"說課"有利於提高教師理論素養和駕馭教材的能力，也有利於提高教師的語言表達能力，因而受到廣大教師的重視，登上了教育研究的大雅之堂。國小英語教師說課稿模板，我們來看看。
國小英語教師說課稿模板（一）
各位老師：大家好！
讓學生愉快地、充滿自信地走進我的英語課堂，是我最大的願望，讓學生在我的英語課堂上享受快樂和成功是我孜孜以求的。多年來，我為實現自己的夢想和追求不懈地努力著。今天，藉此平臺，希望各位老師指導我的說課，使我更快的成長。
我說課的內容是PEP Book 4 Unit 5 B Let’s talk主要從教材分析、教學策略、教學程式 、板書設計、教學評價等方面作具體的闡述。
下面我先來說第一個板塊——教材分析中的第一環節——說教材
本單元的話題是shopping. 購物與我們的生活息息相關，本課的知識點是大部分學生樂於學習和接受的，相信他們對本課的學習充滿期待。
第二環節——說教學目標
根據《英語課程標準》的教學理念，教材特點以及四年級學生的實際情況，將本課時的教學目標確定如下：
能夠聽、說、認讀本課時的主要句型：A pair of …for… What size? How much are they? We’ll take them.
能夠跟錄音朗讀對話，並能分角色進行表演。能夠較好地完成Group work中的調查表格。
通過活動、遊戲使學生產生學習英語的興趣；讓學生敢於、樂於開口，積極參與交流。並讓學生在學習的過程中，培養他們的合作意識和競爭意識。
在仔細研究教材和分析學生的心理和生理特點的基礎上，我認為本課重點是掌握有關購物的句型：如How about this pair? Are they nice? How much are they? They are yuan.等價格的複數表達法。難點是A pair of …for… 中for的含義；What size? size的發音；We’ll take them. them 的發音以及理解這句話的含義。
第二個板塊——說教學策略
本課主要採用情景教學和交際功能法以及多媒體計算機輔助課堂教學，充分發揮教師的主導作用和學生的主體作用，利用現代教育技術優化教學過程，通過課件為學生創設更多生動活潑的語言環境，把學生吸引到活動中去，並激發他們主動參與學習的慾望內。努力培養學生的自學能力，把學習的鑰匙交給學生，在傳授知識的同時授以科學的思維方法。不僅要使學生學會，更要使學生學會學，因此，在課堂教學中巧妙運用教學藝術，適當安排自學、小組討論、全班討論、遊戲、競賽等活動，鼓勵學生開口就說，提高運用語言的能力，變"講堂"為"學堂",變"要我學"為"我要學",從而從根本上打破傳統的課堂教學方法，建構一種新型的現代教育模式，使學生在更輕鬆更愉快的環境下實現更多的資訊交流，真正做到快快樂樂學英語，紮紮實實打基礎，向四十分鐘要質量，向課堂教學要效益的最終目的。
第三個板塊——說教學程式
遵循人類認識過程的普遍規律和學生認識活動的主要特點，我把教學過程分為以下幾個環節：
匯入設計、新課呈現、鞏固操練、拓展延伸以及課後作業五個環節。教育家托爾斯泰說過："成功的教學所必須的不是強制，而是激發學生的興趣，興趣是推動學生學習的強大動力，是學生參與教學活動的基礎，激發學生的興趣是新課匯入的關鍵。""Well begun, half done"良好的開端是成功的一半。
第一環節 匯入設計分三塊：
①唱一唱本單元的歌曲"The coat in the window"（How much is that coat in the window? ）一首優美的英文歌，全班同學在教師的帶領下，邊拍手邊唱，營造良好的英語氛圍，使學生能自然地進入到一個良好的學習狀態中。
②Let’s do Put on your sneakers. Run in the park. Put on your sandals. Wiggle your toes. 通過TPR活動，讓全班學生能夠做起來，動起來。在複習舊知的基礎上為新課的學習起到一個呈上起下的作用。
③Free talking:What’s the weather like today? 聊一聊天氣，為後面創設明天開運動會，John需要一雙新的運動鞋的情境埋下伏筆。同時也營造一種民主、和諧、寬鬆的英語氛圍，為學生架設一座由中文思維向英文思維過渡的橋樑。
第二環節 新課呈現分兩部分：
① 利用課件，出示不同的鞋子，引出shoes shop.操練chant: sneakers , sneakers, a pair of sneakers , a pair of sneakers for my friend.
② 創設媽媽和John去鞋店買鞋的情境，教師扮演assistant,引出句型What size? How about this pair? Are they nice ? Are they all right?等等。
第三環節 鞏固操練分五部分：
①玩一玩，魯迅說過："遊戲是兒童的天使。"本節課我設計"我猜，我猜，我猜猜"的遊戲來操練句型 How much are they? They are .
②說一說，利用教學卡
片，在黑板上製作一個簡易的'鞋子商店，操練句型Can I help you? How about this pair? We’ll take them等
③聽一聽，聽課文錄音，完成教師提問A: What size? B: How much are the sneakers? 讓學生帶著問題去聽，養成良好的傾聽習慣。
④讀一讀，我們都知道，磁帶是最好的老師，讓學生跟著磁帶朗讀課文，正確的語音語調的形成是學生學習英語的基礎，因此教師要有意識地培養學生的模仿能力。
⑤演一演，利用頭飾，分角色三人小組合作演一演本課對話，教師要鼓勵學生進行大膽的表演。
第四環節拓展延伸分兩部分：
①完成調查表格，瞭解班裡同學鞋子的尺寸大小和價格。教師滲透文化知識：不同國家，不同鞋子大小的表達方式不同，如：美國常用6、8、9這樣的數字，而我們和歐洲基本相同，用36、38、40這樣的數字進行表達。
②活動："自由市場"
5月14日母親節快到了，給學生一定數目的錢，請他們為媽媽買一樣最需要的禮物，讓學生學會理性購買。通過在"自由市場"內學生之間的買賣活動，充分發揮學生的創造性思維，讓學生學以致用；通過討價還價，發展學生當家理財的經濟頭腦和對生活的適應能力。
第五環節 課後作業也是兩部分：
①瞭解家裡人的鞋子尺碼並瞭解市場上不同規格，不同種類鞋的價格。
②根據詢問同學的衣物和鞋子，瞭解班裡同學的消費水平，小組之間合作完成此項任務。
第四個板塊——說教學板書
PEP Book 4 Unit 5 How much is it?
B Let’s talk
How about this pair? Are they nice?
How much are they?
They are yuan.
第五個板塊——說教學評價
綜觀整節課，為了達到新課標所要求的國小英語課程的要求， 我主要通過創設教學情景進行師生互動，充分激發學生學習英語的興趣，培養英語學習的積極態度，把情感、態度與價值觀目標的實現融合在知識與能力、過程與方法目標實現的過程之中，努力為學生進一步學習英語打下堅實基礎。
蘇霍姆林斯基說過：沒有也不可能有抽象的學生。因此，我們要鼓勵孩子們，讓他們知道"English, I can".
That’s all. Thank you!
國小英語教師說課稿模板（二）
Good 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 Material
The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ （topics）。 By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At 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 learning. The input has great effect on output, such as speaking and writing.） Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.
Part 2 Teaching Aims
According to the new standard curriculum and the syllabus （新課程標準和教學大綱）， and after studying the teaching material, the teaching aims are the followings:
ledge objects （語言目標：語音，詞彙，語法，功能，話題）
（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 _______________________________.
ity objects （技能目標：聽，說，讀，寫）
（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 cooperating .
ion or moral objects （情感目標：興趣，自信，合作，愛國，國際視野）
（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 study.
Part 3 the Important and Difficult Points
Based on the requirement of the syllabus.
The important points are__________________________ such as ______________.
The difficult points are_________________________ for example_____________.
Part 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 language. For 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（現代社會交際教學理論） .
1. Communicative Approach（交際教學法）
2. Whole Language Teaching（整體語言教學法）
3. Task-based Language Teaching （任務教學法）
4. Total Situational Action （情景教學） a "scene — activity" teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI （電腦輔助教學） can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.
Part 5 Teaching Procedure
Step 1. Lead-in. （_____min）
___________________________________________________________________
Purpose of my design: （1） to catch Ss’ attention about the class/topic/passage.
（2） To set up suspense/develop interest in _______________.
Step 2. Pre-reading
Task 1. （Individual work, pair work, group work, class work; _____min）
Let Ss _____________________________________________________________
Task 2. （Individual work, pair work, group work, class work; _____min）
___________________________________________________________________
Now, let’s see what happened to the_______________/ let’s check whether it is right or not.
Purpose of my design: （1） to get to know something about the _________________.
（2） To have a better understanding about the importance of ___________________.
Step 3. While-reading
Task 1. （Individual 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 paragraph.
Para 1 ___________________
Para 2 ___________________
Para 3 ___________________
…
Task 2. （Individual work, pair work, group work, class work; _____min）
Scanning: Listen to the tape part by part to finish ___________________________.
Task 3. （Individual 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 questions.
Task 4. （Individual 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 chart.
Purpose of my design: Enable students to understand the given material better by using different reading skills. And 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 trained.
Step 4. Post-reading
Task 1. （Individual 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 chart.
Task 2. （Individual 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 class.
Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.
Step 5. Homework
1. __________________________________________________
2. __________________________________________________
Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
國小英語教師說課稿模板（三）
Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
（一） STATUS AND FUNCTION
is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain "four skills" request of listening, speaking, reading and writing. To start listing "Word Bank" and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.
lesson is the first one of Unit if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.
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 spoken English.
（二）ANALYSIS OF THE STUDENTS
The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.
（三）TEACHING AIMS AND DEMANDS
The teaching aim's basis is established according to Junior School English syllabus' provision.
ledge objects
（1） To make the Ss know how to use the affirmative sentence "This is. . . ." and the negative sentence "This is not…"Everyday expressions for "Apologies""I'm sorry""That's all right".
（2） To study the new words "six, hey, sorry, it’s, that’s", etc. by learning the dialogue of this lesson.
（3） To finish some exercises.
ity objects
（1） To develop the Ss’ abilities of listening, speaking, reading and writing.
（2） To train the Ss’ ability of working in pairs.
（3） To develop the Ss’ abilities of communication by learning the useful structures.
l objects
（1） To enable the Ss to be polite and love life.
（2） To enable the Ss to look after their things well.
（四）TEACHING KEY AND DIFFICULT POINTS
The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.
points:
（1）。To help the Ss to communicate with each other.
（2）。To enable the Ss to study in groups and co-operate skillfully.
（3）。To develop the Ss’ interest in English.
icult points:
（1） How to make dialogues and act them out.
（2） How to write the right whole sentences.
（五） TEACHING AIDS
Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.
Part Two The Teaching Methods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based" teaching method
As 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. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.
Teaching special features
To use these methods are helpful to develop the Ss’ thought.
Part Three STUDYING WAYS
h the Ss how to be successful language learners.
the Ss pass "Observation—Imitation—Practice " to study language.
h the Ss how to master dialogues and how to communicate with others.
Teaching special features:
Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.
Part Four Teaching Procedure
I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.
Step1 Warm-up
1. Free talk between T and Ss .
Such as: Hi, I’m . . . . What’s your name?
This is … How do you do?
Who is he/she? How are you?
Who can count from 1to 5?
What’s this in English? etc.
2.A game: Ask the Ss to give T some school things. For example:
T: Give me your book.（ruler, box, pen, table, knife, etc.）
T: This is your book. This is not my book. It’s your book. etc.
In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.
Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.
Step2. Presentation
This course is very important. I’ll mainly talk about this step.
I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.
First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.
A: Hi, B. How are you today?
B: I’m fine, thank you. And you?
A: I’m fine, too. Oh, this is my bag.
B: No, this is not your bag. It’s my bag.
A: （Look closely） Oh, I’m sorry.
B: That’s all right.
（At the same time, C is running up and hitting A.）
C: Oh, I’m sorry.
A: That’s OK.
I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.
Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.
tice
First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.
Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.
uction
In this step I’ll give the Ss a free space to show their abilities.
Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.
After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.
Purpose of my designing: "Task-based" teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.
l 1 Model 1.
I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.
Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.
sh the Ss’ workbook.
Purpose of my designing: To check the knowledge Ss have learned in this lesson.
work:
（1）Recite the words as many as possible after class.
（2）Make a dialogue according to Sample A and write it in the exercise book.
Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
Blackboard Design
Lesson Six Sample ASix This is my…hey This is not your. . . y It’s my. . . . Picture it’s=it is Oh, I’m ’s=that is That’s all right/OK.