外研版英语说课稿

时间：2024-09-01 23:39:16 说课稿我要投稿

外研版英语说课稿范文

　　作为一名人民教师，常常需要准备说课稿，借助说课稿我们可以快速提升自己的教学能力。怎么样才能写出优秀的说课稿呢？下面是小编整理的外研版英语说课稿范文，欢迎阅读，希望大家能够喜欢。

外研版英语说课稿范文

　　外研版英语说课稿篇1

　　Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2). It is made up of four parts.

　　Part 1 My understanding of this lesson

　　The analysis of the teaching material:

　　This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.

　　Teaching aims:

　　1. Knowledge aim: Understand the main idea of the text.

　　2. Ability aim: Retell the text in their own words.

　　3. Emotional aim: Make the Ss love the life of the sea and do

　　something to stop it being polluted.

　　Key points / Teaching important points:

　　How to understand the text better.

　　Teaching difficult points:

　　1. Use your own words to retell the text.

　　2. Discuss the pollution of the sea and how to save the sea.

　　Something about the Ss:

　　1. The Ss have known something about the sea and sea life through the Internet and other ways.

　　2. They are lack of vocabulary.

　　3. They don’t often use English to express themselves and

　　communicate with others.

　　4. Some Ss are not active in the class because they are afraid of making mistakes.

　　Part 2 My teaching theories, methods and aids

　　Before dealing with this lesson, I’ll do my best to carry out the

　　following theories: Make the Ss the real masters in class while the

　　teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.

　　Teaching method:

　　Double activities teaching method

　　Question-and-answer activity teaching method

　　Watch-and-listen activity

　　Free discussion method

　　Pair work or individual work method

　　Teaching aids:

　　1. a projector

　　2. a tape recorder

　　3. multimedia

　　4. the blackboard

　　Part 3. Teaching steps / procedures

　　I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

　　The entire steps are:

　　Greetings, Revision, Lead-in and preparation for reading, Fast

　　reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework

　　Step 1 Greetings

　　Greet the whole class as usual.

　　Step 2. Revision

　　1. Ask students some questions to revise the last lesson(show them on the screen).

　　a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight)

　　b. What is coral? Why are corals not found in deep water?

　　c. Why is the Dead Sea called the Dead Sea?

　　2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.

　　Step 3. Lead-in and preparation for reading

　　Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.

　　Purpose: Arouse the students’ interest of study.

　　Bring in new subject: Life in the oceans.

　　Step 4. Fast reading

　　Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:

　　1. Why can living things live in such oceans around the Antarctica?

　　2. What does the whale feed on?

　　3. What is the difference between the sperm whale and other whales?

　　Method: Read the text individually, use question—and—answer

　　activity.

　　Purpose: Improve the students’ reading ability.

　　Understand the general idea of each paragraph.

　　Step 5. Listening(book closed)

　　1. Listen to the tape then do an exercise(wb page 90, part 1)

　　2. True or false exercise.(on the screen)

　　Train the Ss’ listening ability and prepare for later exercises.

　　外研版英语说课稿篇2

　　Ladies and gentlemen, good morning.

　　It’s a great pleasure for me to be here sharing my lesson with you. My name is .

　　Firstly, I’ll introduce my teaching material to you. The content of it is Unit 1 of Module 3,Book 1.In this unit we’ll talk about the numerals. By studying this unit, the students will know how to ask and answer the quantities. The way to ask “how many’and the numbers from 1 to 10 are the key and difficult points of this unit.

　　As we know, our students are pupils, boys and girls are exposed to English for a short time, so it is very important to develop their intreset in English. As for this, I made my teaching aims as follows.

　　Teaching aims:

　　1.Aims on knowledge:

　　1) The students can hear,read and use the sentence “how many?’ to ask questions.

　　2) The students can hear, read and use the words from 1 to 10 to answer the questions on numerals.

　　2. Aims on abilities:

　　1) To develop students’ abilities of listening and speaking.

　　2) To foster students’ abilities of communicating skills.

　　3.Aims on the emotion:

　　1) To set up students’ self-confidence in language study.

　　2) To form happy English learning situations for the students.

　　4. Key points:

　　1) To help students ask and answer the question: How many?

　　2) To develop students intrest in English.

　　5.Difficult point:

　　The right pronunciation of the numerals from 1 to 10.

　　Secondly,I’ll introduce my teaching methods.

　　We all know that the main instructional aims of learning English in primary schools 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. I’ll let Ss learn in real situations,finish some simple tasks to help the students to get a better understanding of the lesson. And I will arrange many kinds of activities for them.

　　In this class, I’ll use a recorder and some pictures as my teaching assistance.

　　Teaching process

　　Ⅰ. Warm-up

　　1. Greetings

　　2. say the chant “Bob. Bob. Bob…

　　3. The teacher can choose some students,to do a simple dialogue such as What’s your name? How are you?and so on.

　　(for this step, we should practice quickly.This chant can arouse exciting motion. So it is important to form a happy class.The part of the dialogue can make Ss review the knowledge in the last lesson.)

　　Ⅱ.Leading in

　　1. After chant,the teacher shows a pencil and ask students :What’s this?lead the students to answer ‘pencil’.Then the teacher says:Yes, it’s one pencil. Then the teacher shows two pencils and says: There are two pencils. The teacher can lead in the numerals by this way (This part to lead the numbers quickly.)

　　Activities for the children.1 to 4,we should clap our hands; after 4,we should change to stamp our feet;after 8 we should shake our bodies. That is to say, ask students to clap when teaching numbers 1-4, ask the students to stamp when teaching numbers 5-8, ask the students to shake their bodies when teaching numbers 9-10.

　　(we count the ten numners by different ways, Ss would like to do things like this. We’ll have a happy beginning)

　　2. The teacher shows the pictures about numerals.Have the students read the pictures and follow the teacher to practise,and put the numerals on the blackboard.(This part is the important part to make students learn the numerals)

　　3.A game to practice the numerals.

　　Ask students to do the counting one by one, they should line up first, then count from 1-10.

　　(For this step, I will correct their pronunciation ).

　　Ⅲ. New lesson

　　1. The teacher shows the pictures quickly, and ask them to guess How many?

　　And students say the answers.

　　After some time, ask little teachers to do this.

　　Then the teacher shows and teaches the new sentence ‘How many?’

　　2. guessing game

　　In this part, we can play two games. First, guess the pictures; second, guess how many students.

　　(to drill the questions and answers with the help of the game.)

　　3. listen to the tape.

　　T should play the tape three times, first, Ss just listen;second, Ss read the story after the tape; third, Ss listen carefully and find 1 to 10 on the book.

　　( It is necessary for Ss to listen to the tape in our class, it will form a good habit of listening.)

　　Ⅳ.Consolidation

　　A task of memory. The teacher shows a big picture with some boys and girls on it. Have the students look at this picture for 5 seconds. Then the teacher closes this picture and asks: How many boys or girls? The students will try to give the right answers.

　　( This is a transitional part for unit 2)

　　Ⅴ.Assessment

　　Let the students to count all the things arround them after class. Then to tell their friends or to mark on the paper.

　　(revision is so important that Ss should speak English as much as they can in class)

　　Above is my lesson,I try my best to make my students happy in class. So I use different kinds of activities and games to deepen my instruction in order to let children acqire new knowledge through arousing their interest.

　　But, the weakness of this lesson is the students might not grasp the hole story and sentences pattern because of lack of enough training in these two parts, story-teaching and sentence pattern-teaching.

　　That’s all! Thank you!

　　It’s my great honor to be here sharing my lesson with you.

　　The content of my lesson is《New Standard English 》Book4 Module8 Unit1 I was two. Then I’m going to talk about it through the following six aspects: teaching material, students, teaching aims, teaching points, teaching preparation and teaching process.

　　一、Teaching material

　　The topic of this module is “Changes”. The language function of this unit is throughing the photos of Lingling’s grandparents and her own to describe the things past with “was/were”. The main patterns “They were young.” and “I was two.” are close to Ss’ daily life. Therefore, they would show their great interests in this lesson and try to use what they have learnt in their real lives. By studying this unit, Ss can discuss the things that occurred in the past to themselves with “was/were”.

　　二、Students

　　The Ss in grade four have got some English foundations. They also have higher learning enthusiasm and lively personalities. As a result, the activities full of fun and relaxation are offered in order to let the Ss learn English more freely. Meanwhile, the abilities of observing and self-study , the habits of independent thinking and positive participation are fostered in the class.

　　三、Teaching aims

　　（一）Aims on the knowledge

　　1．The Ss can understand and speak the words: who, grandparents, then, me, hair, so.

　　2．The Ss can understand and speak the sentence patterns: They were young. I was two.

　　（二）Aims on the abilities

　　1．The Ss can read the dialogue fluently.

　　2．The Ss can communicate with “was/were” according to the photos.

　　（三）Aims on the emotion

　　Through the Ss’ comparison the old life with the new one, they will not only cherish the life nowadays, but also improve emotion between the families.

　　四、Teaching points

　　（一）Key points

　　1．The Ss can understand and speak the new words and the sentence patterns.

　　2．The Ss can describe the things past with “was/were”.

　　（二）Difficult points

　　1．The Ss know the usage and relationship between “am/is/are” and “was/ were”.

　　2．The Ss can discuss the real life with the sentence patterns freely and creatively.

　　五、Teaching preparation

　　Tape, recorder, photos, multimedia, cards, stickers.

　　六、Teaching process

　　Step 1 .Warming-up

　　1. Greetings

　　2. Enjoy the song “The family”.

　　3. Free talk

　　T: Here is a family photo. Let’s describe it.

　　In this photo, Father is … (choose the appropriate adjectives)

　　S: ….

　　T: Mother/Brother/Sister/Baby is…

　　…

　　[Design intent] The song can adjust the Ss’ thought, arouse their interest in learning English, let them enter the atmosphere of learning English quickly.The free talk can help them review the adjectives which are used to describe the personalities and characters.

　　Step 2.Presentation

　　1. Leading- in

　　T: Here is another family photo. Do you know who the baby is?

　　S: …

　　T: It’s me! ( Teach the word “me” at this moment.)

　　I was two, then. Now I am 30. (Show Ss the current photo.)

　　T: Our friend Lingling has got some photos, too. Do you want to have a look?

　　[Design intent] Through the new and old photos show, bring out the topic of the text smoothly and make a good preparation for the text learning.

　　2. Text

　　(1)Listen and try to find out the words they don’t know. Study them in groups. Then T consolidates the meaning of “who, grandparents, then, hair, so”.

　　(2)Listen read and underline the sentences with “was/were”.

　　T: What’s the difference between “am/is/are” and “was/ were”? （Explain it under the help of the photos.）

　　[Design intent] Through the listening and underlining, Ss can have the deeper understanding to the text. Explain the past tense appropriately and design the blackboard writing reasonably. Let Ss know the meaning and usage of “was/ were” clearly.

　　（3）Listen and read the dialogue again.

　　Step 3.Practice

　　1．Look, listen and guess.

　　Show Ss four pairs of pictures, choose the correct one after listening to T’s description.

　　2．Do Activity 3 on page 31. Discuss the answers in groups.

　　[Design intent] Through the activities, let Ss practice the sentence patterns step by step. Cultivate Ss' abilities of cooperation and participation by group-working.

　　Step 4 Consolidation

　　1.Enjoy the passage of the cartoon “The ugly duckling”. Discuss the changes of the little duckling according to the T’s reminder.

　　2. Show Ss some photos of new and old Yantai, let them realize the great changes of our life.

　　[Design intent] The cartoon can make Ss show more interests in learning English. Through the photos show, Ss will love and cherish the new life more.

　　Step 5 Summary

　　Ask Ss themselves to summarize what they have learnt today.

　　Step 6 Assignment

　　1．Listen and repeat the text.

　　2．Describe Ss’ own photos with the sentence patterns in groups and prepare to show in next class.

　　[Design intent] Making lots of listening and speaking exercise is able to train Ss’ comprehensive language abilities and strengthen their confidence. In addition, extending the knowledge in class to the real life effectively can finally achieve the purpose of communication using language.

　　Design of blackboard writing

　　Moduel 8 Changes

　　Unit 1 I was two.

　　(then) (now)

　　I was two, then. Now I am 30.

　　They were young, then. Now they are old.

　　She/He was…, then. Now she/he is….

　　外研版英语说课稿篇3

　　Good afternoon, my dear judges, I am ______, from ______, it is my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of five parts.

　　Part 1 The analysis of the teaching material

　　This lesson is a reading passage, which focused on the topic of __________________, such a topic is related to our daily life, so it is easy to arouse the Ss’ learning interests.

　　My teaching objectives include the following parts.

　　First, the knowledge objective :By the end of this lesson, Ss can learn the new words and new phrases:______________________________________ 其他参考活动：Debate----当话题有矛盾双面

　　Discussion——当话题是讨论解决问题

　　Do a survey——调查

　　Understand the main idea of the article;

　　And master the usage of ___________________(某个语法点)

　　Second, the Ability objective:

　　skim for the main idea of the article and

　　scan for the specific information,

　　predict some information and

　　understand the whole article, and

　　enlarge the relative knowledge by reading more materials in library or from internet, write a report of the topic, etc. Third， the emotional objective:

　　to develop the spirit of cooperation through teamwork and pair-discussion;

　　arouse Ss’ interest in English learning

　　Forth, the Cultural awareness

　　Fifth， the Important points:

　　to get an overall understanding of the whole text,

　　and develop their reading skills such as anticipating, skimming, scanning, summarizing language points…..… (具体课型用具体例子阐述)

　　the usage of the______________________( 语法或句型)

　　While the Difficult points:

　　Are enable the Ss to use the new words and phrases to express their ideas in daily life, and develop the ability of skimming and scanning.

　　master the usage of ____________________________( 语法或句型)

　　根据教学过程设计内容来决定)

　　Part 2 The analysis of students

　　The Ss have learned English for some years. They understand some words and simple sentences. They are curious, active, and fond of game, competition, and various activities. They enjoy learning through cooperation in a relaxing atmosphere.

　　Part 3 Teaching methods

　　In this lesson, My teaching methods include

　　audio-visual teaching method, communicative teaching method, and task-based teaching methods. Besides, a computer, blackboard, a tape recorder, a projector are needed as the teaching aids.

　　Part 4 Teaching procedures

　　There are five steps in my teaching procedures. But before teaching, I will divide the whole class into 4 groups to

　　do competitions while finish different tasks in this lesson.

　　Step 1 Warming-up and leading in (3mins)

　　Free talk; talk something related the topic of the article.

　　外研版英语说课稿篇4

　　一、教材分析

　　本课是七年级上册预备级第三单元，本单元围绕室内物品开展多种教学活动。

　　本课时（第三单元第二课时）主要内容：

　　1、学习有关物品的单词；

　　2、学习询问物品在哪以及回答其所在地点的句型Where’s …？ It’s …； Where’re… ? They’re …

　　3、掌握介词on , in , under的用法。通过学习，加强学生对物品名词、询问物品的句型及方位介词的理解和运用。同时通过一系列的师生之间、学生之间的对话、操练、小组合作等，进一步提高学生的听、说、读、写的综合能力。

　　二、教学目标

　　1、知识目标

　　Vocabulary: bag , bed , cap , chair , coat , desk , shoes , where , on , in , under .

　　Target language: Where’s my coat ? It’s in the bag on your desk .

　　Prepositions: in , on , under .

　　2、能力目标

　　①To make the similar dialogues freely using the information offered . And so make the students improve their speaking , listening , reading and writing skills .

　　②Train student’s communicative competence using the vocabulary and the target language .

　　3、德育目标

　　Students should take good care of the things . Help the students to know that it’s a good habit to keep a room clean and tidy .

　　三、教学重点和难点

　　重点

　　①The names of items .

　　②How to ask where things are and how to answer .

　　难点

　　①Learn the usage of prepositions of place .

　　②Make the students improve their listening , speaking , reading and writing skills .

　　四、教学对象分析

　　学情分析：学生对单元的活动内容有丰富的感性认识，贴近学生的生活实际，学生便于理解、感兴趣；初一学生活跃、好动，彼此间喜欢交流，因此，让学生观察生动形象的画面，更能激发他们的兴趣，提高学习的积极性。

　　相应对策：调动学生的积极性，通过对话、游戏、比赛等活动，吸引他们到教学活动中来；创造轻松活跃的英语氛围，让学生寓乐于学，体验成就。从而使学生更好的培养英语学习的兴趣，更易于掌握所学知识，充分尊重学生的个性发展，体现学生的主体地位。

　　五、教学方法

　　1、根据学生的个性发展特点，从最贴近学生生活的场景切入教学，引起学生的注意力，激发他们的求知欲望，使学生情绪饱满，主动、自然地投入到学习中来。

　　2、用多媒体课件画面让学生感受身边的事物，选取与学生生活贴近的情景，采用不同的对话、交际方法，指导学生积极参与课堂语言交际的实践活动，以培养学生运用语言的实践能力，并理解、掌握及运用所学的知识。

　　3、结合听、说、读的训练，写也是一个检测学生是否掌握所学知识的重要环节。因此涉及相关练习，让学生从动到静，在独立的思索中，强化本课所学的知识，从而达到运用的目的。

　　六、教学步骤

　　Step1 相互问候（1分钟）

　　T: Hello! Everyone . Nice to meet you !

　　S: Hello ! Mrs Li . Nice to meet you, too .

　　Step2 猜物游戏（2分钟）

　　1. Make a powerpoint before class . Show it on the screen .

　　T: I have got some pictures here . Now please look at the screen . Let’s play a game . Guess a thing , OK ?

　　S: Yes .

　　本环节老师把一件物品图（椅子）拆分成三小块，用多媒体课件依次播放，每放一幅图，都让学生竟猜，老师做适当提示，直到猜到为止。

　　Step3 学习新单词（9分钟）

　　T: Good . You’re a clever boy / girl . Whole class , together . What can you see ?

　　S: We can a chair .

　　T: Chair . Follow me . chair .

　　S: Chair .

　　T: Group1 / Group2 . （The students in group1/2 read the word as loudly as they can .）

　　T: Boys / Girls . （Boys or girls read the word .）

　　T: The boy / The girl .（A boy or a girl stands up and reads the words .）

　　Use the same approach to teach and practice bag , bed , cap , desk , coat , shoes.

　　2、单词游戏

　　Teacher say it in Chinese and get the students to say it in English . （And then exchange）

　　Teacher says the new words silently and get the students to guess the words .

　　Step4 课文Activity3（3分钟）

　　1. Ask students to match the words with the pictures in the book by themselves.

　　2. Check the answer

　　Step5 学习介词on , in , under （5分钟）

　　1. Using some objects （bag and some books） to learn the prepositions of place .

　　T: I have a bag . Oh , where’s my bag ? Help the students to answer . （It’s on the desk .）

　　T: It’s on the desk . On , on , on . （Put right hand on the left hand .）

　　T: Where’s my bag ?

　　S: It’s on the desk .

　　T: On the desk. （Put a hand on the desk .） On the chair . （Put a hand on the chair）

　　Let students do as the teacher does .

　　Use the same approach to teach and practice in , under .

　　2. Play a game . （Teacher makes action and students say it in English . Teacher say it in English and students make action .）

　　根据学生的实际情况和认知水平，老师利用图片和肢体语言进行教学，通过练习、造句、游戏等学习活动，学生主动参与，勤于思考，乐于探究，学生在脑海里形象的.记住了这几个介词的用法，使教学内容从难到易、由抽象到直观、由枯燥到丰富。在课堂教学中，再以此激发学生的学习兴趣，同时也培养了学生交流与合作的能力，培养了学生学习的技能。

　　Step 6 练习目标语言（5分钟）

　　1.Show three pictures on the screen one by one . Get the students to guess where it is .

　　Where is the bag / pencil case … ? Where’re the books ?

　　It’s on / in / under the… They’re on / in the …

　　T: What’s this in English ?

　　S: It’s a bag .

　　T: Where’s the bag ? Can you guess ?

　　S: It’s on the desk .

　　T: Maybe you are right . （Ask another student to guess where it is .）

　　Use the other things to practise dialogue repeatedly .

　　Step7 课文 Activity4 Write （3分钟）

　　① Ask students to complete the blanks according to the picture.

　　② Check the answers.

　　③ Whole class read the six sentences together.

　　Step8 学习课文Activity1 （Listen and point .）（7分钟）

　　1.Listen to the recording twice . Play the tape for first time . Students listen and point. Play the tape again . Students listen and read.

　　2.Boys play Daming and girls play Mother to read the dialogue.then exchange .

　　3.Pairwork.（Let students make their own conversations by dialogue.）

　　4.Ask 4 paris to act their dialogues out in front of the class.

　　设计情景，寻找丢失的或藏起来的物品。初一学生好胜心理和集体荣誉感很强，通过竞赛的方式可以促进学生主动参与活动，巩固所学知识。

　　Step9 巩固练习

　　1.连词成句练习：

　　1.boy / in / bed

　　2.dog / on / chair

　　3.teacher / in / classroom

　　4.shoes / under / desk

　　5.pen / in / bag

　　2.Check the answers.

　　课堂练习进一步巩固所学内容，还可以检测学生对本课知识的掌握情况，有利于学生对自己的语言错误和语言方面的不足有更清楚的认识。

　　Step10 总结（1分钟）

　　老师帮学生总结重点句型，要注意学习应用所学习的句型：

　　1 What colour is / are the …？ It’s / They’re …

　　2 Where is / are the …？ It’s /They’re in / on / under the……

　　Step11 作业

　　观察你自己房间里物品的放置情况，练习使用in,on,under 等介词，并用英语写成小短文

　　七、板书设计

　　Module 3

　　Unit2 Where’s my coat ?

　　in Where is / are the …？

　　on It’s /They’re in / on / under the……

　　under

　　八、教学反思

　　我认为，英语教学的目的主要是培养学生掌握并运用语言的能力。基础年级英语教学尤为重要。作为一名基础年级的英语老师，首先应该激发学生学习英语的兴趣和调动学生学习英语的积极性，培养他们的主人翁意识，让他们感到"我能行。"因而，在本堂课的设计中，我花了大量的心思来激发他们学英语的兴趣，如游戏，竞赛活动，呈现彩色的图片等。

　　重视因材施教，尊重学生的个体差异。

　　在任务型教学过程中，由于学生的个体差异，学生们完成任务的速度与效率不尽相同。本堂课出现了这样一种现象，一部分同学完成任务较快，于是思想开小差，或是讲小话。在此我想在布置任务时，可根据学生的能力大小，给学生布置不同层次的任务。如任务完成得较快的学生可对他们增设附加的任务。如会模仿――会背诵――会默写，层层拔高。每一堂课下来，每个学生根据自己的能力学到不同的知识。

　　本人在今后的备课过程中，应多从学生的角度考虑，努力调整教学方式，大胆取舍教学内容，力求尊重学生个体差异，因材施教，让每个学生在学习英语的过程中都能感受到成功的喜悦，从而形成学习英语的浓厚兴趣，形成积极的学习态度。

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