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英文說課稿(精)
作為一名教師，通常需要準(zhǔn)備好一份說課稿，是說課取得成功的前提。那么什么樣的說課稿才是好的呢？下面是小編收集整理的英文說課稿，希望能夠幫助到大家。
英文說課稿1
The Lecture Notes of 《 PEP Primary English 》
Book5Unit4 Part A Read and Write
Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.
The content of my lesson is《 PEP Primary English 》Book5Unit4 Part A Read and Write, telling others which housework you can do. First , let me talk about the teaching material.
Part 1 Teaching Material:
By study of this unit, the Ss know how to ask the others what they can do in English and how to describe their only abilities. The study of this lesson will help the Ss with daily communication.
This set of textbooks pay more attention to the students' interests, experience and abilities to link to the reality. It’s close to life. These characteristics in this unit has been fully embodied. This unit is the topic of housework , the function is to use the sentences to introduce what things you can do and to ask about other people's ability. and on this basis help students' learn to study by themselves, and also help them improve their communication ability. The content in this class is closely linked with the daily life and easy to understand. After the actual practice, students will get good results.
Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind, I put forward the teaching aims according to new English lesson standard.
�。�1）Cognitive aim: to listen, speak, read, and write the sentences: What can you do? I can... . Understand the dialogue, to help students understand the sentence: We can help her. Just do it.
�。�2）Ability aims: students can put the knowledge into the actual communication environment.
( 3 ) Emotional goal: to strengthen students' self-care ability, cultivating students' good quality of loving for parents, loving working, taking pleasure in help others.
According to the course of the teaching content and students' understanding of knowledge degree, combined with the course teaching objectives and learning goals, I think the key and difficult points of this course are able to skillfully use patterns
Part 2 Teaching and Learning Methods:
First, I will say something about the teaching methods. Pupils have a strong power of observation and imitation. They have full of curiosity to new things, with a strong desire to participate in. This class will spend much time to train the students’ abilities. According to the modern perception theories and social intercourse teaching theories, I decide to use the situational teaching method, task-based teaching method, etc., to help students take part in the interesting activities, and let students feel happiness and success. At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in
learning English.
Next, I will say something about the learning methods. Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task. After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, develop the Ss’ abilities of studying and working with the learning language independently.
Part 3 Teaching Process:
In order to realize the teaching process systematically, properly and
efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into five steps.
Step1. Warm up and present new knowledge
First of all, I will give a chant, the content and this class are closely linked and then, and I say to the classmates: "Look! We can do many things! I think you are helpful at home. What can you do at home?" Guides the student to use "I can..." to answer, the teacher will say "Great! You 're helpful!" to encourage. At that time I will take out small animals, let the students guess who are coming, after that, I ask: "You can do many things, You are helpful. But what can the monkey do?" Let the students guess what the little monkey will do. Then I'd say: "Animals can do many things, they are helpful. Now listen, what other things can they do?" And arouse the Ss' performance desire, participation desire, and lead the Ss into a thick English studying atmosphere.
Step2. use games to consolidate knowledge
Targeted game is the effective way to practice the language knowledge, it can stimulate the students' learning enthusiasm, active classroom atmosphere, lets the student really take part in the classroom activities.
Therefore, I use "competition" game to practice the language knowledge. First when student finish listening, I will let the students compare who get the most information to train their listening ability. Next let the students read the text twice following the tape to training students' pronunciation ability. Then, in order to improve the students' autonomous learning and cooperative learning ability, I let the students read silently in groups, find out the problem and solve the problem that teacher gives. I will give praise and encouragement to the better team. I think this task can improve the students’ ability to analyze the problems.
Step3. Learning the language, strengthen the new knowledge
The main goal of learning a language is to communicate in real life. I will present a challenge, let the students and teacher challenge. This part of the design is in order to develop the students' language integration and expression ability. According to the prompt we retell, let the students reduce the chance of making mistakes, it can cultivate students' self-confidence, so as to improve their learning English.
Step4.use the new knowledge, develop language
The main goal of learning a language is to communicate in real life. I will use the upcoming Thanksgiving, to stimulate the students' to thank their parents, help parents do some housework. According to the topic of role performance, teach students to gratitude, and cultivate their sense of responsibility.
Step5.Homework
Language teaching must pay more attention to affective penetration. Learning this lesson, I give students homework like this: Thanksgiving Day is approaching, write a letter to your mother, tell your parents what you can help them to do. This part is to strengthen students' self-care ability, cultivating students' good quality of loving for parents, loving working, taking pleasure in help others.
Part4 Blackboard writing design
Unit4 What Can You Do?
I can….
I am helpful! You are helpful!
Blackboard writing is an important teaching side, so I will try to embody the teaching goal, outstanding difficulty.
In a word, through this class, the students can grasp the key sentences, and can use the language to communicate in real life. Also it can cultivate the students' communication and communication ability.
英文說課稿2
Hello, dear teachers,
My name is . I’m very glad to be here to share some of my teaching ideas. Today my topic is the greeting and self-introduction in PEP primary English book3 Unit 1 Part A Let’s talk. I divide my lesson into 6 parts as follows: teaching material, teaching aims, difficult and key points, teaching methods, teaching procedures and blackboard designing.
Part1. My understanding of teaching material
This unit discusses about the self-introduction and greetings. And this lesson is the first one of this unit. It requires Ss to introduce themselves and greet others when two meet. It is a hot daily talk, so the Ss will be interested in this new lesson.
Part2. Teaching aims
Now , I will talk about the teaching aims .
First, the basic knowledge aim is enable students to use and master the sentence structures: Hello. / Hi. I’m…
Second, the ability aim is to develop Ss basic ability of listening and speaking, and enable Ss to communicate with their partners with sentence form in a real situation .
Third, the emotion aim is to develop Ss’ consciousness of cooperation and competition and improve their interest of learning English.
Part 3. Difficult and key points :
Thirdly, I’d like to talk about the difficult and key points . The key point is that students can read and use the key sentences “I’m … / Hello. / Hi. ” in a real situation such as greeting people around them.
The predicted point is the whole expression of self-introduction with “I’m…”
Part4. Teaching methods :
I’d like to analyze Ss and show you my teaching methods.
In our school, Grade 1 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 such a situation, I mainly use the task-based method,
I’ve prepared activities such as TPR, singing, games, 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.
Part5、Teaching procedure :
I’ll finish this lesson in five steps.
Step 1. Warm-up
1. Enjoy a song “Hello”
T: Hello, class. I’m Miss Xiao. You can call me “Miss Xiao”.(我叫肖老師，以后你們就可以叫我Miss Xiao)
S: Hello, Miss Xiao.
2. Free talk
Present a picture of the members in Cartoon Xi Yangyang and Hui Tailang. Ask Ss to tell the names one by one.
T: Hello, boys and girls. Look, who are they?
S: Xi Yangyang/ Mei Yangyang/…
T: Do you like them? I like Mei Yangyang very much. Now, I’ll say hello to Mei Yangyang. Hello, Mei Yangyang. 小朋友們，跟你們最喜歡的羊打招呼吧！
S: I like…
Purpose: Singing can easily take Ss into a free English environment. With the help of CAI, to present cartoon characters. Set a situation to help Ss say hello.
Step2. Presentation
1. Say hello to teacher
T: 小朋友，還記得老師的名字嗎？接下來，老師要跟你們打招呼了。我們來比賽，看哪組小朋友已經(jīng)最快記住老師的`名字了？ Hello/ Hi, Group 1. (分別跟四大組打招呼)
G1: Hello, Miss Xiao.
T: Very good. (豎起大拇指)
a. Pair work: say hello to your partners.
A: Hello/ Hi,... B: Hello/ Hi, …
b. Teach: I’m…
（1）. T: Hello, I’m Miss Xiao. What about you? (Point to S’ ID card)
S: Xiao Ming.
T: Hello, Xiao Ming.
S: Hello, Miss Xiao.
T: I’m Miss Xiao. You can say “I’m Xiao Ming”.
Ask S to say it again and walk to other Ss and greet in the same way.
�。�2）. Group work
Introduce themselves in a group of four.
Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.
Step 3. Practice
1. Looking for friends 找朋友
Divide the whole class into 4 groups. Each student can leave their seats and make new friends with “Hello, I’m…” and remembers their names. Let’s say who has the most friends.
2. Get-on 上車游戲
Invite your new friends to your bus.
S1: Hello, S2.
S2: Hello, S1.
S1: Hello, S3.
S3: Hello, S1.
Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained. Games can also improve Ss’ interest.
Step 4 Homework
Say hello to your parents and friends and introduce yourself.
Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
Part 6 . Blackboard design
Unit1 Hello! A Let’s talk
Hello. / Hi.
Hello, I’m Miss Xiao/…
My lesson is over. Thanks.
英文說課稿3
a. New wrds and phrases
b. Sentence pattern: If- clause
c. iprve their reading sills.
d. Taling abut prbles f the Earth.
6. 說教學(xué)難點(diǎn) teaching difficult pints (語法；發(fā)展交際能力)
a. functinal ite: Suppsitin.
b. Develp their cunicative abilit. Act ut their wn dialgue.
7. 說教具 teaching aids (ulti-edia cputer, sftware, OHP)
The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.
二、說教法 Teaching ethds
Five step ethd; audi-vide; cunicative apprach;
Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.
三、說學(xué)法 Stud ethds
1. Teach Ss hw t be successful language learners.
2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;
3. Get the Ss t fr gd learning habits.
四、說教學(xué)過程Teaching prcedures
I. 復(fù)習(xí) (Revisin) 5in (Dail reprt; 詞匯diagra; brainstring; activate scheata)
Activit 1: Iaginatin
1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)
2). Suppse u catch a bad cld, what’s t be dne?
3). Suppse ur bie is bren, what’s t be dne?
4). And suppse the earth, n which we all live, is daaged, what’s t be dne?
* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)
II. 呈現(xiàn) (Presentatin) 5in
Activit 2: Presentatin
Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)
A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.
Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.
* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.
III. 對(duì)話 / 閱讀 (Dialgue)18
1. Pre- reading
Activit 3: Predictin
1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:
What d u thin is discussed at the cnference?
2. While- reading
Activit 4: Read and answer
2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.
* 閱讀: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 識(shí)別關(guān)鍵詞e wrds；確定主題句；創(chuàng)設(shè)信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。達(dá)到對(duì)課文的整體理解和掌握。S that the can have a gd understanding f the whle text.)
3. Pst- reading
Activit 5: Language fcus
While Ss are answering the Qs, the teacher deals with se e language pints.
a. is being caused b. and s n c. g n ding
d. be fit fr e. standing r f. if- clause
IV. 操練 (Practice) 10
Activit 6: Retell
Use ur wn wrds t retell the dialgue in the 3rd persn.
Activit 7: Acting ut
Activit 8: Drill – Suppsitin
Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act ut; rle pla)
V. 鞏固 (Cnslidatin) 6
(Discussin; interview; press cnference; debate; quiz)
Activit 9: rle pla
Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.
* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.
Activit 10: Discussin
Thin f the questin: Are we causing daage t the wrld?
What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?
Cllect their answers and fr a reprt.
VI. 作業(yè) (Hewr) 1 (Writing; cntinue the str; recite; retell)
Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.
五、說板書Blacbard design
英文說課稿4
Good morning, everyone! I’m glad to be here to give my lesson plan presentation. The lesson plan I am going to talk about is the reading part of Unit 4 Wildlife Protection in the book NSEFC BOOK1. Now I’ll explain my lesson plan from the following aspects——analysis of teaching material, learning condition, teaching objectives, important and difficult points, teaching methods, teaching procure and blackboard design.
Analysis of teaching material and learning condition
First, let’s come to the analysis of teaching material. The reading material is entitled How Daisy Learned to Help Wildlife. It talks about how Daisy learned the importance of wildlife protection through her communication with some animals in her dream. It is closely connected with this unit’s topic——the importance of wildlife protection. The passage is clearly organized by Daisy’s 3 trips in which she communicates with several endangered animals, and there are not so much new words in this passage
Now let’s move on to the analysis of learning condition, students must be very familiar with the topic and interested in all kinds of animals. Students have acquired the basic reading skills, such as skimming, scanning, etc to deal with different reading tasks, and they can do some discussion in English. However, they are not familiar with the organization WWF mentioned in the passage, not clear with the author’s purposes of writing some sentences, and they may find it difficult to deal with some real problems by themselves concerning with wildlife protection.
Teaching objectives
Based on the analyses of the teaching material and the learning condition, I will show you the teaching objectives.
(1) Language Skills:
1. Students can get the needed information about Daisy’s trip by applying different reading skills.
2. Students can summarize the main ideas of each paragraph through skimming.
3. Students can analyze the author’s purpose of writing sentences like “No rainforest, no animals, no drugs” and “And there are always WWF.”
(2) Language Knowledge:
1. Students can know more about why some animals are in danger and how to protect them.
2. Students can know how to use the new words, such as mercy, importance, contain, etc.
(3) Affective objectives:Students can realize the importance of wildlife protection.
(4) Culture awareness:Students can know something about the organization WWF.
(5) Learning strategy:
1. Students can improve their communication strategy by discussing with classmates about protecting animals.
2. Students can refer to the Internet to know more about wildlife protection.
Key point and difficult points:
Key points:
(1) Students can improve their reading skills, such as summarizing, skimming, scanning, etc.
�。�2）Students can get the main idea of the passage.
(3) Students can know how to use the new words in the passage.
Difficult Points:
1. Students can summarize the main ideas of each paragraph.
2. Students can get the implied meaning of some sentences in the passage.
Teaching methods
As for teaching methods, I’ll follow the interactive model to deal with the reading material and communicative approach to put what the students have learned into use.
Teaching procedure:
Then I’ll talk about the most important part of my presentation——teaching procedure.
Warming-up
The first step is warming-up. It will cost 3 minutes. First, I’ll show my students a short clip of video about the endangered wildlife. Then, I’ll ask the students to name the endangered animals in it together with me and list more. This step is aimed to arise the students’ interest and get the students familiar with the topic——wildlife.
Pre-reading
The second step is pre-reading. It will cost about 5 minutes with 2 activities. In the first activity, I’ll introduce something about the organization WWF to the students. The second activity is to ask students to give their reasons to the question “Why are some animals in danger?”. The purpose of these activities is to let students have the background knowledge of the passage and get interested in reading the passage. And it is also in this step some new words like fur, protect, affect will be taught.
While-reading
The third step is while-reading. It consists of 3 activities which will be finished in 20 minutes.
The first activity is skimming. It will cost about 5 minutes. I’ll ask the students to skim the passage and work out the main ideas of each paragraph by themselves. It is the difficult point for the students, so I’ll give them hints such as key words or some answers to choose when necessary to help them to do the summarization. The purpose is the improve students’ reading ability——skimming and let them get the main ideas of the passage.
The second activity is scanning. It will cost about 3 minutes. I’ll ask the students to read fast and do some True or False questions. The purpose of it is to get students know the detailed information about Daisy’s trip and wildlife protection and improve their scanning ability.
The third activity is close reading. It will cost about 12 minutes. Students will be asked to read the passage paragraph by paragraph and fill in the form the needed information——name of the animals in Daisy’s trips, their situation, and result. Then I’ll ask the students questions: “What does the author want to tell us from the first paragraph?”, “How the government help protect the elephants?”, and “How do you understand the sentences ‘No rainforest, no animals, no drugs.’ and ‘a(chǎn)nd there was always WWF.’?”. These 3 questions involve some implied meanings which may be difficult for students to work out, so I’ll give some key words as hints for them or ask some other related questions to guide them to work out the answers. The purpose of this activity is to make the students fully understand the reading material and try to analyze the author’s purpose of writing some sentences. And in these 3 activities, I can also teach students some new words like carpet, respond, powerful, etc.
Post-reading
The fourth step is post-reading. It will cost about 10 minutes. I’ll ask the students to form groups of 4 and do the discussion based on the questions on page 27, and they can refer to the reading material to work out these answers. After the discussion, I’ll ask some students to report their answers, especially how to protect the endangered animals.
Homework
The last step is homework. It will take about 2 minutes. The homework is to write a short passage entitled “How to Protect Wildlife”. They can surf the internet and try to find more ways about wildlife protection.
Well, this is the blackboard design. In the middle, it’s the form for students to fill in, and on the 2 sides, there are the new words in the passage. Some of them, as I’ve mentioned, are taught in pre-reading. Most of them is taught in third-step while-reading.
That’s all for my lesson plan presentation. Thank you for your attention. Thank you!
Unit 4 How Daisy Learned to Help Wildlife
protect Animal Situation Result carpet
fur Para 1 antelope being hunt decrease powerful
affect Para 2 respond
in relief Para 3 importance
mosquitoes appreciate
英文說課稿5
一.教學(xué)要求：
1、能聽懂日常用語That’s my new ruler. It’s very nice.要求讀音正確，語調(diào)自然。
2、能運(yùn)用句型That’s my…It’s very…對(duì)物品進(jìn)行簡單描述，語音語調(diào)正確。
3、低年級(jí)學(xué)生的英語學(xué)習(xí)方法引導(dǎo)。
二.教學(xué)重點(diǎn)：
1、培養(yǎng)學(xué)生的學(xué)習(xí)興趣，能聽懂日常用語That’s my new ruler. It’s very nice.等。
2、培養(yǎng)學(xué)生的觀察能力。
三.教學(xué)準(zhǔn)備：
詞語卡片、小黑板
四.教學(xué)過程：
A. greeting
繼續(xù)鞏固用英語組織教學(xué)讓學(xué)生初步聽懂課堂基本用語，例如Class begins, Stand up, Sit down, please. Hello , boys and girls.并且做出相應(yīng)的反應(yīng)。
B. Free talk
T：Class begings.
S1: Stand up.
T: Hello, boys and girls.
Ss: Hello, Miss Jiang.
T: Hi, What’s your name?
S: Hello, my name is ….
T：How are you?
S1: I’m fine, thank you.
T: Nice to meet you.
S1: Nice to meet you， too.
開起小火車，一個(gè)接一個(gè)和后面的小朋友打招呼。
C、Presentation
1) 教師拿出一本新的英語書用Is this …?問學(xué)生，再指著遠(yuǎn)處講臺(tái)上的一把新的尺子，Is that … ? 提問，從而呈現(xiàn)That’s my new …
T：Is this a book?
Ss: Yes, it is.
T: This is my new book.
T: (指遠(yuǎn)處)Is that a ruler?
Ss: Yes , it is.
T: Good. That’s my new ruler.
讓學(xué)生通過This is my new book.和 That’s my new ruler. 的`對(duì)比。體會(huì) this 和 that 的不同含義和用法。
2)教new 這個(gè)單詞時(shí)，教師用新、舊物品作比較。
T: Look, this is an old book.
T: Look, that’s a new book.
在學(xué)生操練new 之后，再讓學(xué)生用new 進(jìn)行組詞操練：a new bag, a new book等。
D、Learn to say
1)放錄音讓學(xué)生跟讀的方式學(xué)習(xí)對(duì)話內(nèi)容。在學(xué)生跟讀時(shí)，要他們盡量模仿錄音中的語音、語調(diào)。
2)引導(dǎo)學(xué)生采用分角色朗讀、分組朗讀等多種形式練習(xí)，進(jìn)行課文對(duì)話操練。
3)在班級(jí)中開展“小擂臺(tái)”比賽，看誰領(lǐng)讀得好，誰就成為“小擂主”。
E、Practise
1)在學(xué)生聽、讀對(duì)話后，教室組織學(xué)生運(yùn)用實(shí)物、圖片、多媒體等直觀手段，創(chuàng)設(shè)情境，進(jìn)行多層次的操練。
S1: That’s my new pencil.
S2: It’s red. It’s very nice.
F、Assign homework
(1)聽錄音，朗讀。
五.板書設(shè)計(jì)：
Unit 4 My nice ruler
——That’s my new ruler.
——It’s very nice.☆教學(xué)調(diào)整☆
教學(xué)反思：
課 題：Unit 4 My nice ruler
英文說課稿6
Lesson Plan Presentation
Hello, everyone. I’m glad to be here to give my lesson plan presentation. The lesson plan I’m going to talk about is the reading part from NSECS book 1 unit 1 Friendship. Now, I’d like to explain how to teach and why to do so from the following aspects: the analysis of teaching material and learning condition, the teaching objectives, the teaching method and teaching aids, the teaching procedures, and the blackboard design.
First, I’d like to talk about the analysis of teaching material and learning condition.
The title of the text is “Anne’s Best Friend”. It mainly talks about a Jewish girl, Anne, who treated her diary as her best friend when she and her family hid in a shelter to escape from the killing of Nazis. The text has tow parts, the first part is about the background of Anne’s diary, and the second part is about the content of Anne’s diary. The key point of the text is that students can use different kind of reading skills like prediction, scanning and skimming to get good understanding of the text. The difficult point is that students can summarize the main idea of the whole text and each paragraph.
As for the students, they are in grade 9 in high school, and they have learned English for more than 7 years. They have a certain vocabulary store, while they lack the training of reading skills. They are interested in the topic of friendship because they attach much importance to friendship. And they can make some discussion in English.
According to the analysis of teaching material and learning condition, I make out the following teaching objectives.
First, language skills: students can use reading skills like prediction, skimming and scanning to read the text.
Second, language knowledge: students can learn some new words and new phrases, such as power, on purpose, in order to, etc. and students can be familiar with the topic of friendship.
Third, learning strategy: students will learn to study and solve problems by cooperation and communication.
Fourth, affective objectives: students will value friendship more and cherish what they have.
Last, cultural awareness: students will know more knowledge about the history of World War Ⅱ, especially the suffering of Jewish people during the war.
Then, I’ll talk about the teaching method and teaching aids. I adopt communicative approach. And the teaching aids are blackboard and PPT.
Now, I will focus on the teaching procedures. There are 4 steps.
Step 1 is warming up. It will cost 3 minutes. In this part, I will show students an English song “Forever friend”. Before listening, I will ask students to think about the question “What’s the song about?” so that they will listen to the song with purpose. After they finish the listening, they will know that the song is about friendship. It will naturally lead in the topic of the text. What’s more, students are interested in listening to music, the song will arouse students interest and activate the class atmosphere.
Step 2 is pre-reading, it will cost 5 minutes. First, I will ask students to read the title of the text and ask them “Do you know Anne? Who is she?” if students don’t know, I will tell them that Anne is a Jewish girl who survived in the World War Ⅱand I will talk about the suffering of Jewish people during the war with some related pictures. After students have the background knowledge of the text, I will ask them to look at the title and the picture of the text to predict the content of the text. The purpose of prediction is to make students read the text more carefully during the reading process. They will concentrate more to check their prediction so that they can get their mind closer to the theme of the text.
Step 3 is while reading. It will cost 25 minutes. There are there activities.
In activity 1, I will ask students to skim the text to get the main idea of the text and each paragraph. Because it’s a little difficult for students to summarize the main idea, I will give them some multiple choices to choose, it will reduce the degree of difficulty. The purpose of this activity is to train students’ reading skill of skimming, and they can get the general idea of the text.
In activity 2, I will ask students to scan the text to fill in some blanks. The purpose of this activity is to train students’ reading skill of scanning, and they can get some detailed information of the text.
Activity 3 is close reading. In this part, I will first explain some new expressions that may cause difficulty in students’ comprehension, such as go through, on purpose, in order to, etc. so that they read the text smoothly. Then I will ask students to answer the questions in exercise 2. After answering these questions, students will have a better understanding of the whole text. Next, I will ask students to work in pairs to use some adjectives to describe Anne’s feelings as she was looking out at the night sky. Then I will ask some students to come to the blackboard to write the adjectives. After this activity, students will have a better understanding of Anne’s feelings.
Step 4 is post reading. It will cost 12 minutes. In this part, I will hold a group discussion. I will set a situation to students. That is “imagine you have to go into hiding like Anne and her family, what will you miss most? Why?” I will ask students to work in 4 to have a discussion. After discussion, I will ask some students to report their groups’ opinions and then I will write them on the blackboard. The purpose of this activity is to cultivate students’ spirit of cooperation. And after the discussion, students will learn to cherish what they have.
Then, I will talk about the homework. I will ask students to write a short passage about what they will miss most and why based on the former discussion in class.
Ok, now, please look at here, this is my blackboard design.
miss reasons
This is all my lesson plan presentation, thank you very much！
英文說課稿7
Good morning, everyone! It’s my honor to present my
lesson plan here. The teaching material comes from PEP Go for it 8B U6. The title of the reading part is I’ve been studying history in China. History is the topic of this passage. The story is narrated by an Australian, Leo, who tells his life in China, his family history and his study of history. This reading mainly focuses on developing Ss’ reading skill, especially scanning. So this is one of the language focuses. As for the content, because of many new words and phrases in the context and Ss’ lack of the knowledge about “history”, it is a little difficult for them to understand the passage. So the Ss may have a bit difficulty in retelling the passage in the last activity role-play. Thus I rearrange the material like this: The 3 questions in pre-reading are modified. I’ll choose some easier and funnier questions to lead Ss into the topic History. The grammar review in Exercise 3b, 3c is not the language focus in this lesson, thus it’s considered as the homework. According to the New English Curriculum, the teaching should not only focus on the development of Ss’ reading strategy, also the Ss’ interest in English. So I apply communicative approach, making use of real-life situations to motivate their desire to communicate in meaningful ways about meaningful topics. Ss will enjoy their participation in this lesson by discussion and role-playing. As for the teaching aids, PPT, blackboard and audio tape are needed. Based on those analyses, I set the following 5 teaching objectives. By the end of the class, Ss will be able to: 1. Linguistic knowledge Master new words and expressions, such as emperor, dynasty, capital etc. (this is the language focus) Be familiar with the topic history. 2. Language skills Develop their reading skills, especially scanning. (This is the language focus I’ve mentioned before.)
Tell Mike Leo’s life in Harbin during the role-playing. (This is the anticipated difficulty.) 3. Affects Love our country by learning more about Chinese history. 4. Cultural awareness Know more about history of other countries. 5. Learning strategy Learn to get more information both from books and the Internet. Ok, now let’s move to the most important part: teaching procedure. I adopt 3-stage model: pre-reading, while-reading and post-reading. The duration is 45 minutes. In pre-reading stage, there’re 2 activities for 9mins. I’d like to introduce Leo to Ss as a new friend. The first activity is Leo’s self-introduction through a short record. The record is prepared before the class with some key information about Leo. As a foreigner, Leo loves Chinese history very much, so he has many questions to ask Ss. The first one is about the emperors and the dynasties. Ss should be able to do the match between them. Those emperors are all famous characters in the Chinese history, such as Tang Taizong, Cheng Jisihan, Kang Xi and so on. The second one is about the famous capitals in the history. Ss should pick out the city which was not the capital in the history. By the way, I will provide some information about Harbin, which is the city where Leo lives. This introduction can also build Ss’ knowledge structure. This kind of lead-in could be funnier and easier, and the comfortable atmosphere can help Ss’ to acquire new knowledge easily. In the second stage while-reading, there are 2 steps; they are fast-reading for 6mins and careful-reading for 15mins. There’re 2 activities in fast-reading: skimming for the main idea of each paragraph and scanning for the specific and important information to fill in the blanks. These tasks can help them get the general idea of the passage.
In careful-reading step, I’ll guide them to learn the passage paragraph by paragraph, from Leo’s introduction to Leo’ s family history, and Leo’s study of history, the last is Leo’s dream. Different tasks are designed for Ss: For the first paragraph, Ss are asked to find some key words about Leo: Australian, Jewish, etc. For the second paragraph, Ss are required to fill in the time table about Leo’s family history. As for Leo’s study, Ss are asked to make a comparison between Leo and his friends. The last is Leo’s dream, I’ll ask Ss several simple questions. I will make sure that Ss won’t be bored by the tasks and participate in all the activities actively. In post-reading, there’re 2 activities for 14mins: discussion for 5mins and role-playing for 9mins. I’ll ask Ss two questions: Q1: Why are some old buildings in Harbin built in Russian style? Q2: Why does Leo want to go to Beijing for the Olympic Games in 20xx? What can we infer from that? Ss are supposed to learn more about the history of China and other countries, and develop their patriotic feeling. The role-playing is Leo’s talking with his friend Mike. They are talking about Leo’ life, work and the future plan. What Ss have learned in this lesson is needed in the talking. In order to lower the degree of the difficulty, I’ll provide some sentence structures, some questions and key words. So this can be considered as a review of the whole lesson. And this is the right time to practice Ss’ oral English and they should talk in the correct tense to practice the grammar we have learned before. The last minute is for explaining homework: Suppose that Leo’s friend Mike is coming China for the Olympic Games, we should give him some tips. Ss are asked to get more information through the books and the Internet, and then write down at least 3 tips in the following structure: If you want to go to the Great Wall, you will have to take No.15 bus…. This task comes from Exercise 3b, 3c. Ss can not only review adverbial clauses of condition introduced by If according to the requirements of the teaching material but also enjoy learning with the given situation. As time’s limited in the class, the task is left as the homework.
Finally, making a good use of the blackboard can help Ss learn better. So this is my blackboard design: the title is in the middle of the blackboard, the left part is for some information related to Leo and also the structure of the whole passage, the right part is for some new words and expressions. 【有關(guān)英文說課稿模板錦集10篇】
英文說課稿8
Lesson Plan Presentation
Hello, everyone! It’s my great pleasure to be here to give my lesson plan presentation. The lesson plan I am going to present is the Reading part from NSEFC Module2 Unit5. The Topics of this unit are music and different types of music. It’s a reading course. The passage “A band that wasn’t” consists of two parts. The structure is very clear, but many new words and phrases in this passage make it difficult for students to understand the content. Based on the above analyses, I rearrange the teaching material. In the comprehending part, I rearrange exercise two. Instead of writing main idea for each paragraph, students should finish it by a match work. It will make it easier to understand the outline of the passage.
My students are in senior one, so they have achieved certain English level which can help them comprehend the text better. They are also easily activated by pictures and sounds in the class and like to air their opinions. They are familiar with the topic “music”, What’s more, they are eager to know more about it. Their interest in such topic can help them learn the passage well.
As we all know, the deep understanding of the reading material is based on various kinds of information including the printed context and also readers' knowledge, concept and value. The information will compensate for each other and in different ways help readers read. I mainly adopt three-stage model—pre-reading, while-reading, and post-reading to deal with the reading. To help students learn more effectively, I also adopt experiential learning, encouraging Ss to learning new things by doing and experiencing. Students can acquire expressions and the ways of solving problems better by taking part in activities like A Date with Lu Yu and discussion, etc.
According to the analysis of the teaching material, the learning condition, and the theory of teaching reading, I set the following learning objectives：
1. Language skills:
By the end of the class, Ss will be able to improve their reading skills by skimming for the main idea of each paragraph and scanning for the Monkees’ specific information. They can also talk about the formation of the Monkees and the factors to its success in A Date with Lu Yu.
2. Linguistic knowledge:
Ss can use the important words and expressions properly such as attach, on purpose, be crazy about, etc. and learn the usual way how most bands become popular and the history of the Monkees.
3. Affects:
Ss will know some important factors to success, like hardworking, opportunity, etc. and enjoy expressing opinions in group work.
4. Cultural awareness:
1) know the usual way to form a band and the history of the Monkees
2) be aware of the famous bands abroad and home
5. Learning strategy:
1) learn autonomously and cooperatively in different activities before, during and after reading.
2) get more information through Internet, magazines, etc.
Language focus
1) improve Ss’ reading ability, such as skimming, scanning.
2) learn the usual way how most bands become popular and the history of the Monkees.
Anticipated difficulty:
Because of their limited vocabulary, poor organization, etc, the role play maybe difficult for them to do.
In order to achieve the learning objectives, several activities are designed for the three stages- pre-reading, While-reading and Post-reading. The teaching procedures are as followes:
In pre-reading stage, I designed two activities. In activity 1, Ss listen to 4 songs and guess which band sings the song. By sharing their knowledge about some familiar bands, their learning interest will be fully aroused. As a result, a good classroom atmosphere is achieved. In activity 2, Ss will watch a short video and then share their ideas about the Monkees. This activity aims to lead in the topic of the passage naturally and make Ss mentally prepared for the text they are going to learn.
In While-reading stage, I designed two activities: fast reading and close reading. In fast reading，I will ask them to go through the text quickly and match the main ideas of each paragraph. Then they should scan the passage and find out the information about the Monkees. The fast reading activities are to develop the students’ reading skills of skimming for general idea of the passage and scanning for specific information. As for close reading, I designed various kinds of comprehending activities, students have to go back to the text again to gather information, reorganize or reinterpret the information. They have to truly understand the attitude of the author and the purpose of the text so as to get the answers. As to paragraph 1, I will ask Ss to read it and answer some questions. Then they should read para.2 carefully and find out the usual way in which a band becomes popular. And Ss should find out the plan and the factors of the Monkees and the way how the Monkees became well-known when dealing with para.3 and 4.
In Post-reading stage, I designed two activities. Activity1 is discussing. Ss should discuss around the question “What’s the most important thing to success?” Through this activity, affective objectives of this lesson are achieved. By discussing, they will be clear about qualities needed to make their dreams come true in the future. Activity 2 is role play. The second activity is an interview. Ss will work in groups of five. One acts as Lu Yu while the other four are the members of the Monkees. They have to talk something about their hard way to be popular and to be the real band. This serves as the output after reading the passage.
After class, Ss are asked to work in group of four, and search some information of their favorite band and introduce it. By searching the internet, magazines or newspaper to get some information of a certain band, Ss will develop their resource strategy. By such kind of group work, Ss will have more opportunity to communicate with their classmates after class.
Finally I’d like to show my blackboard design. In the left side, it’s the usual way a band becomes popular. In the middle of the blackboard, it’s the way how the Monkees became well-known. There are some new words and phrases in the right.
This is my lesson plan presentation. Thank you for your attention!
英文說課稿9
The teaching design I’m going to talk about is for unit 10, from Fun with English for primary school, Book 1A. It mainly deals with colors , I’ll describe it mainly in 5 parts.
1. Analysis of Ss
Most of the first-grade Ss haven’t learned English. But some of them have learned some basic knowledge about English in the kindergarten. They are eager to learn and are interested in English. All these are to the advantages of English learning.
Analysis of the textbook
The ultimate goal of Oxford English is to develop the comprehensive ability to use the language. That is to develop their four skills, listening, speaking, reading and writing.
2.Teaching Objectives
Firstly, knowledge objective. In this unit, Ss are required to master the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”
Secondly, skill objective. Ss are going to learn how to apply the words and expressions they’ve learned in their daily life. The good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.
Thirdly, emotional objective. We should make Ss become aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. In this way to help them develop a healthy and positive character.
3.Teaching Points
The key points of this lesson are the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”
The difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.
4.Teaching approaches.
英文說課稿10
Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.
Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.
Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands
1 Knowledge aims:
�。�1）to help students to understand and master the words, phrases and sentence patterns.
�。�2）to know some basic information about music
2 Ability aims:
(1) To improve the students’ organizing and using skills of English as the second language
(2) To understand the main idea, to scan for the needed information and to grasp the details
3 Emotional aims:
(1) Help students understand different type of music and how to form a band
(2) Develop students’ sense of cooperative learning
Fourthly, teaching key points is
1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.
2. To understand how Monkees formed, developed and succeed. Teaching difficult points is
1. The students use their own words to express their own ideas.
2. the prep+ whom/which attribute clause
According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.
a. Communicative Language Teaching
Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.
b. Task-based Language Teaching
A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.
c. Computer Assisted Language Teaching
Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.
Part 3 Learning Methods
Task-based, self-dependent and cooperative learning
Part 4 Teaching Procedure
Step One Lead-in
“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.
Question:
What kind of music they like?
Which band they know best?
The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2
Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.
Task 1 General idea
The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.
The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.
Task 2 Main idea of each paragraph
Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.
Step 3 Reading for comprehension
The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.
Step 4 Solving difficult language problems through reading
It’s important for language learners to learn important rules of
grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.
Step 5 Consolidation
Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehension
I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.
2 Discussion
During making discussion, the students will deepen their understanding of the main idea of the passage.
a. Why Monkees can be successful? Give reasons.
b. What’s the most important thing for a successful band? Why? Step 6 Homework
Ask the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.
Part 5 Blackboard design
Unit 4 Music
Passage The Band That Wasn’t
Topic Sentences:
1. Many people want to be famous as singers or musician
2. Form a band
3. Began as a TV
4. They became even more famous than the Beatles
Discussion:
a. Why Monkees can be successful? Give reasons.
b. What’s the most important thing for a successful band? Why?
In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.
英文說課稿11
Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, thee
teaching procedure,and Blackboard , let me talk about the teaching material.
Part 1 Teaching Material:
This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this 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 . According to the new standard curriculum and the syllabus , after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:
objects:
a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.
c)The Ss can use the patterns to express their thoughts in the proper situation.
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 Improve the student’s reading ability, especially their skimming and scanning ability.
or moral objects:
a)By completing the task,the Ss increase their interest and set up self-confidence in science;
b)Teach the Ss what is “science”, put the moral education in the language study.
now,let’s come to the Important points and the Difficult points.
Well, how to achieve the teaching objects better, how to stress
the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .
Part 2 Teaching Methods:
In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交際教學(xué)法), “Whole language
teaching” (整體語言教學(xué)法)and “Task-based” language teaching (任務(wù)教學(xué)法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(現(xiàn)代社會(huì)交際教學(xué)理論), I adopt the TSA method(情景教學(xué)) and TBLT method (語言任務(wù)教學(xué))in my teaching, namely Total Situational Action and Task-based Language former is a “scene —?
activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use
language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English. Part 3 Studying Methods: .......
英文說課稿12
Teaching Plan
“Good morning, ladies and gentlemen! Here’s Melissa speaking. Today, I’ll say something about Unit 2 Part B, PEP Primary English, Book 4.”
Background of English teaching in primary school:
This book is written with topic; emphasize the experience and communication abilities of Ss’. It not only leads Ss to finish significant language task, but also stresses on the self-cultivation of Ss. This lesson would represent the new language points after the learned language points “It’s time for …” and words on curriculum. So it’s very important to compare the new knowledge with the old. Besides, it provides more chances to learn about time, and upgrades themselves in English class.
�、� Contents:
Utter the sentence “It’s time to …” to describe self-activity. It includes two parts: “Let’s learn” and “Story Time”, but mainly on Part 1.
�、� Teaching aims:
1. Aims on the knowledge:
1) Students can listen, read, and speak the following phrases: get up, go to school, go home, go to bed;
2) Understand and use the sentence pattern in real situations correctly;
3) To help Ss to finish the survey.
2. Aims on the abilities:
1) To develop Ss’ abilities of listening, speaking and self-culture;
2) To train the Ss’ abilities of communicating with parents and consulting in group and family.
3) To strengthen Ss’ abilities of comparing and to promote Ss’ direct thinking, cultivate the indirect thinking.
3. Aims on the emotion.
1) To foster Ss’ consciousness of proper competition and good co-operation.
2) To let Ss know: “To choose time is to save time.”
�、�. Key points of this lesson:
1. To control the four main phrases;
2. To enable Ss to study in family and groups and co-operate skillfully.
3. To develop Ss’ personal quality.
�、�.Difficult points:
1. To use the sentence pattern: “it’s time to ……” fluently in proper context.
2. To make a reasonable time-table before class.
�、�. Teaching methods:
In my opinion: I believe “Quality is more important than knowledge”-------Einstein
As you know, the main instructional aims of learning English in primary school are: to control the knowledge, to cultivate Ss’ basic abilities of listening, speaking and co-operating, and to develop Ss’ personal quality. So in this lesson, I’ll mainly use “Task-based” and hint teaching method. Actually, I will let the Ss to learn by making their time-tables with parents, and by making a survey in group to help them to understand and practice more. I will design activities with hints on valuing time. For example:
a. Information hints: singing, listening practice and the competition.
b. Material hints: CAI, school things, toy clocks, and a printed paper needed in this period.
�、�. Teaching procedure and my designing:
Step 1: Warming up and preview. 3 min
1. Sing the song together “What Time Is It?”
2. Do some TPR “Let’s do” in PA.
Purpose: A song connected with the topic will give an effective hint to pay attention on the class quickly. At the same time, it forms a better surrounding for English learning.
3. Use the own-made clock, listen, do and say: “Its××× clock. It’s time for ……”
Purpose: It will bring Ss more satisfaction from reviewing the learned knowledge by using the own-made things, and it will be easier to go to the next step as well.
Step 2: Presentation:
Divide the class into four groups to have a competition during the class. I mean that the one who gives a correct answer will get a point (5 min for a point). So as to let the Ss understand if they study hard, they would get more time in life.
“A man, like a watch, is to be valued by his manner of going.”-Bacon.
1. Present the phrases: listen to the sounds from CAI, and guess: “What time is it?” “What will they do?” then show the phrase. Lead the Ss to read the sentence: “It’s time to …”and to take the action. Make sure that they can say it correctly, then present on board and teach the next phrases. 6 min
Purpose: With the help of CAI and body language, the presentation becomes more intuitional. With the use of materials from reality, Ss feel relax and know how to learn from life.
2. Listening and looking at my clock, Ss response as soon as they could, then speak out the sentence.
T: Tick, tock, tick, tock, it’s 6:30.
Ss: (response quickly) It’s 6:30. it’s time to get up.
Then ask one student from each group to have a competition.
Purpose: Encourage everyone to say and practice more.
3. Game.
1) Detective. 5 min
We can ask one student play as a detective, the others keep reading the sentence: “It’s time to ／It’s time for……” with the words I show. The detective must find out who is keeping in silent during certain times. If he can, he would get one point, if not, the silent S would get one.
Purpose: Practice the two sentences again and again, Ss would not feel boring; it is easier for them to distinguish the sentences: “It’s time to …” and “It’s time for…”as well.
2) Further practice: Shadow puzzle. (from CAI) 3 min
Looking at the clock, Ss say: “It’s time to…” or “It’s time for…” and choose the right picture. The winner would get 1 point for one picture.
Purpose: Heighten the speed of listening, speaking and thinking; improve the consciousness of saving time.
4. Activities. Activity is the only way to the knowledge.
1) T: As you see, Amy’s time-table is very good, what about you?
Ss introduce their time-table made with their parents. (Get points)
Purpose: Preview is an important part of learning, it provides more chances to analyze and solve problems, and it can develop Ss’ abilities of communication and co-operation too. (Showing their works during the class would encourage them to keep going on.)
2) Group work: do a survey in group, and recommend the best time-table.
Purpose: Task-based teaching method used here is to develop communication and to arouse the consciousness of arranging reasonable time-table.
Step 3: Listening practice with printed.
Listen, then draw the hands and choose the right pictures, help the tadpole to become frog.
Purpose: composite the practice with hints, remind Ss of learning more.
Step 4: Assessment
Check the result of the competition above.
T: Anyway, you’ve valued yourself by what you have done, and as you know, “To fill the hour that is happiness.” Just go on!
Step 5: homework.
1. Share your survey with your parents ;
2. Prepare the content of talking about this period for the nest lesson
Purpose: It’s necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
Step 6: Evaluation
We know, “ ”
In a word , when the Ss carting out the tasks , and finishing the challenge in class, they can acquire more. ( the knowledge, ability , and quality)
That’s all. Thanks a lot for listening.
英文說課稿13
一、教學(xué)內(nèi)容分析
(一)、知識(shí)背景
定語從句是高中英語教學(xué)的重點(diǎn)語法，高考必考內(nèi)容之一，也是一個(gè)難點(diǎn)。涉及面廣，平行區(qū)分難度大，因此需要作專題復(fù)習(xí)，歸納，講解，辨析。
�。ǘ�、教學(xué)重點(diǎn)難點(diǎn)
1、語言知識(shí)重點(diǎn)與難點(diǎn)
�。�1）that 與which 用法區(qū)別
（2）對(duì)the way的考查
�。�3）關(guān)系副詞引導(dǎo)的定語從句和介詞+關(guān)系代詞引導(dǎo)的定語從句。
2、綜合知識(shí)重點(diǎn)與難點(diǎn)
�。�1）as 的使用
�。�2）對(duì)where 的考查
�。�3）綜合考查
教學(xué)輔助手段：多媒體
二、教學(xué)目標(biāo)
�。ㄒ唬�、知識(shí)技能
1、復(fù)習(xí)、掌握關(guān)系代詞和副詞引導(dǎo)的定語從句及介詞+關(guān)系代詞引導(dǎo)的定語從句。
2、歸納并掌握與定語從句相類似的句法考察現(xiàn)象。
2、提高學(xué)生語法分析以及綜合運(yùn)用能力。
�。ǘ┻^程與方法
習(xí)題引導(dǎo)，自主歸納，近似對(duì)比，拓展演化
�。ㄈ┣楦袘B(tài)度
“辦法總比困難多”，遇到難題、復(fù)雜情況要積極想辦法。
�。ㄋ模⿲W(xué)習(xí)策略
1、認(rèn)知策略：能總結(jié)定語從句的結(jié)構(gòu)規(guī)律，并加以應(yīng)用；
2、調(diào)控策略：利用游戲，鼓勵(lì)學(xué)生主動(dòng)積極思考，寓教于樂
三、教學(xué)步驟
1、導(dǎo)課
�。�1）習(xí)題導(dǎo)入：展示一組reason用法考查題目，引導(dǎo)學(xué)生形成一種基本思維----與一個(gè)關(guān)鍵詞相關(guān)的從句并非只有一種，因此需要站得更高，才能看的.更全面，準(zhǔn)確。
�。�2）拓展回顧，框架定位
拓展復(fù)習(xí)范圍，回顧句法結(jié)構(gòu)體系，給定語從句一個(gè)宏觀的定位，同時(shí)也將復(fù)句連詞分析進(jìn)行一個(gè)策略上的定位。
2、基礎(chǔ)知識(shí)回顧
�。�1）練習(xí)引導(dǎo)
�。�2）歸納總結(jié)
關(guān)系詞及其意義
指代人關(guān)系代詞
指代事物在從句中作主干成分
所屬關(guān)系whose
指地點(diǎn)關(guān)系副詞
指時(shí)間在從句中) 作狀語
指原因why
3、考點(diǎn)與難點(diǎn)歸納
�。�1）考點(diǎn)1：that與which
歸納只使用which和that應(yīng)遵循的規(guī)則
�。�2）考點(diǎn)2：theway用做先行詞
歸納做題技巧
theway做先行詞時(shí)，先看后面定語從句中是否缺少主語或賓語：
缺少主語或賓語：引導(dǎo)詞用that/which/不填（作賓語）
主語賓語都不缺：引導(dǎo)詞用that/inwhich/不填
�。�3）考點(diǎn)3：介詞+關(guān)系詞
歸納做題技巧
定語從句句首為介詞時(shí)，后可接的關(guān)系詞為：
1、介詞+whom/which/whose2．名詞＋of+關(guān)系詞
3．不定代詞／數(shù)詞＋of+關(guān)系詞4．介詞＋名詞＋of+關(guān)系詞
�。�4）難點(diǎn)一：as的用法
歸納as在限制性和非限制性定語從句中做關(guān)系代詞的用法，并歸納做題技巧。
�。�5）難點(diǎn)二：一些特殊詞之后的where
解析：
1、如果定語從句分別修飾point，situation，part，condition和case等表示抽象意義的詞，常用where引導(dǎo)，意思是“到了某種地步，在某種境況中”。
2、先行詞是表示地點(diǎn)的名詞，定語從句未必用where
如果定語從句的先行詞是地點(diǎn)（或時(shí)間）類名詞，而關(guān)系詞又代替先行詞在從句中充當(dāng)主干成分，從句用that /which引導(dǎo)；如果是關(guān)系詞在從句中充當(dāng)狀語類成分，用where /when/in which。
�。�6）難點(diǎn)三、綜合考查
綜合考查一：定語從句與強(qiáng)調(diào)句
綜合考查二：定語從句與同位語從句
綜合考查三：定語從句與表語從句
4、對(duì)比訓(xùn)練與鞏固
采用競賽的形式，分為兩組，由對(duì)方為己方出題，輪流，選出優(yōu)勝組。
5、能力提升
請(qǐng)學(xué)生完成一篇短文，并使用定語從句，使學(xué)生具體運(yùn)用中提升能力。
6、作業(yè)：完成短文
英文說課稿14
Lesson Plan Interpretation
Unit5 Reading—Getting to know Steven Spielberg
Good morning, ladies and gentlemen. I am glad to show my lesson plan here. I hope that everyone will enjoy my presentation.
The lesson I am going to talk about is Getting to Know Steven Spielberg, in Senior English For China, Students Book 1A. I’ll show what, how I’ll teach, and how I’ll do so. These can be explained in the following 4 aspects: my understanding of the teaching material, teaching and studying strategies, teaching procedures, and my design of the Bb work.
�、� Understanding of the teaching material
Firstly, I’d like to tell you my understanding of the teaching material. This aspect consists of: the status and function of the teaching material, key points and difficult points, teaching objectives, and my arrangement of the text.
In this lesson, Ss will be offered some biographical information about Spielberg and some of motion pictures. Such material can motivate Ss and it reflects the humanistic concern. And after leaning some key points and difficult points, such as the differences between some pairs of words or phrases, Ss can achieve their knowledge objective. We know the text is a reading course, so the Ss are mainly to be trained to develop their reading abilities. Here I’ll help Ss to use some reading skills which enable them to tackle any further texts. And also they will be encouraged to develop their speaking, listening and writing abilities. In this way, Ss will gradually become efficient readers, and the ability objective will be obtained. And then I want to reach the moral objective. Nowadays many youngsters take it for granted that most of the successful and wealthy people had a smooth and easy way to that position. Though Spielberg, Ss will learn that only his passion for film, hard work, perseverance, and his family’s support can make him who he is now. Here I don’t want to show my arrangement of the text in detail. It can be presented in my teaching procedures later.
�、� Teaching and studying strategies
Now secondly, let me show you my teaching and studying strategies. As we know, teaching methods play a crucial part in class teaching. So I'll choose the interactive-compensatory approach. The bottom-up and top-down techniques will be integrated to help Ss in their reading comprehension and in their language efficiency. Skimming, scanning and predicting will be used. In order to make my class more lively, I’ll make full use of the teaching aids as well.
�、� Teaching procedures
Now let’s focus on my teaching procedures. It includes 6 steps: Greeting and lead-in, pre- reading, while-reading, post- reading, summary and homework..
Step1: Greeting and lead-in
Here, I’ll review the lessons that we learned in the last two periods, talking about what we need when we want to make a film and which is the most important factor in making a film? Doing this, “film director” will be elicited and Ss will be made to guess today’s teaching content.
Step2: Pre- reading
In this step, I’ll give some information to the students and ask them to guess who the man that I want to know.
Step3: Fast-Reading and Careful-Reading
Now comes step3.here I’ll adopt the interactive model. Ss are first asked to forward all possible descriptions and interpretations according to the pictures from Spielberg’s films mentioned in the text. But their imagination should be kept in mind before skimming the 4 paragraphs (from pargraph3 to paragraph6) to get the gist, fill in the chart in Post-reading and compare with their imagination. While Ss are filling in the chart, they will be suggested to use the attributive clause they’ve learned. In this way, Ss’ skimming skill will be improved, their old knowledge store will be stimulated, the grammar patterns will be re-familiarized. Then I’ll let Ss listen to the tape, divide the whole passage, and summarize the main idea of each part. After a couple of Ss give their opinions, I’ll show my opinion and the reason. Here, listening as a supportive way of reading, can help deepen Ss’ comprehension. Meanwhile, the listening ability can be leveled up. Now come the key points and difficult points which will be written on the Bb. Also some grammar points. Though this way, Ss’ understanding can be furthered and their language foundation can be consolidated.
Step4: Summary & Discussion
In this lesson, we get some information about Spielberg. But “what have we learned from him” becomes the main point. Here, I’ll ask my students to have a discussion then I will check their work together. While offering some sentence patterns on the screen, I’ll show my opinion first to elicit Ss further response. Because writing is an extension to reading, I’ll ask Ss to write down their opinions as a composition after class to develop their integrative ability.
Step5:Homework
Now comes the last step. in order to deepen Ss’ comprehension of the text and re-consolidate the key and difficult points, I’ll ask them to “Retell the text”. And to make Ss realize the importance of the connection between the old knowledge and the new knowledge, I’ll ask them to do the word study on page34.
Step6: Watching a film that directed by Steven Spielberg.
During this period, everyone in my class will enjoy a film that is directed by Steven Spielberg. The name of the film is Minority report.
Ⅳ Design of the Bb work.
Finally, please look at my Bb work. The key points are on the left, and the difficult on the right.
That’s all. Thank you so much!
英文說課稿15
Hello! I’m NO… Today I’m very glad to have the chance to stand here to share some of my teaching ideas. My topic is “What’s the matter?” This lesson is the first period of Unit 1, from Go For it Grade8B. I'll prepare to talk about the lesson from eight parts.
Part 1 Analysis of the English Curriculum Standards
The stage of compulsory education English curriculum faces to all students, for students develop comprehensive language ability to lay a good foundation, at the same time, to develop the skills of listening, speaking, reading and writing and the ability of using the language.
Part2 Analysis of the teaching material
This unit relates to the modal verb "should” .And this lesson is the first period of this unit, it shows the basic vocabulary and language structure. So it is very important. It helps the students learn the word "should", we can use it to give advice on the problems they have in life. It develop their abilities of solving problems and communication.
Part 3 Analysis of the students
After learning Go for it for about two years, the students now can use what they have learnt to express their ideas in a correct way. They are wise enough to express themselves. When we guide the students, we can encourage them to get over shyness and nervousness, let them open mouths to speak and take part in the activities. Tell them we learn the language in order to use.
Part 4 Learning targets:
1. Learn to describe and talk about the health problems.
2. Learn to give others some right advice according to their problems.
3. Students care more about themselves and others’ health.
Learning important point
Be able to talk about the problems and give advice
Learning difficult point
Give advice by using the modal verb "should"
Part 5 Teaching methods
1. Use the Situational Teaching Approach to give the students a real situation of language learning, let them take part in the group work and try to learn something by using.
2. Use the Task-based language teaching to give the students tasks in order to develop the skills of listening, speaking, reading and writing and the ability of using the language.
3. Use the body language and multi-media to make the lesson interesting.
Teaching Aids
1. PPT
Part 6 Teaching Procedures and Teaching evaluation
Step 1 Warming-up (1min)
Play an English song “If you’re happy”. (This part aims to stimulate students' interest in learning, make the classroom atmosphere active and then lead in the central topic of this part.)
Step2 Presentation New Words (3—5min)
Increase S’s vocabulary and introduce the target language.
Say something about the English song. Just like: Clap our hands and stamp out feet. Then learn some parts of our body in English? (New words: eye, head …)
The teacher touches the parts of the body one by one and says them. While teaching each one, let students touch or show it.
Present a picture of Pan ChangJiang on the screen. Let students say each part of the body. Work on Section A 1a.
Play a game: Touch the parts of your body. Let the whole class touch the parts of their body when teacher say : Touch your… Ask four students to come to the front and do as the teacher tells them : Touch your… If one does wrong, let him or her go back, the last one who’s in the front is the winner.
Step3 Pair work (3—5min)
To give Ss practice in using target language to create simple conversations.
First, in this step, I will show some pictures on the screen and ask students to practice. In a picture, a little boy looks very sad, then I will ask students using “what's the matter with him?” students may answer “He has a sore throat.” Then I will ask the students to talk about one's problems. Next, the students should work on 1c. Have students work in pairs according to 1c and ask some pairs to act out their conversations.
(Ask some students to use gestures to show the illness, and have others to guess. Make a model dialogue.(S1 does an action to express illness.)
Step4 Listening (1b) (2min)
To give Ss practice in listening to and understanding short conversation using target language.
Work on Section A 1b, listen and number the names (1-5)
Have students look at the picture, and tell students that the girl talked too much yesterday and she has a very sore throat now. Then ask them look the picture, practice saying other problems. For example: The boy eats too much ice cream and has a stomachache.
Step 5 listening (2a.2b) (5—10min)
To give Ss practice in listening for specific information.
Do 2a. Have students listen and number the pictures 1-5 in the order they hear. Then check the answer.
Play the tape again for the students and let them do 2b by themselves.
Have students listen again and match the problems with the advice. Then play it again and check the answer.
Step6 Group work (5—10min)
To give Ss practice in making simple conversation using target language.
Teacher pretends to cough and asks using” What’s the matter with ..? Can you give me some advice? What should I do?” (Students can give different advice as they like) like: You should drink hot tea with honey/ shouldn’t talk too much/ go to a doctor…
Show different pictures to students, let them practice in pairs.
Do 2c. Let students read the conversations in 2c first. Then work in groups, make a new conversation according to 2a and 2b.And have students role-play between a doctor and patient.
Step7 Summary and Extension (2min)
Ask students to sum up the parts of body and the names of illness.
Help students to sum up how to give advice by using “should” and “ shouldn’t” , then ask them to give the right advice about different problems.
Step8 Homework (1min)
To consolidate target vocabulary and language.
Give advice to the following problems as much as possible: sore throat, toothache, headache, cold. Then choose one to make a dialogue with your partner.
During my teaching，I’ll try my best to get my class alive and encourage the students to talk with each other in English. And I’ll use this to guide my teaching. Thank you!
Blackboard Design
Unit 1 What ’s the matter?
The First Period (Section A 1a—2c)
A: What ’s the matter?
neck,sore
back, have a + the names of the illness
throat,B: I have a …
toothache
stomachache
…
A: You should/shouldn’t + verb.
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