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英语教学说课稿范文优秀7篇英文说课稿篇一Good morning, everyone! It’s my honor to present my lesson plan here. The teaching material comes 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 considered 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 communicative approach, making use of real-life situations to motivate their desire to communicate 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 knowledgeMaster new words and expressions, such as emperor, dynasty, capital etc. (this is the language focus)Be familiar with the topic history.2、Language skillsDevelop 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、AffectsLove our country by learning more about Chinese history.4、Cultural awarenessKnow more about history of other countries.5、Learning strategyLearn 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 thecity where Leo lives. This introduction can also build Ss’ knowledge structure. This kind of lead-in could be funnier and easier, and the comfortable 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 comparison 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 20xx? 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 coming 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…。
英文说课稿优秀4篇七年级英语说课稿篇一Unit 1 How often do you exerciseSection A说课教案1a ---1c教材分析：本单元以“How often do you exercise ？”为话题展开教学活动。
首先学会恰当地使用频率副词及短语，再学会描述课余时间的活动安排和基本饮食结构。
通过复习七年级学习过的动词短语，及本单元的听力练习，各种方式的口语交际活动和写作练习，使学生积极参与，合作，从而培养学生的综合语言运用能力。
教材在本单元的开篇，即本课时，安排了关于谈论课余时间的各项活动，以及初步认识和使用频率副词，为进一步地使用频率副词及动词短语做语言知识上的准备。
教学目标：A：语言目标：恰当使用always usually often sometimes hardly ever never 等频率副词和日常活动短语：watch TV go shopping read books exercise等。
掌握句型： What do you usually do on weekends? I often go to the movies.What does she do on weekends ？ She often goes to the movies. B：能力目标：学习描述课余时间的活动安排，初步培养学生的语言综合运用能力。
C：德育目标：培养学生的逻辑表述能力，激发学生的积极思维，并使学生互相了解，增进友谊，加强人际交往，以形成良好的人际关系。
教学重点：核心句型： What do you usually do on weekends?I often go to the movies.教学难点：第三人称单数谓语动词在此核心句型中的运用。
教学用具：词汇卡片多媒体课件一套教学过程：Step1 Warm-up activities（1） Do it （学生按教师的指令做动作）T：Read books. / Do homework!/ Draw pictures/ Look at the blackboardT: run / stop / stand up / sit down.（2） Do as I do.（学生跟老师边说边做动作）I read books on weekends.I run on weekends.I do my homework on weekends.Step 2 Revision and presentation（1）教师问：“What do you usually do on weekends ？” （并且板书）让学生根据自己的实际回答I usually …… on weekends.（2）教师出示动词卡片 watch TV、read books 、exercise 、clean、skateboard、 play basketball、wash clothes、go shopping、 go to movies让学生认读。
英语说课稿英语说课稿(精选15篇)作为一位杰出的老师，很有必要精心设计一份说课稿，借助说课稿可以有效提高教学效率。
那么大家知道正规的说课稿是怎么写的吗？下面是小编帮大家整理的英语说课稿，欢迎阅读与收藏。
英语说课稿1一、说教材1、教材的地位和作用本课是新标准英语三年级起点第四册第五模块的第一单元说课稿，本单元真实地通过同学之间的比较，让同学很好地理解比较级的句型用法。
要求学生掌握than、old、young、strong 等词，并能运用HeShe is +比较级+than……句型进行教学活动。
通过使用图片、多媒体课件及创设真实情景的方法，有效地操练句型，做到句型操练与情境相结合。
2、教学目标（1）知识目标：能够听、说、认、读本课的新词：than,old,young strong 掌握句型“形容词的比较级。
（2）能力目标：能运用HeShe is +比较级+than…….。
（3）情感目标：激发学生学习英语的兴趣，使学生树立学习英语的自信心；培养学生的合作交流能力。
3、教学重点和难点培养学生在特定语境中领悟和使用语言进行有意义交际的能力是小学英语教学的重点。
通过分析，本课的句型“HeShe is +比较级+than…..对培养学生就某一事物好坏比较的会话交际能力起着极其重要的作用，是今后进一步学习的基础。
因此，本课的教学重难点是：能熟练听、说、认、读本课所学的有关的单词；掌握形容词的比较级；能运用所学句型在情境中自由交流。
二、说教法和学法1、整堂课紧紧围绕“教师为主导，学生为主体”的教学思路，通过创设的情景，运用课件辅助教学，运用真实运用任务教学法“调查本组同学的年龄，身高等”，并以游戏、竟猜等形式激发学生运用所学句型进行英语交流，使整个教学源于生活，又运用于生活，使学生学得有趣，学有所用，从而体验成功。
2、英语的语言环境对学英语的小学生来说至关重要。
由于四年级学生已有一定基础知识，运用本课的知识同学间进行对话，学生兴趣盎然。
英语说课稿英文版优秀4篇高中英文版说课稿篇一英语说课稿（英文版）8B Unit 3 Online TravelReading Around the world in eight hoursGood 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 FunctionThis 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 studentsMost students are interested in computer 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 computer .Without much knowledge ,you won’t be able to learn computer well.(三)Teaching aims and Demands1.Knowledge objectsTo understand the aim of an educational CD-ROM and what the character can doTo infer meaning from keywords, context and existing knowledge.To master the Passive voice.2.Ability objectsTo 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 point1. Key pointsTo review the Present perfect tense.To learn the Passive voice.To tell more about the CD-ROM.To retell how the game is playedTo understand the whole passage and answer teacher’s questions2. Difficult points:The Passive voice.To retell how the game is played(五) Teaching EquipmentMulti-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.Part Two: The Teaching Metthods1. Communicative teaching method2. Audio-visual teaching method3. Task-based” teaching methodAs 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 ProceduresStep 1Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the worldStep 2Tell 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 3Tell 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 4Tell 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 5Ask 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 passa level?What happened to the places you have visited?Step 6Read 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 it2 See clouds with information about different places; See clouds with questions on them3 Get a point every time you answer a question correctly4 A cloud will come down and carry you off to a new place5 See a world map. The old place is marked in bright purpleIf 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-ROMParagraph2.Main character, love traveling, lie on the grass, fall asleepParagraph3.be written on, different colors with questions on themEvery time you answer a question, earn enough points, come down, Carry offPargraph4Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for exampleParagraph 5Be the best , get it in sold outStep 8 Homework1 Translating the following phrases:1)同时2) 过一关3) 扮演…角色4) 光盘的设计者5) 一直广受欢迎的'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) 例如一叁) 掉下来14) 售完2 Try to recite the text.Design of the blackboard1) The Present perfect tense. A new educational CD-ROM has just come 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（英文版）8B Unit 3 Online TravelReading Around the world in eight hoursGood 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 FunctionThis 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 studentsMost students are interested in computer 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 computer .Without much knowledge ,you won’t be able to learn computer well.(三)Teaching aims and Demands1.Knowledge objectsTo understand the aim of an educational CD-ROM and what the character can doTo infer meaning from keywords, context and existing knowledge.To master the Passive voice.2.Ability objectsTo 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 point1. Key pointsTo review the Present perfect tense.To learn the Passive voice.To tell more about the CD-ROM.To retell how the game is playedTo understand the whole passage and answer teacher’s questions2. Difficult points:The Passive voice.To retell how the game is played(五) Teaching EquipmentMulti-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.Part Two: The Teaching Metthods1. Communicative teaching method2. Audio-visual teaching method3. Task-based” teaching methodAs 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 ProceduresStep 1Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the worldStep 2Tell 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 3Tell 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 4Tell 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 5Ask 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 passa level?What happened to the places you have visited?Step 6Read 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 it2 See clouds with information about different places; See clouds with questions on them3 Get a point every time you answer a question correctly4 A cloud will come down and carry you off to a new place5 See a world map. The old place is marked in bright purpleIf 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-ROMParagraph2.Main character, love traveling, lie on the grass, fall asleepParagraph3.be written on, different colors with questions on themEvery time you answer a question, earn enough points, come down, Carry offPargraph4Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for exampleParagraph 5Be the best , get it in sold outStep 8 Homework1 Translating the following phrases:1)同时2) 过一关3) 扮演…角色4) 光盘的设计者5) 一直广受欢迎的游戏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) 例如一叁) 掉下来14) 售完2 Try to recite the text.Design of the blackboard1) The Present perfect tense. A new educational CD-ROM has just come 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英文版英语说课稿篇二英文版英语说课稿8B Unit 3 Online TravelReading Around the world in eight hoursGood 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 FunctionThis 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 studentsMost students are interested in computer 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 computer .Without much knowledge ,you won’t be able to learn computer well.(三)Teaching aims and Demands1.Knowledge objectsTo understand the aim of an educational CD-ROM and what the character can doTo infer meaning from keywords, context and existing knowledge.To master the Passive voice.2.Ability objectsTo 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 point1. Key pointsTo review the Present perfect tense.To learn the Passive voice.To tell more about the CD-ROM.To retell how the game is playedTo understand the whole passage and answer teacher’s questions2. Difficult points:The Passive voice.To retell how the game is played(五) Teaching EquipmentMulti-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.Part Two: The Teaching Methods1. Communicative teaching method2. Audio-visual teaching method3. Task-based” teaching methodAs we all know: the main instructional aims of learning English 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 ProceduresStep 1Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the worldStep 2Tell 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 3Tell 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 4Tell 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 5Ask 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 6Read 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 it2 See clouds with information about different places; See clouds with questions on them3 Get a point every time you answer a question correctly4 A cloud will come down and carry you off to a new place5 See a world map. The old place is marked in bright purpleIf 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-ROMParagraph2.Main character, love traveling, lie on the grass, fall asleepParagraph3.be written on, different colors with questions on themEvery time you answer a question, earn enough points, come down, Carry offPargraph4Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for exampleParagraph 5Be the best , get it in sold outStep 8 Homework1 Translating the following phrases:1)同时2) 过一关3) 扮演…角色4) 光盘的设计者5) 一直广受欢迎的游戏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) 例如一叁) 掉下来14) 售完2 Try to recite the text.Design of the blackboard1) The Present perfect tense. A new educational CD-ROM has just come 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高中英文版说课稿篇三Ⅰ. The analysis of the teaching materialThis lesson is a reading passage which focused on the topic of sharing your problems with others when you have worries.The students will learn that it’s normal to have trouble. Talking to someonecan help a lot. Such a topic is related to our daily life, so it is easy toarouse the students’ learning interest.Teaching objectives:A.knowledge objective:a. Students can master the usage of the keywords and phrases: teenager, normal, unless, mistake, angry, careful, careless,in half, keep…to oneself, etc.b. Students can understand the main idea ofthe article.B. abilityobjective:a. Students can use the proper reading skillssuch as anticipating, skimming, scanning to achieve the reading tasks.b.Studentscan use the new words and phrase to finish the exercise.C. emotionalobjective:a. To develop the spirit of cooperationthrough teamwork and pair-discussion.b. To arouse students’ interest in Englishlearning.c. To help students get the proper ways tosolve problems.Key and difficult points:A. keypoints:a. To master the usageof the key words and phrases.b. To use the properreading skills to achieve the reading tasks.B. difficultpoint:Enable students to use the new words andphrases to express their ideas in daily life.Ⅰ. Theanalysis of studentsThe Students have been learning English forsome years. They understand some words and simple sentences. They are curiousand active. They enjoy learning through cooperation in a relaxing atmosphere. However,their English learning levels are different from each other. Most of them don’thave enough English to express what to do when they have problems. They need theteacher’s help and encouragement in their further study.Ⅰ. Teaching methodsIn this lesson, I will use audio-visualteaching method, communicative teaching method and task-based teaching method.Besides, (.Com)multimedia, blackboard, tape recorder are needed as the teaching aids.Ⅰ. Teaching proceduresStep 1 Warming-up （5 minutes）Play a video. Students watch it and talk about thefollowing questions:What kind of things do they worry about?What will you do if you have the same problem?Step 2 Pre-reading （8 minutes）1. Show some funny pictures and sentences onPPT. Lead students to guess the meaning of the new words. Learn the new wordsand phrases.2. According to the picture on the textbook,ask students to predict the main idea of the passage.Step 3 While-reading （18 minutes）1. Skim the passage quickly and choose the main idea（a, b or c）。
初中英语全英说课稿（优秀5篇）初中英语全英说课稿篇一Good morning,ladies and gentlemen!I am very pleased to have an opportunity to talk about some of myteaching ideas.The topic of this Unit is "What should I do?" from thetextbook—go for it book 8 unit 2 for junior middle school students.I’d like tosay it from 5 parts as follows:There are teaching materials,teaching methods,learningstrategies,teaching procedures and blackboard design.Now,Let’s come to the first part—Teaching materials.It includestwo parts,status and functions of the material and the teaching content.The thingsin the text book are appropriate to students’ interests,experiencesand knowledge;provide the students with opportunities to use the target languageand stimulate students to seek further information.In unit 2,Studentswill learn to talk about problems and learn to give advice to others.So it ishelpful to improve their communicative competence.Ok,second,teaching content,which includes four aspects,the key vocabulary,the targetlanguage,important and difficult points, and the teaching aims.About theteaching aims,in this unit,students will talk about problems which students come up with intheir daily lives and learn to use modal verbs "could" and "should" to makesuggestions.The second is ability aims,to improve thestudents’ abilities of listening,speaking and readingby providing various tasks.The last is the affection aims,that is,to help eachother and learn to cooperate.Next,let’s come to the second part—teaching methods.Whiledealing with this lesson,I usually adopt "Task\|based" teaching approach.It aims at providing opportunities for the learners to explore bothspoken and written language through learning activities.So,I will letthe students learn in real situations,fulfill severaltasks such as pair work or group work.And in this unit thecommunicative approach and the situational language approach will be adopted.And thefocus is on functional language usage and the ability of learners to expresstheir own ideas,feelings,attitudes,desires and needs.So combine these methods together,enable the studentsto receive,process and retain new information through "multipleintelligences"。
英文的说课稿优秀7篇（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如工作报告、总结计划、心得体会、演讲致辞、策划方案、合同协议、条据文书、教学资料、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays, such as work reports, summary plans, insights, speeches, planning plans, contract agreements, documentary evidence, teaching materials, complete essays, and other sample essays. If you would like to learn about different sample formats and writing methods, please pay attention!英文的说课稿优秀7篇作为一名优秀的教育工作者，就不得不需要编写说课稿，认真拟定说课稿，说课稿应该怎么写呢？本店铺整理了7篇英文的说课稿，希望您在阅读之后，能够更好的写作英语说课稿。
英文说课稿7篇英文说课稿1一、说教材(一) 教材地位、作用本课内容是本单元的核心教学内容是“现在进行时”，主要学习句子What are you doing ?I’m … .What is he/she doing? He/Sheis …. 本单元出现了八个单词，都是动词的现在进行时态今天这一课是第一课时。
所以今天的内容主要是呈现并操练八个单词，顺便结合句型进行交际活动。
(二) 教学目标教学目标是教学活动的出发点和归宿，根据新课标以及大纲要求，结合以上分析，我确定本课的教学目标如下：1、认知目标：(1) 能正确听、说、读、写词汇playing shopping studying painting eating runningsleeping writing(2)正确听、说、读、句型What are you doing ?I’m … .What is he/she doing? He/She is ….2、能力目标：(1)培养学生的观察力，分析能力。
(2)培养学生的创造能力、发展学生个性。
3、情感目标：(1)激发学生的学习兴趣，提高学习的积极性。
(2)激发学生的参与意识，综合运用语言知识的意识，团结合作的意识。
(三)教学重点：能正确听、说、读、写词汇 playing shopping studying painting eating runningsleeping writing(四)教学难点：正确运用人称代词进行交流。
二、说教法、学法爱因斯坦曾说过：“兴趣是最好的老师”.因此，英语教学一开始，就应当注意培养学生对这门学科的兴趣，保持强烈的好奇心和旺盛的求知欲。
这就要求我们教师采用灵活多样的教学法，激发学生的学习兴趣，充分调动他们学习的积极性。
所以，我采用情景法、多媒体辅助教学法、交际法等进行教学。
1、情景法2、情景法强调语言在情景中的应用，让学生身临其境地学习英语，使教学在生动活泼的情景中进行。
学生在轻松的情景下，容易学到知识与运用知识。
关于英语全英的说课稿3篇导语：“说课”是教学改革中涌现出来的新生事物，是进行教学研究、教学交流和教学探讨的一种新的`教学研究形式，也是集体备课的进一步发展，而【说课稿】则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”。
英语全英说课稿（一）Good morning, everyone!Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points "Where’s…"and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.The content of this period is to use "Where’sare…" to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?Have some juice then.The third one: students can listen, read, say and write the following sentence patterns: Where’sWhere are themy…It’s They’re…There’s no …in on ear…I think the most difficult point of this period is to make sure the students can use the patterns "Where’sWhere are…and There is no …inon ear…" in their daily life correctly.And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.The task-based method, communicated method, group cooperate method will be used in this period.To accomplish the aims, I design the following steps:Step 1 Songs and the game arousers the emotion.In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game "Simon says". At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.Step 2 Change class to life, happy to say.The substance of language is communication and the environment of communication is life. So when I present the sentence pattern "What’s for breakfast?" I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.Most of the Ss have learnt the sentence pattern: Where’s…？so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…？They’re … Meanwhile stick the sentences on the Bb.After some practice by asking and answering, I present thenext language points:There’s no …inon ear…Have …then.And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.Step 3 Listen to the tape and Ss imitate to read and say.As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.Step 4 Ss be the main body, T makes a guider.In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.Then I show a carton with no voice, ask Ss to make a dialogue in pairs.There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and ac hieve the aim of mastering the learned knowledge in situation.Step 5 Change class to life, learn by themselves.Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When theSs are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.That’s all. Thanks a lot for your attention.英语全英说课稿（二）InterpretationGood morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.Part 1 Teaching MaterialThe content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ （topics）。
说课稿英文（精选7篇）大文斗范文网会员为你整理了“说课稿英文”7篇范文，希望对你有参考作用。
篇1：英文说课稿英文说课稿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 SsMost 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 textbookThe ultimate goal of Oxford English is to develop the comprehensive ability to use the language. That is to develop their four skills, listening, speaking, reading and writing.2.Teaching ObjectivesFirstly, 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 become aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. Inthis way to help them develop a healthy and positive character.3.Teaching PointsThe 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.篇2：英语说课稿英文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）。
初中英语全英说课稿优秀8篇（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如总结报告、演讲发言、策划方案、合同协议、心得体会、计划规划、应急预案、教学资料、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays, such as summary reports, speeches, planning plans, contract agreements, insights, planning, emergency plans, teaching materials, essay summaries, and other sample essays. If you want to learn about different sample formats and writing methods, please pay attention!初中英语全英说课稿优秀8篇说课活动分课前说课和课后说课两种形式，不论是课前说课还是课后说课上述内容必须阐述清楚。
全英文优质说课稿评优课一等奖说课稿（全英文）说课是20世纪80年代后期随着教改深入而产生的带有教育科研性质的教研活动，其理论和实践越来越受到重视（宋斌华，2007）。
它是教师依据课程标准、教育教学理念，口头表述自己对教学内容、教学目标、教学重难点、教学方法、教学程序等进行创造性设计的一种教研形式（崔小春，2005）。
通俗地说，就是阐述“教什么内容、为什么教这些、怎么教和为什么这么教”的问题。
由于说课能够展现出教师在备课中的思维创新过程，能凸显出教师对课程标准、教材、学生的理解和把握的水平以及运用有关教育理论和教学原则组织教学的能力由于时间短、易操作、见效快，说课深受教育行政、科研部门和基层学校的青睐，常被应用在教师招聘、基本功竞赛、教学研究等活动中。
2008年10月张家港市教育局在张家港外国语学校举行了全市高中英语教师说课比赛。
说课内容是《牛津高中英语》（江苏版）第11模块第2单元Project 中的一篇阅读材料，是本单元话题（getting a job）的延伸和拓展。
教学对象是高三学生。
笔者就以此次活动为案例，结合17位参赛教师的具体表现和主要问题，跟英语教师谈一谈如何说好课。
问题一：说课，是背长篇累牍的教育理论，还是谈独具匠心的教学设计？在这次活动中，有不少教师事先作了大量准备，收集了许多时尚的英语教学理论和教学方法，把一大半时间用来谈理论，说方法，而本节课的教学设计却轻描淡写，一带而过。
给评委们的印象是，说课变成了教学理论的演讲，内容雷同现象严重，而且自己所倡导的理论和方法并没有在教学设计中得到体现。
说道理，讲方法，是说课的一个显著特征，但绝不是说课的主体。
成功的说课，应该把教学设计和教学理论有机地结合在一起，且要略侧重于说教学设计。
教材特点和学生实际是说课的两个重心。
教师一定要紧紧围绕这两个重心，精心设计教学活动或任务，以此来展示自己对教育教学理论理解的深度，展示自己对学生学情把握的准确度，展示自己在教学设计上的独到之处。
“说”是形式，“课”及“课理”是内容，只有做到形式与内容辩证统一，才能达到预期的说课目的。
换句话说，说课不是长篇大论地演讲教学理论，而是要谈自己任何运用教学理论解决教学中所遇到的实际问题。
本次说课材料具有两个特点：一是，篇幅长，全文长达688个词；二是，话题新，“休学实践年（a gap year）”，对绝大部分中国学生来说是一个新事物。
于是，如何合理使用教学理论突破这两个难点就成了本次说课的重点和亮点所在。
朱俊爽老师大胆创新，用夹叙夹议的方式叙述了自己的独特思考，令评委有耳目一新的感觉，其主要亮点是：⑴把阅读材料分解为主要事实和评价两个部分，即三个学生参加休学实践年的经历体会，和英语政府、雇主、大学对这种做法的评价，便于学生掌握文章的主要事实和观点；⑵调整部分段落的处理顺序，把第4、5、6自然段这三段视为一个整体，当做听力材料，放在阅读之前就处理掉，缓解学生的阅读心理负担；⑶分析篇章结构，让学生体会到，尽管第2、3自然段和第7、8自然段的表述方式迥异，但内容大致相同，并设计了相应的任务（similar sentences）。
问题二：说课，是纸上谈兵，还是上课前的模拟预演？通过这次说课比赛，有8名教师胜出，参加了接下来的评优课比赛。
这其中发生了一个奇怪现象：有个别教师在说课时显得理念时尚、手段新颖，什么三维目标、任务型教学、小组合作探究、多媒体运用等比比皆是，而在后来的评优课中却显得举步维艰，缺乏管理和调控课堂的实践智慧和教学艺术。
为什么会出现这种“说得好，不一定上得好”的窘境呢？在说课之前，组织者就告知说课教师，此次活动的优胜者将在一个普通高中展示自己的教学设计。
按道理说，说课教师已经事先已经了解学生的情况。
但是，有的说课教师为了赶时髦盲目跟风，或迎合评委的口味，而不顾学生和教材的实际情况，不顾语言教学的基本规律，一味地去挖空心思设计奇异新颖的任务或活动。
说课本身的不足之处是，说课的全过程缺少了学生的参与。
为了避免不切实际的随意发挥，说课活动组织者一定要事先告知说课教师学生的英语实际水平；说课教师要紧紧抓住学生和教材，围绕这两个重心设计教学。
教学目标的确立、内容的分析、问题的设置、练习的安排及教学方法的运用，都必须以学生的实际情况为参照物。
否则，再漂亮的说课也是空中楼阁。
要说好课、上好课，取得预想效果，教师就必须对教材、课程标准有充分的认识，理解教材内容，掌握教材各个知识点之间相互的关系，了解学生的需要和实际。
说课不是说给自己一个人听，也不是自编、自导、自演，而是一场实弹演习。
说课教师要在同行或评委面前，说自己对教材、对课准的认识，说自己对知识点的讲解，说自己采取什么样的方法给学生上课，说有可能在什么地方学生会存在问题，当问题出现时采取什么样的方法去解决，针对不同的问题和学生，选择什么样的教学方法等等。
在这样的一个过程中，同行或评委就会对说课者的说课情况加以分析研究，看看还存在着什么问题，运用什么样的方法来帮助说课者提高。
应该说，说课的过程就是发现问题、解决问题的过程，是说课者和评课者共同提高的过程。
尽量做到在还没有上课之前就多发现一些问题，而且把问题解决掉，提高课堂教学效益。
问题三：说课，该采用哪一种语言和叙述方式？在这次说课活动中，全部参赛教师都采用英语说课，在展示自己教学设计的同时，也充分凸显了娴熟的英语表达能力。
能用流利的英语展示自己的教学思想和设计，是我们英语教师共同追求的理想目标。
但是，英语毕竟是一门外语，会对说课的预期效果产生一定程度的损伤。
因此，至于说课是采用英语还是汉语，说课活动的组织者，要考虑到实际情况，要因时、因地、因人而定，不能盲目跟风。
此外，在本次说课活动中，还有部分教师在肢体语言、叙述方式、能否脱稿说课三方面上还存在缺憾。
有的说课教师身姿僵硬，表情呆板；有的采用不适当的叙述方式，在整个说课过程中把评委都当成学生，使用了过多的课堂用语；有的说课教师不能做到脱稿，而是把备课稿从头到尾朗读了一遍。
在实际教学中，教学的肢体语言、手势、与学生的眼神交流对教学目标的达成也起着重要的辅助作用。
因此，说课教师要适当借助于适当的肢体语言、手势来表述自己的设计和意图，注意和评委做好眼神交流，不媚不冷，在平等中温情交流。
说课教师要尽量做到脱稿，必要时再参照说课提纲，恰当地运用好肢体语言、手势、和眼神，声情并茂地说课，把评委的注意力吸引到自己预设情景中去，使他们受到感染，产生共鸣。
说课教师面对的是同行或者教学研究者，宜采用陈述性语言，有条理地说明自己的设计意图及具体的操作策略。
偶尔，说课教师要预演课堂中将会出现的教学场景时，可以暂时把自己的身份切换成教师，仿佛置身于课堂上，面对着学生，通过自己绘声绘色的课堂语言把预设的教学内容或环境展示在评委眼前。
问题四：在英语说课中，还有哪些细节值得注意？细节决定成败。
一些细节问题处理不好，也会影响说课的效果。
在本次活动中，我们发现以下一些普遍存在的细节问题：1．不知道如何说教材。
有的说课教师忽略这一环节，有的教师则长篇大论。
其实，说教材就是说明如何依据某一课在全册或单元中的地位，确定教学目标、教学的重难点，主要是介绍该课在教材中的地位和作用以及和前后课文的知识联系，还要进行简单的教材分析，依据教材内容和学生实际，说明自己对教材的处理以及这样处理的理论依据。
值得注意的是，说教材时要点到为止，不要过多的展开。
2．教学设计缺乏创新。
说课是上课的预演，强调从学生和教材实际出发，来设计教学任务。
但这并不意味着，说课教师在设计教学时固步自封，不求创新。
这次说课的课型是阅读教学，不少说课教师的教学活动设计就缺少新意，雷同现象严重，教学步骤一般都分为读前、读中、读后，教学活动局限于回答问题、课文填空、判读正误、复述等常规活动。
朱俊爽老师紧紧抓住学生和阅读材料实际，做了一些成功的尝试，例如：她设计了任务Similar Sentences，让学生在文章第2、3、7、8自然段中找出意思相近而表达不同的句子，增加了学生的可理解性输入，为后面口头和书面表达做好铺垫。
3．主线不突出，语言表述混乱。
在此次活动中，占相当比例的教师在说课时没有选准角度或分清层次，东一锤子西一棒，想到那里说到那里，以至于评委听得一头雾水，根本弄不清楚说课教师的教学步骤。
其原因之一，说课教师没有凸显出一个主线索，把多个教学活动串联起来，从而导致表述杂乱无章；另外一个最主要的原因是出在项目编号格式上。
在书面语中，类似于“I、II、III…”，“1、2、3…”，“⑴、⑵、⑶…”的项目编号可以很清楚地表明叙述内容的层次，但在口头语就不行了，因为它们听上去都是一样。
因此，说课教师要善于用“Step1, Step 2, Step3 …”，“Pre-reading, While-reading, Post-reading”等手段来加以区分或甄别。
4．忽视板书的辅助作用。
或许由于受说课时间的限制，有些老师在说课时没有板书。
其实，适当的板书可以对说课起到画龙点睛的作用。
在说课前，教师可以用粉笔把黑板一分为二，一半用作为列举说课内容的主要步骤和关键词。
另外一半黑板可用来展示虚拟课堂教学的板书设计，或可以帮助评委或同行在听完后重构教学设计，或可以帮助说明难以言尽的步骤和设计；或可凸显自己设计的独特之处。
结束语总而言之，说课，是英语教师对自己教学基本功和教学实践智慧的一次集中展示。
说课讲究的是教材把握准确，教法选择恰当，学法指导有效，板书提纲挈领，过程清晰明朗。
本文只讨论了说课当时的一些注意事项，而说课的成败取决于说课前的平时积累。
英语教师要说好课，就要注重平时的日积月累，多学习教学理论，多研究教材和学生，锻炼好自己的英语表达能力，培养自己的教学基本功以下是全市高中英语教师评优课一等奖的全英文说课稿，现刊出来，希望对大家有点帮助，说课的内容是《牛津高中英语》（江苏版）第11模块第2单元Project中的阅读材料。
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, thatis, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. Fir st, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Indentifying the teaching aimsBased 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 text.The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thing or idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures incl ude four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.Part 1. Getting readyReading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw th eir attention to the topic of the text. In 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 reading. The part consists of two tasks:Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, 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 away. At that point, I get them to imagine where they are and what they are doing.After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university.Yes, 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 students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 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 ab out what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )Part 2. Focusing on main factsDuring 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 text. Questions of this kind are not very difficult and they can be answered directly from the text. 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 special. After 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 table. Then they’re required to complete another table with a second reading.(With the task, students learn to use a table t o gather the main facts about the three British students. They’ll come to 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 article. 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 year. Students 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 become a charity volunteer.(The task serves as a supplementary to the second task of Part 1. With 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.)需要过渡句一、说教材（一）教材内容及分析我说课的内容是外研版《英语》（新标准）高中第三册（必修3）Module 4 Sandstorms in Asia本模块介绍了亚洲（主要是中国）沙尘暴的情况，并引入了与沙尘暴和环保有关的词汇。
