英语全英说课稿范文
色彩作品-笼罩
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Good afternoon, everyone.
I’m Zhou Yan. I’m an English teacher from
Experimental School of Suqian. Now I’ll say
Sample A of Lesson Six in
Book One. I’ll
prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
(一) STATUS AND FUNCTION
is an important
lesson in Book One. From this lesson, it starts
asking
the Ss to grasp contents of each
Sample. To attain “four skills” request
of
listening, speaking, reading and writing. To start
listing “Word
Bank” and tell the Ss to
remember the new words. To start asking the Ss
to write the English sentences well. Therefore
this lesson is in the
important position of
the teaching material.
lesson is the first
one of Unit if the Ss can learn it well, it will
be helpful to make the Ss learn the rest of
this unit.
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
The Ss has learned English for about
one month so far. They can understand
some
words and some simple sentences. The Ss have taken
a great interest
in English now.
(三)TEACHING AIMS AND DEMANDS
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The teaching aim's
basis is established according to Junior School
English
syllabus' provision.
objects
(1) To make the Ss know how to use the
affirmative sentence “This
is. . . .” and the
negative sentence “This is not….”Everyday
expressions for “Apologies”“I'm sorry”“That's
all right”.
(2) To study the new words “six,
hey, sorry, it’s, that’s”, etc. by
learning
the dialogue of this lesson.
(3) To finish
some exercises.
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.
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
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The teaching key and
difficult points’ basis is established according
to Sample A of Lesson Six in the teaching
material's position and function.
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.
points:
(1) How
to make dialogues and act them out.
(2) How to
write the right whole sentences.
(五) TEACHING
AIDS
Multi-media computer, Tape recorder,
Software: Powerpoint or Authorware,
school
things and so on. They will be needed in this
lesson.
Part Two The Teaching Methods
1.
Communicative teaching method
2. Audio-visual
teaching method
3. Task-based” teaching method
As we all know: the main instructional aims of
learning English in the
Middle School is to
cultivate students’ abilities of listening,
speaking,
reading, writing and their good
sense of the English language. So in this
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lesson I’ll mainly use
“Communicative” teaching method,
“Audio-
visual” teaching method and “Task-based” teaching
method.
That is to say, I’ll let the Ss to get
a better understanding of the key
structure of
the dialogue. I’ll give the Ss some tasks and
arrange five
kinds of activities: talking,
guessing games, watching CAI, acting out
Sample A and having a competition.
Teaching special features
To use these
methods are helpful to develop the Ss’ thought.
Part Three STUDYING WAYS
the Ss how to be
successful language learners.
the Ss pass
—Imitation—Practice
the Ss how to master
dialogues and how to communicate with others.
Teaching special features:
Let the Ss
communicate with each other and adopt competition
methods to
develop the Ss’ keen interest in
English.
Part Four Teaching Procedure
I’ll
finish this lesson in four steps. First I’ll
divide the Ss into
four groups and bring a
competition into the class. At last let’s see
which group is the winner.
Step1 Warm-up
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1. Free talk
between T and Ss .
Such as: Hi, I’m . . . .
What’s your name？
This is …. How do you do？
Who is heshe How are you？
Who can count
from 1to 5？
What’s this in English etc.
game: Ask the Ss to give T some school things. For
example:
T: Give me your book.(ruler, box,
pen, table, knife, etc.)
T: This is your book.
This is not my book. It’s your book. etc.
In
this course I’ll ask them to make a dialogue group
by group without
repetition. Find out which
group will make the most dialogues.
Purpose of
my designing: I think it is important to form a
better English
learning surrounding for the Ss
by imitating and at the same time it is
necessary to provide situations to review
learned knowledge.
Step2. Presentation
This course is very important. I’ll mainly
talk about this step.
I’ll use CAI to present
the whole dialogue. Arrange some situations to
help Ss understand Sample A.
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First scene: There is a
bag on the floor. B is picking it up and get ready
to leave. Now A is talking with B.
A: Hi,
B. How are you today？
B: I’m fine, thank you.
And you？
A: I’m fine, too. Oh, this is my bag.
B: No, this is not your bag. It’s my bag.
A: (Look closely) Oh, I’m sorry.
B: That’s
all right.
(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 relationships between the Ss
better.
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First play
the tape recorder. Let the Ss listen and imitate
the dialogue.
Pay attention to their
pronunciation and intonation. In this step the Ss
are required to practise the Sample in pairs
by reading the dialogue aloud.
This step is
employed to make the Ss grasp the Sample .At last
I’ll ask
the Ss to think hard and act it out
with a partner according to Sample
A. Then
find out which group will act it out well. I’ll
give them red
stars.
Purpose of my
designing: This step is employed to make the Ss
get the
general idea of the dialogue as a
whole one. At the same time let the Ss
have a
chance to practise their listening and spoken
ability.
In this step I’ll give the Ss a
free space to show their abilities.
Second
scene: The Ss are having a picnic. It’s hot and
they take off their
coats and put them
together. They are singing and dancing, laughing
and
chatting. After the picnic, they begin to
look for their coats. D and E
are talking. F
and G are talking. etc.
After watching, I’ll
give the Ss some tasks to make similar dialogues
without repetition and find out which group
will make more dialogues.
Purpose of my
designing: “Task-based” teaching method is used
here to
develop the Ss’ ability of
communication and also their ability of
co-
operation will be well trained. Tell the Ss we
should be polite and
take good care of our
things. We should love our life. I think proper
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competition can
arouse the Ss’ interest in English learning. If
the Ss
can finish this task well, they will
benefit a lot in their spoken English.
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Model 1.
I’ll ask four Ss of the groups to
write these sentences on the Bb in the
four
lines.
Then check their handwriting, correct
their mistakes. Find out who will
write well
and whose handing is the best.
the Ss’
workbook.
Purpose of my designing: To check
the knowledge Ss have learned in this
lesson.
:
(1)Recite the words as many as possible
after class.
(2)Make a dialogue according to
Sample A and write it in the exercise book.
Purpose of my designing: I think homework is
so important that the Ss
should speak English
as much as they can in class or after class. It is
necessary for the Ss to do some extensive
exercises after class to
consolidate the
knowledge they learned.
Blackboard Design
Lesson Six Sample ASix This is my….hey This is
not your. . . .sorry It’s
my. . . . Picture
it’s=it is Oh, I’m ’s=that is That’s all rightOK.
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