难点、说教法和说教学程序等。下面列出其中一些环节的英文说课模板，供各位老师参考。 Teaching Material The content of my lesson is ______________. It provides all-around practice of listening, speaking, reading and writing on the topic of this unit. If the students can master it well, it will be helpful for them to learn the rest of this unit. Therefore, this lesson plays an important part in the English teaching of this unit. The selected teaching material is ______________. The article is about ________________. After analyzing it carefully, I find the article ___________ / the topic is unfamiliar to most students. Teaching Aims 1. Knowledge aims (语言目标：语音，词汇，语法，功能，话题) The Ss can master the usage of the important words and expressions.                The Ss can use the _______________ (grammar) in the proper situation. The Ss can understand the content of the lesson, talk about ________________ and get their own ideas about __________________. 2. Ability aims (技能目标：听，说，读，写) To develop Ss’ abilities of listening, speaking, reading and writing. To guide Ss to set up effective studying strategies. To improve Ss’ reading ability, especially their skimming and scanning ability. To train Ss’ ability of studying by themselves and cooperating. 3. Emotional or moral aims (情感目标：兴趣，合作，爱国，国际视野) By learning this lesson, the Ss increase their interest in ___________ and set up self-confidence in ______________. By completing the task,the Ss develop their sense of teamwork… 1. Knowledge aims The Ss can hear, read, and use the main sentence patterns. The Ss can understand the content of the lesson. The Ss can use the patterns to express their thoughts in proper situation and learn how to describe ______ with proper adjectives. 2. Ability aims To develop the Ss’ abilities of listening, speaking, reading and writing, especially speaking and writing ability. To train the Ss’ ability of working in pairs. To improve the Ss’ reading ability, especially their skimming and scanning ability. To help Ss learn how to use body language to show their feelings. 3. Emotional or moral aims By completing the task, the Ss increase their interest in _______________ and set up self-confidence in ________________. By reading the text, students can learn ______________. The Important and Difficult Points Based on the requirement of the syllabus. The important points are _________________ such as __________. The difficult points are _________________ for example __________. One of the teaching difficult is how to enable the students to use new words and phrases in proper situation all through their daily life. The students also find it difficult to describe their experience with the proper logic and well organized language. Teaching Methods For achieving these teaching aims, I will use the following teaching methods. 1. Communicative Language Teaching (交际教学法) 2. Whole Language Teaching (整体语言教学法) 3. Task-based Language Teaching (任务教学法) 4. Situational Teaching Method (情景教学法) Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT(Teacher Talking Time) and increase STT (Student Talking Time). So during this lesson, emphases are to be laid on: 1. Student-centered teaching 2. Task-based learning 3. Activity-based teaching (individual work; pair work; group work; class work) Situation of Students Students of this stage are quick in thought and they are eager to show what they know. They have certain ability of reading, but they are lack of the cultural background and the courage to express their ideas. Therefore, the teacher should show more background information to help students have a good understanding of the text, and encourage them to express themselves. What’s more, the teacher should teach students some learning strategies. Teaching Aids 1. a projector 2. a multi-media computer system 3. chalk Teaching Procedure Step 1. Lead-in. ( _____ min) ________________________________ Purpose of my design: a. To catch Ss’ attention about the class/topic/passage b. To build up suspense/develop interest in ___________. Step 2. Pre-reading Task 1. (Individual work, pair work, group work, class work; _____ min) ... Task 2. (Individual work, pair work, group work, class work; _____min) ... Now, let’s see what happened to the _______________/ let’s check whether it is right or not. Purpose of my design: (1) Enable Ss to know something about the __________. (2) Enable Ss to have a better understanding about the importance of _______. Step 3. While-reading Task 1. (Individual work, pair work, group work, class work; _____min) Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph. Para 1 ___________________ Para 2 ___________________ Para 3 ___________________ … Task 2. (Individual work, pair work, group work, class work; _____min) Scanning: Guide Ss to read the text quickly to find specific information. ... Task 3. (Individual work, pair work, group work, class work; _____min) Careful reading:Guide Ss to read the material carefully and take some notes, then answer the following questions. … Task 4. (Individual work, pair work, group work, class work;_____min) Careful reading: Ask Ss to read the material carefully and find out the correct answers to finish the following chart. ... Purpose of my design: Enable Ss to understand the given material better by using different reading skills. Proper competition can arouse the Ss’ interest in English learning. Task-based teaching method is used here to develop the Ss’ ability of communication and their ability of cooperation will be well trained as well. Step 4. Post-reading Task 1. (Individual work, pair work, group work, class work; _____min) Ask Ss to close books and finish the summary according to their notes. (接Task3) Retell the story /Sum up the passage in Ss’ own words according to the chart. (接task4) Task 2. (Individual work, pair work, group work, class work; _____min) Discuss ______________ with other group members and then choose a reporter to share their opinions about ______________ with the whole class. Purpose of my design: I think if the Ss can finish this task well, they will benefit a lot in their spoken language. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. Step 5. Homework 1. _________________________________ 2. _________________________________ Purpose of my design: Homework is so important and necessary for the Ss to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims. Blackboard Design Blackboard design should be a thing that attract the students’ attention and let them to write down the important teaching points. I will divide the blackboard into two parts. The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class. The right part will be precious explanation, I will write some sentence of the words, phrases and structures to explain their meaning.