英文说课稿

2021-05-17 英语

  作为一名教师,时常需要用到说课稿,说课稿有助于学生理解并掌握系统的知识。那么大家知道正规的说课稿是怎么写的吗?下面是小编收集整理的英文说课稿7篇,仅供参考,希望能够帮助到大家。

英文说课稿 篇1

  Unit 10 Ifyou go to the party, you’ll have a great time!

  Reading 说课稿

  Ⅰ. The analysis of the teaching material

  This 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.

  Ⅱ. Theanalysis of students

  The 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.

  Ⅲ. Teaching methods

  In this lesson, I will use audio-visualteaching method, communicative teaching method and task-based teaching method.Besides, (www..Com)multimedia, blackboard, tape recorder are needed as the teaching aids.

  Ⅳ. Teaching procedures

  Step 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)。

  2. Scan the article and find the answers to the questionsin 2c in pairs.

  3. Read carefully and finish the mind map.

  Students these days often have_______ with their_____ and ______.

  Some people believe_________________________________.

  Laura’s problem:__________________________

  At first, she______________________________.

  In the end, she____________ and her parents______________.

  and her parents______.

  Laura’s opinion:

  ____________

  Robert Hunt feels the same way as Laura.

  It’s best not to______________________________.

  The first step is to___________________________.

  In English, we say that _______________________.

  Step 4 Post-reading (10 minutes)

  1. Solve difficulties in groups. Just now students metsome difficult points while reading. Now they can work them out in groups. The Teacher will help to solve the problem that they can’t solve by themselves.

  2. Finish 2 tasks.

  Task 1: Fill in the blanks with the new words andphrases.

  Task 2: Make a survey. Let each student ask 2-3 groupmembers some questions and take note of their answers. Then make a report.(Students can use the mind map to finish this task. )

  Step5 Summing up (3minutes)

  Ask students to summarize what they have learned in this class. And the teacher will complete what the students summary.

  Step 6 Homework (1 minute)

  Level A: Choose 10words and phrase to make your own sentences.

  Level B: Complete your report and write it down.

  Ⅴ. Blackboard designing

  I will divide the blackboard into 3 parts:

  Unit 10 If you go to the party, you’ll have a great time!

  key words and phrases

  key sentence structures

  mistake, careful, careless, understanding, unless, in half, keep… to oneself

  …

  If …, they will…

  It is best (not) to do sth.

  Unless… , I will…

英文说课稿 篇2

  一、说教材(教材分析) Analyzing teaching material

  1. 说课型 lesson type (Dialogue/ reading/ listening/ revision)

  2. 本课在教材中的地位 status and function

  Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.

  3. 说教学指导思想 teaching guideline

  (Teaching syllabus:

  Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills:

  develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)

  4. 说教学目标和要求 Teaching aims and demands (…be intended for Ss in key schools)

  1)认知目标 knowledge objects

  a. Enable the Ss to remember the following new words & phrases:

  Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

  b. Get the Ss to be familiar with this sentence pattern:

  If the population keeps growing so quickly, there will only be standing room left…

  Give the Ss a reinforced practice on the functional item Supposition.

  c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.

  2)智能目标 ability objects

  a. Ask the Ss to make up a similar dialogue.

  b. Help them to understand the dialogue better and improve the four skills.

  c. Develop their ability of thinking independently.

  d. Cultivate their ability to discover, analyze and solve problems.

  e. Train them to collect information from the Internet.

  f. Train them with some effective learning methods to optimize Ss’ learning results.

  3)德育目标 moral objects

  a. Arouse their interest in learning English;

  b. Help them to understand the background of pollution.

  c. Enable the students to love our earth and the nature.

  d. Be aware of the importance of stopping pollution & protecting our environment.

  e. Encourage the Ss to do something to save the earth.

  5. 说教学重点 teaching important points (生词、句型;培养阅读技能)

  a. New words and phrases

  b. Sentence pattern:

  If- clause

  c. improve their reading skills.

  d. Talking about problems of the Earth.

  6. 说教学难点 teaching difficult points (语法;发展交际能力)

  a. functional item:

  Supposition.

  b. Develop their communicative ability. Act out their own dialogue.

  7. 说教具 teaching aids (multi-media computer, software, OHP)

  The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.

  二、说教法 Teaching methods

  Five step method; audio-video; communicative approach;

  Task-based learning:

  New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

  三、说学法 Study methods

  1. Teach Ss how to be successful language learners.

  2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

  3. Get the Ss to form good learning habits.

  四、说教学过程Teaching procedures

  I. 复习 (Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)

  Activity 1:

  Imagination

  1) Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)

  2) Suppose you catch a bad cold, what’s to be done?

  3) Suppose your bike is broken, what’s to be done?

  4) And suppose the earth, on which we all live, is damaged, what’s to be done?

  * What can you think of when you see "pollution" this word?(waste, environment, air, water, factory, desert, climate… Try to activate the Ss schemata regarding the topic of pollution.)

  II. 呈现 (Presentation) 5min

  Activity 2:

  Presentation

  Play the song "Earth Song" sung by Michael Jackson. (Create an atmosphere)

  A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

  Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

  * Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.

  III. 对话 / 阅读 (Dialogue)18m

  1. Pre- reading

  Activity 3:

  Prediction

  1st listening/ fast reading, one guided Q to help Ss to get the main idea:

  What do you think is discussed at the conference?

  2. While- reading

  Activity 4:

  Read and answer

  2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills:

  skim & scan. Pay attention to the pronunciation, stress & intonation.

  * 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句;创设信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map.达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)

  3. Post- reading

  Activity 5:

  Language focus

  While Ss are answering the Qs, the teacher deals with some key language points.

  a. is being caused b. and so on c. go on doing

  d. be fit for e. standing room f. if- clause

  IV. 操练 (Practice) 10m

  Activity 6:

  Retell

  Use your own words to retell the dialogue in the 3rd person.

  Activity 7:

  Acting out

  Activity 8:

  Drill – Supposition

  Purpose:

  Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)

  (Retell; act out; role play)

  V. 巩固 (Consolidation) 6m

  (Discussion; interview; press conference; debate; quiz)

  Activity 9:

  role play

  Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

  * The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

  Activity 10:

  Discussion

  Think of the question:

  Are we causing damage to the world?

  What should we do to save the earth and protect our environment especially in our daily life?

  Collect their answers and form a report.

  VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell)

  Write a letter to the mayor, telling him sth. about the pollution around your school.

  A Brief Instruction to the topic of "What should I do?"

  Shangyuan Middle School Li Yi Cai

  Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic" What should I do?"I will divide the instruction into seven parts:

  they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.

  Part 1 Teaching material analysis

  This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.

  Part 2 Teaching aims

  1.Aims of the knowledge:

  (1)To know the spelling of some words and usage of some phrases.

  (2)To learn something about Millie’s and Simon’s problems.

  (3)To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.

  2.Aims of the ablilities:

  (1)To improve the ability of getting information by reading.

  (2)To improve the ability of retelling the story.

  3.Aims of the emotion:

  (1)To understand how to write about problems and to express feelings.

  (2)To ask for advice to solve the problems.

  Part 3 Teaching emphasis

  1.To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.

  2.To get the ability of general reading and getting information.

  Part 4 Teaching difficulties

  1.To recognize and understand vocabulary about problems.

  2.To ask for advice

  Part 5 Teaching methods

  In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is "Learning by doing,learning by using".Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.

  Part 6 Teaching aids

  Projector,slide show,tape recorder and blackboard

  Part 7 Teaching procedure

  Step Ⅰ。Lead-in

  The purpose is to arouse the students’interest of study.

  Let’s have a free talk.

  T:Have you got problems?

  S:Yes.

  T:What is it?

  S:Eating too much makes me unhealthy.

  T:What about you?

  S:……

  Step Ⅱ。Presentation

  The purpose is to develop the skills of skimming and how to gain the main idea of the articles.

  1.Ask students to read two letters and answer the following questions:

  ①What is Millie’s favorite hobby?(Painting)

  ②What is Millie’s problem?(She doesn’t have enough time for hobbies and homework.)

  ③When does Simon play football?(After school until late)

  ④How do his parents feel about it?

  (They don’t like this and ask him to go home before 6 p.m.)

  2.Ask students if there are words that they do not know.

  Explain some new words briefly.

  deal;choice;complete;refuse;accept;spare;doubt;whether;

  Step Ⅲ。Practice

  The purpose is to develop the skills of scanning and how to gain the details from the articles.

  1.Listen to the tape and answer some question about "True"or"False".

  2.Ask students to read the articles again and explain some important phrases.

  How to solve the problems;hand in;on time;at the moment;

  can’t find any time for my hobbies;feel bad;give up;

  achieve a balance between the two;hear form;make unhappy

  Step Ⅳ。Retelling

  The purpose is to develop the skills of retelling with the key words

  1.Ask students to make sentences with phrases that we have learned.

  2.Try to retell the outline of the articles.

  3.Encourage students to say something about themselves.

  Step Ⅴ。Summary and homework

  The purpose is to give the students a clear idea of how to express their problems and revise the articles.

  1.Ask students to revise the words and phrases

  2.Ask students to write a letter about himself after class.

  During my teaching,I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.

  Thank you!

英文说课稿 篇3

  Good afternoon, teachers. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is the second reading of Unit 10, Book I. I’ll be ready to begin with this lesson from six parts: Analysis of the students, analysis of the teaching material, the teaching aims, the teaching & learning methods, the teaching aids and the teaching procedures. First, let me talk about my students.

  Part I Analysis of ss

  My students are from Grade One in vocational schools.

  No.1 They have a poor vocabulary, little motivation to learn initially and no confidence in expressing themselves.

  No.2 There are distinct individual among them.

  No.3 They are quick in thinking and long for victory. They may raise interest in the topic because of its familiarity, and are eager to know these differences.

  No.4 In my class, ss will be given a preview plan to understand the reading, progressive tasks in competition to ensure overall participation.

  Part II Analysis of the teaching material

  Our textbook is taken from English Book I for vocational schools. It emphasizes on interest and utility.

  Since some information about cultural differences has been mentioned in previous units, this unit will focus on introducing individual differences and building the sense of cross-cultural communication.

  Reading II will demonstrate cultural differences further and occupies an important position. It will take up two periods, and I’ll deal with the second period for reading comprehension, and concentrate on ss’ abilities of reading and using English fluently.

  Part III Teaching aims

  No.1 Teaching aims

  After studying the teaching material and analyzing ss’ present situations, I think the teaching aims are the followings:

  1. Knowledge aims

  1) To master some key words and expressions: awkward, courtesy, direct, misunderstand, as soon as, keep doing sth, etc..

  2) To understand the gist of the reading, work out the writer’s opinions after reading, and complete relevant tasks.

  3) To retell the reading and try to talk with partners about differences in table manners with the purpose of using the language fluently.

  2. Ability aims

  1) To better reading strategies to promote reading ability with the help of skimming, scanning and other reading techniques.

  2) To improve ability of using English fluently as well as logical thinking after dealing with tasks.

  3) To foster the ability of cooperation in group activities.

  3. Emotion aims

  1) To have a general knowledge of differences in table manners, esp. between Chinese and American cultures, and foster the sense of cross-cultural communication.

  No.2 key & difficult points

  1. Key Points

  1) To get the information from the reading;

  2) To communicate with partners fluently.

  2. Difficult Points

  1) How to improve the reading abilities because my students are weak in English, esp. in reading strategies.

  2) How to help ss put their learning into practice with references.

  Part IV Teaching &Learning methods

  A good method requires that the teacher act as a guide while ss as the real masters in class. In my class, ss are mainly guided by tasks progressively.

  1. So according to the analysis of the teaching material and the students’ learning background, I will use the following teaching methods.

  1) Task-based language teaching

  2) Activity teaching

  3) Delamination teaching

  4) Question-and-Answer activity teaching

  2. The learning methods are the followings:

  1) Cooperative learning

  2) Autonomous Learning

  Part V Teaching aids

  No.1 Multi-media

  No.2 Non-testing evaluation

  1). A piece of paper to evaluate themselves.

  Part VI Teaching procedures.

  No.1 As for the concrete procedures, it includes 5 parts.

  Task II:checking words & answering questions. Ss will have a matching for words and meanings to check words and then they may pose any questions they met in preview. Ss finish it before class and present keys on the blackboard. Some music will be played to calm ss down and create a situation to learn English.

  Purposes: The easy item may help them build confidence.

  Task II: Lead-in. Ss may watch a video about cultural differences, and then finish the sentence with brainstorming. This item is open to answers. As far as students get to the point, their group may get marks.

  Purposes: Brainstorming may activate ss and catch their attention quickly. At the same time, it may act as a foreshadowing for the reading.

  Task III: Presentation with tasks. It includes two items.

  Item I: (skimming) Ss look through the reading in 2 minutes, and then finish the multiple choices on their own.

  Purposes: This task will train ss to get quick information and foster a good reading habit.

  Item II: (careful reading) In order to cope with the reading clearly, there are three portions. Portion A is for Para1. It is about the writer’s experience in China, and then there are some questions. Portion B is for Para2. It is about a Chinese staying in America, and then there are some multiple choices. Portion C is for Para3. It is about solutions, and then ss rectify the table. Similarly, they read individually, and then discuss in groups to get an agreed answer. Representatives will be sent to the bb to present keys.

  Purposes: The three portions will help ss work out the writer’s opinions clearly. Cooperative learning will help them overcome difficult words or sentences and find the feeling of success when they can get keys without too much guide from the teacher. And praise goes first no matter how they do. Till now, ss may realize cultural differences further.

  Task IV: Consolidation in time. It includes 3 items: Five statements for ss to check their understanding about the reading, a dialogue to check how they can transfer input to output and a short passage to tell them whether they have made progress in reading. Similarly, ss do them on their own, and then discuss problems in groups.

  Purposes: The three items will give a clear reflection to ss.

  Last task, I will make a conclusion of this period, encourage ss to build the sense of cross-cultural communication, and then do some extension: Watch another video about differences between China and the West, and discuss whether the points from the video are reasonable or not. The item is also open to keys. Ss are encouraged to write down notes.

  Purposes: This task will help ss dare to speak because of the good input about cultural differences from the reading. Each one may have a chance to express them, and experience the feeling of success. In the process of communicating, they help and encourage each other, and use the language gradually. It will help ss transfer passive learning into active acquisition and see the meaning of learning.

  No.2 Design of writing on the blackboard

  When in Rome, do as the Romans do A foreigner stays in China awkward.

  Do as the Romans do.

  A Chinese in America indirect.

  No.3 After class, to ss, they have two assignments:

  1. Ss finish the table to evaluate themselves.

  2. Ss surf the Internet for more information about cultural differences, such as sending and accepting gifts, introducing people, etc., and then write down answers.

  Purposes: The first one may help ss to reflect themselves, and the latter one may help ss extend their learning of cross cultures. Writing actually is necessary for all steps. After class, they may do it more relaxed. When finishing it, they may pay more attention to the written language and then improve their English.

  No.4 Reflection after teaching.

  On the one hand, ss can be guided by tasks progressively, and act well. They also have foster cooperation in group activities. On the other hand, the teacher needs to pay more attention to individual differences and ensure overall participation. The teacher also needs to improve the ability of monitoring the class efficiently.

英文说课稿 篇4

  8B Unit 3 Online Travel

  Reading Around the world in eight hours

  Good 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 Function

  This 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 students

  Most 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 Demands

  1.Knowledge objects

  To understand the aim of an educational CD-ROM and what the character can do

  To infer meaning from keywords, context and existing knowledge.

  To master the Passive voice.

  2.Ability objects

  To 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 point

  1. Key points

  To review the Present perfect tense.

  To learn the Passive voice.

  To tell more about the CD-ROM.

  To retell how the game is played

  To understand the whole passage and answer teacher’s questions

  2. Difficult points:

  The Passive voice.

  To retell how the game is played

  (五) Teaching Equipment

  Multi-media computer, Tape recorder, Software: PowerPoint 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.

  To use these methods are helpful to develop the students’ abilities.

  Part Three: Studying Procedures

  Step 1

  Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that t

  he game is set in different countries and involves a tour around the world

  Step 2

  Tell 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 3

  Tell 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 4

  Tell 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 5

  Ask 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 6

  Read 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 it

  2 See clouds with information about different places; See clouds with questions on them

  3 Get a point every time you answer a question correctly

  4 A cloud will come down and carry you off to a new place

  5 See a world map. The old place is marked in bright purple

  If 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-ROM

  Paragraph2.

  Main character, love traveling, lie on the grass, fall asleep

  Paragraph3.

  be written on, different colors with questions on them

  Every time you answer a question, earn enough points, come down, Carry off

  Pargraph4

  Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example

  Paragraph 5

  Be the best , get it in sold out

  Step 8 Homework

  1 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

  13) 掉下来 14) 售完

  2 Try to recite the text.

  Design of the blackboard

  1) 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

英文说课稿 篇5

  这堂课的语言知识技能目标是:

  通过在创设买水果的情境的对话中,使学生能听懂、会说:Do you like ….? / Yes,I do …. / No,I don’t. / What about …? / Let,s have some …这些句型。 并能在实际情境中运用。

  情感目标是:

  在小组内用“What about …”向别人提意或询问,渗透人际间要有良好的沟通方式。

  我这堂课总体的设计理念是采用了任务型教学的方式。“教师应该避免单纯传授语言知识的教学方法,尽量采用‘任务型’的教学途径”,这是《英语课程标准》所指出的,所以全课始终在购买水果的情境中进行着,让学生触景生情,在完成购买水果的任务中,学生愉快地学习英语。

  为了很好的达成以上教学目标,把教室布置成一个模拟购买水果的情境:四个同学围成一个小组,每组的桌上,放一个水果盆和一个用纸密封的水果篮,水果盆和水果篮中都放入“pear peach orange watermelon”的英语图片。

  过程:

  在课的开始部分,我组织一个对前一课时所学四个水果单词的warm—up。为了提高学生学习的积极性,复习采用的方法是:每个小组桌子上放一个用纸密封的水果篮。篮中放入一些水果图片,老师问学生,Guess it ,pless. What’s in it? 学生不知是什么物品,都想去摸,自然就提高了学生的参与积极性,让学生摸出一个图片,说出这个水果的英语单词。先老师参与到其中一组,师生共同示范一次,然后每个小组,轮流从密封的水果篮里摸,摸到一个水果图片,就说出它的英语单词,其他学生要听出他说的单词是否准确。

  (这种复习符合学生好奇心理,激发学生说的欲望和听的兴趣,扩大参与面,实现生生互动。)

  复习之后,教师就用语言来创设一个购买水果的情境,“Amy and Bai ling go to the fruit shop ,Which fruit they like best? Let’s have a look。”播放课件,让学生整体感知课文“Let’s talk”部分。

  先让学生听两遍课件中的课文朗读,了解整个故事情节,并对本课所要学的句型有个初步的印象。听两遍的过程,也是规范学生语言的过程。

  之后,再播放一次课件,程度好的学生可以跟读对话,给不同程度学生有不同的发展。

  教师提出全文任务:Look ! So much fruits 。Do you like it?If you can say it well。The fruits is for you。有学习的目标是任务型英语教学的基础,也是激发学生学习兴趣的途径。

  这篇课文中,学生要了解四个句型的意思,并达到会说的程度是本课的重点,句型较多,也是学习的一个难点。为克服内容多的难点,我将全文内容整合,重新分组。这符合新课标“教师要善于结合实际教学需要,灵活和有创造性地使用教材,对教材内容进行适当调整”的精神。 我的引导过程具体分为三个环节。

  第一环节:

  教师参与到其中的一个小组,用“Do you like …?”的句型提问,因为学生在上学期已经接触了“like”一词,现在又有了前面三次听的机会,对本课所要学的对话有了一定的感知,预计有部分学生会回答“Yes,I do. 或 No,I don’t .”当学生回答“Yes,I do.”时,我就说:“Here you are .”同时也将水果递给学生,在教师与学生、学生与学生的对话中,领悟了“Yes,I do.”和“Here you are .”的意思。

  当学生回答“No, I don’t.” 时,教师不把水果递给他。通过这个过程的口语与演示,学生也会领悟到“No, I don’t.”的'意思。

  同时,进行师问生答的口语操练。师生对话要适当增加,使学生对“Yes,I do.和No, I don’t”的句型有更多的操练机会。这样,第一环节的目标也就达到了。

  第二环节:

  由师问生答的形式,变为生问师答。通过教师引导,让学生用“Do you like …”提问。因为,学生要把“Do you like …”的音读准,有一定难度。因此,在起先学生说这句式时,要发挥教师的主导作用,让学生跟读,注重学生发音的准确。

  在学生基本会用“Do you like …”提问后,教师引导小组内成员相互之间用“Do you like …与Yes或No”的句式进行问答,整个对话过程要留给学生足够的时间,教师还要及时了解各组的对话情况,通过激励与辅导形式,达到优等生熟练、其他学生基本会说的程度。

  第三环节:

  教师与学生合作当一对顾客,起先还是运用“Do you like …与Yes或No”进行对话。当学生说“No,I don’t .”时,教师顺势引出“What about … ?”和“Let’s have some …”的句型。教师配以动作演示,当学生对这两句口语有强烈刺激后,就组织学生自愿组合成一对顾客,进行对话,要求在对方说“No,I don’t .”时,要选择另外水果图片,并用“What about … ?”和“Let’s have some …”句型说话。这一环节的重点就是操练这两个句型,同时也实现了本课时的情感目标——那就是人际间要有良好的沟通方式。

  (以上三个教学环节,将本课要学的三类新句型,分层练习,一步一个句型,掌握一句,再学一句,学生头绪清晰,学得轻松,效果自然就高了。)

  朗读:

  在学生对所学四个句型基本掌握之后,组织学生通读课文,熟读对话。先教师一句一句领读,再组织指名读,自由读。朗读有利于提高口语表达能力,是新课程所提倡的最基本的学习策略。学生在各种形式的读中,提高了英语口语水平。

  操练:

  最后操练部分:将各组水果图片集中,整个教室组成一个模拟型的水果超市,操练分两步:1、教师与学生配合示范练习:教师邀请一位学生组成一对购物伙伴,走进水果超市,要求相互间用“Do you like …?Yes, I do.和No, I don’t .What about pears?”和“Let’s have some …”这些句型进行英语购物,从而激发其他学生的操练欲望。2、学生之间配合购物操练:让少部分学生自愿当营业员,大部分当顾客,两位顾客组成一对购物伙伴,走进水果超市,进行英语对话,如果学生说得准确,那么水果就可被取走。学生扮演的顾客与营业员之间的角色要自由换位,以便让每个学生对各类句型都能得到训练。

  整堂课,教师树立让每个学生得到发展的理念,比如创设的活动情境,有利于全体学生发展语言技能,提高实际语言运用能力。优等学生在听的基础上就有自由尝试说的机会。组成学习小组学习口语,注重相互间的合作。全课有多次递进式的口语实践机会。

  注重把英语教学与情感教育有机结合。全课就是在宽松、民主、和谐的学习环境中完成活动过程的,教师参与小组交流引导,关注学习困难学生的语言实践。

英文说课稿 篇6

  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/She is …. 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。

  3、 多媒体辅助教学法

  多媒体辅助教学集图象、声音、文字于一体,使教学内容更生

  4、 动、形象,吸引学生的注意力,使其在轻松、愉快的氛围中接受新的知识。

  5、交际法

  学习英语,目的在于用英语进行交际。英语要作为交际工具来教,也要作为交际工具来学,做到学用统一。在教学中,我遵循这一原则,提供较真实的情景。如:在引入新课时教师和一学生正在打篮球,让学生体会现在进行时,活学或用所学知识。这样,激发了学生的学习兴趣,活跃了课堂气氛,又培养了学生的语言交际能力。

  本堂课主要以现代化电教手段—多媒体辅助教学,贯穿整个教学过程。增加了直观性和趣味性,加大了课堂密度,提高了教学效果。我根据本堂课的教学目标、要求看图说出他/她/我在做什么,设计了生活化的情景,让学生在实际情景中运用所学知识。同时通过多媒体的运用,设计各种小游戏,记忆看等多种形式的演练,让学生在玩中学,乐中学。

  三、说教学程序

  Step1 Free talk

  师生交流,既复习旧知,又很好地拉近了师生间的距离,为下面的合作学习打下基础。

  Step 2 Lead in

  首先教师和一学生在打篮球。

  设计思路: 每一堂课的开头很重要,要在上课一开始就吸引学生的注意力,调动他们的兴趣,这样便容易开展下面的内容。学生都喜欢玩,看到老师在课堂上打篮球立刻会吸引学生的注意力,学唱歌曲迎合了儿童的心理需求,从而促使他们在轻松自如的情况下,主动地学习。所以课前的预备活动,既活跃了课堂气氛,又缓解了学生的紧张情绪。

  Step3、 Presentation

  结合单词句型操练时,设计几个有竞赛的游戏,学生在玩游戏中既开心又可以巩固所学的单词和句型。根据多媒体音、形、色、像图文并茂的优势,提供不同的时间,给 学生创设了学习练说的机会,这样的练习,既保持了学生的学习积极性,又使学生体验到了知识收获后的满足。

  Step 4、sing a song and finish activity

  这一环节,根据儿童认知特点,学唱歌曲迎合了儿童的心理需求,从而促使他们在轻松自如的情况下,主动地学习。歌词正好与所学的句型一致。这一环节让学生在听、说、读方面得到练习、巩固. 培养学生良好的语音,语调和语感。

  Step 5、播放FLASH动画

  这一活动的设计,是对本课教学的有利巩固,学生都非常喜欢Gogo这个淘气的小生物和他的朋友们,学生学过的句型都在动画里出现,大部分学生都能看懂,学生见老师提出的问题自己能回答,使学生体验到了知识收获后的满足。

  五、说板书设计

  设计思路:

  板书要求清晰、明了,体现教学的重点与难点,这里将本课的主要内容呈现在黑板上,同时这也有利于学生学习与运用对话。

英文说课稿 篇7

  Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1(A student of African wildlife/Why not carry on the good work)I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material:

  This unit is about(Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park)

  By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings. (5)Theme park but also learning ability in English .

  A: If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B: It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.

  (As we 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 . )According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: 1.Knowledge objects: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.

  (2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. 3.Emotion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.

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