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關(guān)于英文說課稿范文5篇
在教學(xué)工作者開展教學(xué)活動前,通常會被要求編寫說課稿,借助說課稿可以有效提高教學(xué)效率。那么優(yōu)秀的說課稿是什么樣的呢?以下是小編為大家整理的英文說課稿5篇,僅供參考,大家一起來看看吧。
英文說課稿 篇1
Good morning, teachers. Today I’m very glad to show my teaching plan here. The lesson I’m going to talk about is from lesson 1, unit 1, PEP book 1. Generally, I’ll teach this lesson from the following aspects: teaching material, teaching aims, teaching and learning methods, teaching procedures and blackboard designing.
Firstly, let’s look at the teaching material. This unit discusses about the stationery. And this lesson is the first one of this unit. It consists of two parts: Let’s learn and Let’s do. In Let’s learn, it requires Ss to master the new words "pencil, pen, crayon, ruler, eraser". Ss have learned some words about stationery. They’re still very interested in that. So they’ll be interested in this new lesson.
Secondly, let’s talk about the teaching aims. The New Curriculum Standard points out that the objective of English in the basic educational stage is to develop Ss’ ability of language using. According to that and the teaching material, I’d like to make the following aims:
First, knowledge aims: Enable Ss to master the new words "pencil, pen, crayon, ruler, eraser" and the structure "I like…".
Second, ability aims: Develop Ss’ basic ability of listening and speaking. Enable them to use the structure freely in the real situation.
Third, emotion aims: Develop Ss’ consciousness of cooperation and competition.
Fourth, learning strategy aims: Enable Ss to pay attention to the observation and communication.
Fifth, culture aims: Make Ss understand the differences between Chinese and English culture.
According to the analysis of material and the characteristics of pupils, I think the teaching importance of this lesson is the 5 new words and the new structure. The teaching difficulty is to use the words and the structure freely in the real situation.
Thirdly, I’d like to analyze Ss and show you my teaching and learning methods.
Grade 3 is the first year to learn English. Ss are very curious about English. They’re active and competitive. Also, they are good at imitating. But, their attention can’t be kept long. So it requires us to use attractive teaching manners to hold Ss’ attention. Based on the psychoanalysis and Ss’ interests, I mainly use the task-based approach, which embodies the idea of the New Curriculum Standard and can help Ss keep their passion for English. In order to help Ss finish the task efficiently, I’ve prepared activities such as TPR, chanting, singing, game, etc. I also arrange individual work, pair work and group work for Ss to practice. Besides, praise is very important. When they have a chance to speak, and have done a good job, they can get a star or something like that on their books. It’s very important to keep Ss’ interests.
Fourthly, we come to the most important part—the teaching procedures. It can be divided into 5 steps: warm-up, presentation, practice, extension and homework.
First, let’s look at step 1 "Warm-up".
In this part, I’ll get the Ss to sing a song and do some revision.
The purpose of singing a song is to attract Ss’ attention and make a relaxing atmosphere for Ss to concentrate on the English class. The revision aims to help Ss review the words and sentences they have learned before and get them prepared for the new lesson.
Step 2 "Presentation".
As we know, children are characterized by image thinking. They can understand the content easily with the help of the gestures. After the new words are taught, a small conclusion can help them master better. And chant is a good way to strengthen their memory and make the poor feel confident, as well as their pronunciation and intonation. The chant in this part is like this: A pen, a pencil, I can see. A pen, a pencil, for you and me. And it’s necessary to present the new words in different ways to avoid boredom and tediousness.
Step 3 "Practice".
Traditionally, there aren’t many chances offered for Ss to talk in the class. That’s not a proper way to learn English. So I’ll try some activities in my lesson, such as games and role play. Games aim to stimulate Ss’ interests in English and strengthen their memories of what’s been learned before. And also train their consciousness of cooperation and competition. Role play is a good way to improve their ability of language using.
Step 4 is Extension.
This step is very important and necessary. I mainly put key points and difficulties in this part. Also, I’ll praise Ss’ behavior in this class.
It can make Ss know more clearly about what they have learned in this class, and proper complements can help them hold their interests.
Step 5 "Homework".
。1) Listen and read the new words after class.
(2) Finish the exercise book.
Ss will forget the new lessen soon if they don’t practice. It’s necessary to give some proper assignment. And it’s also an important feedback.
Fifthly, I’ll show you my blackboard designing. I divide the whole class into 4 groups. Each group can get a star when any one of them does a good job. And that’s a competition that can keep their attention. (Write the new words and the structure on the board.)
英文說課稿 篇2
一、說教材分析
1、教材的地位和作用:
本課是初中牛津英語8B第七單元Water Talk課文的教學(xué)。這篇課文是一篇較長的閱讀文章。初二的英語教學(xué)突出了閱讀文章的教學(xué),而長篇文章的閱讀也恰是同學(xué)們學(xué)習(xí)的難點(diǎn)。如何處理好此篇閱讀文章的教學(xué),如何讓學(xué)生對文章有整體的把握與理解以及對部分生詞有初步的掌握,將是本課著重解決的問題。本課雖是閱讀教學(xué),但是在教學(xué)中,本課也有針對性地對學(xué)生的聽, 說, 讀, 寫進(jìn)行了一定的操練, 以便提高學(xué)生綜合運(yùn)用語言的能力。本課課文所涉及的內(nèi)容為水的旅程,聯(lián)系了生活實(shí)際,是學(xué)生較為熟知的話題;同時將水?dāng)M人化,增加了文章的趣味性。本堂課將著眼于課本,充分挖掘文章的知識性以及趣味性。
2、教學(xué)目標(biāo)的確立
Teaching objectives:
1. Language objectives:
To learn the new words: precious, vanish, a sewage plant, a water treatment works, thorough, etc.
To get to know water’s journey.
2. Skill objectives:
To find out the information according to the given questions.
To improve the students’ skills in using some verbs to describe facts.
3. Emotional objectives:
To arouse the students’ awareness of the importance and necessity of saving
二、說學(xué)情分析與學(xué)法指導(dǎo):
學(xué)情分析:初中學(xué)生的形象思維能力較強(qiáng),抽象思維能力較弱,上課注意力容易分散。初二的學(xué)生已具備一定的英語基礎(chǔ),好奇心強(qiáng),求知欲旺盛,已不滿足教師對課文的簡單重復(fù),因而在注重啟發(fā)引導(dǎo),培養(yǎng)學(xué)生分析、概括能力的同時,本課將采用靈活多樣的教學(xué)方法,并配以趣味圖片及動漫,從而增強(qiáng)學(xué)生的興趣和注意力。
學(xué)法指導(dǎo):
1、在課前設(shè)定閱讀任務(wù), 讓學(xué)生帶著任務(wù)進(jìn)行閱讀, 增強(qiáng)閱讀的目的,對文本有一個整體把握
2 、在教學(xué)中, 指導(dǎo)學(xué)生掌握閱讀的步驟和方法,加強(qiáng)泛讀與精讀的訓(xùn)練。
3、在教學(xué)中, 注意啟發(fā)和引導(dǎo)學(xué)生質(zhì)疑問題。
4、在教學(xué)中, 指導(dǎo)和訓(xùn)練學(xué)生掌握閱讀的基本技巧, 比如教給學(xué)生圈點(diǎn)、劃線﹑改寫等方法。
三、說教學(xué)設(shè)計(jì)與步驟
課堂的設(shè)計(jì)遵循了課文整體教學(xué)的思路,結(jié)合聽、說、讀、寫訓(xùn)練,加強(qiáng)了同學(xué)們對文本的理解以及對重要語言知識點(diǎn)的掌握,最終達(dá)到提升學(xué)生綜合運(yùn)用語言的能力。
Teaching procedures:
Pre-task 環(huán)節(jié),激發(fā)興趣,做好鋪墊。
1. Let students read a poem and guess to elicit the topic—Water. (引發(fā)興趣)
2. Ask students to say something about water to elicit a new word— precious.(以舊帶新)
3. Ask the students to finish Water’s talk in groups. Check whether the students understand the main idea of the passage.(旨在對文章的整體把握)
While-task環(huán)節(jié),嘗試用不同的方法對各段進(jìn)行分段教學(xué)。
1. Introduce Daisy’s bathroom and teach some words--- tap, sink, drain. (由圖片引出課文生詞,處理文中的開頭部分)
2. Read aloud the rewritten reading part on the slide and tell why water was angry.(閱讀被改寫過的段落后,同學(xué)們就水為什么會生氣這一問題進(jìn)行思考。)
3. Ask the students to read the first part of the passage and use the new words to replace the expressions in the rewritten part. (對照被改寫的段落,在書上圈出不同的地方,看似簡單的任務(wù),卻很好地調(diào)動了學(xué)生,讓學(xué)生輕松地掌握了生詞的英語釋義。)
4. Play the recording of the second part and let the students find out the places water passed in order. (聽段落,把握大意,篩選信息。)
5. Show the students some pictures and let them tell what water did and what happened to water. Students are required to use the key verbs.
(趣味圖片,關(guān)鍵動詞來說明)
6. Get the students to know the end of water’s journey and learn the new word --- a sewage plant. Make sure the students know water’s cycle.(問題設(shè)問,鋪墊下文)
7. Prepare some questions about water’s journey and have them wok out the questions in groups.(小組問題競答,檢查與鞏固課文內(nèi)容。)
Post-task 環(huán)節(jié),總結(jié)與拓展。
1. Get the students to have a competition. They take turns to write a flow chart of water’s journey in four and one of them read it out after completing it.(小組比賽,完成水旅程的流程圖,更進(jìn)一步地檢測并鞏固所學(xué)內(nèi)容。)
2. Let the students watch a flash on water’ cycle and tell what they think of the journey.
Try to arouse their awareness of the importance of saving water.(情意升華,珍惜水資源。)
Homework 作業(yè)布置
1. Read the passage after the tape.
2. Use the given words to finish a short passage at least 60 words with the topic of ‘Water’s journey’.(寫話練習(xí)是對所學(xué)內(nèi)容的復(fù)習(xí)與鞏固)
英文說課稿 篇3
一、 說課標(biāo)
新課程標(biāo)準(zhǔn)的三維教學(xué)觀,具體到英語學(xué)科就是要整合發(fā)展學(xué)生語言技能、語言知識、情感態(tài)度、學(xué)習(xí)策略和文化意識五個方面的素養(yǎng),培養(yǎng)學(xué)生綜合運(yùn)用語言的能力。指出:“教師在教學(xué)才過程中應(yīng)與學(xué)生積極互動、共同發(fā)展。教師應(yīng)尊重學(xué)生的人格,關(guān)注個體差異,滿足不同學(xué)生的學(xué)習(xí)需要,創(chuàng)設(shè)能引導(dǎo)學(xué)生主動參與的教育環(huán)境,激發(fā)學(xué)生的學(xué)習(xí)積極性,培養(yǎng)學(xué)生掌握和運(yùn)用知識的態(tài)度和能力,使每個學(xué)生都能得到充分的發(fā)展。因此,本課的設(shè)計(jì)重點(diǎn)是:幫助學(xué)生形成自主、合作、探究的學(xué)習(xí)模式,掌握閱讀的一些基本技巧,讓每個學(xué)生在原有的基礎(chǔ)上都學(xué)有所得。
二、說教材
(一) 教材地位和教學(xué)內(nèi)容分析 本課是高一必修模塊1第4單元的閱讀課型,這單元圍繞earthquakes這一主題開展聽、說、讀、寫多種教學(xué)活動。Reading設(shè)計(jì)為本單元的第2課時。本課型是單元整體教學(xué)的重要環(huán)節(jié),為學(xué)生的語言學(xué)習(xí)、語法學(xué)習(xí)提供了載體,并且是學(xué)生獲取信息的主要來源。“Reading――― A NIGHT THE EARTH DIDN’T SLEEP” 具體描寫1976年唐山大地震的震前、震中和震后。本篇文章詞匯量大,運(yùn)用了大量的動詞、復(fù)雜的數(shù)字,出現(xiàn)許多定語從句,篇幅較長,并且采用一些修辭手法,對學(xué)生的語言閱讀能力提出了更高的要求。但文章的結(jié)構(gòu)較明顯,較容易歸納出各部分的中心詞。
。ǘ┙虒W(xué)目標(biāo)
1. 語言知識目標(biāo):
a)使學(xué)生了解自然災(zāi)害的相關(guān)詞匯,并掌握復(fù)雜數(shù)字的表達(dá)法。
b)學(xué)習(xí)掌握與地震相關(guān)的詞匯,如:shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等,以及 right away, at an end, dig out, give out, thousands of以及一些優(yōu)美句子的賞析。
2. 語言技能目標(biāo):
a)閱讀技能的訓(xùn)練:讓學(xué)生學(xué)會克服生詞障礙,通過略讀,歸納出文章的大意;通過細(xì)讀,理清文章的總體框架與脈絡(luò),歸納出各部分的中心詞;通過查讀,捕捉文章的重要細(xì)節(jié),培養(yǎng)學(xué)生獲取、處理信息的能力。
b) 讓學(xué)生復(fù)述課文,分析、感悟作者的寫作意圖。
c) 讓學(xué)生運(yùn)用本節(jié)課所學(xué)詞匯、知識,通過采訪唐山大地震幸存者的形式進(jìn)行小組活動,提高學(xué)生用英語進(jìn)行創(chuàng)造性交流的能力。
a)學(xué)會有關(guān)地震的知識,并能通過學(xué)習(xí)討論懂得地震時的應(yīng)急逃生,地震后如何科學(xué)救人和有關(guān)地震的形成和減少地震所造成的損失等一般知識。
b)懂得地震無情人有情,即使發(fā)生了多么可怕的災(zāi)難,國家和解放軍官兵都會不顧自身安危,奮力搶救,培養(yǎng)學(xué)生一方有難、八方支援的互助友愛精神。
c)了解自然災(zāi)害會給人類帶來嚴(yán)重的破壞性后果,讓學(xué)生進(jìn)一步感悟、領(lǐng)會到人類應(yīng)與自然界和諧共處。
d)培養(yǎng)學(xué)生的合作意識和“合作學(xué)習(xí)”的習(xí)慣。
e)欣賞課文中優(yōu)美句子,了解一些英語修辭手法,使學(xué)生在學(xué)習(xí)完課文之后得到一次美的享受,一次心靈的愉悅和升華。
。ㄈ┙虒W(xué)重點(diǎn)和難點(diǎn):
1. 重點(diǎn)
1)讓學(xué)生了解唐山大地震,了解地震的成因、預(yù)兆、地震造成的損失,地震時的應(yīng)急救生以及震后的救援。
2)訓(xùn)練學(xué)生的閱讀技巧,提高閱讀能力。側(cè)重培養(yǎng)學(xué)生對文章的整體性結(jié)構(gòu)的把握和挖掘作者寫作的意圖,突出培養(yǎng)學(xué)生以下3個方面的能力:
a.文章段落中心詞把握能力。
b.根據(jù)主題快速捕捉文章重點(diǎn)細(xì)節(jié)的能力。
c.總結(jié)歸納能力。
3)重點(diǎn)掌握有關(guān)地震的詞匯,特別是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。 4)欣賞并理解課文中優(yōu)美句子,讓學(xué)生掌握一些英語修辭用法。
2.難點(diǎn)
1) 如何使學(xué)生養(yǎng)成科學(xué)的閱讀習(xí)慣,提高閱讀理解能力和語言水平。
2) 如何使學(xué)生學(xué)會提取、篩選和重組文章中的信息,并靈活運(yùn)用于語言實(shí)踐中,達(dá)到語言實(shí)踐能力的擴(kuò)展與提高。
三、 教學(xué)方法
1、任務(wù)型語言教學(xué)法 任務(wù)型語言教學(xué)認(rèn)為:人們使用語言的過程就是一個完成各種各樣任務(wù)的過程。任務(wù)型學(xué)習(xí)強(qiáng)調(diào)通過“做中學(xué)”、“學(xué)中做”,使學(xué)生在完成任務(wù)的過程中習(xí)得語言。本課組織學(xué)生四至五人組成一個學(xué)習(xí)小組,進(jìn)行一次就地震后幸存者的訪問。該設(shè)計(jì)基于課文內(nèi)容,但又不局限于課文的范疇,旨在貫徹“做中學(xué)”、“學(xué)中做”策略,吸引和組織他們積極參與,并通過討論、交流和合作等方式,在自然、真實(shí)的情境中,完成任務(wù),體會、掌握語言的應(yīng)用,達(dá)到學(xué)以致用的目的。
2.直觀法(視聽教學(xué)法) 充分利用多媒體教學(xué)手段,通過播放影視剪輯,與課文主題相關(guān)的圖片、圖表等直觀手段,在充分調(diào)動學(xué)生學(xué)習(xí)興趣的同時,降低學(xué)習(xí)難度,突破重難點(diǎn)。
3.合作學(xué)習(xí)教學(xué)法 合作學(xué)習(xí)教學(xué)法是以小組活動為主體的`一種教學(xué)活動,一種同伴之間的合作互動活動。合作學(xué)習(xí)教學(xué)法有利于改善課堂心理氣氛、大面積提高學(xué)生的學(xué)業(yè)成績、促進(jìn)學(xué)生良好非智力品質(zhì)的發(fā)展,調(diào)整學(xué)生的語言焦慮感。因此,本課打破傳統(tǒng)的教師單向灌輸,采用“四至五人組成一個學(xué)習(xí)小組”的課堂教學(xué)結(jié)構(gòu),來組織教學(xué),旨在營造輕松的學(xué)習(xí)氛圍,為積極學(xué)習(xí)提供有利的條件,讓學(xué)生在完成任務(wù)的過程中通過互相交流,降低語言焦慮感,獲得愉快的學(xué)習(xí)經(jīng)歷,從而對學(xué)習(xí)本身和所學(xué)內(nèi)容產(chǎn)生興趣感。
四、教學(xué)過程
STEP1 導(dǎo)入 lead-in 在課堂開始,我會給學(xué)生播放一段有馮小剛導(dǎo)演拍的電影《唐山大地震》的片段節(jié)選,讓學(xué)生能通過電影能理解和體會到自然災(zāi)害給人類帶來的巨大災(zāi)難。讓后直接導(dǎo)入今天的課題。這個能激發(fā)學(xué)生去了解這篇文章的興趣,積極加入課堂。
Step2 pre-reading 讀前 在這個環(huán)節(jié)我會在學(xué)生在讀這篇文章之前給出幾個問題。但是并不要求學(xué)生馬上給出答案。而是要求在下一環(huán)節(jié)的閱讀中找出答案。
Step3 while reading 在這個環(huán)節(jié)當(dāng)中我設(shè)計(jì)了3個活動 第一個活動 activity1 fast reading 給學(xué)生幾分鐘的時間,讓后讓學(xué)生快速閱讀這篇文章,并找出在讀前所給題的答案,在讀完文章之后,讓幾個同學(xué)來進(jìn)行回答。 第二個活動 activity2 scanning 放錄音,讓學(xué)生跟隨錄音快速閱讀,并要求學(xué)生找出每一段落的中心句,并在讀完之后,要求得出這篇文章的整體大意。并讓學(xué)生起來進(jìn)行回答 第三個答案:acrtivity3 task 在這一環(huán)節(jié)當(dāng)中我會設(shè)計(jì)一個任務(wù)。任務(wù)類型為知識的搶答。 首先我會將整個班級分為若干個小組,每組有七到八個人。并選出小組長。這一環(huán)節(jié)中我設(shè)計(jì)了十個對錯題,(true or false),要求學(xué)生以小組的形式進(jìn)行搶答。并作出得分記錄,最后還要評選出第一名。在搶答過程當(dāng)中,我并不只單單是以游戲的形式來完成這一任務(wù),只是簡單的完成對錯題,我會要求每組在搶答的過程當(dāng)中,要對他們所選的答案進(jìn)行解釋說明為什么。讓學(xué)生在這個過程當(dāng)中真正玩有所得。
Step 4 post-reading 這一環(huán)節(jié)我會把我們所讀的這篇文章設(shè)計(jì)成一篇閱讀題的模式,設(shè)計(jì)五道選擇題,用幻燈片展示出來,并讓學(xué)生進(jìn)行選擇。題目的設(shè)計(jì)會以文章的主旨大意和一些細(xì)節(jié)作為試題。這讓學(xué)生能在這一環(huán)節(jié)當(dāng)中對剛剛已經(jīng)學(xué)習(xí)知識進(jìn)行鞏固。
Step5 summary 在這一環(huán)節(jié)中我會整堂課做一個簡短的總結(jié),并再一次強(qiáng)調(diào)本次課的重難點(diǎn)。讓學(xué)生明確本課的重點(diǎn),再一次明確課堂目標(biāo)。和引導(dǎo)學(xué)生對這篇文章的情感態(tài)度進(jìn)行升華。
Step6 homework 作業(yè)
1、要求學(xué)生背誦本次課的重點(diǎn)詞匯和短語
2、要求完成相應(yīng)聯(lián)系。
3、要求學(xué)生課后通過各種途徑查到關(guān)于地震的常識,并去了解一些
英文說課稿 篇4
1. content of teaching materials
This section focuses on festivals and focuses on how people usually spend their holidays.This class requires students to master the National, Day, Halloween, Christmas, Spring, Festival and What do people usually do at of...I?...And free to talk about how to spend the holidays.In this class, did leads to general questions and answers as well as new ones.Because the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.
2. status of teaching materials
The selected course in this class is English 6A Unit 6 in Oxford primary school.The teaching of this unit revolves around festivals.In this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and expansion.This arrangement reflects not only the progressive meaning of teaching materials, but also the students' knowledge level and cognitive level.On how people spend their holidays, especially in Western festivals,.Students are required to collect information in time after class.In the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.
Say target:
1. teaching objectives
The new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, I set the following teaching objectives: three.
[Objective] to students' cognitive spoken phrases and words: 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; can use When's s...What, do, people, usually, do, at...Did you?....last...Yes, I, did./, No, I, didn, T. and so on.
Ability to communicate in English on holidays, and some students can introduce the festival in English fluently.
[Objective] through activities and games, students are interested in learning English. Students are encouraged and willing to talk and participate actively in communication.And let students cultivate their sense of cooperation and competition in the process of learning.
2. teaching difficulties
The focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise Festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language.
Doctrine of teaching:
1. teaching method design
According to the characteristics of this English class itself and the sixth grade students' interest, I through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and understand.At the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use.
2. learning method guidance
To guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning English "use" the necessity, to encourage students to think actively, bold attempt.
3. teaching means
According to the teaching content, teaching objectives, students' age characteristics and psychological characteristics, in order to better stimulate students' interest in learning, so as to actively participate in learning.Multimedia courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case.
Say process:
1. warm up (Warm up)
(1) announce the way of study in this lesson: group competition.The seats are divided into four teams, each of which is based on the class performance of each student. At the end of the class, WINNER is added.Then, begin "one sentence for each class". The sentences taught in this class are "Lite is long if you know how to use it.""
[design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the group's performance."One sentence for each class" is an essential part of every class I started in grade six.This section mainly teaches students some clever words and phrases.These sentences not only enrich students' vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in english.So as to create a good atmosphere for learning english.
2. take the old with the new [lead in]
Provide topic Birthday, free communication between teachers and students, and then use the "How do you your birthday spend" to draw the new sentence pattern of this lesson "What do you on your birthday do", and then import "Did you"..."Last birthday?" and answer.Then use the Colour topic to elicit the sentence pattern My favourite....
[design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching methods.With new students, students can master the sentence patterns more easily.At the same time, combine the new sentences with the old ones.It helps to cultivate students' open thinking ability.
英文說課稿 篇5
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
。ㄒ唬 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.
。ǘ〢NALYSIS 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.
。ㄈ㏕EACHING 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.
。ㄋ模㏕EACHING 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.
。ㄎ澹 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.
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.
。ˋt 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.
Step3.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.
Step4.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.
Step5.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…h(huán)ey 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.
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