英语说课稿范文
同一方向-生本教育理念
英语说课稿(范例)
Introduce myself
Good morningafternoon, everyone. I’m Zhou
Yan. Now I’ll say Part A of Lesson Six from the
F
un With English in Book One. I’ll prepare to
say the lesson from four parts.
Part One:
Analysis of the Teaching Material
(一)
STATUS AND (地位与作用)
1. This is an important
lesson in Book One. From this lesson, it starts
asking the Ss to grasp conte
nts of each
Sample.
a. To attain “four skills”
request of listening, speaking, reading and
writing.
b. To start listing “Word Bank”
and tell the Ss to remember the new words.
c. To start asking the Ss to write the English
sentences well.
Therefore this lesson is
in the important position of the teaching
material.
、
2. This lesson is the
first part of Unit if the Ss can learn it well,
it will be helpful to make the S
s learn the
rest of this unit.
3. Such a topic is
related to daily life, so it is helpful to raise
learning interests of students and it
will be
also helpful to improve their spoken English.
(二)ANALYSIS OF THE STUDENTS (对学生的分析)
The Ss has learned English for about one month
so far. They can understand some words and
som
e simple sentences. The Ss have taken a
great interest in English now.
(三)TEACHING AIMS AND DEMANDS (教学目的和要求)
The teaching aim’s basis is established
according to Junior School English syllabus’
provision.
1. Knowledge objects
(1) To make the Ss know how to use the
affirmative sentence“This is. . . .” and the
negative sente
nce“This is not….”, everyday
expressions for “Apologies”, “I’m sorry”, “That’s
all right”.
(2) To study the new words
“six, hey, sorry, it’s, that’s”, etc. by learning
the dialogue of this lesson.
(3) To
finish some exercises.
'
2.
Ability objects
(1) To develop the Ss’
abilities of listening, speaking, reading and
writing.
(2) To train the Ss’ ability of
working in pairs.
(3) To develop the Ss’
abilities of communication by learning the useful
structures.
3. Moral objects
(1)
To enable the Ss to be polite and love life. (2)
To enable the Ss to look after their things
well.
(四)TEACHING KEY AND DIFFICULT
POINTS (教学重点和难点)
The teaching key and
difficult points’ basis is established according
to Part A ofLesson Six in the tea
ching
material’s position and .
1. Key points:
(1).To help the Ss to communicate with
each other. (2).To enable the Ss to study in
groups and co-
operate skillfully. (3).To
develop the Ss’ interest in English.
:
2. Difficult points:
(1)
How to make dialogues and act them out. (2) How to
write the right whole sentences.
(五)
TEACHING AIDS (教学用具)
Multi-media
computer, Tape recorder, Software: Powerpoint or
Authorware, school things, some pict
ures,
cards and so on. They will be needed in this
lesson.
Part Two The
Teaching Methods
1. Communicative
teaching method 2. Audio-visual teaching method 3.
Task-based” teaching method
As we all
know: the main instructional aims of learning
English in the Primary School is to cult
ivate
students’ abilities of listening, speaking,
reading, writing and their good sense of the
English la
nguage. So in this lesson I’ll
mainly use “Communicative” teaching method,
“Audio-visual” teaching m
ethod and “Task-
based” teaching method. That is to say, I’ll let
the Ss to get a better understanding
of the
key structure of the dialogue. I’ll give the Ss
some tasks and arrange some kinds of
activiti
es: talking, games, watching CAI,
acting out Part A and having a competition, sing
songs, etc.
Teaching special features
To use these methods are helpful to
develop the Ss’ thoughts.
Part Three
Studying ways
~
1. Teach the Ss
how to be successful language learners.
2. Let the Ss pass —Imitation—Practice to
study language.
3. Teach the Ss how to master
dialogues and how to communicate with others.
Teaching special features:
Let the Ss
communicate with each other and adopt competition
methods to develop the Ss’ ke
en interest in
English.
Part Four Teaching Procedure
I’ll finish this lesson in four steps.
First I’ll divide the Ss into four groups and
bring a competition i
nto the class. At last
we’ll see which group is the winner.
Step1 Warm-up
1. Free talk between T
and Ss. Such as: Hi, I’m . . . . What’s your name
This is …. How do you d
o Who is heshe How are
you Who can count from 1to 5 What’s this in
English etc.
2. A game: Ask the Ss to
give T some school things. For example:
T: Give me your book.(ruler, box, pen, table,
knife, etc.)
T: This is your book. This
is not my book. It’s your book. etc.
In
this course I’ll ask them to make a dialogue group
by group without repetition. Find out which
group will make the most dialogues.
Purpose of my designing: I think it is
important to form a better English learning
surrounding for th
eSs by imitating and at the
same time it is necessary to provide situations to
review learned knowl
edge. Step2. Presentation
This course is very important. I’ll
mainly talk about this step. I’ll use CAI to
present the whole dialo
gue. Arrange some
situations to help Ss understand Sample A.
First scene: There is a bag on the floor. B is
picking it up and get ready to leave. Now A is
talkin
g with B.
A: Hi, B. How are you
today B: I’m fine, thank you. And you
A:
I’m fine, too. Oh, this is my bag. B: No, this is
not your bag. It’s my bag.
A: (Look
closely) Oh, I’m sorry. B: That’s all right.
(At the same time, C is running up and hitting
A.) C: Oh, I’m sorry.
：
A: That’s
OK.
I’ll write the key points on the Bb
while they are watching. After watching, I’ll
teach them to read
the words and sentences on
the Bb. Make sure they can read them well.
Purpose of my designing: To present Sample A
by CAI is much easier for the Ss to learn and
grasp
the meanings. CAI can provide a real
situation with its sound and picture and it makes
the relatio
nships between the Ss better.
First play the tape recorder. Let
the Ss listen and imitate the dialogue. Pay
attention to their pronu
nciation and intonation. In this step the Ss
are required to practise the Sample in pairs by
reading
the dialogue aloud. This step is
employed to make the Ss grasp the Sample .At last
I’ll ask the Ss t
o think hard and act it out
with a partner according to Sample A. Then find
out which group will
act it out well. I’ll
give them red stars.
Purpose of my
designing: This step is employed to make the Ss
get the general idea of the dialogu
e as a
whole one. At the same time let the Ss have a
chance to practise their listening
and
spoken ability.
Step4. Production
In this step I’ll give the Ss a free space to
show their abilities.
Second scene: The
Ss are having a picnic. It’s hot and they take off
their coats and put them toget
her. They are
singing and dancing, laughing and chatting. After
the picnic, they begin to look for th
eir
coats. D and E are talking. F and G are talking.
etc.
~
After watching, I’ll give
the Ss some tasks to make similar dialogues
without repetition and find out
which group
will make more dialogues.
Purpose of my
designing: “Task-based” teaching method is used
here to develop the Ss’ ability of
c
ommunication and also their ability of co-
operation will be well trained. Tell the Ss we
should be p
olite and take good care of our
things. We should love our life. I think proper
competition can aro
use the Ss’ interest in
English learning. If the Ss can finish this task
well, they will benefit a lot in
their spoken
English.
2. Skill 1 Model 1.
I’ll ask four Ss of the groups to write these
sentences on the Bb in the four lines.
Then check their handwriting, correct their
mistakes. Find out who will write well and whose
handi
ng is the best.
3. Finish the
Ss’ workbook.
Purpose of my designing: To
check the knowledge Ss have learned in this
lesson.
Step5. Homework:
(1)Recite the words as many as possible after
class.
(2)Make a dialogue according to
Sample A and write it in the exercise book.
、
Purpose of my designing: I think
homework is so important that the Ss should speak
English as mu
ch as they can in class or after
class. It is necessary for the Ss to do some
extensive exercises afte
r class to consolidate
the knowledge they learned.
*************
************************************
初中英语说课稿（英文版）
一、说教材（教材分析） Analyzing
teaching material
2. 本课在教材中的地位 status and
function
The lesson is focused on the topic of
the problems of the earth and the functional items
of Supposition
Intentions conjecture
Prohibition. Since it is a dialogue reading. It’s
helpful to improve the Ss
communicative
reading ability.
3. 说教学指导思想 teaching guideline
(Teaching syllabus: Language is for
communication develop their four skills lay
special emphasis on reading;
Grellet put it
well in his book developing reading skills:
develop reading skill discourse analysis; get them
to
understand the western culture better;
improve the ability to discover analyze &solve the
problems; Reading is
for information for fun;
Use Top- down model or Bottom- up model to
activate Ss schemata; Interactive model)
4.
说教学目标和要求 Teaching aims and demands (…be intended
for Ss in key schools)
1）认知目标 knowledge
objects
*
a. Enable the Ss to remember
the following new words &phrases:
Damage
lecture pollute pollution room standing room be
fit for hear about turn into
b. Get the Ss to be familiar with this
sentence pattern:
If the population keeps
growing so quickly there will only be standing
room left…
Give the Ss a reinforced practice
on the functional item Supposition.
c.
Activate Ss schemata regarding the topic of
pollution and help Ss to know more about the
problem of
pollution.
2）智能目标 ability
objects
a. Ask the Ss to make up a similar
dialogue. b. Help them to understand the
dialogue better and improve
the four skills.
c. Develop their ability of thinking
independently. d. Cultivate their ability to
discover analyze and solve problems. e.
Train them to collect information from the
Internet.
f. Train them with some effective
learning methods to optimize Ss’ learning results.
3）德育目标 moral objects
}
a. Arouse
their interest in learning English; b. Help them
to understand the background of pollution.
c. Enable the students to love our earth and
the nature.
d. Be aware of the importance of
stopping pollution &protecting out environment.
e. Encourage the Ss to do something to save
the earth.
5. 说教学重点 teaching important points
(生词、句型；培养阅读技能)
a. New words and phrases
b. Sentence pattern: If- clause
c. improve
their reading skills. d. Talking about
problems of the Earth.
6. 说教学难点 teaching
difficult points (语法；发展交际能力)
a. functional
item: Supposition. b. Develop their communicative
ability. Act out their own dialogue.
7. 说教具
teaching aids (multi-media computer software OHP)
[
The teaching syllabus says that it’s
necessary for teachers to use modern teaching
facilities. It’s of great help
to increase the
class density and improve our teaching result. It
can also make the Ss reach a better
understanding of the text by making the
classes lively and interesting. At the same time
it arouses the Ss’
interest in learning
English.
二、说教法 Teaching methods
Five
step method; audio-video; communicative approach;
Task-based learning: New Syllabus Design
encourages teachers to use this teaching method.
TBLT can stimulate
Ss’ initiative in learning
and develop their ability in language application.
Make the Ss the real masters in class
while
the teacher himself acts as the director and bring
their ability into full play.
三、说学法 Study
methods
1. Teach Ss how to be successful
language learners.
2. Teach Ss how to develop
the reading skill — skim &scan; how to communicate
with others; how to learn
new words; how to
learn independently; 3. Get the Ss to form
good learning habits.
四、说教学过程Teaching
procedures
I. 复习 (Revision) 5min (Daily
report; 词汇diagram; brainstorming; activate
schemata)
Activity 1: Imagination
。
1). Suppose a bottle of ink is turned over and
dirties your white shirt what is to be done (Wash
it Or throw it
away)2). Suppose you catch a
bad cold what’s to be done3). Suppose your bike is
broken what’s to be done
4). And suppose
the earth on which we all live is damaged what’s
to be done
* What can you think of when you
see “pollution” this word(waste environment air
water factory desert
climate... Try to
activate the Ss schemata regarding the topic of
pollution.)
II. 呈现 (Presentation) 5min
Activity 2: Presentation
Play the song “Earth
Song” sung by Michael Jackson. (Create an
atmosphere)
A lot of pictures and video clips
about the causes and results of the three problems
mentioned in this lesson
will be shown on the
screen with the help of the computer.
Ss’
presentation on pollution. Attract their attention
arouse their interest and create a good atmosphere
for
communication.
*
Activate their schemata and cultivate their
ability in collecting information from the
Internet and develop
their ability in thinking
independently.
III. 对话 阅读 (Dialogue)18m
1. Pre- reading Activity 3:
Prediction
…
1st listening fast
reading one guided Q to help Ss to get the main
idea:
What do you think is discussed at
the conference
2. While- reading
Activity 4: Read and answer
2nd listening
careful reading more Qs to get the detailed
information. Develop their reading skills: skim
&scan.
Pay attention to the pronunciation
stress &intonation.
* 阅读: Pre-reading; while-
reading; post-reading (fast reading careful
reading; skim scan; 识别要害词key
words；确定主题句；创设信息差information gap；T or F;
填表格chartdiagram; Predicting; Make a timeline;
Make a story map。达到对课文的整体理解和把握。So that they
can have a good understanding of the whole
text.)
3. Post- reading Activity
5: Language focus
While Ss are answering the
Qs the teacher deals with some key language
points.
a. is being caused b. and so on c. go
on doing
d. be fit for e. standing room f. if-
clause
IV. 操练 (Practice) 10m Activity
6: Retell
}
Use your own words to
retell the dialogue in the 3rd person.
Activity 7: Acting out Activity 8: Drill
–Supposition
Purpose: Practise the functional
item of Supposition. (P. 33 Part 2; wb Ex. 3)
(Retell; act out; role play)
V. 巩固
(Consolidation) 6m
(Discussion; interview;
press conference; debate; quiz)
Activity 9:
role play
Suppose you were head of a village
scientist journalist and villager make up a
conversation and ask several
groups to
demonstrate in front of the class.
* The Ss
are encouraged to use the words and expression_rs
like pollution damage be fit for turn into the if-
clause etc.
Activity 10: Discussion
Think of the question: Are we causing damage
to the world
What should we do to save the
earth and protect our environment especially in
our daily life
Collect their answers and form
a report.
VI. 作业 (Homework) 1m (Writing;
continue the story; recite; retell)
Write a
letter to the mayor telling him sth. about the
pollution around your school.
五、说板书Blackboard
design
******************8第三篇*****************
****************
I Teaching Aims:
1. To
develop Ss’ basic skills of listening, speaking,
reading and writing. Reading is the focus in this
lesson.
Reading skills for Ss include
(predicting, skimming, scanning and digesting.)
2. To encourage Ss to practice, participate,
and co-operate in the classroom activities.
`
3. To get Ss to know something about
… and have a better understanding of the
importance of …. As for
teaching approaches, I
think …
II Teaching Approaches
Communicative approach and Computer-Assisted
Instruction are to be used in the course of this
lesson.
And I will try my
best to limit TTT, that is, limit Teacher Talking
Time and increase STT (Student Talking Time).
So during this lesson, emphases are to be laid
on:
1. Student-centered teaching 2.
Task-based learning
3. Activity-based
teaching (individual work; pair work; group work;
class work)
III Teaching Aids:
1.
a projector 2. a multi-media computer
system
They are for showing Ss some
pictures, some audio files, some visual files,
some topics or reading tasks.
IV Teaching
Procedure
…
Step 1. Warming-up &
lead-in Activity 1 Free talk (class work)
I will invite Ss to answer the following Qs.
Q1: Who do you think looks coolest in our
class Q2: Do you like himher
Q3: If so,
why If not, why …
Activity 2 Picture-
talking Music-talking (individual work)
Download some picturesmusic from the Internet.
Guiding Qs may be:
Q1: Who’s shehe
Q2: Do you like himher
Q3: If so, why If
not, why Q4: Do you think heshe is perfect
Goal: To lead up to the topic, get Ss to warm
up and arouse their interest in the topic.
…
Step 2. Pre-reading
Activity1 Look and guess (class work)
In this activity, Ss are required to look at
the titlesubtitle and guess what they will read.
Activity2 Brain-storming (class work)
In
this activity, Ss are encouraged to think of as
many words as possible to
describe the
picture…
Goal: To develop Ss’ reading skill
---predicting and present some new words in the
passage such as …
Step 3. Reading
Activity 1 Skimming (class work)
Ss are
required to go through the whole passage quickly
to get the general idea and pay special attention
to the first or last Para of the article (or
the first sentence or the last sentence of each
Para.)
Goal: To develop Ss’ reading skill
--- skimming, that is,
》
how can
we get the general idea of a passage as quickly as
possible.
Activity 2 Scanning (group
work)
Encourage Ss to read the passage
again, exchange their understanding of the passage
with their group
members and work together to
fill in the following form:
Goal: To develop
Ss’ reading skill---scanning, that is, how to find
out the clue of a story and motivate Ss to
cooperate with each other.
Activity 3
Report (class work)
Invite some group
members to report their work to the whole class.
Goal: To overcome Ss’ shyness and stimulate
Ss to speak in public.
Activity 4 Further
understanding and word study (pair work)
Encourage Ss to discuss the following Qs in
pairs (A PowerPoint will be used here to present
some blank-filling
exercises and multiple
choices.)
Q1: What does the word “this”
in the last Para. but 3 refer to
A. sjkdfkjdk B. klklklkl C.
opieporiwp D. jdlkjflkd
Q2: What is the
Chinese equivalent for the phrase “investing in
loss”
A. B. C. D.
Q3: The word
“flawless” in Line 5 of can be replaced by ___
Q4: Which of the following
statements is true or not true …
Goal: To
help Ss to guess the meaning of certain unknown
words and understand the passage exactly.
Step 4. Post-reading
Activity1 Role-
play(pair work)
Suppose one student is a …
and the other …. Ss are encouraged to put
themselves in the situation and
make a face-
to-face interview.
Activity2 Discussion
(Group work) Topics may be :
Q1: Do u
want to be perfect Q2: Do u think there is
anyone in the world that is perfect
Q3:
Look at the subtitletitle “Remind yourself”,
remind yourself of what …
Activity3
Poster-designingCartoon-designing…(group work)
Goal: These post-reading activities are
intended to develop Ss’ creative thinking and get
them to know the
importance of …
Step
5. Homework
Task 1 Write a summary of the
passage (about 100 words) (Individual work)
Goal: To spur Ss to consolidate what they have
learned.
Task 2 Look up some more
information about … (Individual work)
Encourage Ss to go to the school library or get on
the Internet if possible to
consult
related English websites on the topic.
Goal: To encourage Ss to study English
spontaneously and independently after class,
arouse Ss’
interest in traditional Chinese
culture and develop Ss’ culture awareness and
cross-culture communicative
skills.
As
for my blackboard-design, since time is limited,
I’d like to give a brief
introduction.
Title
Here is the form Here are
some new words for Ss
So much for my
presentation. Thank u very much. Bye-bye.