【#小學二年級# #小學二年級下冊英語說課稿三篇#】英語是世界上使用廣泛的語言，所以掌握英語對以后的人生來說是必備的一項技能，不僅僅是應付眼前的考試，更是為了將來的人生多了一份選擇，可以過自己想要的生活。以下是©無憂考網(wǎng)整理的相關(guān)資料，希望對您有用。

【篇一】

　　教學目標： 　　1. Learn new words:fork,spoon,chopsticks,juice,bread. Learn new structure: I want some…. 　　2. Understand the whole passage and can act it out. 　　3. Arouse students’ interest in learning English. 　　教學重點： 　　Understand the whole passage and can act it out. 　　教學難點： 　　1. Understand the whole passage and can act it out. 　　2.讓學生在聽說唱玩的動態(tài)學習過程中體驗英語的快樂。 　　教學準備： 　　課件、單詞卡片、文具用品等。 　　教學過程： 　　Step 1: Warming up 　　1.Greetings: 　　T: Good morning, boys and girls. 　　Ss: Good morning, teacher. 　　T: How’s the weather? 　　Ss: It’s hot. 　　T: It’s summer now. 　　T: Do you like summer? 　　T: Do you like to play? 　　T: Do you like to sing? 　　2.Song: Do you like? 　　Step 2: Pre-task 　　T: Do you like to play games ? 　　Ss:Yes, I do. 　　T: Now.Let’s play a game.You should listen and judge. 　　Rules: 　　Say Yes, Yes, Yes if you think it is true. 　　Say No, No, No if you think it is false. 　　T: Look. They are tableware. They are food and drinks. 　　T: So many delicious food and drinks.Miss Zhao feels a little hungry. 　　Chant : Hungry,hungry,I am hungry. (Drill hungry) 　　T : I want some biscuits. What do you want ? 　　Ss : I want some.... 　　Step 3: While-task 　　T : We are eating. 　　T: What are they doing ? 　　They are ______. 　　A: eating and drinking. 　　B: playing. 　　Now, Let’s watch the cartoon. 　　S : They are eating and drinking. 　　T : Is Sam hungry ? Let’s watch the cartoon. 　　T : Is May thirsty ? 　　S : No. 　　T : She is thirsty.(Drill) 　　T :Do they want 4 spoons ? Do they want a knife ? 　　T :Now,Let’s watch picture 2. 　　T : Read in different ways. 　　T : Role play 　　Step 4 : Post-task 　　1.Song time : 　　Are you hungry? Are you hungry? 　　I’m hungry. I’m hungry. 　　I want some bread. I want some bread. 　　Do you want some bread? Do you want some bread? 　　Yes, please. Yes, please. 　　No, thanks. No, thanks. 　　I’m thirsty. I’m thirsty. 　　How about you? How about you? 　　2. Enjoy some delicious food and drinks. 　　Enjoy food and drinks, enjoy life. 　　Step 5: Homework 　　Read P28 and act it out. 　　Try to say English to your parents: 　　I’m….. 　　I want some…. 　　Enjoy food, enjoy life 　　板書設計： 　　Unit 5: Eating and drinking 　　I’m hungry. I want some… 　　I’m thirsty. I want some… 　　Four spoons? Yes, please. 　　A knife? No, thanks.

【篇二】

　　一、Introduction（導言） 　　英語說課是英語教學中的重要一環(huán)，也是衡量一位英語教師對教材的把握、分析及教師本人對上課進程的宏觀控制能力的有力手段，能從理論上指導教師貫徹教學大綱，真正做到教與學相結(jié)合，將教材、大綱、教師、學生、課堂融為有機整體，對不斷提高教師教學能力和教研能力，有著突出的作用。 　　二、說課的基本原則 　　1. 遵循教學大綱要求，明確說課內(nèi)容。把握說課與上課的區(qū)別與聯(lián)系，正確理解教材、教案說課、上課之間的層進關(guān)系，走出說課即是“說教案”的誤區(qū)。 　　2. 以教師為主導，學生為主體，體現(xiàn)先進的教學理念。 　　3. 詳略得當，重點突出，體現(xiàn)說課的完整性。 　　4. 與教案相結(jié)合，體現(xiàn)其可操作性。 　　三、說課的基本程序 　　1. 說教材：科學分析教材，明確重點難點、教學目標和要求以及教材在單元中的地位和作用。 　　2. 說學生：談談學生的知識與能力結(jié)構(gòu)，明確說課內(nèi)容的難易程度。 　　3. 說教法：談談本節(jié)課要實施的教學手段、方法以及教具的使用。 　　4. 說學法：談談學習方法的運用以及將要實現(xiàn)的目標。 　　5. 說教學程序：說為什么要設計該程序？目的、意圖何在？結(jié)果如何？ 　　6. 說板書設計：談談板書設計的根據(jù)和理由，力求體現(xiàn)說板書設計的程序性、概括性和藝術(shù)性。 　　四、注重說課信息和反饋與總結(jié) 　　說課的對象可以是專家、同行甚至是學生。向說課對象征詢意見、獲取信息，力求不斷改進和提高。 　　五、附SB 2B U16 Lesson 63說課稿 　　Unit 16 Lesson 63 　　Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）. It is made up of four parts. 　　Part 1 My understanding of this lesson 　　The analysis of the teaching material: 　　This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. 　　Teaching aims: 　　1. Knowledge aim: Understand the main idea of the text. 　　2. Ability aim: Retell the text in their own words. 　　3. Emotional aim: Make the Ss love the life of the sea and do 　　something to stop it being polluted. 　　Key points / Teaching important points: 　　How to understand the text better. 　　Teaching difficult points: 　　1. Use your own words to retell the text. 　　2. Discuss the pollution of the sea and how to save the sea. 　　Something about the Ss: 　　1. The Ss have known something about the sea and sea life through the Internet and other ways. 　　2. They are lack of vocabulary. 　　3. They don’t often use English to express themselves and 　　communicate with others. 　　4. Some Ss are not active in the class because they are afraid of making mistakes. 　　Part 2 My teaching theories, methods and aids 　　Before dealing with this lesson, I’ll do my best to carry out the 　　following theories: Make the Ss the real masters in class while the 　　teacher himself acts as director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language. 　　Teaching method: 　　Double activities teaching method 　　Question-and-answer activity teaching method 　　Watch-and-listen activity 　　Free discussion method 　　Pair work or individual work method 　　Teaching aids: 　　1. a projector 　　2. a tape recorder 　　3. multimedia 　　4. the blackboard 　　Part 3. Teaching steps / procedures 　　I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability. 　　The entire steps are: 　　Greetings, Revision, Lead-in and preparation for reading, Fast 　　reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework 　　Step 1 Greetings 　　Greet the whole class as usual. 　　Step 2. Revision 　　1. Ask students some questions to revise the last lesson（show them on the screen）. 　　a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight） 　　b. What is coral? Why are corals not found in deep water? 　　c. Why is the Dead Sea called the Dead Sea? 　　2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson. 　　Step 3. Lead-in and preparation for reading 　　Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on. 　　Purpose: Arouse the students’ interest of study. 　　Bring in new subject: Life in the oceans. 　　Step 4. Fast reading 　　Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph: 　　1. Why can living things live in such oceans around the Antarctica? 　　2. What does the whale feed on? 　　3. What is the difference between the sperm whale and other whales? 　　Method: Read the text individually, use question—and—answer 　　activity. 　　Purpose: Improve the students’ reading ability. 　　Understand the general idea of each paragraph. 　　Step 5. Listening（book closed） 　　1. Listen to the tape then do an exercise（wb page 90, part 1） 　　2. True or false exercise.（on the screen） 　　Train the Ss’ listening ability and prepare for later exercises. 　　Step 6. Intensive reading 　　Read the passage carefully again and answer some detailed 　　questions on the screen. 　　1. How much does a whale eat at a time? 　　2. Do all the whales feed on small fish? 　　3. How deep can a sperm whale dive? 　　It is also called depth reading or study reading. It means reading for detailed information. 　　Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text. 　　Step 7. Preparation for details of the text on the screen 　　1. ...its heart slows to half its normal speed. 　　slow-v. to become / make slower. 　　2. ...using sound wave 　　Present participle used as adverbial. 　　3. provide sth. for sb. 　　provide sb. with sth. 　　4. at a time: each time 　　5. grow to a length of... 　　Purpose: Train the Ss’ ability of understanding and using laguage. Step 8. Consolidation 　　1. Find out the topic sentences. 　　2. Retell the passage according to the topic sentences. 　　Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing 　　expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily. 　　Step 9. Discussion 　　Show them some pictures about the polluted sea and many living 　　things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do? 　　Purpose: I mean to give them emotional education. I give them 　　multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger! 　　I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home. 　　Step 10. Homework 　　Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves. 　　Part 4. Blackboard design 　　Unit 16 Lesson 63 　　Topic Sentences: 　　1. Some living things can live in Antarctica.（what） 　　2. The whale feeds on small fish.（what） 　　3. The sperm whale feeds on squid.（difference） 　　Discussion: 　　1. The whales are in danger. What’s your opinion about it? 　　2. The sea is being polluted. What should we do? 　　In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. 　　In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the 　　importance in this class. The discussion is of the difficulty. 　　I want to make the design inductive, instructive and artistic.

【篇三】

　　英語說課稿格式 　　今天我說課的內(nèi)容是義務教育課程標準實驗教科書， 英語 的第 單元第 課時。 　　1． 說教材 　�、沤滩膬�(nèi)容 A本課時的教學內(nèi)容為 B需要掌握的詞匯有 C需要掌握的句型有 　　⑵地位和作用 本課是第 單元的第 課時，教材中出現(xiàn) 　　了 的用法，本課時又是第 單元的重點，因此本課時的教學對第 單元的學習起著關(guān)鍵的作用。 　　2． 說目標 　�、沤虒W目標 根據(jù)新課程理念教材內(nèi)容，教學要求，我制定以下教學目標： 　　知識目標：能聽懂，會說，會讀，會拼寫本課時主要詞匯： 以及句型； 　　能力目標：能用本課時所學句型： 就日常生活中的話題進行交流，使學生掌握 的用法； 　　情感目標：引導學生 　　總思路： 　�、浦攸c和難點 　　本課時的重點使要求學生掌握詞匯 以及句型 ，本課時的難點是： 　　3．說教法（本課是 學生情況 ） 　�、沤谭ǚ治觯▌�(chuàng)設情境，事物展示，活動 ） 　　英語教學的目的在于讓學生獲得用英語焦急的能力，所以在課堂教學活動中需創(chuàng)設特定的情景，使學生通過模仿和想象，促進學生的理解和記憶，啟發(fā)學生思維達到教學目的。 　�、茖W法指導 　　要讓全班學生都參與到課堂活動中來，同桌之間的合作，尤為重要，可使同學們都敢于在課堂中操練口語，更可使學生們不會有被忽視的感覺，合作簡單，增多操練機會。 　　⑶教學手段 　　充分利用多媒體，投影儀，錄音機等教學手段，為學生創(chuàng)設英語學習的環(huán)境增加學生的學習興趣。 　　4．教學過程 　　為了完成以上教學任務，我設計了一下教學過程： 　　Step1:Warming up 　�、臝t’s time for English class.Let’s ； 　�、苿�(chuàng)設輕松的氛圍，帶領(lǐng)學生進入英語學習的； 　�、菑土晞釉~Let’s do 通過“你說我做”的TPR活動在復習舊知的同時，為新課做好鋪墊，因為學生都熟悉這些動作，建議教師讓學生當小老師來發(fā)指令，這樣可以充分體現(xiàn)學生的主動性。 　　Step2：Free talk 　�、盘釂� ⑵Game 　　本課學習的重點是 教學手段 鞏固 的掌握，為導入新課作準備。 　　Step3：Presentation 　�、艈卧~新授 通過事物或圖片教學單詞，學生能更好的理解和掌握單詞； 　　⑵單詞復習 互問互答 讓學生通過對句子的操練鞏固語言知識，拓寬學生的視野和增添學習興趣； 　�、蔷渥有率� 　�、褥柟绦戮湫�，快速搶答，互問互答 　　A 在緊張激烈的比賽中，大量輸入 降低學習的難度，使學生學習的積極性更加高漲（講情規(guī)則）； 　　B 生活情景展示 通過多媒體等方式把語言知識放在特定的情景中進行操練，體現(xiàn)語言運用的真實性； 　�、刹シ配浺� 學生觀看相關(guān)的動作畫面，跟著錄音聽，說，演，做，在輕松自然的狀態(tài)下鞏固所學語言。 　　Step4 Practice and consolidation 　　同桌互助合作，體現(xiàn)了以語言為載體和以真實情景交際為目的的小學英語教學的基本要求。 　　Step5 Homework 　　A 聽錄音 鞏固所學詞匯和句型 B 運用句型