全英文说课稿(范例模板) 全英文说课稿(范例模板)
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
  1.This 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.
  2.This lesson is the first one of Unit
  2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.
  3.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 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.
  1.Knowledge 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.
  2.Ability 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.
  3.Moral 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.
  1.Key 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.
  2.Difficult 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
  1.Teach the Ss how to be successful language learners.
  2.Let the Ss pass \"Observation?Imitation?Practice \" to study language.
  3.Teach 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. Step
  2. 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. Step
  3.Practice 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 .At 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. Step
  4.Production 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.
  2.Skill 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.
  3.Finish the Ss’ workbook. Purpose of my designing: To check the knowledge Ss have learned in this lesson. Step
  5.Homework: (
  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. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.
 

相关内容

英语说课稿2

   英语说课稿(英文版) 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 ...

英语说课稿2

   全英文说课稿(范例模板) 全英文说课稿(范例模板) 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 T ...

英语说课稿2

   Unit 6 Life in the future 说 SeniorⅡ Unit 6 Life in the future SeniorⅡ Unit 6 Life in the future (说课稿) 大邑县安仁中学英语组 谢林伶 一、教材分析 (一)教材概述: 本套教材在保留 SEFC 基础上,根据当前教改精神而进行重新编写,它较好地衔接了已实施 三年的初中义务教育教材, 体现了 “中小学英语教学一条龙” 的设想。 本单元围绕 Life in the future(未来的生活)这一主题开 ...

英语说课稿

   一、Introduction(导言) 英语说课是英语教学中的重要一环,也是衡量一位英 语教师对教材的把握、分析及教师本人对上课进程的 宏观控制能力的有力手段,能从理论上指导教师贯彻 教学大纲,真正做到教与学相结合,将教材、大纲、 教师、学生、课堂融为有机整体,对不断提高教师教 学能力和教研能力,有着突出的作用。 二、说课的基本原则 1. 遵循教学大纲要求,明确说课内容。把握说课与上 课的区别与联系,正确理解教材、教案说课、上课之 间的层进关系,走出说课即是“说教案”的误区。 2. 以教师为主 ...

英语说课稿

   英语说课稿 一、说教材 1、教材内容 、教材内容 PEP 教材第四册,Unit Three “Is This Your Skirt ?”A Let’s Learn .主要是 教学几个服装类单词:shirt、 T-shirt 、skirt 、sweater、 jacket and dress 并 用 I like…和 I like…with…句型结合颜色来表达自己对服饰穿着的爱好。 教材的地位、作用: 教材的地位、作用 本单元主要是教学服装内容,关于服装的内容在 PEP 教材中是首次出现, 而 ...

英语说课稿

   一、说教材 我说课的内容是小学三年级下册第三单元第十六课,本课是功能型的交际型的交际训练课,我借助“任务型”教学采用多样化的教学手段将听、说、玩、演、唱溶于一体,激发学生学习英语的兴趣和愿望,使学生通过合作学习体验荣誉感和成就感从而树立自信心,发展自主学习的能力,形成初步用英语进行简单日常交际的能力。 结合新课程标准和大纲提出的基础教育阶段英语课程的总体目标和具体要求我将本课教学目标设计如下: 语言知识目标: 1、使学生掌握介绍他人的句型: ① Who? this ? ② This ...

英语说课稿

   说课稿模板 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) ...

英语说课稿

   教材内容 actor, actress, writer, singer, artist, TV reporter,What does your father do? He is a …. 2. 本课时教材是对前几册教材所学有关职业名称词汇的一个扩充和所学句型的拓 展。使学生的词汇量在原来的基础上有一个提高,同时使他们掌握了多种询问职 业的问答方式。 根据教材的内容和要求、知识目标:能够听、、读、写六个新授单词来询问和回 答他人职业,并能使用句型、情感目标:在课堂中培养学生积极用英语表达的习 ...

英语说课稿

   英语说课稿 Book II Unit 8 Section B 3a?4 ? 商家中学 姚 蕊 英语说课教案 学科 课题 年级 教学用具 教学用时 设计模式 English 设计教师 BookII Unit 8 商家中学 姚蕊 Could you please clean your room? Grade 2 多媒体 一课时 Section B 3a?4 教师:创设情景??激发兴趣??组织活动??指定目标 学生:交流探究??合作活动??锻炼能力??升华习惯 我们本堂课所要练的内容居于本单元末尾 ...

英语说课稿

   Ningbo Yinzhou Zhengshi Middle school Wang Yong 教 材 背 景 分 析 教 学 目 标 教 学 内 容 教 学 原 则 教 材 任 务 与 安 排 评 价 手 段 与 操 作 方 式 1. 学生背景分析 2. 单元背景分析 1. 语言知识 2. 语言技能 3. 情感态度 与文化意识 I. II. III. IV. 学习与science 和scientists有关的词汇 学习与 有关的词汇 了解一词多义现象与合成词的构成 如何就某一事物给予指导与 ...

热门内容

P小学三年级英语下册教案quance

   Hinihao 教学内容:Unit one WELCOME BACK TO SCHOOL(1) 教学内容 教学目标和要求: 教学目标和要求 1、Learn the names. 2、Learn to say “I am from America/Canada/China.” 3、Learn to introduce yourself. 教学重点:Learn to say “I am from America/Canada/China.” 教学重点 教学难点:Learn to introduc ...

高考英语短文改错题解题指导

   高考英语短文改错题解题指导 2、考点分布情况: 短文改错题的考点分布非常广泛, 错误可涉及到各种词类、句法以及 短文内容、结构、逻辑关系等等, 而且多为中学生平时常犯的错误。 1)冠词 (a, the, / ) 冠词 a,泛指 the, 特指 , 固定短语: 固定短语:pay a visit, have fun, have a rest/ break, make use of 1. He always goes to work by the bus. 2. The teacher asked ...

2008学年度第一学期四年级英语抽测二

   洋泾实验小学 2008 学年第一学期四年级英语抽测试卷 学年第一学期 年级英语 学期四 英语抽测试卷 Class Name No. Score ( ( ( ( ( 正确抄写下列句子) 一, Write the sentences( (正确抄写下列句子)15% Are you thirsty, Alice? Yes, I am. a large packet of crisps please here you are ( ( 二,Write the words(按要求写单词)12% (按要求写 ...

大学英语听力培训资料

   大学英语听力培训资料 一. Short conversation (短对话) 题目类型: I. 数字类型 提问形式:How much/many…? How often…? How far…? How long…? What time…? When…? A. 价格 美元 dollar 每分 cent 25 美分 quarter 10 美分 dime 5 美分 nickel one dollar=100 cents 英镑 pound 便士 penny one pound=100 pennies ...

以提高学生素质为核心优化英语课堂教学

   以提高学生素质为核心优化英语课堂教学 教研论文 2010-04-25 15:45:21 阅读 92 评论 0 字号:大中小 订阅 以提高学生素质为核心 优化英语课堂教学 实施素质教弃有是目前深化教育改革的主题,而且得到了越来越广泛的重视。这一主题之所以得到 越来越广泛的重视,不仅是因为它们顺应了世界各国教育发展的大趋势,更是因为它顺应了我国经济和社 会发展的需要,顺应了提高我国国民素质,振兴中华,迎接国际竟争的需要。 素质教育是“为人生打基础”的教育,这种教育的核心是在教育教学过程中新生学生 ...