英语说课稿格式

2016-02-01 │ 初中英语

篇一:高中英语全英文说课稿万能模板

Interpretation

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 (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:

1.Knowledge objects (语言目标:语音,词汇,语法,功能,话题)

(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 _______________________________.

2.Ability objects (技能目标:听,说,读,写)

(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.

3.Emotion or moral objects (情感目标:兴趣,自信,合作,爱国,国际视野)

(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(现代社会交际教学理论) .

1. Communicative Approach(交际教学法)

2. Whole Language Teaching(整体语言教学法)

3. Task-based Language Teaching (任务教学法)

4. Total Situational Action (情景教学)

a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (电脑辅助教学) 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.

说课二

I Teaching Aims:

1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)

2. To encourage Ss to practice, participate, and co-operate in the classroom activities.

3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).

So during this lesson, emphases are to be laid on:

1. Student-centered teaching

2. Task-based learning

3. Activity-based teaching (individual work; pair work; group work; class work)

III Teaching Aids:

1. a projector

2. a multi-media computer system

They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.

IV Teaching Procedure

Step 1 Warming-up & lead-in Activity 1 Free talks (class work)Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Download some pictures/music from the Internet. Guiding Qs may be:Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Activity 2 Picture-talking /Music-talking (individual work) Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read.

the picture/… Activity2 Brain-storming (class work)

Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …

Activity 1 Skimming (class work) Step 3 Reading

Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work)

Title

Part/Para.

Main idea

Detailed information

1 a. topic sentences/introduction

b. examples/supporting ideas

c. conclusion

Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and Q1: What does the word ―this‖ in the last Para? But 3 refer to?A.B. C. A. B. D. D. Q2: What is the Chinese equivalent for the phrase ―investing in loss‖? C. Q3: The word ―flawless‖ in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. multiple choices.)

Step 4 Post-reading

Activity1 Role-play (pair work) Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work)Topics may be: Q1: Do u want to be perfect?Q2: Do u think there is anyone in the world that is perfect? ―Remind you‖, remind yourself of what?Activity3 Poster-designing/Cartoon-designing/… (Group work) Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of … Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about … (Individual work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, I’d like to give a brief introduction. Step 5 Homework

这是考取教师资格证的第二环节:说课。这篇说课模板以高一课本为例,叙述说课中的五个基本点

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 4 Unit 1(A student of African wildlife/Why not carry on the good work)I will be ready to begin this lesson from five parts. That is analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk about 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’s 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 provides 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 & 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:

Knowledge objects of this section are 来源:(http://blog.sina.com.cn/s/blog_65f6cb1f0100idyw.html) - 高中英语说课稿模板_清风无尘_新

(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:

篇二:小学英语说课稿格式(共5篇)

篇一:小学英语说课稿模板

小学英语说课稿模板(新标准)

一、 教材分析

今天我说课的内容是外研社小学英语新标准三年级起始第一册module 6 school, unit

2 what’s this? 我采用多样化的教学手段将听、说、玩、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。

二、学情分析

三年级的学生于本期刚接触英语,对学习英语充满了好奇和兴趣,渴望获得更多的英语信息和知识。经过本模块第一单元的学习,学生已经初步掌握了询问并识别物体的句型:what’s this? 和what’s that? 学生已掌握的知识和心理状态为本节课的自主探究打下了基础。

三、 教学目标

1、语言知识目标

(1) 让学生能听、说、认、读pen,pencil,book,bag等单词。

(2) 通过学习让学生熟练掌握句型 what’s this? 和what’s that?

2、学习技能目标:

(1) 能听懂let’s do中的指令并做出相应动作,如point to the ?

(2) 根据图片或在场景下进行简单的英语交流和表达,培养学生灵活运用所学知识进行交流的能力.

3、情感态度目标

(1) 通过学习活动,使学生有兴趣听、说英语,培养学生注意观察、乐于模仿的良好习惯和主动竞争的竟识。

(2) 让学生在鼓励性评价中树立学习英语的自信心。

(3) 通过小组活动培养学生合作交流能力,从而让学生意识到学习英语的重要意义。

(4)充分利用教材所提供的学习资源,实现自由参与与创新,能主动与他人交流,并克服交流中的困难,使交际顺利进行。

四、教学重难点

1、学习新单词 pen,pencil,book,bag ,能正确认读。

2、巩固已学句型:what’s this?和what’s that? 并能用 it’s a?作出相应的回答。

五、课前准备

教具准备:课文录音;带单词的物品图片;实物pen,pencil,book,bag;魔法包;奖品(贴画)。 学具准备:单色物品的图片(学生课前画好)

六、教学策略

为了突破这堂课的重、难点,根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点,我主要采取了以下教法和学法。

(一) 小组活动学习法

把全班分成四个大组(两行为一组),分别用数量单词命名,并书写在黑板的左边或右边。课堂各项教学活动均以小组活动为主线,结对或全班活动为辅,学生互相交流、探究,共同完成学习任务,在合作中感受学习英语的乐趣及交流的意义,也通过小组成员之间“荣辱与共”的关系而形成同步学习的环境。

(二) 情境教学法

给学生不断创设各种真实的场景,促使学生说英语。

(三) 课堂评价主要以鼓励性评价为主。

课上恰当使用激励性评语和奖励个人贴画、小组奖红旗(画在黑板上)的方法,让学生渴望成功的心理得到满足,这也是激励学生积极投身英语学习的一个最简单而有效的方法。老师操作起来也比较方便。

七、教学过程

(一)热身复习,营造学习英语的气氛。

1、歌曲导入,激发学生学习的兴趣

教育家托尔斯泰说过:“成功的教学所必须的不是强制,而是激发学生的兴趣,激发学生参与学习的兴趣,是新课导入的关键。精彩的课堂开头,不仅能使学生迅速地兴奋起来,而且还会使学生把学习当成一种自我需要,自然地进入学习新知的情景。因此,在热身的时候,首先让学生演唱歌曲“plese stand up ”,并做上相应的动作,这样的导入能很快吸引住学生,还渲染了学生学习英语的良好气氛。同时,歌曲中的物品也可勾起学生们对已学物品单词的回忆,对复习句型what’s this? 和what’s that?作好铺垫。

2、复习旧知,培养自信

教师出示tom的图片,谈话向孩子们引出本节课的新朋友:“it’s tom.” ,并让学生热情地和他打招呼。告诉学生们他是amy的弟弟,今年才三岁。小tom有些物品不认识,由于刚和大家见面,有些害羞,要老师代问,让孩子们帮帮他。孩子们对帮助他人都比较热心,反应都很积极。于是老师拿着tom的图片,在教室里四处走动,随意拿起一件物品或指向一件物品,向学生提问:what’s this? 或what’s that?让学生作出相应的回答。适时还可用what colour is it?进行询问,借以复习表示颜色的单词。大力夸奖乐于助人的娃娃。这样不仅复习了旧知识,渲染了学习英语的良好气氛,而且渗透了思想品德教育。

(二)会话导入新知,促进语言实际运用能力的提高。

学生在一个平等尊重的氛围中,他们的思维是放松的,敢于说、敢于参与教学。教师要真心诚意地把学生当成学习的主人,努力提高“导”的艺术,从而在教学中恰到好处地去启发、点拔、尽可能地给学生多一点思考的时间,多一点活动的余地,多一点表现自己的机会,这样才能使课堂氛围充满活力。因此,这个环节我是这样设计的:

1、教师拿着tom的图片继续指向教室里的物品,向学生提问。课前教师在离讲台较近的墙壁两侧和较远的后墙两边分别贴上pen,pencil和book,bag的图片,分别使用what’s this? 和

what’s that?向学生提问,学生可用中文来回答。教师引导用“it’s a?”来回答,自然引出新单词,进行单词教学。

2、游戏——变一变。

老师先出示魔法包,把实物pen,pencil,book,bag一件件地特意让学生看到后,再把它们放进“魔法包”中,然后让一名学生上台,从“魔法包”中握住一件物品,让其余学生猜是什么。若猜对了就把物品拿出来,并让另一名学生上台找出相应的单词卡片,全班进行单词练读。学生们对“魔法包”充满了好奇,而所学的单词又是孩子们非常熟悉的文具物品,从而学习起来非常带劲,能起到很好的巩固作用。通过齐读、指名读、开火车读、看口形猜单词等多种形式的操练,孩子们能十分轻松地掌握单词的认读。对读得对、读得好的个人和小组要给以及时的鼓励,调动学习的兴趣和积极性。

(三)呈现新知,合作互动。

在小学英语课堂中使学生保持一种积极的紧张感,能够激发他们学习的外部动机,引发他们一系列的自主活动,促进外部动机向内部动机的转化。

1、游戏——say and point

请四位学生上来,分别站在四个不同的方位,手里分别拿着实物pen,pencil,book,bag

再请一名学生发出指令:point to the?其余学生做出相应的动作,以达到对新单词的熟练掌握。这个活动完全由学生来操作,既锻炼了学生的胆量和能力,又激发了学生学习的兴趣。

2、演一演。这个部分由学生导学。指派一生扮演tom,在教室随意走动,指向任一物品,用what’s this? 和what’s that?进行询问,其余学生扮演amy作答,以答到操练句型的目的。为了激发学生学习的积极性和主动性,可多抽几名学生扮演tom练习。这个环节主要是操练学生能正确使用what’s this? 和what’s that?来提问。对能正确使用this和 that来询问的学生要加以大力表扬和奖励。

3、小组活动:ask and answer

以学习小组(四人)为单位,摆出pen,pencil,book,bag等文具,可故意将其中的一件放远一些。然后指派一人分别用what’s this? 和what’s that?进行询问,其他学生作答。依次轮流进行,借以达到熟练掌握句型的目的。若组内成员不懂,其他成员帮助,团结一心,完成任务。教师巡视指导。

4、学习课文 what’s this?

(1)学生打开书,结合课文插图,听课文录音,理解文意。

(2)再听录音,生逐句模仿读。教师适时正音。

(3)趣味操练——多种形式赛读:男女生分角色读;指名分角色读;小组赛读。优胜者分别奖个人贴画、奖小组小红旗。各种方式的赛读,从多方面激发学生学习英语的兴趣,培养自信心,让他们感受到成功的快乐。

(四)巩固新知,拓展练习。

1、完成运用任务(1):赛一赛——将sb24页的activity 3设计为一个抢答赛。

教师出示单色物品,用what’s this?询问,学生抢答。在这个环节,教师要注意引导学生加上颜色作答。不仅巩固了新知,也复习了旧知。这个练习有一定的难度,教师要多加诱导,多给孩子思考的余地。通过努力,相信孩子们一定能完成得很好的。对答得对的要大加赞扬和奖励,比如说:呀,你真了不起!能说那么长的英语句子了!太棒了!

2、完成运用任务2:将sb 25页的activity 5设计为小组活动——show and ask 学生展示出课前画好的单色物品图片,在小组内互相用what’s this? 和what’s that?来进行问答。提醒学生在问时把图片拿出来,做出合适的动作;在答时尽量加上表示颜色的词,教师巡视指导。 此任务的设计,重视了对学生思维能力、观察能力的培养,特别是对学生合作学习能力的培养,让学生们在师生,生生,小组等不同的合作方式中,学会倾听,学会评价,为学生的终身学习奠定基础。

(五) 课堂小结和课堂延伸

1、总结小组的战利品,(包括个人的贴画和黑板上小组的小红旗)学生掌声祝贺并鼓励未获胜的小组继续努力,为激发下节课的学习气氛打下基础。

2、布置课外作业——我来当当小老师。

将所学的单词或英语句子教教你的家人或朋友。并将你当小老师的情况在下节英语课上向老师和同学汇报。

此环节将课堂延伸至课外,培养了学生的运用能力,让孩子的家人和朋友也来分享学习英语的快乐,从而更加激发孩子学习英语的欲望,真切体验学习英语的成功带来的喜悦,达到学以至用的目的。

八、设计说明

本节课不论是新知的呈现,还是游戏的设计,都是以学生的自主探究学习为中心,充分调动了学生学习英语的积极性,让学生全员积极参与到课堂,在玩中学,学中用,提高了课堂实效,培养了学生学习英语的兴趣。我相信通过这样的教学,充分让学生主体参与、体验感悟、游戏巩固,是一定能圆满实现课堂教学任务的。

附:板书设计

module 6school unit 2 what’s this? what’s this?

it’s aredpen.yellow pencil. what’s that?

it’s ablue bag.green book.

篇二:优秀小学英语说课稿范例

优秀小学英语说课稿范例《holiday》

说教材:

1. 教材内容

本节教材重点围绕节日展开,围绕人们经常如何度过节日展开话题。本课时要求学生能掌握四个节日national day, halloween, christmas, spring festival 及句型what do people usually do at ?.? i? .并能自由交流如何度过假日。在本课中did引导的一般疑问句及回答也是新知之一。因为在前面第三单元己出现了be 动词的过去式,所以学生在学习的时候这方面比较容易掌握。

2.教材的地位

本节课所选的教学内容是牛津小学英语6a unit 6。本单元教学围绕节日展开。在询问节日这部分,学生已有了前面第三单元的知识铺垫,比较易于深入与扩展。这样的安排,既体现了教材循序渐进、由难到易的编排意思,又符合学生的知识水平和认知水平。关于人们如何度过节日这一话题,特别是西方的节日,。则需要学生课后及时收集资料。在实际教学中,本课采用旧话题先教新句型,再用句型引新知的方式展开,这样既便于学生接受掌握,也体现了教学内容之间的连贯性。

说目标:

1. 教学目标

新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合,本着这样的认识,我制定如下教学目标。

[认知目标] 学生能听、说、读短语及单词:visit relatives and friends , go to parties, dress up in costumes, ware masks , make pumping lanterns, eat lots of delicious food , national day, christmas, halloween, spring festival , favourite ; 能运用 when’s ? ? what do people usually do at ?? did you?.last ?? yes , i did./ no, i didn’t.等进行口语交际。

[能力目标]能用英语交流在假日中的活动,部分同学能用英语流利介绍节日的有关情况。

[情感目标] 通过活动、游戏使学生产生学习英语的兴趣;让学生敢于、乐于开口,积极参与交流。并让学生在学习的过程中,培养他们的合作意识和竞争意识。

2. 教学重难点

教学的重点是让学生掌握词组,能运用词组进行交流,初步锻炼学生运用词组描述节日的能力;难点是让学生认识时态的变化,及意识到词组的不同运用能造就语言的丰富性。 说教法:

1. 教法设计

根据英语这门课本身的特点及六年级学生的兴趣,我通过设计具体形象的情景,以旧带新,不断滚动知识点,以此来分散教学难点,让学生直观地感知与理解。同时创设数个任务活动,从单词到短语到句子到对话到片断,使学生在师生、生生之间的多向交流中进行有意义的练习与实践,充分发挥他们的学习主体性,培养他们学习致用的能力。

2. 学法指导

引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能,让学生在多层次的练习中体会到学习英语时“运用”的必要性,鼓励学生积极思维,大胆尝试。

3. 教学手段

根据本课的教学内容、教学目标、学生的年龄特征和心理特征,为了更好地激发学生学习兴趣,从而能积极主动参与学习。教学中运用多媒体课件、图片等教学辅助手段,置抽象的句型于一个个生动的情景、游戏之中,不仅使学习过程自然轻松,更能较好地启智开思。 说过程:

1.热身( warm up)

(1)宣布本节课的学习方式:小组竞赛。以座位分成四个参赛小组,按每个同学的课堂表现为本组加星,课末评出winner。然后,开始“每课一句”,本节课所教授的句子是“lite is long if you know how to use it.”

[设计意图] 学习方式的宣布让学生对本节课充满了兴趣,激起了他们的斗志和为本组争星的表现欲。“每课一句”是我在六年级开始每堂课上设置的一个必备环节。这个环节主要教学生一些妙言警句。这些句子既丰富了学生的词汇量,提高了他们的表达能力,同时也让他们学到了地道的英语表达方式。从而为学习英语创设一个良好的氛围。

2.以旧带新 [lead in ]

提供话题birthday,师生自由交流,然后用“how do you spend your birthday?”引出本课的新句型“what do you do on your birthday?” 进而再导入“ did you ? last birthday? “及回答。然后用colour 话题引出句型my favourite ?.

[设计意图] 通过旧知识滚出新知识,是我常用的教学方法之一。以旧带新,学生可以比较轻松地掌握本课的句型。同时把新句型和老话题融合。有助于培养学生的语言思维能力的开放性。

3.呈现、操练(presentation, practice)

承接colour话题,引出第一个节日:national day。利用课件呈现中国国旗。教师引导的话如下:

t:my favourite is red . because chinese flag is red . the main colour in china is red on important days. i love china , so i like red. i like red , because i’m from china. do you like china? do you like red now?

s: yes?.

t: do you know my country’s birthday?

s: the first of october.

t: what holiday is on that day?

s: national day.

[设计意图] 找到话题与所授新知的契合点,让学生很自然地从一个话题向另一个话题过渡,从而开始了本节课holiday的话题。同时英语并不是仅仅是一种工具,它是能够表现出情感的。在此由红色引出中国,由中国引出它的生日,简单的几句带有感染力的话就能激发学生的爱国热情。

[设计意图]因为halloween节日在5a的书上有专门的一单元的介绍,所以虽然它是一个外国的节日,可是学生对它并不陌生。利用谜面,让学生读一读,说一说,谈一谈。在此环节充分锻炼学生的口语表达能力。

圣诞节的出示用一首轻快明了的chant作为引入,同时让学生看一段配上音乐的介绍资料,然后用今天要掌握的句型来问一问。之后,出现了一个有关圣诞节的小故事,让学生自由阅读,然后完成后面的题目。

[设计意图] 在课中关注学生的注意力的放松。高输入量的学习会让学生很快有疲劳的感觉,从而降低学习效率。在此环节,设计了chant 和一段了解性文字的阅读,就是给学生创设了一段休息的时间。然后再根据高年级学生的英语阅读能力的培养需要,适时进行一篇短

篇三:英语说课稿模板(一)全英文

英语说课稿模板(一)全英文

Good afternoon, ladies and gentlemen. My name is (). I come from () Middle School in ().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.

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 out

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)

英语说课稿格式

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