英文版说课稿
Lesson Plan Presentation 1
Good morning, everyone! It’s my great pleasure to be here to give my lesson plan presentation. My name is Fang Luhui from College of Foreign Language in Wenzhou University. The lesson plan I am going to talk about comes from the NJEFC BOOK8 Unit 8 How was your school trip? Now I’d like to explain what to teach, how to teach and the reasons for doing so from following aspects. They are analysis of teaching material and learning condition, teaching objectives, important and difficult points, teaching methods, teaching procure and blackboard notes.
Analysis of teaching material and learning condition
First, I will give the analysis of teaching material. The teaching material is taken from the NJEFC BOOK8 Unit 8 How was your school trip? The topic is talking about events in the past. Since it is the first period of this unit, the lesson is mainly a listening and speaking course. The teaching material is not so easy for students because there are a lot of new words and phrases.
The past tense of some verbs and the structure “there be…” is also difficult for students. However, the topic of this unit is interesting and it is very helpful for the teaching.
Now let’s move on to the analysis of learning condition, the students are in Grade 8. Most of the students have been learning English for five years, so they have already mastered the basic words and expressions, and they can do some activities with English. They are interested in learning English and are quite familiar with the task-based teaching model. What’s more, students have learned something about the simple past tense in Grade 7 which is also beneficial for the teaching.
Teaching objectives, important points and difficult points
Based on the analyses of the teaching material and the learning condition, I will put forward the teaching objectives, important points and difficult points.
(1) Language Skills:
(1.1)After the class, most of the students are able to ask others about their school trips. For
example, students can ask “Did you go to-----?” and “How was your school trip?” It is an important point in this lesson.
(1.2)After the class, some students are able to talk about the events in the past. It is an important point in this lesson.
(2) Language Knowledge:
(2.1)By the end of the class, most of the students are able to master the new words in this lesson, for example, aquarium, souvenir, autograph, hang out, and so on. It is an important point in this lesson.
(2.2)By the end of the class, most of the students can master the past tense of the irregular verbs. It is also a difficult point
(3) Affection & attitudes:
(3.1) Students talk about the school trips and enjoy the happiness.
(3.2) Students can know something more about o thers’ trips, and their minds can be broadened. (4) Culture awareness: students can know more about the different places of interest in our country.
(5) Learning strategy:
Resource strategy: students can find more information about school trips on the Internet.
Teaching methods: Based on the task-based teaching model, I will adopt communicative teaching approach, audio-visual teaching method in this lesson. I will use computer, projector, and recorder as my teaching aids.
Theoretical basis: According to the new English curriculum, the students should be the centre of the class. The students can learn English by doing something and develop their comprehensive language competence. I also adopt the schema theory. According to this theory, the language teacher s should try to activate students’ old knowledge store to help them learn the new knowledge.
Teaching procedure:
Here comes the most important part of my presentation. It is the teaching procedure. The first step is warming-up.
It will cost 6 minutes. There are two activities in this step—greeting and finishing the activity in 1a. Before the class, I will play a beautiful video named “Let us go boating”“让我们荡起双桨” to arouse students’ memories of their childhood and
school trips. When the class begins, I will greet with my students. I will ask some questions. For example, “What did you do last weekend?” “Did you have a good time?” After the brief greeting, I will introduce my last school trip to the students and tell them what I did on my last school trip. After that, I will ask my students to tell me something about their school trips and fill in the table which is provided by the textbook. Then I will ask students to read the answers to the class. The purpose of this activity is that I want to stimulate students’ enthusiasm of learning English. In addition, students will also get familiar with the topic and review the simple past tense. Here the schema theor y is adopted because students’ old knowledge store is activated.
Then we will move on to the second step—presentation.
It will cost about 10 minutes. In this step, I will introduce another two school trips to the students. In the first school trip, the students went to the Shanghai Aquarium. I will teach students the new words, such as shark, seal and so on. In the second school trip, the students in Hangzhou went to the West Lake. While introducing, I will also
teach students the important phrases, such as hang out, buy a souvenir, and so on. In addition, I will also introduce two important sentence structures “Were there any….” “Did you do…”to the students. In this step, I use a lot of pictures to introduce the trips. The purpose of this activity i s that students are able to learn most of the new words and phrases in this lesson and they will get ready for the next activity. The class can also turn to the next step smoothly and naturally.
Now, let’s come to the third step—listening.
It will cost about 5 minutes. Before listening, I will let students read the phrases in 1b which I have taught in the above activity. Then I will say,” Ok, class, what about our friend Tina and Toby in the textbook? What did they do on their last school trip? Did they have a go od time? Let’s listen to the tape.” Students listen to the tape twice. After checking the answers with students, I will ask them to read after the tape and try their best to imitate. In this step, students can further develop their ability of finding the specific information while listening. In addition, the imitation is also good for students to improve their pronunciation,
Now, let’s move on to the fourth step—guessing
game.
It will cost about 3 minutes. In this activity, I will first show one picture of my school trip, but the students can not see the whole picture. Then I let students to guess what I did on my last school trip. Students are required to ask me questions like this “Did you go…?” I will also show some names of places on the screen to help students guess. The student who gets the right answer can get a gift. The purpose of this activity is that students can practice the sentence pattern “Did you go…?” It can also help students relieve themselves after finishing the above tasks. By activating students interest, they will do the following activities efficiently.
Now, let’s come to the fifth step—Pairwork.
It will take about 5 minutes. At the very beginning, I will tell the students that Tina and Toby also want to know something about their school trips. Then students work in pairs. One student is Tina or Toby. The students follow the dialogue model on the screen. This model is a little different from the textbook. I made some changes, because the dialogue in the textbook doesn’t include the impor tant structure “Were there any…”
so I add it to the new dialogue. What’s more, I ask students to make new dialogues according to their own experience. So the dialogue is closely related to students’ experience and students can finish this task actively. The purpose of this activity is t o let students practice the important sentence structure in this lesson. By creating the real situation for students, they can further develop their ability of talking about things in the past.
Now here comes the sixth step—listening It will cost about 10 minutes. In this step, students are required to finish the listening task in 2a and 2b. I will first teach the new words in 2a and 2b. Then I will ask students to read the questions in 2a. After that, let students listen to the tape twice. Finally, check answers. I adopt the same way when deal with the task in 2b. The purpose of this activity is to let students further develop their ability of finding the specific information while listening.
Now let’s move on to the last step—homework It will cost about 1 minute. 1. Let students copy the new words four times.2. Let students finish off exercise book1.3. Ask students to prepare for the new lesson. 4. Do a survey.(The school newspaper
wants to make a survey. They want to find who had the most wonderful school trip. Each line as a group. Each group has one group leader. After class, he or she asks the group members and takes notes. I will ask each group leader to give a short report tomorrow. This activity aims to promote the cooperation between students after class)
Well, this is the blackboard notes. As the half of the blackboard is covered, only half of the blackboard can be used. On the right, there are some new words and phrases. On the left, there are some important sentence structures.
That’s all for my lesson plan presentation. Thank you for your attention. Thank you!
Lesson plan presentation 2
N SEFC B2 A Unit 2 Reading(1)
Good morning, everyone. Welcome to my lesson plan presentation. The lesson plan I am going to present is Reading part from NSEFC module 2.Unit3 who am I. Now I’d like to explain how to teach this reading course and the reason for doing so from the following 4 aspects: the analysis of teaching material and learning condition, the theoretical basis and teaching methods and aids, teaching procedure and the layout of blackboard. Ⅰ.The analysis of teaching material and learning condition;
First,let’s come to the analysis of teaching material and learning conditio n. The text is mainly about how computers progress from the calculating machine to the machine with artificial intelligence. The text itself is quite difficult to understand because it’s long and there are a lot of new words in it. T he difficulty of the class is how to get students to master the main idea of the text and understand the text as well. T he key point t eacher should focus on is how to make Ss master the central idea and gather the detailed information through various reading skills such as skimming, scanning, predicting and so on. And students in my class are not good at E nglish. But they are cooperative and can be activated in class. According to the teaching material and learning condition, I make out the following objectives:
f irst, language knowledge: Ss are required to understand the text and k now the history and basic knowledge of computers. Second, the language skills: Ss will get the main idea and suppportive information through usin
g the reading skills as I mentioned before. Third, affective objective. Ss will know how to use the computer in a proper way and can be correctly guided. Fourth, cultural
awareness: Ss will know more about the history and culture of computer.T he last one, learning stategies: S s will learn to learn individually and cooperatively. These objectives I made out are mainly based on new national curriculum standard. It aims to promote S s’ comprehensive language competence and develop the autonomous and cooperative learners.
I I .The theoretical basis and teaching methods and aids:
Then, let’s focus on the ways of teaching methods and aids. According to new national curriculum standard, the schema theory and student-centered teaching idea, I adopt following teaching methods: audio-visual method and situational method. These methods will be explained later in the teaching procedure. Besides, I’ll use a tape recorder,computer and projector a s my teaching aids to facilitate my teaching.
Ⅲ.Teaching procedure
Next comes the most important part—that is, teaching procedure. I adopt the three-stage model, pre-reading, while-reading and post-reading. Before pre-reading,I will set a lead-in and after
post-reading, there will be an assignment. Each step is arranged in proper time. The theoretical basis is top-down model.
Now, I will explain them respectively.
Step I, lead-in. This step will cost 4 minutes. As we can see, once the students’ interest is aroused in the beginning, the whole class will go through more smoothly. So in this step, I make out an activity—that is watching a video about the history of computers.And I will adopt audio-visual approach in order to warm up the class atmosphere and activate the Ss.
Step II, pre—reading. This step will cost 4 minutes.Based on the video they watch above, I will make out a brainstorming activity with a question : What can we do on a computer through the Internet? Then Ss will talk about it freely. If students don’t have good response, I will provide some hints for them. And situational approach will be employed here. The purpose is to activate Ss’ previous knowledge store and get them to prepare for new knowledge input.
Step III , while—reading. The whole step will cost 25 minutes. First, I will get Ss to skim the text and find out the main idea and the topic sentences
of each paragraph and answer the question of the title—who am I? It is the difficulty of this class and it’s done guided by teacher. So, here, I will guide Ss by providing some tips on how to find out the topic sentence and also, I will set a multiple choice for them to choose from as the main idea of the text in order to reduce the degree of difficulty and help Ss get over the difficulty. This activity aims to help Ss get familiar with the text. Then I will get Ss to scan the text and gather the detailed information. Ss have to finish the timeline. Through this activity, I will present to them with some new words and expressions such as artificial,intelligence,revolution on blackboard. The purpose is to cultivate Ss’ information gathering and individual learning skill. Then comes the close reading. Here, I will get Ss to read the text carefully and find out the supporting details on page19,part2. The whole class will be divided into four groups and a competition will be held to maintain Ss’ interest in practice. I will give each group an assessment on the blackboard and
I will get Ss to have a big hand for the group with best performance. This activity aims to train their
cooperative learning and activate the class atmosphere.
Step IV, post reading. It will cost 11 minutes. I will set a topic based on the reading material for group discussion. The topic is the advantage or the distavange of Internet. Four Ss of a group disscuss it and there should be a reporter in each group. And after the discussion, reporters will come here to present their groups’ opinions. If time is permited, I will get the groups to have a debate each other. At last, I will show my own opinion. The purpose is to cul tivate Ss’ logical mind and widen their knowledge scale.
Step VI, homework. As for homework, Ss have to surf the Internet for more information about the history of computer, retell the text and preview the language points. The purpose is to further help Ss master what they have learned in this class and make them prepare for the new lesson.
IV. layout on the blackboard:
Here is the layout on the blackboard. On the left, the usage of computer a group assessment. On the right, some new words and phrases are listed here. In the middle, there is a timeline of the development of computer.
That’s all for my lesson plan presentation. Thank you for your attention.
Lesson Plan Presentation 3
NSEFC Book 2 Unit1 Cultural Relics
Period1 (Warming-up & Reading)
Hello everyone! I am very glade to be here to present my lesson plan. The lesson plan which I am going to talk about is from NSEFC Book2 Unit 1 Cultural Relics Period 1. I will explan how to teach and why to do so in the following 5 aspects: teaching principles, the analysis of the teaching material, the teaching methods and studying ways, teaching procedure and the black board design. Part 1: Teaching Principle
First I want to talk about my teaching principle,that is the Student—centered principle. In my opinion, during all the teaching and learning activities, Ss should be the center or the main body, while the teacher plays mainly the roles of activity organizer, supervisor and information provider. During the class the teacher needs to organize several activities which are based on the teaching material. Then by taking part in the activities the Ss learn knowledge and aqiure skills. During these activities the teacher also needs to guide the Ss to play the games correctly or properly and provide the information that the Ss need to perform well. Part 2: The Analysis of the Teaching Material Now, let me turn to the analysis of the teaching material. This part includes 3 aspects: teaching content, teaching objectives and the important points and the difficult points.
(first).Teaching content: the main subject of this uint is about cultural relics and the content of this period includes the definition of cultural relics, the classification of cultural relics , some famous cultural relics in China and abroad, the cultural relics protection and some relative knowledge about the Amber Room.
2.Based on the teaching content I set the
following teaching objectives: language
knowledge objectives, language skills
objectives, affective objectives and cultural
awareness.
(first) https://www.wendangku.net/doc/1511076624.html,nguage Knowledge Objectives
(1) By the end of the lesson the Ss know
clearly of the definition of cultural relics
and know something about the
classification of cultural relaics.
(2) By the end of the lesson the Ss get to
know some famous cultural relics both
in China and abroad.
(3) By the end of the lesson the Ss know the
ways to protect cultural relics.
(4) By the end of the lesson the Ss learn
something about the Amber Room,such
as the detailed decorations and design of
the room, how was it made and how did
it get lost.
(second) II. Language Skills Objectives
(1) Ss can use the given expressions
properly to give their own opinions and
ask for others’ opinions.
(2) Ss can use the fast-reading skills ,such
as skimming and scanning to find the
information quickly and correctly.
(3) Ss can name some cultural relics in
China and abroad in English.
(4) Ss can use some key points and mian
clues to retell the story.
(third) III. Affective Objectives
(1) By the end of the lesson the Ss become
interested in knowing more about the
cultural relics both in China and abroad.
(2) By the end of the lesson the Ss become
aware of the importance of cultural
relics and cultural relic protection.
(fourth)VI.Cultural Awareness
Through learning something about the
cultural relics in China and abroad the
Ss know the cultural characteristics and
the history of different places.
3. The Important Points:
(1) Ss know clearly of the definition of
cultural relics.
(2) Ss know some famous cultural relics in
China and abroad and can name them in
English.
(3) Ss know the ways how to protect cultural
relics.
(4) Ss master clearly of the key points and
the main clues of the story of the Amber
Room and use them to retell the story.
The Difficult Points:
(1) Ss name some famous cultural relics in
China and abroad in English.
(2) Ss master the key points and the main
clues of the story and use them to retell the
story.
Part 3: The Teaching Methods and Studying Ways As to the teaching methods , I will
mainly apply the communicative method and the top-down approach. When it comes to the studying ways, the Ss will learn knowledge and skills through the ways of independent reading, discussion, group work ,analysis and synthesis.
Part 4: Teaching Procedure
Here comes the most important of my lesson plan presentation—the teaching procedure. I divided it into 5 steps: warming-up, pre-reading, reading, post-reading and homework.
Step 1: Warming-up (15)
In this part I divided it further into 3 small steps: Step i: I lead into the lesson by saying one sentence:As we know Wenzhou is a city which is rich in cultural backgroud (here I will write down an important phrase on the blackboard ,that is , be rich in ,and I will tell the Ss the meaning of this phrase.)then I show several pictures about the famous cultural relics of Wenzhou, including buildings, foods, some custome and operas in order to let Ss have some sense of what is a cultural relic, or in other words ,the definition of cultural relics. Then I ask Ss to think for a minute and put it into their own words of what is a cultural relic. After they give their answers I will show what I have and make sure the Ss have a clear idea of the definition of cultural relics. Then I will tell Ss briefly about the classification of cultural relics—the tangible and intangible cultural relics and also tell them what kind of cultural relics belong to the former and what to the latter. In this part the most important thing for the Ss to do is to havea clear idea of the definition of cultural relics. Here the Ss will confront with two difficult words: tangible and intangible. I will write them down on the blackboard and explain the meanings of these two words.
Step ii: in this step I ask Ss to enjoy pictures of some famous cultural relics in China and abroad and ask them to remember their English
names.(2mins)
Step iii: this is the last step of Warming-up. I
will have Ss hole a group discussion with the topic: How to protect cultural relics. While they are discussing Ss are required to use the expressions given to express their opinoins and ask for others’ opinions as well. Then each group will give their suggestions.
Step 2: Pre-reading
In this part I will show Ss some pictures of the amber and the Amber Room and introduce to them some background knowledge about the Amber Room Here I ask Ss to use some proper adjectives to descibe the Amber Room. If some Ss give me some very wonderful, very proper and very advanced vocabularies I will write them down on the blackboard and give the Ss some praise. For example, during the class the Ss give me the words: valuable and splendid. I think they are very good,so I write them down and exlaine the meanings of these two words.
Step 3 : Reading(15mins)
In this step I designed 3 activities.
Activity 1 : I give Ss 3 minutes to read the whole
passage to get the main idea of each
paragraph.
Activity 2 : I give Ss another 2 minutes to read juse
paragraph 1 quickly. Here I designed a
table with some key words in it. These
key words are about the detailed
decorations and design of the Amber
Room, such as the colour, the birth
place, the style, the material and the
time. With the help of these key words
I ask Ss to read paragraph 1 fast to
find the exact information to fill in the
table.
Activity 3 : After Ss finish the activity 2 I ask them to read paragraph2-5 carefully to find
the main clues of the story. In order to
make it easier I also designed a table
here and also provided some key
information, such as When,
where,Who, What. Because it is a
narration, Ss can find the main clues
of the story by finding out the
time ,place, people and the events
which are related to the story.
Step 4 : Post-reading(5mins)
In this step I ask Ss to retell the story
by using the main clues they have
found out in the last step. Because
time is limited in class, I only ask one
or two Ss to retell the story.
Step 5 : Homework
(1) Ss get ready to retell the story after class and
I will check in the next period.
(2) Ss do toupu exercises on page 2-3
Part 5: Blackboard Design
be rich in…
tangible ---intangible
value--- valuable
splendid
Here is all my blackboard design of this class. Because this is the first period and doesn’t have many language points, the blackboard design is relatively simple.
That’s all , thank you!
初中英语说课稿全英文版.
Good morning, everyone. My name is Zhang Meiying. I come from Huishe Middle School. It’s my great honor to be here to present my lesson. My teaching topic is Sports Star Eats Well . I’ll talk about it by 6 parts: Part 1 the analysis of teaching material; Part 2 the analysis of teaching students; Part 3 the analysis of teaching methods; Part 4 the analysis of studying ways; Part 5 the analysis of teaching procedures; Part 6 blackboard design. Well, firstly, I’ll talk about Part 1, the analysis of teaching material. 1. Status and function: The lesson is the fourth period of Unit 6. The main content of this lesson is likes and dislikes .It’s related to food. 2. Teaching aims and demands, there are knowledge aims, ability aims and emotional aims. The knowledge aims are to enable the students to master the new words, star, eat, well, habit, healthy, really, question, want, be, fat. the phrases，eat well, eating habit, sports star, after dinner, one last question. the sentences,What do you like for breakfast?/What fruit do you like? The ability aims are to develop the students’ abilities of reading and writing, to train the students’abilities of using language, to guide the students to talk about likes and dislikes and to develop the students’ abilities of creative thinking and cooperative study. The emotional aims are to arouse the students’ interest in learning English, to enable the students to form good eating habits. 3. Teaching key points and difficult points: The teaching key points are to enable students to use the new words, phrases and sentences in English, The difficult points are to enable students to talk about other’s eating habits.. Then I’ll talk about Part 2 the analysis of students. The students have learned English for several years so far. But they are new in middle school. They are curious about new things and have a strong desire to learn better. However, their English learning level are different from each other. They need teacher’s help and encouragement in their further study.
小学英语说课稿-全英文-整理版
小学英语说课稿全英文整理版 Good afternoon, ladies. I am number_______. I’m glad to share my lesson with you. My teaching content today is of Unit of PEP Primary English, Book This unit is mainly about Now, I will explain the lesson from the following aspects. 1. 教学内容 (Contents) Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit .This unit introduces and develops the theme of “___________”, Ss are expected to master the new words___________________ and to use the sentence patterns___________________ in proper situation. The teaching material mainly describes ___________________ , and it shows all of the new knowledge points. Therefore, it is in the important position of this unit. If Ss can master it well, it will be benefit for them to learn the rest of the unit. 2. 教学目标 (Teaching aims) Secondly, it is about the teaching aims. According to the new curriculum standard and the syllabus, and after studying the teaching material and the facts of the Ss, I set the teaching aims as follows: 1, Knowledge objects 1) Ss can understand the content correctly. They can read and play the dialogue; 2) Ss can listen, read, speak and write the core words_______________;
英语说课稿英文版
初中英语说课稿（英文版）一、说教材（教材分析） analyzing teaching material 1.说课型 lesson type (dialogue/ reading/ listening/ revision) 2.本课在教材中的地位 status and function 3.说教学指导思想 teaching guideline 4.说教学目标和要求teaching aims and demands (…be intended for ss in key schools) 1）认知目标 knowledge objects a.enable the ss to remember the following new words & phrases: damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into b. get the ss to be familiar with this sentence pattern: if the population keeps growing so quickly, there will only be standing room left… give the ss a reinforced practice on the functional item supposition. c. activate ss schemata regarding the topic of …… and help ss to know more about the problem of ……. | 2）智能目标 ability objects a.ask the ss to make up a similar dialogue. b.help them to understand the dialogue better and improve the four skills. c. develop their ability of thinking independently. d. cultivate their ability to discover, analyze and solve problems. e. train them to collect information from the internet. f. train them with some effective learning methods to optimize ss’ learning results. 3）德育目标 moral objects a.arouse their interest in learning english; b.help them to understand the background of …… c.enable the students to …… d.@ e.be aware of the importance of …… & …… f.encourage the ss to do something to …… 5. 说教学重点 teaching important points (生词、句型；培养阅读技能) a. new words and phrases g.sentence pattern:…… h.improve their reading skills. i.talking about problems of …… 6. 说教学难点 teaching difficult points (语法；发展交际能力) a.functional item: supposition. the teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. it’s of great help to increase the class density and improve our teaching result. it can also make the ss reach a better understanding of the text by making the classes lively and interesting. at the same time, it arouses the ss’ interest in learning english. 二、说教法 teaching methods ^ task-based learning: new syllabus design encourages teachers to use this teaching method. tblt 三、说学法 study methods四、说教学过程teaching procedures i. 复习 (revision) 5min (daily report; 词汇diagram; brainstorming; activate schemata) activity 1: imagination 1). suppose a bottle of ink is turned over and dirties your white shirt, what is to be done (wash it or throw it away) 2). suppose you catch a bad cold, what’s to be done 3). suppose your bike is broken, what’s to be done 4). and suppose the earth, on which we all live, is damaged, what’s to be done
英语说课稿模板全英文
英语说课稿模板（一）全英文 Good afternoon, ladies and gentlemen. My name is (). I come from () Middle School in ().Today I’m going to talk about the topic” What should I do?”I will divide the instruction into seven parts：they are Teaching m aterial Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Te aching methods, Teaching aids and Teaching procedures. 一、说教材（教材分析）Analyzing teaching material 1. 说课型lesson type (Dialogue/ reading/ listening/ revision) 2. 本课在教材中的地位status and function Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability. 3. 说教学指导思想teaching guideline (Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model) 4. 说教学目标和要求Teaching aims an d demands (…be intended for Ss in key schools) 1）认知目标knowledge objects a. Enable the Ss to remember the following new words & phrases: Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into b. Get the Ss to be familiar with this sentence pattern: If the population keeps growing so quickly, there will only be standing room left… Give the Ss a reinforced practice on the functional item Supposition.
初中英语说课稿英文版
Good morning，everyone. It is my great honor to stand here to present this lesson to you. Thank you. Let me start my lesson from unit one “How many people are there in your family? “ This is an oral reading class, which includes three parts, materials analysis, teaching instruction design and teaching program. I. Material analysis 1. This unit’s topic is based on family, while Tony and Lingling are talking about family members. During the dialogue, there are a few new words, like grandfather\grandmother\grandparents\uncle\aunt\sister\brother\many\have etc, and other difficult sentence patterns and sentences. 2. Key points Guide the student to learn and use the following words and sentence skillfully. A. Words: grandparents\uncle\aunt\sister\brother\many and have B. Sentences: a. --How many…are there…? —There are… b. -Have you got any…? --Yes,I have.\No,I haven’t. 3. Difficult points Make students understand and use words and sentences with multi-meaning or special meaning. a. Words and expression: people\family\or\how many b. Sentences: ①--How many people are there in your family? -- There are four—my mom and dad, my sister Linda, and me. ②So I’ve got one aunt and two uncles. c. Speak English according to practical situation. 4. Teaching aims a. Technical aims: the student can understand the dialogue and the conversations between the teacher and the student, which is related to this topic. The student can start a dialogue, knowing and deliver information; can make sentences based on the difficult points without grammar mistakes and can create dialogues related to this topic. b. Knowledge aims. The student should remember the new words, expressions, sentence patterns, sentences, difficult sentences, including pronunciations from keys letters and monogram, which can lay the foundation for speaking English fluently. c. Emotion aims. Stimulate the student’s interest and enthusiasm through English lessons, make them like English, like speaking English and want to speak English. d. Learning targets: Focus on the language practice, including listening, speaking, reading and writhing, changing traditional mechanical teaching methods. Encourage students to speak English bravely, to improve language comprehensive ability in practice and deepen the basic knowledge in mind. Ⅱ.Explaning-teaching Method 1.Listen to the tape . This is a good way to learn english and key step at class. We can copy the standard pronunciation during listenning. 2.Explain difficulties in games. We would meet some words,expressions,sentences or grammer hard to explain at class, we can explain explain them in games so that students can accept them with
优秀小学英语说课稿范例
优秀小学英语说课稿范例《Holiday》 说教材： 1. 教材内容 本节教材重点围绕节日展开，围绕人们经常如何度过节日展开话题。本课时要求学生能掌握四个节日National Day, Halloween,Christmas, Spring Festival 及句型Whatdo people usually do at ….?I… .并能自由交流如何度过假日。在本课中did引导的一般疑问句及回答也是新知之一。因为在前面第三单元己出现了be 动词的过去式，所以学生在学习的时候这方面比较容易掌握。 本节课所选的教学内容是牛津小学英语6A Unit 6。本单元教学围绕节日展开。在询问节日这部分，学生已有了前面第三单元的知识铺垫，比较易于深入与扩展。这样的安排，既体现了教材循序渐进、由难到易的编排意思，又符合学生的知识水平和认知水平。关于人们如何度过节日这个话题，特别是西方的节日，。则需要学生课后即时收集资料。在实际教学中，本课采用旧话题先教新句型，再用句型引新知的方式展开，这样既便于学生接受掌握，也体现了教学内容之间的连贯性。 说目标： 1. 教学目标 新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的理解，我制定如下教学目标。 [认知目标] 学生能听、说、读短语及单词：visit relatives and friends , go to parties, dress up in costumes, waremasks , make pumping lanterns, eat lots of delicious food , National Day,Christmas, Halloween, Spring Festival , favourite ; 能使用When’s… ? What do people usually do at …? Did you….last…? Yes , I did./ No, I didn’t.等实行口语交际。[水平目标]能用英语交流在假日中的活动，部分同学能用英语流利介绍节日的相关情况。[情感目标] 通过活动、游戏使学生产生学习英语的兴趣；让学生敢于、乐于开口，积极参与交流。并让学生在学习的过程中，培养他们的合作意识和竞争意识。 2. 教学重难点 教学的重点是让学生掌握词组，能使用词组实行交流，初步锻炼学生使用词组描述节日的水平；难点是让学生理解时态的变化，及意识到词组的不同使用能造就语言的丰富性。 说教法： 1．教法设计 根据英语这门课本身的特点及六年级学生的兴趣，我通过设计具体形象的情景，以旧带新，持续滚动知识点，以此来分散教学难点，让学生直观地感知与理解。同时创设数个任务活动，从单词到短语到句子到对话到片断，使学生在师生、生生之间的多向交流中实行有意义的练习与实践，充分发挥他们的学习主体性，培养他们学习致用的水平。 2. 学法指导 引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能，让学生在多层次的练习中体会到学习英语时“使用”的必要性，鼓励学生积极思维，大胆尝试。 3．教学手段 根据本课的教学内容、教学目标、学生的年龄特征和心理特征，为了更好地激发学生学习兴趣，从而能积极主动参与学习。教学中使用多媒体课件、图片等教学辅助手段，置抽象的句型于一个个生动的情景、游戏之中，不但使学习过程自然轻松，更能较好地启智开思。 说过程： 1．热身（ Warm up）
英语说课稿范文(英文)
一、Introduction（导言） 英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。 二、说课的基本原则 1. 遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、教案说课、 上课之间的层进关系，走出说课即是“说教案”的误区。 2. 以教师为主导，学生为主体，体现先进的教学理念。 3. 详略得当，重点突出，体现说课的完整性。 4. 与教案相结合，体现其可操作性。 三、说课的基本程序 1. 说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。 2. 说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。 3. 说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。 4. 说学法：谈谈学习方法的运用以及将要实现的目标。 5. 说教学程序：说为什么要设计该程序？目的、意图何在？结果如何？ 6. 说板书设计：谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。 四、注重说课信息和反馈与总结 说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息，力求不断改进和提高。 五、附SB 2B U16 Lesson 63说课稿 Unit 16 Lesson 63 Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）. It is made up of four parts. Part 1 My understanding of this lesson The analysis of the teaching material: This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. Teaching aims: 1. Knowledge aim: Understand the main idea of the text.
人教版高中英语 全英文说课稿 music
Teaching plan for Unit 5 book 2 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:
初中英语说课稿 获奖范例 全英文版
六年级（下）Unit 6 Do not eat in class. [Presenting the 1st PPT about the introduction.] Well, good afternoon ladies and gentlemen, I am very happy to meet you all here. Today，I am going to present Unit 6 Do not eat in class. Well, please look at the teaching material together. Well, this is a letter in the book. Students are required to read it through, have a look at it, try to write a letter to Zhao Jie, a boy who doesn’t like any subjects at all. [Presenting the 2nd PPT about the given letter.] Well, I think my teaching aims should include the proper form of English letter, and second, how to write a letter in an idiomatic way. [Presenting the 3rd PPT about the teaching aims.]Well, to achieve these goals, I am going to arrange my teaching step by step [Presenting the 4th PPT about the teaching procedures]. Well, these are the steps, since so many, let me make it simple, actually, they are words, sentences and paragraphs. As we know that articles consist of words and sentences. So first, I would like to talk about the words. That is also the first step---revision. Well, you know, students have learned the names of the subjects in the former lessons. So, I am going to review the words by playing games with them. Here comes the first game: who can write more? [Presenting the 5th PPT about the 1st game]I am going to divide the students into two groups, for example boys and girls. They are given two minutes to rush to the blackboard and write down the subjects they know. The group which can write more will be the winner. Imagine how excited the students are, and at the same time, they are also reviewing the words. Well, what’s more, you may have noticed these two subjects, Physics and Chemistry. [Presenting the 6th PPT about the result of the game] Actually, these two subjects are not in this book. S o, in this way, we can know that some students are showing us how much they know and all the students can also enlarge their vocabulary at the same time. Well, after words, I would like to turn to sentences. Here comes the second game, who can make it longer? [Presenting the 7th PPT about the 2nd game] I am going to give students a word, for example subject. Which students can make it longer? Well, you please. Favorite subject. Good. A phrase appears. Longer? You please. My favorite subject is English. Well, a sentence appears. Even longer? My favorite subject is English, I like it very much, it is so interesting. [Presenting the 8th PPT about the answers of the game]Well, you can see students are constructing words into sentences step by step. Well, this is the revision part. After that, it is time to read. From now, I am going to show students the given material so soon. Actually, instead, I am going to show them those separated pieces. They should put them into the correct order[Presenting the 9th PPT about the reordering task]. You know before the lesson, I divided the whole letter into these four parts, why do I bother to do this? Well, you can see, in this way, students can put more attention to how to begin and how to end a letter. Then, they have a time, can have a
小学英语说课稿(全英版)
小学英语说课稿 ①Good afternoon , Ladies and Gentlemen ! My name is Wu Dan . I come from Tanggangzi School .I am very glad to be standing here and talking about Lesson 10 ,which is from Fun with English Book 3 Unit 2 . My teaching report includes four parts . Part 1 To analyze the book 1.There are 3 units in Book 3 . This is Lesson 10 . The central item is how to m aster another sentence to express “ What’s the tim e ? ” and how to buy som ething. Using “ What’s the tim e ? ” hungry, cakes, bread and so on . We’ll study and drill the sentences and the word ’s pronunciation . 2. According to the teaching outline and com bining the students ’ situation , I m ake the teaching aim s of this lesson as follows . a .The first is the aim of knowledge . It’s to learn and m aster two sentences. What tim e is it? I am hungry and then using them to express the time and go shopping fluently and freely b. The second is the aim of abilities The creative spirit is quite im portant to the students. So I will pay m uch attention to train it in m y class. Otherwise. I will try to train the students listening, speaking, reading and writing abilities, Mainly im prove their communicative abilities and encourage them to speak m ore English. C. The third is the aim of em otion Make the students have successful feeling and achievem ent. And m ake them be in English study. 3.Important points The first is to m aster and use the two sentences. What tim e is it? I’m hungry. The second is to m aster the usage of the words hungry, cakes and bread. 4.Difficult points. It’s the pronunciation of the two words. hungry, cakes, and how to use them fluently and freely . Part 2 . Teaching and learning m ethods Make the students take part in class . Ask and answer in pairs and groups . I’ll use com m unicative method , discussing m ethod and seeing and hearing m ethod to teach this lesson . Part 3 . Teaching aids . In order to interest the students . I’ll use a clock , recorder , cards and som e food as m y teaching aids . Part 4 . Teaching procedure . Step 1 Revision Before m y c lass , I’ll get the students to sing an English song to keep them selves relax . Then I’ll use a clock to act it . What’s the tim e ? What’s the tim e ? It’s eight o’clock . I’ll show three num bers . When the students answer It’s ten o’clock . I’ll say: It’s ten . Today we’ll learn Lesson Ten . Then I'll put the clock on the blackboard . Step 2 Presentation and drill First I’ll point to the clock and ask , what tim e is it ? Students answer It’s ten . Then I go on m oving the