最新小学英语教学说课稿英文5篇(优质)

每个人都曾试图在平淡的学习、工作和生活中写一篇文章。写作是培养人的观察、联想、想象、思维和记忆的重要手段。写范文的时候需要注意什么呢？有哪些格式需要注意呢？下面是小编帮大家整理的优质范文，仅供参考，大家一起来看看吧。

小学英语教学说课稿英文篇一

高中英语教学说课稿1

good morning, ladies and ’s my great honor and pleasure to be here sharing my lesson with you.i have been ready to begin this representation with five is of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching 1 teaching material

the content of my lesson is new senior english for china book___ unit is about____________________(topics).by studying of this unit, we’ll enable students to know_________________________ and develop the interest the same time, let the students learn how to____________________(functional items).from this lesson, it starts___________________________(structures).(as we all know, reading belongs to the input during the process of the language input has great effect on output, such as speaking and writing.)therefore, this lesson is in the important position of this the ss can master it well, it will be helpful for them to learn the rest of this 2 teaching aims

according to the new standard curriculum and the syllabus(新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:

dge objects(语言目标：语音，词汇，语法，功能，话题)

(1)the ss can master the usage of the important words and expressions.(2)the ss can use the __________________(grammar)in the proper situation.(3)the ss can understand the content of the lesson, talk about _______________________(information)and get their own idea about y objects(技能目标：听，说，读，写)

(1)to develop the ss’ abilities of listening, speaking, reading and writing

(2)to guide ss to set up effective studying strategies.(3)to improve the student’s reading ability, especially their skimming and scanning ability.(4)to train the ss’ abilities of studying by themselves and n or moral objects(情感目标：兴趣，自信，合作，爱国，国际视野)

(1)by completing the task, the ss increase their interest in ____________________and set up self-confidence in _____________________.(2)teach the ss_________________________, put the moral education in the language 3 the important and difficult points

based on the requirement of the important points are__________________________ such as difficult points are_________________________ for 4 teaching methods

as is known to us all, a good teaching method requires that the teacher should help ss develop good sense of the english achieving these teaching aims,(after the analysis of the teaching material and teaching aims,)i will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论).icative approach(交际教学法)

language teaching(整体语言教学法)

-based language teaching(任务教学法)

situational action(情景教学)a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the the same time, cai(电脑辅助教学)can provide a real situation with its sound and picture, it can develop the ss creativity in learning 5 teaching procedure

step -in.(_____min)

___________________________________________________________________

purpose of my design:(1)to catch ss’ attention about the class/topic/passage.(2)to set up suspense/develop interest in -reading

task 1.(inpidual work, pair work, group work, class work;_____min)

let ss _____________________________________________________________

task 2.(inpidual work, pair work, group work, class work;_____min)

___________________________________________________________________

now, let’s see what happened to the_______________/ let’s check whether it is right or e of my design:(1)to get to know something about the _________________.(2)to have a better understanding about the importance of ____ -reading

task 1.(inpidual 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 1 ___________________

para 2 ___________________

para 3 ___________________

…

task 2.(inpidual work, pair work, group work, class work;_____min)

scanning: listen to the tape part by part to finish 3.(inpidual work, pair work, group work, class work;_____min)

scanning: guide ss to read the material carefully and take some important notes, then answer the following 4.(inpidual work, pair work, group work, class work;_____min)

scanning: ask ss to read the material carefully and find out the correct answers to finish the following e of my design: enable students to understand the given material better by using different reading 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 also their ability of co-operation will be well -reading

task 1.(inpidual work, pair work, group work, class work;_____min)

(接task3)ask ss to close books and finish the summary according their notes.(接task4)retell the story /sum up the passage in ss’ own words according to the 2.(inpidual 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 e of my design: i think if the ss can finish this task well, they will benefit a lot in their spoken ss can take their parts in the activities, especially for the ss who have trouble in english rk

1.__________________________________________________

2.__________________________________________________

purpose of my design: homework is so important and necessary for to master the knowledge they learned after will check whether the ss achieve the teaching aims.高中英语教学说课稿2

good morning, ladies and , i feel honored to have the chance to share my ideas about how to teach the reading process, i will focus on students’ long-term development and enable them to use proper reading skills and other words, students are guided to read efficiently and teaching plan will include 3 ’re analysis of the reading material, identifying the teaching aims and teaching n 1 analysis of the teaching material

the selected teaching material is a magazine article taken from the project section of module 11, unit 2 of advance with article is about british students who take a gap year, which is intended to develop the theme of the unit, that is, getting a analyzing it carefully, i find the article has two unique , it’s a long passage with 688 words, much more than the usual , it deals with a new topic, that is, a gap topic is unfamiliar to most n 2 identifying the teaching aims

based on the analysis of the teaching material, i have chosen the following as the teaching aims of my lesson:

the 1st aim: students learn the skills and strategies to read a prolonged 2nd aim: students get a better understanding of what a gap year 3rd aim: students are encouraged to figure out the implied 4th aim: students are familiar with various expressions or approaches to express the same n 3 teaching procedures

in order to achieve the teaching aims mentioned above, i decide to choose guided reading and task-based teaching as the main teaching the teaching methods, i can guide students to use effective reading strategies to browse the text, solve problems and complete different teaching procedures include four ’re getting ready, focusing on main facts, reading between the lines and responding the 1 getting ready

reading begins before a book is ’s important to activate students’ existing background knowledge and draw their attention to the topic of the this part, i will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for part consists of two tasks:

task 1: a time machine i start my lesson by asking senior 3 students what the date n, i go on to show a picture of a time machine.i tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year that point, i get them to imagine where they are and what they are it, i give a summary of their presentations as follows: after leaving high school, most of chinese students go straight to , at this time next year, most of you will be studying in a university.(with the task, i inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)

task 2: brainstorming after the summary, i go on to show some more pictures of british fresh students from high schools, and tell students that more and more students in the uk are doing something different instead of going straight to that, i play the tape of paragraph1 and get students to catch the answer to the question: they will travel or work on projects for up to a year before entering university(with the task, i excite students’ desire to know more about what their british equivalents will do before going to a the question in mind, students will definitely be eager to listen to the tape to find the answer)

part 2 focusing on main facts

during the part, i will ask the students to answer the question—what does the author say? students are supposed to get a main idea of the text and understand the basic meaning of the ons of this kind are not very difficult and they can be answered directly from the part includes six tasks:

task 1:three examples.i move on to tell students as follows: last year, carol smith, daniel and martin johnson, 3 students from the uk, went to some remote places and did something the instructions, i play the tape of paragraphs 4-6 and get students to complete the following table(with the task, i get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)

task 2: matching after listening, i get students to open books and scan the three paragraphs to check the answers to the previous they’re required to complete another table with a second reading: whom do the results belong to? carol________ daniel________ martin_______

a felt being part of another culture b be more independent

c found it challenging and rewarding d felt that it was a special experience

e ready to face challenges in the future f learnt how to deal with difficult situation

g felt like she really made a difference h learnt a lot about getting on with local people(with the task, students learn to use a table to gather the main facts about the three british students they’ll know that a table is of great help in their future reading)

task 3: scanning for a detail.i get students to scan the rest paragraphs and find the answer to the question: what do people call the year off between finishing school and starting university? in doing so, i introduce the theme of the article and write on the blackboard the title: mind the gap year(with the task, students are expected to grasp the theme of the task serves as a bridge, which connects the main facts in paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)

task 4:definition of the gap ts watch a vcr with a question in mind: what three types of activities do the uk students choose to do during a gap year? the key is: many students use that time to travel, learn new skills or be a charity volunteer(the task serves as a supplementary to the second task of part the task, students are expected to know more about the gap year)

task 5: history of the gap year i play a second vcr and get students to answer the question: when did the gap year start in the uk?(the task enables students to have a good knowledge of the history of the gap year)

task 6: comments the second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college.i get students to read the four paragraphs to gather theme and complete the table(the task helps students get a further understanding of the role.a table plays in helping gathering main facts or opinions).part 3 read between the lines: in third part, i will encourage the students to answer the question—what does the author mean? as we know, information in a reading passage is not always stated mes students have to infer, or make guesses according the information which is available in the in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting part consists of three morning, ladies and , i feel honored to have the chance to share my ideas about how to teach the reading process, i will focus on students’ long-term development and enable them to use proper reading skills and other words, students are guided to read efficiently and teaching plan will include 3 ’re analysis of the reading material, identifying the teaching aims and teaching n 1 analysis of the teaching material

the selected teaching material is a magazine article taken from the project section of module 11, unit 2 of advance with article is about british students who take a gap year, which is intended to develop the theme of the unit, that is, getting a analyzing it carefully, i find the article has two unique , it’s a long passage with 688 words, much more than the usual , it deals with a new topic, that is, a gap topic is unfamiliar to most n 2 identifying the teaching aims

based on the analysis of the teaching material, i have chosen the following as the teaching aims of my lesson:

the 1st aim: students learn the skills and strategies to read a prolonged 2nd aim: students get a better understanding of what a gap year 3rd aim: students are encouraged to figure out the implied 4th aim: students are familiar with various expressions or approaches to express the same n 3 teaching procedures

in order to achieve the teaching aims mentioned above, i decide to choose guided reading and task-based teaching as the main teaching the teaching methods, i can guide students to use effective reading strategies to browse the text, solve problems and complete different teaching procedures include four ’re getting ready, focusing on main facts, reading between the lines and responding the 1 getting ready

reading begins before a book is ’s important to activate students’ existing background knowledge and draw their attention to the topic of the this part, i will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for part consists of two tasks:

task 1: a time machine i start my lesson by asking senior 3 students what the date n, i go on to show a picture of a time machine.i tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year that point, i get them to imagine where they are and what they are it, i give a summary of their presentations as follows: after leaving high school, most of chinese students go straight to , at this time next year, most of you will be studying in a university.(with the task, i inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)

task 2: brainstorming after the summary, i go on to show some more pictures of british fresh students from high schools, and tell students that more and more students in the uk are doing something different instead of going straight to that, i play the tape of paragraph1 and get students to catch the answer to the question: they will travel or work on projects for up to a year before entering university(with the task, i excite students’ desire to know more about what their british equivalents will do before going to a the question in mind, students will definitely be eager to listen to the tape to find the answer)

part 2 focusing on main facts

during the part, i will ask the students to answer the question—what does the author say? students are supposed to get a main idea of the text and understand the basic meaning of the ons of this kind are not very difficult and they can be answered directly from the part includes six tasks:

task 1:three examples.i move on to tell students as follows: last year, carol smith, daniel and martin johnson, 3 students from the uk, went to some remote places and did something the instructions, i play the tape of paragraphs 4-6 and get students to complete the following table(with the task, i get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)

task 2: matching after listening, i get students to open books and scan the three paragraphs to check the answers to the previous they’re required to complete another table with a second reading: whom do the results belong to? carol________ daniel________ martin_______

a felt being part of another culture b be more independent

c found it challenging and rewarding d felt that it was a special experience

e ready to face challenges in the future f learnt how to deal with difficult situation

g felt like she really made a difference h learnt a lot about getting on with local people(with the task, students learn to use a table to gather the main facts about the three british students they’ll know that a table is of great help in their future reading)

task 3: scanning for a detail.i get students to scan the rest paragraphs and find the answer to the question: what do people call the year off between finishing school and starting university? in doing so, i introduce the theme of the article and write on the blackboard the title: mind the gap year(with the task, students are expected to grasp the theme of the task serves as a bridge, which connects the main facts in paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)

task 4:definition of the gap ts watch a vcr with a question in mind: what three types of activities do the uk students choose to do during a gap year? the key is: many students use that time to travel, learn new skills or be a charity volunteer(the task serves as a supplementary to the second task of part the task, students are expected to know more about the gap year)

task 5: history of the gap year i play a second vcr and get students to answer the question: when did the gap year start in the uk?(the task enables students to have a good knowledge of the history of the gap year)

task 6: comments the second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college.i get students to read the four paragraphs to gather theme and complete the table(the task helps students get a further understanding of the role.a table plays in helping gathering main facts or opinions).part 3 read between the lines: in third part, i will encourage the students to answer the question—what does the author mean? as we know, information in a reading passage is not always stated mes students have to infer, or make guesses according the information which is available in the in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting part consists of three tasks.

小学英语教学说课稿英文篇二

浅谈小学英语教学

玉山县四股桥小学

张艳

小学英语的教学对象是儿童,它们好动、好玩、好奇、爱说、爱表现、乐于游戏、善于模仿、想像力丰富.因此要想提高教学质量,就得根据它们的这些特点科学地安排课堂教学.在课堂教学中我们应该坚持趣味化、直观化、情境化、活动化的四项教学原则.一、趣味化

兴趣是成才的起点;兴趣是最好的老师;兴趣是小学生学习积极性中一个最积极最活跃的心理因素.学生对英语学习产生了兴趣,学习英语就成为一种乐趣,他就会主动地学,积极地用,并力求把英语学好.因此教师要根据小学生这些兴趣特点,开展丰富多彩,生动有趣,情境逼真的课堂教学活动.让孩子在唱歌、跳舞、游戏等活动中,在直观的实物、图片、动作及充满生活趣味的语言学习情境中去品尝、触摸、听闻、观看、感觉、接受语言信息.英语有句谚语：“education must be fun”也阐述了这一原则。如英文儿歌《十个印第安小男孩》，寓数字1~10 于其中，教师在进行数字教学时，就可先放歌曲，教孩子们唱。唱会了歌曲，数字1~10的教学也水到渠成。这种方法不仅使孩子们兴趣盎然，课堂气氛活跃,还陶冶了孩子们的音乐素养，收到事半功倍的效果。

二、直观化

儿童英语教学中，教具的直观作用十分明显。它可以吸引学生的注意力，使他们很快进入角色。积极配合老师完成教学任务。如教“what's this“时，教师可拿出图书，玩具，钟表，尺子等问学生，他们可能不会用英语回答，或不知此句话意思，但兴趣已被调动起来。老师即可因势利导：“我们这节课就来学习用英语怎么问，如何答。”当学习“what colour is it?”时，教师可拿红苹果、黄香蕉、绿黄瓜、紫葡萄,这些水果孩子们非常熟悉,一看见课堂上出现这些东西,情绪会十分高涨,都想知道这些颜色如何用英语表达.教师即可顺势引出“red,yellow,green,purple”等表颜色的词,与前句话并行写出,导入新课“what colour is it?it's red”.因此,教师应在英语课堂教学中应充分运用实物图片,手势,体态等直观教具和表演活动形式,切实利用好语音室,投影仪,音像设备等现代化教学资源.三、情境化

对一门语言来说，说话人说话的时间，地点，场合及身份等因素都制约着他说话的内容，语气等。要想在课堂上培养学生创造和活用英语的能力。创设情境是十分重要的。它的最大益处就是教与学的互动性，它以模拟真实的的语言环境和身临其境的感受来激发情绪，营造氛围，增强教学效果。当讲解“圣诞节”一课时，可布置圣诞树，圣诞老人，图片，彩灯等各种小礼物，再配以背景音乐“silent night",使学生置身圣诞节的氛围之中。然后老师再讲解圣诞节的背景知识，学生必然学得快，记得牢。

四、活动化

活动化原则，是对上述趣味化，直观化，情境化原则的具体落实。事实上，在趣味化原则的前提下，任何直观化的教具、学具的使用,任何情境的创设，均以丰富多彩，生动活泼的课堂活动为落脚点。因此，这里的“活动”就不是一般的口、手、脑的活动，而是参与教学活动的师生双方及学生之间积极而热烈的亲密互动；也不是以老师为主体的一般性的说、唱、问答、交流,而是以教师为主导，以学生为主体，以活动为主线的学生全身心投入的情境会话和交流，角色表演，滑稽戏，说唱，讲故事，绘画，小组活动，tpr 活动和操练等等。例如，在教师精心策划下举行比赛，以此比赛的结果来引出first,second ,third 等词。通过学生做动作来学习jump,walk,run等词。在小学英语课堂教学中，恰当，灵活地开展这些形式多样的活动能够最大限度地激发孩子们的学习热情，帮助学生理解，掌握英语语言知识，培养语言技能，从而使学生真正学有所得，得而会用，用而无误。

小学英语教学说课稿英文篇三

1.7.2.1.1小学英语教学“跨文化意识”的培养

2012-2013第二学期

2001年教育部颁布的《全日制义务教育普通高级中学英语课程标准（实验稿）》（以下简称《英语课程标准》）中明确指出：基础教育阶段英语教学的任务是“帮助学生了解世界和中西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。”可见，在小学英语教学中注重培养学生的跨文化意识，有利于培养学生的综合语言运用能力，从而为更好地达到国际间的相互了解和信息的交流奠定扎实的基础。

一、跨文化意识与英语学习

在美国有这样一个几乎人人皆知的句子：“when you're down，you are not necessarily out．”但是许多英语学习者却对其含义不甚了解，原因是不了解这句话的文化背景。这原是一句拳击术语，在拳击比赛中拳击手如果被对方击倒，裁判数到10还不能起来则被判输。但在很多情况下不等裁判数到10，倒地的拳击手就能爬起来再战。因此，这句话的表层意思是：当你被人击倒了，并不意味着输了这场比赛。其寓意为：当你遇到挫折，并不一定丧失了成功的机会。由此可见，一定的语言表达产生于一定的生活背景，了解文化背景是理解语言的前提。学习外语的一大障碍就是难以把该语言与其背景结合起来。所以，培养学生的跨文化意识，对学生学好外语是相当重要的。

语言是文化的载体，是文化的主要表现形式。语言是随着社会生活的发展而发展的，语言是社会文化的一个组成部分。不同民族有着不同的文化、历史、风俗习惯和风土人情等，各民族的文化和社会风俗又都在该民族的语言中表现出来了。长期以来，在小学英语教学中，语言和文化的这种关系一直未得到足够的重视。在教学实践中，一些教师认为似乎只要进行听、说、读、写的训练，掌握了语音、词汇和语法规则就能理解英语和用英语进行交际。而实际上由于不了解语言的文化背景，不了解中西文化的差异，在英语学习的实践中，容易产生不解或误解，从而产生语用失误，使交际失败的现象。如：用“how much money can you earn a month？”来表示对外国人的关心，侵犯了别人隐私，会激起对方的反感；初次听到“you are a lucky dog．”的中国人一定会生气。对于 1

外语教学中只教语言不教文化有这样的看法：“我们相信，任何这类企图都会使学生失去兴趣，使他们不仅不想学习语言符号本身，而且也不想了解使用这一符号系统的民族。相反，帮助学生在学习语言时提高对文化的敏感性，就可以利用他们发自内心的想了解其他民族的兴趣和动力，从而提供了学习该民族的语言的基础”。

二、培养跨文化意识应遵循的原则

笔者认为在小学英语教学中培养跨文化意识应该遵循以下原则。

第一，真实、实用原则。真实、实用原则就是教师在英语教学中所选取的文化内容要密切联系学生的日常生活，与小学生所学的语言内容、与日常生活交流中所涉及的主要方面密切相关。如：英语中的称谓语、问候语和告别语；道谢和答谢；英语国家中最常见的饮料和食品的名称；世界上主要国家的重要标志物；英语国家中重要的节假日；等等。文化教学和语言教学实践相结合，不仅可以让学生亲身体验到语言和文化的密切关系，而且还可以激发学生学习语言和文化的兴趣。

第二，比较、融合原则。比较、融合原则就是通过全面比较异国文化与本族文化，用融合的方式把跨文化教育的知识目标、情感目标、能力目标等全部系统地融入外语教学之中，将跨文化能力与运用外语的能力结合起来，让学生在学习语言中不知不觉地接受跨文化教育。

第三，参与、体验原则。参与、体验原则就是让学生在外语教学中直接参与跨文化交往，在亲身参与的跨文化体验中感知外来文化，获得跨文化的知识、形成跨文化意识。同时在教师的引导下让学生在开放、平等的实践活动中自觉地形成开放、平等、尊重（不歧视）、宽容、客观（无偏见）、谨慎的跨文化态度。

三、培养跨文化意识的措施与方法

（一）营造英语氛围，培养英语思维能力

非英语语言国家的儿童学习英语，最大的问题是缺乏英语语言环境，学生难以形成用英语进行思维的习惯，阻碍了英语学习。因此，营造一个浓郁的英语氛围，对于学习英语是非常重要的。在这个环境里，逼得每个人都要用英语去交流信息，这样的“环境气候”对于帮助学生养成英语思维的习惯是不可缺少的。在实践中教师可以采取以下方式来营造英语氛围：在课堂上，教师教学用语尽可能说英语，模拟仿真英语环境；创造模拟英语情景的练习活动，给学生提供交际训练的机会；善用现代音像手段和网络资源，给学生呈现一个多姿多彩的英语世界；在墙上张贴一些配以中英文介绍的著名世界风光图，适时介绍给学生，或是贴上生活中常用的英语问候语，提醒学生注意使用；利用校园广播指导学生进行英语晨读有了这些浓厚的英语环境，学生一走进校园就能感受英语的无处不在，学生在这种英语环境中听英语、说英语、看英语或亲身体验英语，直接、自然地学习英

语，有利于培养一定的语感和良好的语音、语调，使他们逐步获得用英语进行思维和日常交流的能力。

（二）激活教材内容，比较文化差异

了解中西文化差异可以帮助学生避免语用失误。中西文化差异在语言交流中涉及面非常广，如日常见面时的问候、告别、称赞、致谢、道歉以及体态语等，现行的教材中有许多地方都出现了能够体现这种文化差异的话题，教师应该努力激活教材内容，进行文化比较，帮助学生领会文化异同现象。比如，教学weather这个单元时，教师可以借这个话题告诉学生：西方人认为，在日常交往中，直接打听别人的经济收入、年龄、宗教和政治信仰、婚姻状况等是一种侵犯，因为那是属于与提问者无关的内容。而用谈论天气的办法来打开与西方人谈话的话题是非常明智的。例如，中国人和西方人面对“赞赏”表达的方式不同，中国人受到别人的赞赏时习惯“谦虚”地说“没什么”以示礼貌，而西方人则比较直率，常常会高兴地道上一句

“thank you very much．”所以，在教学这一句型时，教师应该告诉学生，西方人认为对方的赞美是诚心诚意的，所赞扬的事是值得的，理所当然应当接受。而在中国文化看来则是一种谦虚的美德。再比如“red”一词，无论在英语国家还是在中国，红色往往与庆祝活动或喜庆日子有关，英语里有“red－letter days”（节假日）这一说法。尤其在中国，红色代表着幸运、财富和喜事，但英语中的“red”还意味着危险状态或使人生气，如“red flag”（引人生气的事）。因此，在教颜色“red”时，教师应该向学生介绍有关“red”的趣事。充分挖掘教材内容，比较中西文化的差异可以使学生学到生动的文化知识。

（三）巧借节日文化，介绍背景知识

节日文化是学生感兴趣的话题，教师应该巧借这个话题，介绍相关的背景知识，帮助学生了解英语国家中重要的节假日及主要庆祝方式。如在教christmas day时，教师事先用圣诞树、长筒袜、礼品盒等来装饰教室，使学生一进教室，就感受到浓烈的圣诞节氛围。在浓厚的节日气氛中，教师通过网络资源介绍圣诞节的由来、圣诞老人的传说、圣诞图片、圣诞歌曲等等。同时，教师可以将圣诞节与我国的春节作比较，鼓励学生找出他们的相同之处：都是家庭团聚的日子，都是庆贺新的一年开始，都有宴会大餐，都要互赠礼物等等。然后比较出两者的不同，并从文化的角度理解这些不同之处。谈及赠送礼物时，给学生讲解接受礼物的方式，西方人与中国人在接受礼物时的习惯截然相反：在节日里，对于别人送来的礼物，中国人往往要推辞一番，接受后一般也不当面打开。西方人收到礼物一般不推辞，而是表示感谢，并当面打开礼物并加以称赞，所以，在使用“present”这一单词时，教师应该有意识地告诉学生这一跨文化差异。教师可以充分利用愚人节、感恩节、复活节等重要节日，给学生呈现丰富多彩的背景知

识，让学生真实直观地感受外国文化，既提高了学生学习英语的兴趣，又能让学生身临其境，学以致用。

（四）设计英语活动，体验异国文化

《英语课程标准》指出：本课程倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务目标，感受成功。因此，教师应该设计恰当的英语活动，让学生在主动参与、亲身体验、多向交流的基础上，对英语国家的历史、地理、艺术、文化等有一个广泛的了解，同时，在学生主动参与、不断实践的过程中锻炼他们的策划、组织、管理和交流等各方面能力，培养学生的文化意识，增加对世界文化多元性的了解，为他们将来参与世界竞争与合作奠定基础，例如，学校可以有计划地定期举行外国文化节活动，每一次活动确定一个文化主题，如：澳大利亚嘉年华、英国文化节、神奇的世界文化遗产，等等。在活动期间，教师可以通过英语课堂，让学生了解异国的历史文化、物产民俗、自然风光等，学生在实践体验中，通过上网收集关于该国的文化资料，观看图片展，竞选涉外小导游，办英语小报，与外国朋友交流，自编自演英语课本剧等，实实在在地体验异国文化。这种文化周活动为学生学习英语、积累跨文化底蕴编织了一个立体多维的情境世界，有效地培养了学生语言综合运用能力。

总之，教师在教学中应根据学生的年龄特点和认知能力，逐步扩展跨文化知识的内容和范围，帮助学生拓展视野，使他们提高对中外文化异同的敏感性和鉴别能力，进而提高跨文化交际能力。

小学英语教学说课稿英文篇四

新目标英语八年级上册

unit3what are you doing for vacation?

第一课时说课稿

————

一、教材分析:

1.位置和内容:本节课是新目标英语(go for it)八年级上册第三单元第一课时。本课时内容主要谈论使用现在进行时表示计划将要做的事情。它在本单元的教学起着非常重要的作用，既是对以前所学的现在进行时的复习和巩固，也是使语言形式与学生生活实际相联系的典型课例。通过本节课的学习，不仅能提高学生的听说能力，还为接下来的学习打下基础。因此，本节内容在教学中起到承上启下的作用。

2．教学重点: 使用现在进行时谈论假期计划。

3．教学难点:现在进行时表将来的用法。

二、教学目标：

1.知识目标：要求学生掌握使用现在进行时表示计划安排将要

做的事情。

2.能力目标：提高学生的听说能力，让学生做课堂的主人，同时培养他们掌握一些行之有效的学习方法,优化学习效果。

3.情感目标：通过丰富多彩的教学活动，让学生爱上英语课，通过小组竞赛、成对练习，增强学生的集体荣誉感及培养学生的合作精神。

4.学习策略目标：设法使学生掌握使用英语进行交流，学习积极参与班级活动。

三、教学分析：

1.说教法：

（1）任务型教学法：给学生三项任务，让学生使用现在进行时来完成这些任务。使他们在任务中学习英语。

（2）情景教学法：创造足够的交际环境刺激学生的视听能力,使他们能够更好的理解这一时态。以培养他们的听和会话能力。

（3）交际教学法：学生可以通过俩俩对话或小组对话来掌握现在进行时。

2.说学法：

（1）学生要善于把握机会,用英语进行沟通，大胆实践。

（2）积极参加课堂活动，培养合作关系。

四、学生分析:

八年级学生已具有一定的知识储备和理解能力，在七年级下册就学过现在进行时，并掌握如何使用现在进行时的第一种用法可略讲，但对于表将来的用法要多下功夫。八年级学生有很强的求知欲，但部分学生也会有厌学情绪。因此作为教师的我们要能活化教材、精心设计每一堂课、创设轻松愉快的学习氛围，让学生乐学、易学、寓教于乐，培养学生的学习兴趣。

五.教学过程的分析：

step1:warming up(热身运动)。刚上课时播放一首英文歌曲are you sleeping, brother john ,这首歌不仅能调动同学们的学习积极性，歌曲内容还为下文的学习作铺垫。

step2: lead-in(新课导入)。这一环节我主要采用多媒体辅助教学，出示一些图片，让学生用英语的表述方法互相讨论图片内容。通过这一环节不仅能激发学生的学习兴趣，还能为下面的学习作铺垫。

step3:presentation(呈现新知)我主要采用多媒体呈现重点句型，与学生一块总结现在进行时的用法。

step4:practice（练习部分）

exercise 1a on page 13,让学生看图并完成课本1a这部分内容。这部分主要让学生掌握各种各样假期活动的英语表达法。

ing practice ,让学生听对话然后标出图片的顺序。第一遍让学生先看图，第二遍让学生边听边完成题目，第三遍让学生听后复述

所听内容。通过这一环节，不仅能锻炼学生的听力水平，还能锻炼学生的记忆力及口头表达能力。

work

ask students to look at the picture and make conversations.让学生看图编对话，用现在进行时谈论假期计划。通过合作学习，培养团体协作能力和合作意识。

step5:consolidation(巩固练习)

memory game 教师迅速播放一段电影，让学生根据所看内容，用现在进行时迅速描述该电影，看谁写得又多又快，通过这一活动不仅能提高学生的学习兴趣，培养学生的竞争意识，更重要的是能检测学生对现在进行时的把握情况，这也是本节的重点所在。

stpe6:summary 小结

用多媒体重现本节课的重点词汇、句型、语法，进一步强化所学内容。

stpe7: homework 家庭作业

students write about their vacation dreams with the present continuous tens.让学生用现在进行时写下假期的打算。imagine you are a tourist a schedule for this weekend.设想你是一名导游，为这个周末写一份日程安排。

step8 blackboard design 板书设计

on the left : vacationactivities

左边是关于假期活动的词组、短语。

on the middle: the sentence structures

中间是句型结构

on the right ::the form of “v-ing”

右边是现在分词的构成规则。

以上是我说课的内容，谢谢各位老师！

2011-9-21

教研组成员意见：总体来说比较好，只是课堂容量有些大，课堂活动有些多，可作适当删减，经过教研组成员的建议，对课堂活动进行了适当的调整。

小学英语教学说课稿英文篇五

小学英语教师在说课工作开展以前应该怎么制定相关的说课稿呢？下面就随小编一起去阅读小学英语教学说课稿范文，相信能带给大家启发。

小学英语教学说课稿范文一

一：说教材

我说课的内容人教版三年级下册 unit 3 how many? 第二课时。本课是功能型的交际训练课主要是让学生掌握和运用询问多少的句型：how many…… can you see? i can see …以及单词：eleven twelve thirteenfrteen fifteen.根据小学英语课程标准，我将本课教学目标设计如下：

(一)语言知识目标

1、使学生掌握询问多少的句型。并且能在活动中灵活运用。

how many …can you see ?

i can see….2、学习认读单词：eleven twelve thirteen fourteen fifteen.(二)语言技能目标

1、使学生能够根据指令做动作。

2、根据图片、实物和情境说出单词和句子。

3、在图文或场景下进行简单的英语交流和表演。

(三)、情感态度目标

1、通过本课学习使学生有兴趣听、说英语、背歌谣、参与游戏，勇于开口、乐于模仿。

(四)、化意识目标

能够恰当的使用英语中询问多少的句型，了解英语国家中询问多少的方式。

(五)、说重点

本课的重点是让学生掌握三会单词：eleven twelve thirteen fourteen fifteen 和句型：how many …can you see?i can see ….(六)、说难点

本课的难点是读准名词复数的读音。

我主要通过感知新教材---设置---灵活运用着三个主要步骤来突破教材重难点。具体表现在课堂程序中。

二、说教法

在教学中我主要运用就演示教学法和充分利用卫星资源及光盘教学法。运用实物、图片等给学生一个直观的的形象，再加上远程资源和光盘的动画效果。充分开发了学生的智力，提高学生对于学习英语的兴趣。

三、说学法

1、模仿教学法---让学生跟着电视老师模仿。这主要是利用了小学生模仿能力强的特点。

2、小组活动学习发---把全班分成小组，学生互相交流、切磋、共同完成学习任务。在合作中感受学习英语的乐趣及交流的意义。

3、情景教学法---设置各种不同的情景，是教学活动带有浓厚的情感色彩，激发了学生 想说的愿望。

4、游戏法和鼓励法

课堂评价主要一鼓励法为主，同时通过游戏进行操练和赠送小礼物的方法。是学生乐于参与，渴望成功的心理得到满足。

四、说课堂程序

整个教学程序我采用了听,说,玩演,1,课前热身

1)、利用光盘播放let`s say 部分的歌谣，并要求学生试着跟唱。这样课堂气氛充分调动起来。

2),利用远程资源播放let`s say部分报电话号码的动画,让学生复习从1到10的数字。

step2、新知导入

1)、教师播放let`s learn 部分的内容，让学生感知新知。然后教师带着满脸疑惑问：how many numbers can you see?do you know ?自答：i can see15.这样一来how many …can you see ?这 一句式就会在情景中被输入。

2)、教师在动画世上点击要学的新单词让学生模仿。板书三会单词并进行教学。

3)、自己准备的图片，教师发出指令。eg:kite,学生即指出自己图上的风筝并说：i can see … kites。教师重复说：i can see … kites。这个游戏可以让学生掌握英语中名词复数的读音。

step3、趣味操练

根据小学英语标准的基本理念中采用多种途径，倡导体验和参与。我设置以下方法进行操练：

1、练一练：运用远程资源播放一张图片，是由数字连起来的动物的形状。要求学生听音按顺序 把所听到的用线连起来，后看看是一只什么动物。这游戏不仅让学生复习到数字、提高了听力，且激发了学生动手的能力。

2、做一做：把全班分成5个小组，教师发出指令。要求学生站队报数，从1到15。通过感知、体验、实践、参与合作的方式发挥了以生为主体教学标准

3、在英语课程任务中提出要求让学生了解世界文化差异，增强世界意识，使学生成为二十一世纪的栋梁。通过设计“幸运数字”这一环节让学生了解西方人眼中的幸运数字是哪些。

step4巩固练习

1、作出一个chant

cat cat eleven cats

rabbit rabbit twelve rabbits

tiger tiger thirteen tigers

bird bird fourteen birds

这部分主要是让学声巩固名词复数的读音。

2、利用光盘把教学的重点播放一边让学生对已学的知识进行回顾一遍，起到了巩固的作用。

五、总结并布置任务

1、教师和学生一起总结所学的单词及句型。并要求回去把单词读给爸妈听，让学生爱表现的心理充分得到发挥，增强学习英语的信心和兴趣。

2、利用远程资源播放ten little candles dance 的歌曲。让学生在轻松愉快的气氛下结束新课。以上便是我的说课，谢谢大家!

小学英语教学说课稿范文二

教材分析

学生已学完了全部字母，一些简单的单词和日常用语，为学生提供“字母-单词”的复习游戏素材，’s raining是新标准英语第一模块第二单元的内容，本单元是围绕天气状况为题材展开的。在日常生活中，“天气”与我们密切相关，如何问答天气便是本单元所要学习的交际用语，是教学大纲要求把握的重要语言功能项目之一。

学生分析

本节课授课的对象是小学二年级的学生，初学英语的孩子对语言运用意识不强，设计一些简单的句子进行提问，激发学生对英语学习的爱好。同时学生的认知水平比较好，能读出所学词语，具有较强的可塑性。

设计理念

英语课程的教育理念中指出“要面向全体学生、关注学生的情感，营造宽松民主和谐的教学氛围，倡导任务型的教学途径。本节课就是根据这些理念进行设计的，以培养爱好为前提，让学生把所学的知识运用到实践当中，让学生通过感知、体验、实践以及合作探究来实现学习目标。

教学目标

(一)知识目标： 1.以游戏的方式检验学生对26个字母的把握情况，要求能听懂及正确识别。

2.词汇: hot, cold, raining, snowing, windy,sunny以及如何问答天气的交际用语

3.争做小小天气预告员。

4.学唱英文歌曲

(二)能力目标：本节课通过课堂活动，完成了听、说、读、写、唱的技能练习，使学生通过感知、实践、合作完成任务，感受成功，提高语言实践运用能力。

(三)德育目标：通过这节课让学生懂得要爱护我们四周的环境，爱护树木，从自我做起，保护地球漂亮的家园。

(四)情感目标：在学习中，我留意使用鼓励性的语言，帮助学生克服紧张的心理，提高自信心。

教学重点 词汇: hot, cold, raining, snowing, windy, sunny以及如何问答天气的交际用语

教学难点 对what’s the weather like?的答语，it’s ’s snowing也可说成it’s ’s snowy.教学流程

一.谈话引入

1.铺垫，知识回忆

想一想，到现在你学会了哪些英语知识?说说看，比一比谁学到的多?

2.激趣，字母游戏：创设情境，发现问题

大家学会的可真不少!今天，我们就应用所学会的一些字母做一个游戏，你们喜欢吗?

老师给每个同学发一张卡片，上面有一些字母，下面同学们仔细听，把老师读到的字母划掉，看看你发现了什么?每个小组第一桌的同学到前边来做，看哪组分高。

师读：c、d、i、j、k、m、n、q、s、u、v、x、y

now, tell me do you find?

生：单词flag, go, zoo, bag, pen.师：ok!you are very clever.完成最好的同学得一朵小红花。

师：这里有一个单词同学们没有找到，那就是我们今天学习的weather.(游戏能为小学生的英语学习带来快乐，使枯燥、机械的句型操练变得生动，活泼，因此，在教学过程中，应恰当的把游戏引入课堂，寓教于乐。)

二.利用多媒体学习新单词

1.练习生词的读音

课前让学生查找与天气有关的单词，学生通过搜索资料提高搜索信息的能力，培养学生探究能力，然后进行六个单词的重点学习,在听完磁带后，找学生读单词，纠正他们的发音。

(利用电教多媒体能使课堂更加生动，直观，图文并茂，使学生能够在轻松愉快的气氛中学习。)

2.交际英语

运用what’ the weather like? 就图片上的天气进行提问。

(英语要作为交际工具来教，也要作为交际工具来学，做到学用统一。)

3.图片与句子相连接，学生走到微机前进行连接。

三.争做小小天气预告员

就各地区的天气进行预告。

(爱好是最好的老师，而爱好来自好奇，来自体验，提供实践机会，让他们参与表演，这既符合儿童好动、表现欲强的年龄特点，同时也会进一步加强对所学知识的把握。)

四.学唱歌曲

1.运用肢体语言教学生词snoring, bumps his head,确信学生理解歌曲的意思。

(肢体语言，可使学生在语言和动作、表情间建立直接的联系，从而获得形象的感知，能收到良好的效果。)

2.建立超连接，运用新标准动画光盘教唱歌曲，在演唱中配以相应的动作，然后小组间展开竞赛，看哪个小组唱得最好，为唱得最好的学生发小红花，并鼓励他们把新学的歌曲唱给爸爸妈妈听。)

(小学生性格天真活泼，特殊喜欢唱歌，在演唱中配以相应的动作会更引起他们的参与和投入，在英语歌曲中学新词，既减轻了学生的心理负担，又能在轻松愉快的气氛中学到新知识。)

五.总结升华

以沙尘暴为例对学生进行爱护四周环境的思想教育，让我们的天空更蓝。

六.课堂小结

在活动中复习巩固了所学知识，把握了如何问答天气，以及在愉快的气氛中学会了一首英文歌曲，增强了学英语的自信。

七.课后作业

1.观察本周天气情况，进行预告。

2.假如你想了解天气的更多知识，请同学们登陆,老师相信你一定会成为一名出色的天气预告员。

八.课后反思

本节课在教学模式中采用任务型教学法，在授课过程中应用了游戏法，分组合作法、启发诱导法，演唱教学法。教学设计按照 老师：创设情景――激发爱好――组织活动――指定目标 学生：交流探究――合作活动――锻炼能力――升华习惯，使全体同学在充分的活动中学到了新的知识，取得了较好的教学效果。