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作為一位兢兢業(yè)業(yè)的人民教師，通常需要用到說課稿來輔助教學(xué)，借助說課稿可以更好地提高教師理論素養(yǎng)和駕馭教材的能力。說課稿要怎么寫呢？下面是小編精心整理的英文說課稿，希望能夠幫助到大家。
英文說課稿 1
一、說教材（教材分析） Analyzing teaching material
1. 說課型 lesson type （Dialogue/ reading/ listening/ revision）
2. 本課在教材中的地位 status and function
Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.
3. 說教學(xué)指導(dǎo)思想 teaching guideline
（Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model）
4. 說教學(xué)目標和要求 Teaching aims and demands （…be intended for Ss in key schools）
1）認知目標 knowledge objects
a. Enable the Ss to remember the following new words & phrases:
Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room left…
Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
2）智能目標 ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
f. Train them with some effective learning methods to optimize Ss’ learning results.
3）德育目標 moral objects
a. Arouse their interest in learning English;
b. Help them to understand the background of pollution.
c. Enable the students to love our earth and the nature.
d. Be aware of the importance of stopping pollution & protecting our environment.
e. Encourage the Ss to do something to save the earth.
5. 說教學(xué)重點 teaching important points （生詞、句型；培養(yǎng)閱讀技能）
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 說教學(xué)難點 teaching difficult points （語法；發(fā)展交際能力）
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 說教具 teaching aids （multi-media computer, software, OHP）
The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.
二、說教法 Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、說學(xué)法 Study methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.
四、說教學(xué)過程Teaching procedures
I. 復(fù)習(xí) （Revision） 5min （Daily report; 詞匯diagram; brainstorming; activate schemata）
Activity 1: Imagination
1）。 Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （Wash it? Or throw it away?）
2）。 Suppose you catch a bad cold, what’s to be done?
3）。 Suppose your bike is broken, what’s to be done?
4）。 And suppose the earth, on which we all live, is damaged, what’s to be done?
* What can you think of when you see "pollution" this word?（waste, environment, air, water, factory, desert, climate… Try to activate the Ss schemata regarding the topic of pollution.）
II. 呈現(xiàn) （Presentation） 5min
Activity 2: Presentation
Play the song "Earth Song" sung by Michael Jackson. （Create an atmosphere）
A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.
* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
III. 對話 / 閱讀 （Dialogue）18m
1. Pre- reading
Activity 3: Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4: Read and answer
2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.
* 閱讀： Pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 識別關(guān)鍵詞key words;確定主題句；創(chuàng)設(shè)信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map.達到對課文的整體理解和掌握。So that they can have a good understanding of the whole text.）
3. Post- reading
Activity 5: Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
IV. 操練 （Practice） 10m
Activity 6: Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7: Acting out
Activity 8: Drill – Supposition
Purpose: Practise the functional item of Supposition. （P. 33 Part 2; P.113, wb Ex. 3）
�。≧etell; act out; role play）
V. 鞏固 （Consolidation） 6m
（Discussion; interview; press conference; debate; quiz）
Activity 9: role play
Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
Activity 10: Discussion
Think of the question: Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.
VI. 作業(yè) （Homework） 1m （Writing; continue the story; recite; retell）
Write a letter to the mayor, telling him sth. about the pollution around your school.
A Brief Instruction to the topic of "What should I do?"
Shangyuan Middle School Li Yi Cai
Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic" What should I do?"I will divide the instruction into seven parts: they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.
Part 1 Teaching material analysis
This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.
Part 2 Teaching aims
1.Aims of the knowledge:
�。�1）To know the spelling of some words and usage of some phrases.
�。�2）To learn something about Millie’s and Simon’s problems.
�。�3）To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.
2.Aims of the ablilities:
�。�1）To improve the ability of getting information by reading.
�。�2）To improve the ability of retelling the story.
3.Aims of the emotion:
�。�1）To understand how to write about problems and to express feelings.
�。�2）To ask for advice to solve the problems.
Part 3 Teaching emphasis
1.To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.
2.To get the ability of general reading and getting information.
Part 4 Teaching difficulties
1.To recognize and understand vocabulary about problems.
2.To ask for advice
Part 5 Teaching methods
In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is "Learning by doing,learning by using".Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.
Part 6 Teaching aids
Projector,slide show,tape recorder and blackboard
Part 7 Teaching procedure
Step Ⅰ。Lead-in
The purpose is to arouse the students’interest of study.
Let’s have a free talk.
T:Have you got problems?
S:Yes.
T:What is it?
S:Eating too much makes me unhealthy.
T:What about you?
S:……
Step Ⅱ。Presentation
The purpose is to develop the skills of skimming and how to gain the main idea of the articles.
1.Ask students to read two letters and answer the following questions:
�、賅hat is Millie’s favorite hobby?（Painting）
②What is Millie’s problem?（She doesn’t have enough time for hobbies and homework.）
�、踂hen does Simon play football?（After school until late）
④How do his parents feel about it?
�。═hey don’t like this and ask him to go home before 6 p.m.）
2.Ask students if there are words that they do not know.
Explain some new words briefly.
deal;choice;complete;refuse;accept;spare;doubt;whether;
Step Ⅲ。Practice
The purpose is to develop the skills of scanning and how to gain the details from the articles.
1.Listen to the tape and answer some question about "True"or"False".
2.Ask students to read the articles again and explain some important phrases.
How to solve the problems;hand in;on time;at the moment;
can’t find any time for my hobbies;feel bad;give up;
achieve a balance between the two;hear form;make unhappy
Step Ⅳ。Retelling
The purpose is to develop the skills of retelling with the key words
1.Ask students to make sentences with phrases that we have learned.
2.Try to retell the outline of the articles.
3.Encourage students to say something about themselves.
Step Ⅴ。Summary and homework
The purpose is to give the students a clear idea of how to express their problems and revise the articles.
1.Ask students to revise the words and phrases
2.Ask students to write a letter about himself after class.
During my teaching,I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.
Thank you!
英文說課稿 2
Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.
I. Contents:
Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about What’s in the schoolbag? and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many n.(pl.) do you have? And the answer: I have 23 n.(pl.)
II. Teaching aims
1. Aims on the knowledge
(1) To enable the Ss to understand and speak: My schoolbag is heavy. What’s in it? Thank you sooooooo much. Make sure that Ss can use these sentences in real situations.
(2) To help Ss to finish the survey.
(3) Let Ss finish the assessment of Let’s check in this unit.
2. Aims on the abilities
(1) To develop Ss’ abilities of listening and speaking.
(2) To train the Ss’ ability of working in groups.
(3) To foster Ss’ abilities of communication and their innovation.
3. Aims on the emotion
(1)To foster Ss’ consciousness of good co-operation and proper competition.
(2) To lead Ss to show their loveliness to the poor.
III. Key-points of this lesson
(1) To help Ss ask and answer the question: What’s in it?
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
IV. Difficult points
(1) To help the Ss ask and answer the question What’s in it? and make sure they can use the plural nouns correctly.
(2) To finish the survey by themselves.
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use Task-based teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.
英文說課稿 3
Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.
I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.
Part 1 Teaching Material
The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.
Part 2 Teaching Aims
According to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:
1.Knowledge objects
(1)The Ss can master the usage of the important words and expressions.
(2)The Ss can use the __________________ (grammar) in the proper situation.
(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.
2.Ability objects
(1) To develop the Ss’ abilities of listening, speaking, reading and writing
(2) To guide Ss to set up effective studying strategies.
(3) To improve the student’s reading ability, especially their skimming and scanning ability.
(4) To train the Ss’ abilities of studying by themselves and cooperating .
3.Emotion or moral objects
(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.
(2)Teach the Ss_________________________, put the moral education in the language study.
Part 3 the Important and Difficult Points
Based on the requirement of the syllabus.
The important points are__________________________ such as ______________.
The difficult points are_________________________ for example_____________.
Part 4 Teaching Methods
As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories.
1.Communicative Approach
2.Whole Language Teaching
3.Task-based Language Teaching
4.Total Situational Action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.
Part 5 Teaching Procedure
Step 1. Lead-in. (_____min)
___________________________________________________________________
Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.
(2) To set up suspense/develop interest in _______________.
Step 2. Pre-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Let Ss _____________________________________________________________
Task 2. (Individual work, pair work, group work, class work; _____min)
___________________________________________________________________
Now, let’s see what happened to the_______________/ let’s check whether it is right or not.
Purpose of my design: (1) to get to know something about the _________________.
(2) To have a better understanding about the importance of ___________________.
Step 3. While-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.
Para 1 ___________________
Para 2 ___________________
Para 3 ___________________
Task 2. (Individual work, pair work, group work, class work; _____min)
Scanning: Listen to the tape part by part to finish ___________________________.
Task 3. (Individual work, pair work, group work, class work; _____min)
Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.
Task 4. (Individual work, pair work, group work, class work; _____min)
Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.
Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.
Step 4. Post-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
(task1)Ask Ss to close books and finish the summary according their notes.
(task2)Retell the story /Sum up the passage in Ss’ own words according to the chart.
Task 2. (Individual work, pair work, group work, class work; _____min)
Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.
Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.
Step 5. Homework
1.__________________________________________________
2.__________________________________________________
Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
英文說課稿 4
�。ㄒ唬┙滩牡牡匚患白饔�
本課是初一新教材第5單元的第一部分，教材內(nèi)容圍繞著描述人現(xiàn)在的活動展開，讓學(xué)生學(xué)會談?wù)撊巳藗冋诟墒裁�。本課的教學(xué)內(nèi)容與學(xué)生的實際生活密切相關(guān)，易于引發(fā)學(xué)生運用簡單的英語進行交際和交流。在學(xué)習(xí)活動中，學(xué)生能通過交換對不同人物活動的描述，促進學(xué)生之間和師生之間的情感交流，增進情誼。
（二）教學(xué)目標
1、知識目標：What are u ding？ I a watching。What is he ding？ He is ding hewr。Is she reading？ N， she is ding her hewr。
2、能力目標：
�。�1）、能抓住人物的主要特征來描述人物的外貌，并根據(jù)描述畫出人像。
（2）、能概括人物的外貌特征并根據(jù)人物特征推理出某一人物。
3、情感目標：通過描述同學(xué)、教師或自己的偶像的外貌，表達自己的看法，使學(xué)生在人際交往中學(xué)會尊重和理解別人，學(xué)會交換不同的看法，了解他人的愛好，增進情誼。
（三）教學(xué)重點及難點
1、掌握并運用描述人物活動和地點的詞匯：watching， ding， eating cleaning， plaing， reading， swiing， shpping， pl， schl， all， librar
2、掌握并運用簡單的英語交際句型：What are u ding？ I a watching。What is he ding？ He is ding hewr。Is she reading？ N， she is ding her hewr。
�。ㄋ模谭ㄔO(shè)計
對本課我主要采取了如下幾種教法：
1．聽錄音。
聽音是英語學(xué)習(xí)的重要方法，也是課堂教學(xué)的重要步驟。在聽中可以感知，可以模仿。
2．重點解釋，個別操練。
在每一堂教學(xué)中，學(xué)生總會遇到一些難以理解的詞、句型、短語、句子或某一語法現(xiàn)象。如本課出現(xiàn)的一般過去時的用法等都需要教師個別解釋甚至創(chuàng)設(shè)語言情境進行操練和舉例，以掃除自由交際過程中的“攔路虎”，為語言的進一步學(xué)習(xí)奠定基礎(chǔ)。
3．指導(dǎo)學(xué)生展開情景對話。
在第一部分和第二部分的教學(xué)過程中，要想辦法使人人開口，使人人都有成功感。通過對話逐步達到對教材內(nèi)容的.全部操練。第三部分問答游戲時，猜中的同學(xué)老師給予鼓勵，激勵更多的同學(xué)參與進來
4．學(xué)生獨立操作。
首先要求學(xué)生根據(jù)師生示范獨立對話，隨后叫幾組分別站起來表演。這是深化課堂教學(xué)的重要舉措。
5． 我在教學(xué)過程中設(shè)計了填表和動詞填空的練習(xí)，以檢查學(xué)生對本課的掌握情況。在整個教學(xué)活動中，我還采用了幻燈片，對順利開展教學(xué)活動起到了很好的 輔助作用。
�。ㄎ澹畬W(xué)法指導(dǎo)：
我所采用的教法有助于學(xué)生掌握如下學(xué)法：
1．養(yǎng)成聽的習(xí)慣。
學(xué)生要經(jīng)常聽錄音，聽教師講英語，聽同學(xué)們講英語，這對學(xué)好英語大有好處。
2．科學(xué)儲備大量知識。
學(xué)生不掌握豐富的知識就不可能進行很好的語言交流。所以學(xué)生必須了解語言規(guī)律，掌握豐富的詞匯，熟知語法規(guī)則，會熟練表達由各個話題而展開的交際內(nèi)容。要學(xué)會在實踐中學(xué)，在應(yīng)用中學(xué)，這樣學(xué)來的知識記憶深刻、靈活度大。
3．及時鞏固，反復(fù)記憶。
凡教師在課堂上所講到的語言難點，學(xué)生應(yīng)及時整理，再次認識并積極使用。對前面已學(xué)過的課文，學(xué)生要有安排地經(jīng)常復(fù)習(xí)，否則常常是學(xué)了新的，忘了舊的。
4．積極操練，重在口頭。
在課堂上，學(xué)生要積極參與教師設(shè)計的每個教學(xué)活動，要大膽開口，創(chuàng)造性地說自己想說的話。課后和其他同學(xué)及時進行英語交流。只有這樣，才能將書本知識變成自己的知識和語言能力；也只有這樣，才能實現(xiàn)脫口說英語的目的。（六）教學(xué)設(shè)計在上新課之前先復(fù)習(xí)動詞的ing形式，和上節(jié)課的重點句型。通過對重點句型的變形導(dǎo)入新課。安排猜謎游戲幫助學(xué)生鞏固新知之新知識。然后翻開課本學(xué)習(xí)2c，這樣可以降低學(xué)生學(xué)習(xí)難度，有利于學(xué)生更好的掌握新知識。接下來再講2a和2b，之后是3a和3b。講解4時，難度再次加大，因為需要學(xué)生用自己的語言講解圖片。于是我利用教材所給的圖片和問題進行引導(dǎo)，先讓學(xué)生觀察圖片，在就圖片回答問題。問題有答案之后，要求他們講述圖片，這個難度就大大降低了。最后我在就學(xué)生的講述進行適當(dāng)?shù)囊龑?dǎo)和補充。下課前布置作業(yè)，結(jié)束課堂。在整個教學(xué)過程當(dāng)中，我有意識的降低教學(xué)難度，為學(xué)生更好的學(xué)習(xí)創(chuàng)造良好條件。
本課以素質(zhì)教育為目的，結(jié)合教材重點、難點及英語學(xué)科特點，利用多媒體輔助教學(xué)，以任務(wù)性教學(xué)為主，從視、聽、說等方面使學(xué)生得到鍛煉，在愉快、輕松的氛圍中溫故而知新，達到初步運用英語交際的能力。由于缺少經(jīng)驗，在教學(xué)過程中難免會出現(xiàn)不足，敬請各位專家老師不吝賜教，謝謝大家！
英文說課稿 5
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 6
一、分析教材
1、教材內(nèi)容要點：
第一、定語從句的概念
第二、定語從句的分類
第三、定語從句的用法
2、教材的地位和作用：
定語從句是高中英語教學(xué)中的一個非常重要的語法，也是高考的一個熱點。在英語里，定語從句可以使一個繁瑣的句子變得非常簡潔，同時，它在人們?nèi)粘捴谐霈F(xiàn)的頻率特別高。定語從句掌握地扎實與否關(guān)系到一個學(xué)生英語水平的高低。因此，定語從句的學(xué)習(xí)和掌握在英語學(xué)習(xí)中有著重要的意義。
3、教學(xué)目的
根據(jù)教學(xué)大綱的要求，通過這一節(jié)課的教學(xué)，要使學(xué)生知道什么是定語從句和定語從句的分類，掌握定語從句的用法。培養(yǎng)學(xué)生的觀察能力、分析概括能力以及演繹推理能力等。還要培養(yǎng)學(xué)生探索求真知的精神，對學(xué)生進行實踐觀點的教育。
4、教學(xué)的重點與難點
定語從句是本課的主要內(nèi)容，與日常英語的應(yīng)用密切聯(lián)系，所以定語從句的概念與運用是本節(jié)課的一個重點。對定語從句的復(fù)習(xí)，需要綜合應(yīng)用所學(xué)知識來解決原來的遺留問題，因而對句子分析和推理概括能力要求提高了。而高中生側(cè)重于對直觀現(xiàn)象進行具體、形象的思維來獲得知識。因此這個知識點既是本節(jié)課的重點又是難點。
培養(yǎng)學(xué)生的多種能力也是這節(jié)課的重點，這是素質(zhì)教育對現(xiàn)代教學(xué)的要求。
二、分析學(xué)生
大多數(shù)學(xué)生上進心強，學(xué)習(xí)態(tài)度端正，有良好的學(xué)習(xí)習(xí)慣，但是缺乏一定的探索研究問題的能力。
定語從句是學(xué)生在英語學(xué)習(xí)中比較常用的語法，也是他們必須掌握的內(nèi)容。教學(xué)中要注意培養(yǎng)學(xué)生對英語的興趣，充分發(fā)揮主體作用，迎合他們好奇、好動、好強的心理特點，調(diào)動他們學(xué)習(xí)的積極性和主動性。
高中生的思維方式由形象思維向抽象思維過渡，因此在教學(xué)中應(yīng)注意積極引導(dǎo)學(xué)生應(yīng)用已掌握的基礎(chǔ)知識，通過理論分析和推理判斷來獲得新知識，發(fā)展抽象思維能力。當(dāng)然在此過程中仍需以一些感性認識作為依托，可以借助多媒體設(shè)備加強直觀性和形象性，以便學(xué)生理解和掌握。
三、教學(xué)方法
這節(jié)課可綜合應(yīng)用提問、歸納、介紹、檢查、講授和討論等多種形式的教學(xué)方法，提高課堂效率，培養(yǎng)學(xué)生對英語的興趣，激發(fā)學(xué)生的求知欲望。充分體現(xiàn)以教師為主導(dǎo)，以學(xué)生為主體的原則。創(chuàng)設(shè)英語情境讓學(xué)生參與語言實踐，邊動口邊思考。從語言分析總結(jié)出結(jié)論以調(diào)動學(xué)生的積極性。
四、教學(xué)程序
教學(xué)中要以了解、學(xué)習(xí)研究英語的方法為基礎(chǔ)，掌握知識為中心，培養(yǎng)能力為方向，緊抓重點突破難點，具體設(shè)計如下：
1、新課導(dǎo)入：
以創(chuàng)設(shè)問題情境導(dǎo)入新課。學(xué)源于思，思源于疑，一上課便以聽歌曲填空的形式引入課題，引導(dǎo)學(xué)生分析歌詞中的有關(guān)定語從句的句子，認真分析句子成分，使學(xué)生產(chǎn)生強烈的求知欲和好奇心，調(diào)動學(xué)生學(xué)習(xí)的積極性和主動性。
2、講授新課：
任何語言學(xué)習(xí)都離不開語言實踐。這節(jié)課主要采用講授歸納的方法來建立定語從句的概念。我將一個定語從句列在投影上，讓學(xué)生分析這個句子的成分，從而導(dǎo)出兩個非常重要的內(nèi)容----先行詞和關(guān)系詞，然后逐一解釋。通過分析例句，培養(yǎng)了學(xué)生的分析能力、觀察能力，增強了他們的感性認識。為了使學(xué)生能對定語從句有更進一步的認識，這里我又采用提問的方法讓學(xué)生說出定語從句的分類，然后我對其進行進一步地解釋和說明，讓學(xué)生通過講解概括，總結(jié)出定語從句的分類。在此基礎(chǔ)上，我讓同學(xué)們回答出定語從句中的關(guān)系代詞有哪些，通過一些簡單的例句，讓學(xué)生知道每一個代詞在句子中起什么作用以及用法。在講解關(guān)系代詞與介詞時，我讓學(xué)生自己歸納出它們的規(guī)律，提高學(xué)生的概括能力，從而達到復(fù)習(xí)的目的。
在講解關(guān)系詞that和which、who和that、as和which這一環(huán)節(jié)時，我先讓學(xué)說出它們的特殊用法，然后我再進一步加以闡述。從而，引出它們的特殊用法。
一）、that和which的特殊用法：
1、有些情況下只用關(guān)系詞that,而不宜用which。
a、從句所修飾的詞又被形容詞最高級或序數(shù)詞修飾時,只能用that引導(dǎo)從句。
b、先行詞是all,something,nothing,anything等不定代詞時，只能用that。
c、先行詞既有人也有物時,只用that引出從句。
d、先行詞是one of,the one, 或用little,few, no, all, any, only, just, very作修飾時，只能用that。
e、當(dāng)主句已有疑問詞 who或which時，只能用that。
2、定語從句中宜用which而不宜用that的情況。
a、當(dāng)關(guān)系代詞前面有介詞時。
b、在非限制性定語從句中。
c、在一個句子中有兩個定語從句，其中一個從句的關(guān)系代詞用了that，另一個宜用which。
二）、who和that的特殊用法：
who、that在許多情況下可以通用，但有時宜用who不用that。
a、先行詞是one(s),anyone,someone, those時，關(guān)系詞使用who。
b、在there be 句型中，先行詞指人時，關(guān)系詞用who。
三)、關(guān)系代詞as和which的區(qū)別
as和which所代表的都是整個句子所表示的內(nèi)容,但是二者有兩點不同之處：
a、在形式上as引導(dǎo)的非限制定語從句可位于主句后面,也可位于主句之前；而which引導(dǎo)的非限制定語從句只能位于主句之后，不能位于主句的前面。
b、在意義上，as定語從句和主句的關(guān)系一般為一致關(guān)系，常譯為“正如……”，“就象……”，而which定語從句和主句的關(guān)系是因果關(guān)系，或which從句是對主句的評論。因此，在意思通順的情況下，which可代替as，而as許多時候不能代替which。
針對關(guān)系副詞的復(fù)習(xí)，因其難度不大，我直接采用講解法，學(xué)生容易理解。關(guān)系副詞是用來引導(dǎo)定語從句的，它和關(guān)系代詞一樣，具有數(shù)種作用。
a、在從句中代替先行詞。
b、在句中作狀語。
c、連接作用，把兩個句子連接成為一個帶有定語從句的復(fù)合句。
同時，在解釋的過程中不斷穿插練習(xí)，達到鞏固復(fù)習(xí)的目的,體現(xiàn)精講精練的教學(xué)原則和我校提出的“四轉(zhuǎn)五讓”原則。
3、反饋和鞏固
在講解完所有語法點之后，為了更加有效地鞏固所復(fù)習(xí)的知識，我設(shè)計了兩種有針對性的習(xí)題練習(xí)，讓學(xué)生把掌握的`知識運用于實際語言操作中，從而達到知能并重的目的。
4、小結(jié)
最后通過小結(jié)，以表格的形式把本節(jié)課所復(fù)習(xí)的語法點進行總結(jié)。
5、板書設(shè)計
GRAMMAR
Attributive Clause
6、布置作業(yè)
Finish off the exercise paper.
課后反思
課后各位聽課教師對本節(jié)課進行了點評，結(jié)合其他聽課的評價及與其他教師的交流，談?wù)剛�人的思考，具體如下：
一)、值得推介的幾點
1、重視基礎(chǔ)語言知識，對于基礎(chǔ)的語言知識講得透，講得到位。
2、重視語言綜合運用能力的培養(yǎng)。講知識點時，能結(jié)合語境，提供情境，對于學(xué)生語言基礎(chǔ)知識的綜合運用起到了鋪墊作用，對于學(xué)生發(fā)散思維能力的培養(yǎng)有很大的幫助。
3、課堂教學(xué)有思想。教師擁有豐富資源，多媒體課件設(shè)計地實用、合理。講授方法新穎獨特，練習(xí)形式靈活多樣。
4、教師個人素質(zhì)較好，能靈活應(yīng)對任何突發(fā)教學(xué)情況，合理安排講練比率。
二)、存在問題
1、英語思維與漢語思維同時存在，相互干擾。偶爾用漢語組織教學(xué)好像省事，其實反而浪費時間和精力，不利于學(xué)生形成用英語思維的習(xí)慣，更影響交際速度。
2、交際面有時過窄，很難訓(xùn)練到全部。很多學(xué)生只有聽的份，沒有說的機會，這是大班的局限，有些活動是為了順利進行而局限于“好學(xué)生”身上，一些英語學(xué)困生被遺忘。時間長了，會使學(xué)生討厭英語并放棄英語的學(xué)習(xí)。
3、任務(wù)型教學(xué)活動有時設(shè)計地不是很好�；顒右笥袝r不是很明確，活動設(shè)計不能從學(xué)生生活經(jīng)驗，興趣愛好出發(fā)，活動形式有時單調(diào)，缺乏趣味性。
三)、幾點想法
1、千方百計、想方設(shè)法激發(fā)學(xué)生的學(xué)習(xí)興趣，調(diào)動學(xué)生的學(xué)習(xí)積極性。有人說“掌握一門外語就比別人多活了一輩子。”因為你比別人多了解另一種語言背景下的政治歷史、天文地理、風(fēng)土人情等等。向?qū)W生多介紹經(jīng)典音樂、視頻、英文佳作等，在潛移默化中培養(yǎng)學(xué)生的學(xué)習(xí)興趣。
2、在課堂上注意學(xué)生的綜合語言運用能力的培養(yǎng)。在基礎(chǔ)的語言形式訓(xùn)練上提升交際品位，為學(xué)生創(chuàng)設(shè)豐富的語言環(huán)境，讓學(xué)生產(chǎn)生交際的愿望和機會，使交際具有實際內(nèi)容和實際意義。
3、要繼續(xù)學(xué)習(xí)，不斷充電，提升自身的業(yè)務(wù)素質(zhì)和人文素養(yǎng)。
英文說課稿 7
Good afternoon, every one. It is my great honor to stand here to present my lesson. To make my presentation clearer, I will explain my lesson plan in the following parts
Part One: Analysis of the teaching material
Reading teaching is a very important part in English teaching. New Curriculum standard requires that students should get some kinds of information, enlarge their knowledge, enjoy and get gum, cultivate and develop their reading skills through reading.
The lesson I am going to talk about is the reading part in Chapter6 from Oxford English 7A. It is a story about a crew’s adventure on another planet. The title is Nobody wins. Part One of the story appears in Chapter 5 and students will know the result of the story in this chapter. Students only know part of the story in Chapter5, so they will be very interested and eager to know the result of the story. They may be very exciting when they know the result.
Part Two: Teaching aims
According to my understanding of the material and students, I establish the following teaching aims:
1. Students can read and understand the story.
2. Students can develop their guessing, skimming and scanning skills.
3. Students can build up their self-confidence and learn how to cooperate with others well.
Teaching key point and difficult point:
The key point of this lesson is to develop students’ scanning and skimming skills. The difficult point of this lesson is some difficult words in the story.
Part Three: Teaching equipment
CAI, tape recorder
Part Four: Teaching methods and learning methods
1. Communicative teaching method
2. Task-based" teaching method
3.Cooperative learning 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. To use these methods are helpful to develop the students’ abilities.
Part Five: Teaching procedures
�。�1） Pre-reading activity:
Students act out part one of the story.
Students have learned part one of this story in Chapter 5. After learning Chapter 5, students know what the story is about but they don’t know the result of the story. The ending of part one is that the main character of the story says all of them will be alive. （The main characters were caught by a monster and trapped in a cage）。 After students act out part one of the story, I will raise a question to lead in my lesson: What’s the main character’s plan to save the crew from danger? Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.
�。�2） While-reading activities:
Activity one: Guessing: Students often meet with some new words in reading. When
they see the new words, they are either frightened by the new words or they spend too
much time in looking up the words in the dictionary. It will be helpful to improve
students’ reading ability if they know how to guess the meaning of the words
according to the context. When they are doing this part, ask them to finish it by
themselves first and then ask them to discuss in groups.
Ask students to find the following words in the story and use them to replace the words in italics in the sentences.
immediately, secretly, attacked, escape
1. The captain’s men climbed into the kangaroos’ pockets and no one saw them.
2. After super, Gork went to bed and fell asleep at once.
3. Gork shouted because Nobody hit him.
4. They could not kill Gork. Otherwise, they could not get away.
Activity two: skimming （When students do the skimming task, they don’t need to read the whole story word by word and they don’t need to understand the whole story. The skimming task only requires students to read parts of the story and get the main information of the story. This skill will help students to develop the ability to find out the key words and key sentences to understand the main idea of the story. It is helpful to increase students’ reading speed. ）
Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.
1. Ask students to read the first and the last three paragraphs and answer the following questions:
a. What will they use to melt the bars of the cage?
b. Were they free?
2. Ask students to read the story quickly and give correct orders to the following sentences:
a. Then you’ll use it to kill Gork, Captain.
b. Gork, this is nobody.
c. You just had a bad dream.
d. We will use this laser torch to melt the bars of the cage.
e. We can’t kill him.
f. Nobody attacked and damaged my eye.
Activity Three: scanning （scanning is a kind of skill used to find out the main information in reading. When scanning, students don’t need to read the story word by word, they just need to scan the relative part of the story according to the information they need to find out. ）
Ask students to fill in the blanks according to the story.
Gork fell asleep. Captain King told his ________. They _____ from the cage. King shouted "This is _________" and use a ________ _______ to aim at Gork’s eye. The kangaroos did not help Gork because he said nobody ________ him. King and his friends _________ into the kangaroos’ pockets and escaped the cave.
�。�3）Post-reading activity:
Students work in groups to tell Captain King’s plan to save them from the danger with the help of the given questions.
How did King call himself?
What did they use to melt the bars?
What hit Gork’s eye?
When the kangaroos came, what did Gork say?
After this activity, I will tell them the moral education of this story: When you are in danger, you should calm down, use your brain and try to think of some ways to save yourself from danger.
�。�5）Homework: 1.Finish the exercise on page 74 and 75.
2. Write down the story in your own words.
The above is my presentation about my lesson plan. Thank you for listening.
英文說課稿 8
Part One —— Analysis of the Teaching Material
One: Status and Function
1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.
2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.
3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.
4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.
Two: Teaching Aims and Demands
The teaching aims basis is established according to Junior School English syllabus provision.
1. Knowledge objects
(1) To study the new words “fuel”, “oil” and “coal”.
(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.
2. Ability objects
(1) To develop the students’ abilities of listening, speaking, reading and writing.
(2) To train the students’ ability of working in pairs.
(3) To develop the students’ abilities of communication by learning the useful structures.
3. Moral objects
(1) Through different teaching methods to make students be interested in study.
(2) Love to know more knowledge about transportation and dare to express their opinions in English.
(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.
Three: Teaching Keys and Difficult Points
The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching materials position and function.
1. Key points:
(1).Be able to express words, phrases and sentences in English.
(2). Know about the improvement of transportation and Danny’s invention.
2. Difficult points:
Be able to talk about their imaginary future transportation in oral English.
英文說課稿 9
Good morning everyone . It’s my great honor to be here to present my lesson. I’ll try my best .I’m number ____, Today I’ll talk something about the spirit of marathon, my content is made up of 8 parts .
Analysis of the teaching material
Analysis of the students material
Teaching aims and important, difficult points .
Teaching aids
Teaching methods
Teaching procedure
And conclusion
Well firstly, I’ll talk about part 1, analysis of the teaching material . This lesson is mainly about Marathon. The topic is related to our life, so it’s easy to arouse students’ interest. As we all know, interest is the best teacher for students .
Then, I will talk about part 2,analysis of the students. They have learned English for some years, so they can understand some words and simple sentences. They’re active, interested in new things, so I’ll design some interesting actives to attract their attention. Next, I’ll talk about teaching aims.
There’re knowledge aims, ability aims and emotional aims.
Knowledge aims are to enable students to master new words,
phrases _____and the sentences pattern , such as _____.
Ability aims are to improve students’ speaking and listening ability, they can use words and phrases to talk about something in our life. Emotional aims are to develop the spirit of cooperation by pair work and competition.
Well, next important and difficult points.
Important and difficult points are to develop students’ speaking and listening ability , and master the usage of key sentences correctly . Another part , teaching methods .
In this lesson , I’ll mainly use “Task-based teaching methods” and situational approach, using different can make the class active. Now, I’ll talk about the most important part-teaching procedure. There’re 5 steps in the part .
Step 1 warming up
It will cost 3 minutes
In this step , I’ll ask students to have a free talk with the knowledge they have learnt last lesson . in this way , students will pay their attention to our class easily , and their speaking ability will be improved .
Step 2 leading in
It will cost 2minutes .
I’ll show some pictures about (development , pollution
English ,spaceship ) , and tell something about _________, these can form a relaxing atmosphere and let the students get ready for the next step .
Step 3 presentation
It’ll cost 20 minutes
I’ll show some words and sentences ,and ask students to guess the meaning of new words , with the help of PPT . I’ll set a real situation to help the class learn new words and sentence pattern .students can follow the tape recorder reading words and text .
Situational approach is used here .
Step 4 practice
It’ll cost 10 minutes
In this step , I’ll divide the whole class into 4groups to have a competition by reading the dialog and role-playing . Then ,I’ll ask students to make a new dialog to check if they can use new words and sentence pattern correctly .
Task-based teaching method is used here ,and students’ cooperation ability will be well developed .
Step 5 summary
It’ll cost 5 minutes .
In this step ,I’ll guide students to conclude key words and sentence pattern to wide their knowledge
In the end ,I’ll give some homework ,go over today’s lesson and preview next lesson , go to the library or search the internet for some information ,then write a short passage .
And ,this is my layout design .
Ok ,that’s all for my lesson ,Thank you a lot for listening .
英文說課稿 10
P (8ins)
Step 4 Pst-Stage (10ins)
After teacher finishes the analsis f text, the students nw shuld understand the clue and the relatinship between law and vilin. S in rder t ae students further understand the text and iprve student’s language sills. Here are three assignents:
Assignent1: Rle-pla (6ins)
Obectives: t ae students understand the cntents f the test deepl.
Methds:
�。�1）Divided students int several grups accrding t the nuber f characters (3 students fr a grup)
�。�2）As the t ae a dialgue cpling with the cntent f test
�。�3）Next tie, teacher will as each grup standing in pint f ther students t present their dialgue
Assignent2: As se questins after reading the text (3ins)
What changed the ld an? --Music
Hw d u thin f usic? --Magic/ pwerful/ aes get awa fr evil/ reach a better understanding between peple etc.
Step 5: Hewr (2ins)
�。�1）As student t finish the practice n page35 abut the Cprehending
（2）As student t write a siple suar f the text.
�。�3）Guessing what wuld happen at the plice statin next? Wr in grups t g n telling the str.
英文說課稿 11
1.Teaching aims
Let the students master the new words:
Nurse, farmer, doctor, driver.
2.Teaching aids
A tape recoder, a projector
3. Teaching steps
1) Greetings
Say “Hello” to all the students.
2)Revision
Ask several groups to come to the front to act out the text.
Ask several groups to come to the front to act the new story that
They’ve made up after class.
3) Read the words:
Nurse, farmer, doctor, driver.
Let the students to fill in the blanks on page 75.
Read the sentence and ask them to make up a new paragraph about themselves. Ask several students to say sth about himself.
4) Review the chant they’ve learned last class.Choose several students to come to the front to act.
5)Games
Choose 6 students to come to the front. Let them act as the Father, mother, sister, brother, uncle and aunt. Ask them to Introduce themselves first and then choose 3 students to introduce them .
Play a word game to review the words the students had learned.
6) Tell them sonething about the foreigners and the west countries.
7) Teach them a new song named “ She’ll be coming around the mountain”
4. Homework
Let the students master the new words and expressions. Ask them to make up a new dialogue after class.
5.Teaching notes
英文說課稿 12
Unit Three SpaceTeaching aims:
Complete simple tasks following a series ofinstructionsUnderstand and explain information provided in tables andgraphs.
Language focus:
Is the earth heavier than the moon?
Yes. It’smuch heavier.The earth is one of the hottest planets.
Tasks:
Write a quiz based on a model.Listen and chant to practice talking about sports.
Step1:
Presentation1.Bring in or draw a picture showing the sun, the Earth and themoon and another picture showing the Big Dipper and the North
Star.2.
Tell the students that the sun is bigger and heavier than theEarth.The moon is smaller than the Earth.3.Ask the students to role-play the dialogue in groups ofthree.
Step3: Show the students what the word bright means.
Have the students guess and give possible answers.
2. Show the meaning of near and far by putting a rubber and apencil on the teacher’s desk and a ruler on a desk at the back ofthe classroom.
3. Tell the students that the word much can be used before thecomparative if the difference between the two objects isgreat.
Step3:
1.A day in space1.Point to the pictures on the page. Explain to the students thatthe story is about a scientist working in the spacestation.
2.Ask the students to tell you why astronauts will float away ifthey do not buckle into the bed.
3.Talk with the students about the daily life in space.
英文說課稿 13
活動目標：
1、了解一些常見蔬菜的`名稱和特征。(西紅柿Tomato、黃瓜cucumber、玉米Maize,胡蘿卜Carrot)
2、引導(dǎo)幼兒運用多種感官感知蔬菜的特征。
活動過程：
一、復(fù)習(xí)水果Fruit
T：Yesterday，we have gone to fruit’s home. We has known the apple , banana , Orange and pear, do you also remember them?
S：yes!
T：ok!Now let me test you !(教師出示圖片，問) Please take a picture. What is this? Is this a fruit? Let the vegetables gone here to line up. All these are fruit, all these are vegetables.
二、認識蔬菜
1、認識蔬菜、了解特征
T：This is ……. 1)What color is it?(在黑板上畫出顏色) 2)What sample is it?(在黑板上畫出樣子)
T：This is a tomato / Cucumber / Maize / Carrot. It is red / green / yellow / Orange. It is Round / long、Curved彎/ small、One for one一粒一粒/ long、Thick粗、 Color、 Sample。
T：Now let us know these vegetables again. Please read after me.
2、游戲：摸摸是誰
Today, we’ll go to vegetables’s home. Look, it’s a pocket. Many vegetables in it. What vegetables inside this pocket? If you want to know ,please touch one. Who can try?幼兒上前摸，提醒他們摸一個Touch one，Please tell us, What have you touched to? what is this?
2、游戲：我說你選擇
T：Now we will going to do a game“I say You Take”. I will tell the color and sample of the vegetables , Please lift the picture of the vegetables. Other people do judgement，If they are right please clap your hands, if they are wrong please stamp your foot . Do you understand? Ok!Who can try?畫好后提問：Please tell us，what vegetables have you drawn?
3、游戲：誰的`眼睛亮
T：Next，I want to test your eyes. I will show a kind of vegetables very fast , please tell me what vegetables this is. Ok? See clearly.
英文說課稿 14
【教材解讀】
本單元的話題是談?wù)撎鞖馇闆r和周末活動。
Story time 以日記的形式記錄Yang Ling周末的一天， 讓學(xué)生進一步認識和理解一般過去時的`用法。
教師可以利用學(xué)生用書五年級上冊Unit7 At weekends的詞匯設(shè)計教學(xué)活動，要求學(xué)生運用一般過去時描述剛過去的周末活動。
【學(xué)習(xí)目標】
1、學(xué)生能初步能理解并且會聽、會說、會讀和會拼寫單詞及詞組：cloudy, rainy, sunny, windy 和會運用句型：It was sunny / cloudy / windy / rainy.
2、學(xué)生能初步聽懂并且會說、會讀單詞show, interesting, weather, high, honey, ant, bee, cloud, sky, rain
3、學(xué)生能初步感知動詞過去式的不規(guī)則變化及讀音
4、學(xué)生能初步感知天氣表達的句型
5、學(xué)生能夠?qū)τ⒄Z書寫日記格式有一定的了解
【教學(xué)重點】
1、學(xué)生能初步能理解并且會聽、會說、會讀和會拼寫單詞及詞組：cloudy, rainy, sunny, windy 和會運用句型：It was sunny / cloudy / windy / rainy.
2、學(xué)生能初步聽懂并且會說、會讀單詞show, interesting, weather, high, honey, ant, bee, cloud, sky, rain,、
3、學(xué)生能初步感知動詞過去式的不規(guī)則變化及讀音
4、學(xué)生能初步感知天氣表達的句型
【導(dǎo)學(xué)過程】
Step 1 Warm up
Greeting
Free talk
T: Hello, boys and girls.
Would you know something more about me?
Two days ago, I was in Shanghai.
Do you know Shanghai ？
It’s a big and beautiful city.
Review : was（am的過去式） ago
But now ，I am in Zhangjiagang.
It’s beautiful, too.
利用簡單的兩句話，區(qū)分時態(tài)的不同
T: Can you let me know something about you?
Look at the screen, you can choose one part to tell me something about you.
出示 Favourite Food, Favourite Animal, Hobbies三個話題
在Favourite Food話題中引出本課相關(guān)單詞dumplings, honey
在Favourite Animal話題中引出本課相關(guān)單詞parrot 延伸到parrot show
在Hobbies話題中引出I like drawing and writing diaries very much.
Teach: diaries diary
T:Look ，these are my pictures.
Let’s look at them.
英文說課稿 15
活動目標：
1、了解一些常見蔬菜的`名稱和特征。（西紅柿Tomato、黃瓜cucumber、玉米Maize, 胡蘿卜Carrot）
2、引導(dǎo)幼兒運用多種感官感知蔬菜的特征。
活動過程：
一、復(fù)習(xí)水果Fruit
T：Yesterday，we have gone to fruit’s home. We has known the apple , banana ,
Orange and pear, do you also remember them?
S：yes！
T：ok！Now let me test you !（教師出示圖片，問）
Please take a picture. What is this? Is this a fruit？ Let the vegetables
gone here to line up. All these are fruit, all these are vegetables.
二、認識蔬菜
1、認識蔬菜、了解特征
T：This is …….
1）What color is it?（在黑板上畫出顏色）
2）What sample is it?（在黑板上畫出樣子）
T：This is a tomato / Cucumber / Maize / Carrot.
It is red / green / yellow / Orange.
It is Round / long、Curved彎 / small、One for one一粒一粒 /
long、Thick粗.
Color：
Sample：
T：Now let us know these vegetables again. Please read after me.
2、游戲：摸摸是誰
Today, we’ll go to vegetables’s home. Look, it’s a pocket. Many vegetables in it. What vegetables inside this pocket？ If you want to know ,please touch one.
Who can try?
幼兒上前摸，提醒他們摸一個Touch one，
Please tell us, What have you touched to? what is this？
2、游戲：我說你選擇
T：Now we will going to do a game“I say You Take”. I will tell the color and sample of the vegetables , Please lift the picture of the vegetables. Other people do judgement ，If they are right please clap your hands, if they are wrong
please stamp your foot . Do you understand? Ok！Who can try?
畫好后提問：Please tell us ，what vegetables have you drawn?
3、游戲：誰的眼睛亮
T：Next，I want to test your eyes. I will show a kind of vegetables very fast , please tell me what vegetables this is. Ok？
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