B3 module one说课稿华丽版

外研版高一英语必修一Moduel 1Unit 1 My First Day at Senior High说课稿一、教材分析本课题是外研版高一英语必修1 Moduel 1的第一部分。

本模块主要讨论的话题是开学第一天，其宗旨是让学生通过学习来了解我们的新学校，了解初、高中的不同。

因此，作为模块1的第一部分，非常重要，不仅要能激发起学生的学习兴趣，更重要的是位后面的学习做好铺垫。

所以，如何巧妙的引入话题，激发学生的学习兴趣同时掌握所学知识。

二、学情分析刚刚入学的新生，对周围的事物充满了好奇，想要了解新学校的各方各面，正是培养学习兴趣和习惯的好时机，所以课堂要充分调动学生的积极性，感受学习英语的乐趣。

三、教学目标依据课程标准要求、本节教材特点以及学生现有的认知水平，确定本课的教学目标为：知识与技能目标1）学习掌握与学科相关的词汇并学会表达自己的喜好。

2）培养学生的阅读能力，学习、应用如何在阅读中寻找关键词。

过程与方法目标1）通过听、读、小游戏等活动学习词汇。

2）小组活动完成对课文的分析。

情感态度与价值观目标通过这一课的学习，激发学习的积极性，克服部分同学学英语的畏难心理，为今后的学习打下好的基础。

教学重点、难点依据课程标准要求和本节教材实际，并结合学生的实际，本节课一是要兴趣为主，二是开始学习阅读方法。

由于初中对阅读方法的涉及不是很多，这一方面可能是刚开始接触，所以一定要把握好难易程度，这是本课的难点。

四、教学方法由身边的事物开始，通过游戏的方式让每个学生参与进来，有话可说，培养学习兴趣和主动性。

由分组讨论，激发动机，培养学生的学习积极性。

五、教学过程导入：In your new school, you must see many new things. Please find out some new things in our classroom……Introduction: 1)Say the names of your textbooks.2)Game: work in pairs. Do 1) again as quickly as youcan.3)Group your textbooks.4)Ask some students write their answers on theblackboard.5)Game.Reading:1)略读，找出各段大意。

尊敬的各位评委大家好：我是实验小学的宫景丽。

今天我说课的内容是外研社出版的新标准英语三年级起点第六册Module3Unit1.一.说教材:新英语课程标准指出,基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力,而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础. <<新课标>>倡导任务型教学模式,即让学生在教学活动中参与和完成真实的教学任务,从中体验学习的快乐.新课标还要求我们学习时，内容即使出现语法，教师也不能讲解语法理论，更不要求学生掌握语法理论。

而是要求学生在理解的基础上初步学会运用这些语句。

根据新课标的要求和学生的整体认识水平，从知识教学、能力培养等方面考虑，我确立本课时的教学目标为：1．知识目标：能听懂、会说句子“What did she have for breakfast/lunch/dinner?”“I had…”识别单词email sandwich(es) traditional delicious.书写单词fish,egg.2．能力目标：运用所学句型进行对话表演和口语交际。

激发学生学习英语的兴趣，培养学生的英语学习能力。

3．情感目标：了解中西方的饮食习惯有所不同。

4．本课时的教学重点是：能听懂、会说“What did she have for breakfast/lunch/dinner?”“I had…”并能进行口语交际。

能识别email sandwich(es) traditional delicious .能书写单词fish,egg. 教学难点是：email sandwich(es) traditional delicious 的正确发音。

5.. 学情分析：由于本课时内容比较贴近学生生活，上学期已学过本课目标句子的一般现在时，所以我打算以对话讨论的形式来讲授新知识。

6.教具准备：录音机、卡片、多媒体。

三年级上册英语说课稿-Module1 Unit 1 Do you use chopsticksin the UK？一、教学目标知识与能力1.了解有关国家使用的餐具及文化差异；2.学习使用简单的英语问答和表达自己的偏好；3.通过听说读写四个方面，提高英语交流能力。

情感态度价值观1.培养学生的跨文化意识，尊重不同的文化；2.培养学生的英语学习兴趣和语感；3.培养学生的团队合作精神和表达能力。

二、教学重点和难点1.学会美食名词和制定问题的英文表达；2.发展听说读写四项能力。

三、教学过程Step1：导入新课1.与学生共同观看图片：在中国，我们使用筷子，但在其他国家呢？2.引导学生思考“Do you use chopsticks in the UK?”的意义，让学生思考出答案，并解释文化差异的重要性。

Step2：学习新词汇1.学生边观看图画，边听老师的词汇朗读。

同桌讨论并记下生词。

Step3：角色扮演1.教师和学生进行互动交流，模拟用英语提问和回答筷子在其他国家是否使用以及对筷子的偏好（包含喜欢和不喜欢）。

2.引导学生在团队中玩游戏，让孩子们分角色，尝试用英语问答，并以3-5个句子描述自己喜欢或不喜欢使用筷子，并讨论造成这种偏好的原因。

让学生自由展示。

Step4：朗读练习1.按照语音、语调的标准，轮流朗读课文内容，让学生模仿，调节语音语调。

Step5：语言拓展1.引导学生制定问题和回答，例如“What do you eat with in ….?”，“Do you like eating with …?” 的答案。

Step6：学以致用1.让学生在这个话题上进行写作练习，让学生运用所学知识描述自己的用餐习惯。

四、师生互动及评价1.师生互动：教师引导学生思考问题，并让学生自由展示；2.评价：教师通过学生的课堂表现、作业和最终考试结果来评价教学效果。

四年级上册英语说课稿-Module3 Unit1｜外研社（三起）一、教学内容1. 课文内容本节课文为《What Can You Do?》。

2. 语言知识（1）掌握 can 的用法，能够正确运用 can 表示会做的事情。

（2）掌握动词词组 jump rope，swim，draw 和 sing 的意思及正确的运用。

（3）掌握以下词汇和短语：ride a bike，skateboard，pet，monkey，parrot。

（4）表达积极的能力和兴趣。

3. 情感态度通过本节课的学习，鼓励学生勇敢表达自己的能力和兴趣，并发掘潜在爱好。

二、教学目标1.能听懂、会说和使用句型“What can you do?”2.能够正确使用动词词组jump rope，swim，draw和sing。

3.掌握以下词汇和短语：ride a bike，skateboard，pet，monkey，parrot。

4.培养学生表达能力，鼓励表达自己的能力和兴趣。

三、教学重难点重点：掌握 can 的用法，和正确使用 jump rope，swim，draw和sing。

难点：学会表达自己的能力和兴趣。

四、教学过程1. Warming up1.教师问学生一些简单的问题，如“What can you do？”鼓励他们积极回答。

2.教师出示图片，让学生猜猜这些动物和物品英文单词是什么。

2. Pre-task让学生观看视频，了解 jump rope，swim，draw和sing 的英文发音及动作。

3. While-task1.呈现课文“What Can You Do?”，读一遍之后，让学生回答问题“What can Kate do?”2.学生听录音跟读，大声朗读课文。

3.让学生分组，仿照课文，讨论并展示自己小组内每个人会做的事情，别的小组可以进行点评和提问。

4. Post-task1.让学生根据课文内容，尝试写一篇短文介绍自己的能力和兴趣。

2.让学生分组比较自己小组之间的短文，了解小组内每个人的能力和兴趣。

Module 3 Unit 1 We visited lots of places.说课稿一、说教材本单元的语言功能是询问与描述过去发生的事情；本单元以介绍伦敦为主线，通过Amy 与Daming在电话中的谈话，使学生能够在真实的语言环境中用英语询问对方上周末的活动情况，以“Where did you go ?What did you do?”为主要句型，询问与描述过去发生的事情。

教学目标1、知识目标：能听、说、认读本课的重点单词：the British Museum, the London Eye, wheel, wonderful, understand, postcard; 能正确使用动词过去式；能利用What did you do? Where did you go?询问别人过去做的事情。

2、能力目标能根据图片听、说相应的单词，能运用What did you do? Where did you go ?询问过去的事情，并能利用动词过去式熟练表达过去所做的事情。

3、情感态度目标培养学生学习的兴趣，鼓励学生积极合作，引导学生了解西方的名胜古迹。

教学重、难点（1）教学重点：一是引导学生学会新句型"What did you do at the weekend?"和"Where did you go?"并懂得使用相应的动词过去式形式进行对话；二是使学生能有感情地朗读课文，并进行角色扮演（2）教学难点：运用本课所学的句子询问与描述过去发生的事情。

二、说学生本次优质课大赛，教学对象是贵阳实验小学五（6）班学生，教师与学生没见过面，因此，在教学中我从学生的知识和生活环境出发多方面考虑，在教学设计中突出课程标准中“以人为本”的理念，设计贴近学生的学习实际和生活实际。

面对五年级的学生，虽然有一定的英语基础，可是在自由表达方面存在困难，教学设计中我突出了教学的多样性和层次性。

BOOK 3 Module1-6Teaching Plan备课教师__________________授课班级__________________________________________________________________________Module 1 Europe备课教师________________ 班级________________Ⅰ. 教学内容分析本模块以Europe为话题，介绍了几座著名的欧洲城市。

通过模块教学，学生要学会运用所学词汇描述自己所了解的城市，介绍城市的所在位置；教师要引导学生正确认识和看待欧洲经济的发展，激发学生努力学习、建设祖国的雄心壮志。

Introduction部分通过填充欧洲地图，使学生对欧洲一些国家的国名、首都及地理位置做一个初步了解，引发学生进一步探究的兴趣。

Reading and vocabulary部分通过阅读对Paris, Barcelona, Florence,和Athens 四座欧洲名城的介绍，让学生学会相关词汇，并了解如何写城市介绍。

Function部分通过对一些表方位的介词短语的介绍，让学生学会说明一个地点的确切方位。

Grammar 1部分通过观察课文中的例句，要求学生了解被动语态的使用。

Listening 部分通过听取一段三人间的对话对Cardiff, Valencia和Edinburg进行了介绍，让学生获取信息，完成相关练习，进一步了解欧洲名城。

Writing 部分通过让学生进一步获取信息来加深对欧洲城市的了解，并根据所获取的信息加写介绍欧洲城市人文环境的段落，使课文信息更加丰富。

Grammar 2部分列举了以集合名词作主语的句子，让学生考虑主谓搭配，并通过练习加以巩固。

Pronunciation and Everyday English 部分通过听力练习，让学生掌握反义疑问句的语调变化，了解升调和降调的使用规律。

Cultural Corner部分是对欧盟的介绍，让学生了解欧盟有哪些成员国及欧盟的发展史。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校《英语》（三年级起点）第三册第一模块教案Module 1 NumberUnit 1 . . . seventeen, eighteen, nineteen, twenty!编写教师：指导教师第一节（40分钟）一、教学准备与分析1、教学内容学生用书：第一模块第一单元活动1、2、3、活动用书：第一模块第一单元活动1、2、3、2、教学目标2．1技能与知识目标A基本要求基本能听懂、会说英文数字Numbers 13-20.基本能听懂、会说句型This is + adj + one.B初步要求使学生初步理解和感知的句型Here’s的用法。

C巩固复习复习巩固颜色词汇yellow, white, purple, pink, red, green,blue.复习英语数字1---12复习歌曲“Rainbow” 和“Ten little fingers”2.2运用能力目的通过学习英文数字13---20，使学生能够灵活运用所学到英文数字，对自己身边的数字进行正确英语的表达。

2.3素质教育（文化、情感态度、策略）目的通过对本课的学习，让学生了解如何简单的用英语数字自己周围的事物，从中发现学习的规律，让学生从小培养爱学习、会学习的良好习惯。

3教学重点英文数字Numbers 13-20.4教学难点“thirteen”和“fifteen”发音5教学任务学习任务学习词汇：英文数字Numbers 13-20.学习句型：句型This is + adj + one运用任务运用任务一：智力大闯关。

运用任务二：猜猜他多大。

6教学任务教学卡片、教学用书、录音机、挂图、学生卡片、水彩笔二、教学程序1、热身复习（Warming-up）(1)新学期开始，向学生问好，并询问一下学生在假期都干了什么？T: Hello, how are you?What do you do everyday in the holiday?(2)教师带领学生复习歌曲“Rainbow”,“Ten little fingers”并借此机会复习颜色以及英文数字1—12。

The second period SpeakingTeaching GoalsTrain the students’ spoken EnglishImprove the students’ ability of imagination and debatePractise expressing agreement and disagreementIncrease participation and learn from each other.Teaching ProceduresStep 1 Talking about hot topics1.The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens2.Talk about the 28th Olympic Games3.Talk about their favourite athletesStep2 Group theme debatesOf the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medals and so on.. The following three topics will be talked about . The students are divided into three groups and each will choose one of the topic boxes1. Box 1 Xiangsheng performance by the Chinese and the westerners. Is Chinese easy to learnfor the westerners?2. Box 2 Learning different positions of England by moving different parts. Is it easier to learngeography by going there ?3. Box 3 Enjoying pictures of island or small countries like Iceland and Japan. Do islandnations have advantages over other countries?Step3 Tips on how to express agreement and disagreementDon’t you think that…?I don’t think that’s right…I don’t think so.You must be mistaken…No, you are wrong thinking that…I’m afraid you’re wrong…Aren’t you confusing…?I’m not so sure about that…Surely it must be….Yes, you are right, but…Yes, I agree with you.I believe that you’ve got it right.Step4 Class further debate Is it a good chance for the development of China ?Have a debate among boys and girls. They will express different opinions on the advantages or disadvantages of hosting the Olympics in Beijing. So it’s a g ood chance to improve their spoken English.Step5 HomeworkPreview the reading passage “The British Isles”realize that it is of great value to record and teach them to the younger generation. Step 5 ConsolidationConsolidate what have been learned by doing further exercises.。

说课稿内容课题Module3 Unit1 Nothing is more enjoyable than playing tennis.说教材1、教材分析：The lesson is the first lesson of Module3 . The main content of this lesson is comparing sports. It’s related to our daily life.2、教学目标：①To listen and understand familiar topics (sports).②To talk and compare sports, link words correctly.③To arouse Ss’interest on sports.3、教学重点:To understand the key vocabulary and structure: Comparative adjectives (more)4、教学难点:Enable the students to describe and compare sports.说教法According to New Course Standard of English, combining with the language level of Ss, I take Three task-teachings: Experience- Discover- Construct说学法In the process of learning , lots of linguistic activities are to be applied. Because the language activity-practice is the only approach for Ss to master either the basic knowledge of English or the language competence.Help the Ss to learn to study independently, learn to cooperatewith others. In class, encourage the Ss to communicate with others and build up their confidence.说教学媒体In the teaching process, I will apply blackboard , pictures , tape recorder and multi-media computer to arouse the Ss’interests in learning.说教学过程Step1 Warm-upTea cher’s activities :Ask two questions:Do you like sports? What’s your favourite sport?Students’ activities: Answer the questions. Talk about sports.Intention: Get the Ss to be attentive and focus on the theme of the lesson. Step2 Learn by oneselfTeach er’s activities: 1.play the recorder. Get the Ss to read the words after it, then read the words by oneself.2.Play the recorder in Activity1, and then ask Ss to make sentences Students’ activities: Read and understand the words and phrases in unit1. Listen and number the sports as you hear them, and then talk about the sports by using the words in activity1 and 2.Intention: To grasp the words and phrases, and guide the Ss to practice Comparative adjectives.Step3 Learn togetherTeacher’s activities: 1.Play the recorder and then ask Ss to read the dialogue and check the true sentences.2.Ask Ss to find the grammar structures: Comparative adjectives Students’ activities: Read the dialogue after the recorder and then discuss the sentences in groups.Intention: To practise reading, and grasp the main information of the dialogue and the key structures about Comparative adjectives.Step4 Show timeTeacher’s activities: 1.Ask the Ss to finish activity 4 and 5 by oneself.2.Ask Ss to talk about the sports they like and the reason.Students’ activities: 1.Check the answers in activity 4 and 5 together.2.Listen and notice how the speaker links the words.3.Work in pairs to make a new dialogue and then the Ss and teacher give the grades for each group.Intention: To check if the Ss grasp the use of key knowledge points ,and evaluate Ss’ speaking.Step5 SummaryThe Ss with the teacher sum up the main knowledge points in this lesson together.说板书设计Module3Unit1 Nothing is more enjoyable than playing tennis. Football is exciting.Tennis is more relaxing than volleyball.主语is more + adj. + than + n.教学反思：本课是第三模块第一课，是一节听说课，话题是体育运动，语法知识是形容词比较级。

Module 1 Unit 3Reading Dying to be thinGood morning, ladies and gentlemen. I’m …, a postgraduate student from …. It’s my great honor to be here to share my lesson with you. The material I selected to illustrate is “Dying to be thin”, taken from the reading section of Module 1 Unit 3 of Advance with English for senior high Ss. My teaching plan includes 4 parts. They are analysis of the teaching material, teaching and learning methods and teaching aids, teaching procedures as well as blackboard design.Part 1 Analysis of the Teaching MaterialThe first part is my analysis of the teaching material. The article consists of three e-mails between two good friends who exchange their opinions about appearance and health after one of them almost died while trying to lose weight in an unsafe way. It is the second period of this unit and plays a very important role in the whole unit. Since this is the first period of the reading text, the main task is to train Ss’ reading ability. After studying this article, Ss can not only improve their reading ability, but also can understand the relationship between appearance and health better. What’s more, Ss can think about how to live a healthy life and come to understand “nothing is more important than health”.Based on my analysis of teaching material, I chose the following as the teaching aims:Knowledge aim: By the end of the lesson, Ss will be able to catch the main points of the three e-mails and express them; and learn how to understand the sentences with “however” and “but”;Ability aim: Ss will enhance their fast reading skills and word guessing skills; discuss their own experience related to the topic.Emotional aim: Enable Ss to think about how to live a healthy life and come to understand “nothing is more important than health”.According to teaching aims, I chose the teaching important and difficulty points as follows: help the Ss understand the relationship between appearance and health and search for as many healthy ways as possible to lose weight and keep a slim figure through classroom activities; enable Ss to grasp the main topics of the three e-mails—Amy’s problems, how Amy dealt with them and Zhou Ling’s concerns and advice to Amy; and encourage Ss to express their own opinions on the topic.Part 2 Teaching Methods, Learning Methods and Teaching AidsThe second part is my teaching methods, learning methods and teaching aids. As we all know, the main instructional aims of teaching English in middle schools are to cultivate Ss’ basic skills of listening, speaking, reading, writing and their good sense of English. In order to achieve the teaching aims above, I mainly chose following teaching methods: discussing in pairs or groups, task-based language teaching method, question-and-answer activity teaching method and audio-visual teaching method as well. I strongly believethat with the help of these teaching methods, Ss will learn how to construct their own knowledge and develop their autonomous & inquiry-based learning method. Besides, I chose PPT, tape-recorder and blackboard as my teaching aids to give clear instructions and consolidate new knowledge.Part 3 Teaching ProcedureNext I’ll come to my third part----teaching procedure. I divided this lesson into 5 steps.Step 1: Pre-Reading, always known as warm-up.(This step will be finished in 10 minutes)1st I’ll show Ss some pictures. Some people are overweight, some are a little fat, and some are slim. I’ll ask Ss “which figure do you like best? Do you like to be fat? If you are very fat, how will you lose weight?”they are encouraged to express their own opinions on these Qs. ///2nd I will let Ss talk about the ways to lose weight and discuss which methods they prefer. I’ll list the possible ways to lose weight a). to go on a diet, b).to get regular exercises, c). to receive surgical treatment, d). to take weight-loss pills, e). Don’t eat junk food, etc. Then I’ll introduce the title of this lesson Dying to be thin. Let Ss predict the content but don’t give answer to develop their prediction ability.Purpose of this step: This step aims to stimulate Ss’ existing knowledge, activate their cognitive schema and arouse their interests. It enables Ss to make preparation for the following reading.The2nd Step is While-Reading.I prepared 4 tasks which will be completed in 25 minutes.The 1st task: fast reading. I’ll ask Ss to go through the passage as quickly as possible and find answers to Qs in part A and try to guess the meaning of the title “Dying to be thin…”1) The first meaning of the title is that Amy wanted to be thin very much. 2) The second meaning is that Amy was going to die because she had taken some weight-loss pills.Purpose of this task is to develop Ss’ fast-reading skills----skimming & scanning and get the general idea about the article.///The 2nd task: detailed reading. First, Ss reread the first two emails paying attention to some detailed information and then finish some exercises such as “True or False” and “multiple choices” and complete a chart about the three periods of Amy’s mood. Next, Ss read the last email again and then finish some “answer-and-question”exercises. After they finished, I’ll conduct a feedback activity.Purpose: Ss can have a clear understanding of the article as a whole and comprehend it in the discourse level, which is easier for them to understand the reading strategies.///The 3rd task: reading strategy. First I’ll ask Ss to read through the reading strategy of the unit and make them understand and distinguish the difference between however and but. Then I’ll ask them to underline all the sentences which have the word however or but in the text.Purpose: These words can help Ss improve their reading ability.///The 4th task: listening.I’ll get the Ss to listen to the tape carefully and pay attention to the intonation and pronunciation. After listening, they’re required to summarize the main points of the three e-mails.Purpose：This task aims to improve Ss’ listening and comprehension.Step3: Post-Reading which will be completed in 10 minutes. Now the Ss have fully understood the whole text. I will introduce some more questions to help them express their opinions more confidently. I will ask Ss to discuss these questions in group of four and share their opinions in the class. My questions:1. What lessons has Amy learnt from her experience?2.Suppose you are Amy’s best friend and are asked to write a letter to her,what will you say to her? And what advice would you give to Amy?Purpose: This task is employed to build Ss’language communicative competence. It can strengthen their comprehension and develop their imagination. More Ss are given opportunities to speak in class.Step4: consolidation and expansion (I’ll spend 4 minutes on this step). Since the Ss have got the main points of the three e-mails, I’ll make a summary about what Ss have learned in this lesson and check Ss as a whole. Besides I have two questions for them to think over: 1. Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not? 2. What do you think is the best way to keep healthy? Why?Purpose: This step aims to consolidate what they learned and to help Ss understand the relationship between appearance and health better.Step 5: Homework (1 minute): 1.Finish Parts D&E. 2. Find out the new words and phrases in the text.Purpose is to develop Ss’ learning abilities after class such as automatic learning.Part 4 Blackboard designThe last part is my blackboard design. A good blackboard design is just like a tiny teaching plan. My purpose in using blackboard is to clearly transfer the essence of the lesson to Ss. So I designed it as follows:That’s my ideas about the teaching plan of this lesson. Thank you for your listening.。

三年级上册英语说课稿-Module 1 Unit 1 I’m Sam 外研版（三起）课程背景本篇文档所述课程为三年级上册英语课程，教材为《外研版（三起）》。

本文所说的课程为Module 1 Unit 1 I’m Sam。

Module 1 Unit 1 是新学期的第一节课，为学生打好语音以及语言的基础。

本节课主要是教授学生如何自我介绍，介绍自己的一些简单信息。

教学目标1.学会自我介绍的基本方法，学生能够介绍出自己的姓名、年龄以及简单的家庭成员。

2.学会听懂老师以及同学介绍自己的姓名以及简单信息。

3.学会用正确的语音读出课上所学的单词、句子。

4.通过互动游戏巩固学生的语言能力，以及促进同桌之间的交流。

教学重难点重点1.教授学生如何正确的用英语自我介绍，介绍自己的姓名、年龄、简单家庭信息。

2.分享照片游戏，学生可以更好的观察以及语言表达。

难点学生可能会有一些发音以及用音标表达的问题，需要不断重复与巩固，让学生熟练地掌握单词的读音以及句子表达。

授课内容1.自我介绍及家庭信息通过 PPT 展示一张简单的自我介绍的图片，让学生理解自我介绍的重要性，并且让学生知道自己需要通过英语来介绍自己。

然后演示一次自我介绍。

接着老师可以自我介绍并介绍自己的家庭。

让学生了解家庭成员的说法，并听学生介绍家庭成员。

2.单词教学通过 PPT 显示教学中的单词，并与学生一起读出，重点关注单词的发音以及音标表达。

然后重复几次，让学生熟练掌握单词的发音。

3.句子造句老师出示一些造句图片，学生可以自己组成句子，重点是熟练使用所学单词，并理解句子的意思。

4.互动游戏通过老师以及同学的互动游戏，巩固学生所学的语言能力，并促进同桌之间的交流。

教学方法1.影视法通过PPT和图片的展示，以及老师自我介绍，让学生更好的理解学习的内容。

2.互动法通过老师以及同学的互动游戏，巩固学生所学的语言能力，并促进同桌之间的交流。

3.演示法通过老师自我介绍以及展示，让学生掌握正确的自我介绍方法。

高一英语下册模块三第一单元project说课稿A Brief Instruction to the Topic of“Producing a TV show”Good morning, distinguished judges. Today, I feel honored to have the chance to present some of my teaching ideas to you.My topic is Project: \a TV show\It will include: The analysis of the selected material; Teaching aims; Teaching important and difficult points; Teaching procedures and Blackboard work. First, let me talk about my understanding of the teaching material.Part one Analysis of the Teaching MaterialThis is the last part of Unit 1, Module 3.It is designed to improve students’ English level through reading and presenting. In this lesson, students will read a story about shark attacks. By reading the story students will know the types of shark attacks and get some advice for avoiding being attacked by sharks and at the same time improve their reading ability. In the course of presenting students will learn how to plan, prepare, produce and present a TV show about how an animal uses its senses. In a word, learningthis lesson can improve students’ ability of listening, speaking, reading and presenting. So the selected material plays a very important role in English teaching and learning.Part two Teaching Aims, Teaching Important and DifficultPoints and Teaching MethodsAccording to the new curriculum and syllabus, based on the character of the selected material, I set the teaching aims as follows:1. Knowledge aim: To get students learn some new expressionsand wordsTo grasp the main idea of the article and get the advice for avoiding being attacked by sharksTo know more about the animal senses2. Ability aim: To improve students’ ability of reading, writingand presentingTo help improve students' ability of acquiring and selecting the useful information3. Emotional aim: To develop students’ spirit of co-operationTo help them get closer to animals and have the awareness of self-protectionTeaching important and difficult pointsThe teaching important and difficult point in this lesson is how toimprove students’ ability of reading and pr esenting.Teaching methods:To achieve the teaching aims and deal with the important and difficultpoints, I’ll use the following methods to conduct my class, they are:Listening and reading; ask and answer competition; discussing and group work.I’ll also use a record and the multi-media to make my class lively andinteresting.Part three Teaching ProceduresMy teaching steps are as follows:Step 1 Lead-inShow students some pictures of animals by screen and ask students to saysome thing about the animals and gradually we’ll come to the step ofdiscussing the unique senses the animals have. This action can arise students’interest in this lesson.Step 2 Listening and readingPlay the tape for students to listen and pay attention to thepronunciation and intonation, then read the article loudly to get the mainidea. After that, we’ll have an ask and answer competition about the article.The activity can heat the classroom atmosphere and at the same time help themfind out the types of shark attack, the unique senses of sharks and the advicefor avoiding being attacked by sharks.Step 3 Producing a TV ShowAfter knowing about shark’s unique senses we’ll turn to produc e a TV show, this step will consist of 4 parts:PlanningDivide the class into small groups. The students will decide which animal to focus on and what types of show will be designed by them. And then assign the tasks to every member of the group.PreparingGroup members go separately to finish the tasks. Those members who are responsible for doing research need to find relevant information through TV programs, the Internet and books or any other ways. The group should discuss the information found and decide what information should be presented and how to design the show.ProducingGroup members responsible for researching need to focus on how the animals use its senses, write it down, proofread it and add new ideas if possible. They should work together and choose an easy-to-see way to present.PresentingChoose one group members to hold the pictures and another group member speaking. The other group members could take turns narrating and holding pictures. Then display the research on the wall of theclassroom.Step 4 SampleShow students a sample on the screen. Let them learn some more presenting skills.Step 5 HomeworkFinish off the workbook exercises and self-assessment part after class. It is so important and necessary for mastering the knowledge they have learned after class. It will check whether the students achieve the teaching aims.Part 4 Blackboard WorkOn the left of the blackboard, I’ll write down some language points; in the middle are the questions as well as some suggested answers and somewriting skills are on the right side. This is my teaching plan and I desire to get your valuable advice. Thank you!感谢您的阅读，祝您生活愉快。

三年级上册英语说课稿-Module 1 Unit 1 Do you usechopsticks in England 外研社（一起）1. 教学目标本节课是三年级英语教学的第一课。

主要通过让学生学习使用筷子这一具有中国文化特色的生活方式，了解不同国家的文化差异，并通过学习与讨论，培养学生的英语听说能力、表达和交流能力。

具体目标如下：1.1 知识目标•学生能够听懂、会说并正确运用以下句型：–Do you use chopsticks in England?–Yes, I do. / No, I don’t.•学生能够掌握以下词汇–chopsticks, knife, fork, spoon1.2 能力目标•学生能够在老师引导下，利用所学知识进行交流，并表达自己的观点。

1.3 情感目标•学生能够发现文化之间的差异，增强跨文化交流的理解和尊重。

2. 教学重难点•教学重点：本节课教学重点是教学能力目标，即教会学生掌握如何在英语交流中表达自己的观点。

•教学难点：教学难点是如何让学生思考、发现不同国家的文化差异，并且通过英语表达自己的观点。

3. 教学过程设计3.1 导入与热身（5分钟）•通过展示图片，介绍不同国家的餐具。

•引入生词 chopsticks、knife、fork、spoon，并通过图片进行展示和讲解。

3.2 学习重点句型（10分钟）•通过带有图示和声音的课件，呈现 Do you use chopsticks in England?句型。

•分别向学生展示Yes, I do. / No, I don’t. 的表达方式，并让学生跟读。

3.3 探究文化差异（15分钟）•引导学生讨论：在上课时，孩子们都会使用什么用具来吃东西？•跟学生解释中国人使用筷子的习惯，并引导学生发现文化之间的差异。

•引导学生思考在英国和美国等国使用的餐具是什么，并鼓励他们表达自己的观点。

3.4 学习新词汇（10分钟）•讲解新词汇 chopsticks、knife、fork、spoon 的含义，并向学生发放相关的卡片。

外研版五（上）英语Module3Unit 1第一课时说课稿尊敬的各位评委老师：大家上午好！我是来自×××学校×××，我今天说课的内容是外研版五（上）英语第三模块第一单元第一课时《Module3 Unit1 Activities 1—2》本节课是授新课，下面我从几个方面阐述我的说课流程。

一，教材分析本单元是在学过的一般过去时的一般疑问句,陈述句和用what,How many,How much引导的特殊疑问句的基础上继续学习一般过去时的特殊疑问句，并作出相应的回答。

主要是围绕去了哪里，怎样去的，做了什么事情而展开的话题。

二，学情分析学生在前面几节课已经学过一般过去时有一定的基础，能用一般过去时表述过去发生的事，由于谈论的事来源于生活，贴近学生的实际，学生感兴趣，只要老师利用好身边的素材，创设情景，让学生合适的操练，就能收到理想的效果。

三，教学目标根据教材需要和学情分析，我制定以下教学目标：（首先）知识目标(1),能听说认读单词thanks,weekend,museum,best,trip,twenty, at the weekend.(2),能听说读写单词place,how,took,river,hour,minute.(3),能听懂句What did you do at the weekend?How did they go tothese places?并作出的回答We visited lots of places. We went there by bus .（其次）能力目标能对去了哪里, 怎样去，做了什么事的询问和回答（再次）情感目标(1),培养学生热爱生活，关心他人，合理安排学习和生活能力。

(2),积极运用所学的知识进行交流，找出最有效记单词的方法。

（最后）文化目标了解Big Ben，the British Museum,培养学生跨文化意识.四，说重,难点重点：能听说读写Where did you go? We went to …等句型。

module3unit1说课稿英语在准备Module 3 Unit 1的英语说课稿时，我们需要考虑以下几个方面：教学目标、教学内容、教学方法、教学过程、以及评价与反馈。

教学目标：1. 学生能够理解并使用本单元的核心词汇和短语。

2. 学生能够掌握本单元的重点语法结构。

3. 学生能够通过听力、口语、阅读和写作活动，提高英语综合运用能力。

4. 培养学生的跨文化交际意识和批判性思维能力。

教学内容：1. 核心词汇和短语：确保学生能够正确发音并理解其在不同语境中的含义。

2. 重点语法结构：根据本单元的教学大纲，明确语法点，并设计相关练习。

3. 听力材料：选取与本单元主题相关的听力材料，提高学生的听力理解能力。

4. 阅读材料：选择适合学生水平的阅读材料，培养学生的阅读理解和分析能力。

5. 口语活动：设计角色扮演、小组讨论等活动，鼓励学生用英语进行交流。

6. 写作练习：指导学生如何撰写与本单元主题相关的短文或报告。

教学方法：1. 任务型教学法：通过设计各种任务，让学生在完成任务的过程中学习语言。

2. 合作学习：鼓励学生进行小组合作，共同完成学习任务。

3. 情景教学：创造真实的语言使用情景，提高学生的语言实际运用能力。

4. 多媒体教学：利用视频、音频等多媒体资源，丰富教学内容，提高学生的学习兴趣。

教学过程：1. 导入（Warm-up）：通过提问、讨论或小游戏等方式激发学生的兴趣，引入本单元的主题。

2. 新课呈现（Presentation）：介绍新词汇、短语和语法结构，通过例子和解释帮助学生理解。

3. 操练（Practice）：设计形式多样的练习，如填空、转换句型、角色扮演等，巩固学生对新知识的掌握。

4. 应用（Application）：通过听力、阅读和写作等活动，让学生将所学知识应用到实际中。

5. 总结（Summary）：回顾本节课的重点内容，确保学生对知识点有清晰的理解。

6. 作业布置（Homework）：根据学生的能力水平，布置适量的作业，以巩固课堂所学。

外研版英语九年级下册《 Module 3 Unit 1》说课稿一. 教材分析外研版英语九年级下册《Module 3 Unit 1》的主要内容是关于环境问题。

本节课的话题贴近学生的生活，能够引起学生的兴趣和关注。

通过学习本节课，学生能够提高自己的环保意识，了解环境保护的重要性。

二. 学情分析九年级的学生已经具备了一定的英语基础，对于一些基本的词汇和语法知识已经有所了解。

但是，他们的英语听说能力还有待提高，特别是在口语表达和听力理解方面。

因此，在教学过程中，需要注重培养学生的听说能力。

三. 说教学目标1.知识目标：学生能够掌握本节课的生词和短语，理解课文内容，掌握相关的语法知识。

2.能力目标：学生能够通过听力理解文章的主旨大意，能够用英语进行简单的口语表达。

3.情感目标：学生能够提高环保意识，了解环境保护的重要性。

四. 说教学重难点1.教学重点：学生能够掌握本节课的生词和短语，理解课文内容，掌握相关的语法知识。

2.教学难点：学生能够正确运用所学的语法知识进行口语表达，提高听力理解能力。

五. 说教学方法与手段1.教学方法：采用任务型教学法，通过任务的设计和，引导学生参与课堂活动，提高他们的英语听说能力。

2.教学手段：利用多媒体教学设备，播放相关的音频和视频材料，帮助学生更好地理解课文内容。

六. 说教学过程1.导入：通过展示一些环境问题的图片，引导学生思考环境问题的严重性，激发他们的学习兴趣。

2.读前活动：让学生预览课文标题和图片，预测课文内容。

3.阅读活动：让学生阅读课文，回答相关问题。

在阅读过程中，引导学生关注文章的主旨大意和细节信息。

4.听力活动：播放相关的音频材料，让学生进行听力理解，回答相关问题。

5.口语活动：让学生根据所学的知识，进行小组讨论，讨论环境问题的解决办法。

6.写作活动：让学生根据所学的知识，写一篇关于环境保护的短文。

7.总结：对学生的学习情况进行总结，对学生的表现进行评价。

七. 说板书设计板书设计要简洁明了，能够帮助学生理解和记忆课文内容。