例如用英语怎么说

例如用英语怎么说

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范文一:英语说课稿范例

说课稿样例

决赛内容考查

教学观点(教育观、学生主体观、创新观、实践观) 教学重点的取舍 教学内容前后左右联系 教学进展的有序性 学生活动的组织 教学语言和应变能力

课时说课备课卡

学 校 ________ 学 科 ____ 说 课 人 _______ 说 课 时 间 _________

(www.wenku1.com)课 题 ______________

教 材 简 析 : Brief introduction to the teaching material 课 题 及 主 要 内 容 : Task & content

教 学 大 纲 对 本 节 内 容 的 要 求 及 教 学 目 标 : Syllabus demands & instructional objectives 教 学 目 标 : Instructional objectives---认 知 目 标 : Cognition objectives 技 能 目 标 : Skill objectives 情 感 目 标 : Sensibility objectives

(www.wenku1.com)重 点 及 其 巩 固 措 施 : Emphases & consolidation 难 点 及 其 突 破 措 施 : Difficulties & breakthrough 学 科 思 想 在 教 学 中 的 体 现 : Ideas of language teaching 学 生 实 际 情 况 : The students and teaching 教 学 方 法 及 教 具 : Teaching methods & teaching aids 教 学 过 程 及 时 间 分 配 : Teaching process & distribution of time

新 课 导 入 方 法 : Presentation 学 生 尝 试 练 习 : Sample drills 总 结 归 纳 规 律 : Explanation to the linguistic points 巩 固 练 习 : Consolidation practice 小 结 : Summary 测 试 : Test 作 业 布 置 : Homework

(www.wenku1.com)时 间 安 排 : Distribution of time 板 书 设 计 : Layout of blackboard writing 抽签 S24: 巩 固 技 能 扩 大 联 系 的 巩 固 活 动 : L50, SBIA

以定语从句为重点,联系定语从句的用法;素质教育有体现学习策略、学习方法、教 态、仪表、教具等 备课及说课内容 Honorable experts: My name is Wang Chuanzhong, presenting No.3 Middle School of the Shengli Oilfield. My topic today is L50, SBIA. My contents will include: Projector film #1 The syllabus demands & instructional objectives are: Projector film #2

(www.wenku1.com)The emphases in this lesson is the attributive clause with where and when, the relative adverbs. Before introducing into it, revise attributive clause with relative pronouns: Projector film #3 Get a few students to practice it. Then study attributive clause with relative adverbs: Projector film #4 Point out the attributive clauses in Lesson 50. There are 7 in it, one of which is a non-restrictive clause that will be dealt with later. Get the students to do some exercises on attributive clause with relative adverbs: Projector film #5 Talk about the main linguistic points. Since not related to this topic, it’ s omitted. As to the difficulties, it is how to transfer 2 relative sentences into a sentence with an attributive clause with relative adverbs. To breakthrough the difficulty I’ ll get several lower students to practice the sentences in the

(www.wenku1.com)text, then let a few upper students to make a few sentences with attributive clauses. Attributive clause is very important in Senior English an

d it is completely new to Chinese students. As an English teacher, I must get the students to be well aware of this grammatical phenomenon. The measure is practice, practice and practice. The teaching greatly depends on the level of the students. So if the students are good at English, I’ ll deepen their knowledge and practice something difficult. If the students are generally below the ordinary level, some basic knowledge is enough for them. My topic emphasizes on attributive clauses, so my teaching methods will be more heuristic, and less situational communicational. The teaching aids in the lesson will be the overhead projector and cassette recorder, or if necessary multimedia computer.

(www.wenku1.com)The teaching process will be as follows: Presentation: Revise L49, talk about black slaves and Lincoln, using about 2 minutes. Sample drills: Practice attributive clauses with relative pronouns, using about 5 minutes. Grammar: Attributive clause with relative adverbs. This will be the most important thing in this period. The explanation and practice will cost 18 minutes. Text: explain the linguistic points to the students and deal with the text. Listening: Get the students to listen to the tape. The above will cost 15 minutes. Consolidation and summary: It will cost 3 minutes. Homework: WBEx— L50, SBIA Questions: 2 minutes

(www.wenku1.com)Last but not the least, the layout of blackboard writing will be like this: Projector film #6 Thank you very much. Topic Introduction to the teaching material 1. Task & content 2. Syllabus demands & instructional objectives Emphases & consolidation Difficulties & breakthrough The students Teaching methods & teaching aids Teaching process & distribution of time Layout of blackboard writing Instructional Objectives

(www.wenku1.com)Cognition: 4-skill: no more than, in all, break out, break away from, join up, death, consider… (as), enemy, honest 3-skill: law, lawyer, politics, president, was, wise 2-skill: union, the Union, civil, Kentucky Daily expressions: What’ s on at the cinema this week? (Revision) Grammar: Attributive Clauses: where, when Skill: Attributive Clause Sensibility: Patriotism Revision A plane is a machine that can fly. The noodles (that) I cooked were delicious. Who is the man that is reading the book over there? The girl (that/whom) we saw yesterday was Jim’ s sister.

(www.wenku1.com)They planted the trees which didn’ t need much water. The foreigner who visited our class yesterday is from Canada. The girl whose mother died 3 years age is fr om Zhejizng. Attributive Clauses with where & when He helped his father on a small farm. They lived on the small farm.  He helped his father on the small farm where they lived. This was a time. There were still slaves in the USA.  This was a time when there were still slaves in the USA. Exercises: 1. Yesterday we went to visit the house _______ the great writer used to live. 2. He was born in the year _______ the Second World War broke out. 3. I will never forget the day _______ I went to meet

you at th e airport. 4. He always wants to go to his home town and visit the place ______ he grew up.

(www.wenku1.com)… 10. Kunming is a beautiful city _______ flowers are seen all the year round. Layout of blackboard writing Lesson 50 Abraham Lincoln 1. Words & Expressions … 2. Grammar Attributive Clause with relative adverbs … 3. Homework

说课稿样例

决赛内容考查

教学观点(教育观、学生主体观、创新观、实践观) 教学重点的取舍 教学内容前后左右联系 教学进展的有序性 学生活动的组织 教学语言和应变能力

课时说课备课卡

学 校 ________ 学 科 ____ 说 课 人 _______ 说 课 时 间 _________

课 题 ______________

教 材 简 析 : Brief introduction to the teaching material 课 题 及 主 要 内 容 : Task & content

教 学 大 纲 对 本 节 内 容 的 要 求 及 教 学 目 标 : Syllabus demands & instructional objectives 教 学 目 标 : Instructional objectives---认 知 目 标 : Cognition objectives 技 能 目 标 : Skill objectives 情 感 目 标 : Sensibility objectives

重 点 及 其 巩 固 措 施 : Emphases & consolidation 难 点 及 其 突 破 措 施 : Difficulties & breakthrough 学 科 思 想 在 教 学 中 的 体 现 : Ideas of language teaching 学 生 实 际 情 况 : The students and teaching 教 学 方 法 及 教 具 : Teaching methods & teaching aids 教 学 过 程 及 时 间 分 配 : Teaching process & distribution of time

新 课 导 入 方 法 : Presentation 学 生 尝 试 练 习 : Sample drills 总 结 归 纳 规 律 : Explanation to the linguistic points 巩 固 练 习 : Consolidation practice 小 结 : Summary 测 试 : Test 作 业 布 置 : Homework

时 间 安 排 : Distribution of time 板 书 设 计 : Layout of blackboard writing 抽签 S24: 巩 固 技 能 扩 大 联 系 的 巩 固 活 动 : L50, SBIA

以定语从句为重点,联系定语从句的用法;素质教育有体现学习策略、学习方法、教 态、仪表、教具等 备课及说课内容 Honorable experts: My name is Wang Chuanzhong, presenting No.3 Middle School of the Shengli Oilfield. My topic today is L50, SBIA. My contents will include: Projector film #1 The syllabus demands & instructional objectives are: Projector film #2

The emphases in this lesson is the attributive clause with where and when, the relative adverbs. Before introducing into it, revise attributive clause with relative pronouns: Projector film #3 Get a few students to practice it. Then study attributive clause with relative adverbs: Projector film #4 Point out the attributive clauses in Lesson 50. There are 7 in it, one of which is a non-restrictive clause that will be dealt with later. Get the students to do some exercises on attributive clause with relative adverbs: Projector film #5 Talk about the main linguistic points. Since not related to this topic, it’ s omitted. As to the difficulties, it is how to transfer 2 relative sentences into a sentence with an attributive clause with relative adverbs. To breakthrough the difficulty I’ ll get several lower students to practice the sentences in the

text, then let a few upper students to make a few sentences with attributive clauses. Attributive clause is very important in Senior English an

d it is completely new to Chinese students. As an English teacher, I must get the students to be well aware of this grammatical phenomenon. The measure is practice, practice and practice. The teaching greatly depends on the level of the students. So if the students are good at English, I’ ll deepen their knowledge and practice something difficult. If the students are generally below the ordinary level, some basic knowledge is enough for them. My topic emphasizes on attributive clauses, so my teaching methods will be more heuristic, and less situational communicational. The teaching aids in the lesson will be the overhead projector and cassette recorder, or if necessary multimedia computer.

The teaching process will be as follows: Presentation: Revise L49, talk about black slaves and Lincoln, using about 2 minutes. Sample drills: Practice attributive clauses with relative pronouns, using about 5 minutes. Grammar: Attributive clause with relative adverbs. This will be the most important thing in this period. The explanation and practice will cost 18 minutes. Text: explain the linguistic points to the students and deal with the text. Listening: Get the students to listen to the tape. The above will cost 15 minutes. Consolidation and summary: It will cost 3 minutes. Homework: WBEx— L50, SBIA Questions: 2 minutes

Last but not the least, the layout of blackboard writing will be like this: Projector film #6 Thank you very much. Topic Introduction to the teaching material 1. Task & content 2. Syllabus demands & instructional objectives Emphases & consolidation Difficulties & breakthrough The students Teaching methods & teaching aids Teaching process & distribution of time Layout of blackboard writing Instructional Objectives

Cognition: 4-skill: no more than, in all, break out, break away from, join up, death, consider… (as), enemy, honest 3-skill: law, lawyer, politics, president, was, wise 2-skill: union, the Union, civil, Kentucky Daily expressions: What’ s on at the cinema this week? (Revision) Grammar: Attributive Clauses: where, when Skill: Attributive Clause Sensibility: Patriotism Revision A plane is a machine that can fly. The noodles (that) I cooked were delicious. Who is the man that is reading the book over there? The girl (that/whom) we saw yesterday was Jim’ s sister.

They planted the trees which didn’ t need much water. The foreigner who visited our class yesterday is from Canada. The girl whose mother died 3 years age is fr om Zhejizng. Attributive Clauses with where & when He helped his father on a small farm. They lived on the small farm.  He helped his father on the small farm where they lived. This was a time. There were still slaves in the USA.  This was a time when there were still slaves in the USA. Exercises: 1. Yesterday we went to visit the house _______ the great writer used to live. 2. He was born in the year _______ the Second World War broke out. 3. I will never forget the day _______ I went to meet

you at th e airport. 4. He always wants to go to his home town and visit the place ______ he grew up.

… 10. Kunming is a beautiful city _______ flowers are seen all the year round. Layout of blackboard writing Lesson 50 Abraham Lincoln 1. Words & Expressions … 2. Grammar Attributive Clause with relative adverbs … 3. Homework

范文二:英语说课稿例文

一、教材分析:

1. 位置和内容: 这是牛津初中英语(Oxford English)八年级上册第二单元导入课时,整个说课我将分三部分进行讲述,即教材分析、教学目标、教学程序。 。引导学生简要谈论学校生活,掌握与学校生活有关的词汇,并且初步了解英式英语与美式英语的差别。如何使用比较级是本单元的重点内容上,一单元我们学习了形容词的比较级,本单元我们将继续学习使用more\fewer\less和最高比较级对俩事物进行比较。

2.教学重点: 本节课的重点是引导学生初步了解英式英语与美式英语的差别并且掌握同一概念在英英与美英中的差别。

3.教学难点: 如何让学生掌握英英与美英在发音与拼写上的差别。

二、教学目标:

1. 知识目标:要求学生掌握关于学校生活的相关词汇,和一些简单概念在英英与美音中的不同表达。

2. 能力目标:让学生做课堂的主人,自主发现规律,同时培养他们掌握一些行之有效的学习方法,优化学习效果。

3. 情感目标:让学生爱上英语课堂活动,鼓励他们在课堂上进行合作交流,课后积极探索英语的演变。

4.学习策略目标:设法使学生掌握使用英语进行交流,学习积极参与班级活动.

三、.教学程序

1、课前对话:

师生问候之后,让学生两人一组围绕数字进行自由对话。每天3-5分钟口语练习时为了提高学生的交际能力,新课标指出口语是在人与人交流时即兴脱口而出的,会话双方都必须对听到的语言快速做出反应,才能使谈话继续。同时由于口语具有很强的交互性,合作学习的成效对口语水平的提高至关重要。这些都要求为学生的口语学习创造必要的条件,提供良好的训练。

两人一组是为了每个学生都有足够的机会去说,而数字的表达法是本单元的知识要点,我可以提示学生讨论一些世界之最,如珠穆朗玛峰的高度、亚马逊河的长度、马里亚纳海沟的深度、南极冰川的后度、中国人口的总数、伊拉克战争的时间等等,这些既丰富了学生的知识,又达到了对数字表达法的巩固。 给学生展示这样两幅图片:

一个平衡的杠杆上,一些人在左,我们的地球在右;第二张图上左边新增的人使杠杆不再平衡。之后问学生:看了这两幅图,你会想到什么?又是什么引发了这个问题?学生会表达一些自己的见解,这时不论他们的见解是否正确都要给与鼓励和表扬,然后问学生:是否知道每一天每小时每分钟每秒钟全世界会新增

加多少人口?学生会很有探究答案的欲望,这时很自然地让学生打开书去阅读50课的文章STANGDING ROOM ONLY 并找出我给出的这张表格的答案。由于本课是以大量数据为主反映人口问题的,因此如果学生能顺利完成此表,那么全文的重点内容就迎刃而解了。而且我认为采用图片导入法远比直接让学生翻书阅读更能激发学生的兴趣使其由被动学习变为主动获取知识。

3、拓展与巩固

通过讲解我指导学生快速阅读的方法,如猜词悟意法、略读扫读法、找中心句和关键词等方法,之后要检验一下学生是否掌握此方法,于是我问学生世界人口的持续增长会引发那些严重问题呢?在学生发表一些个人看法后为,我再给学生一篇文章进行快速阅读,这也是本节课的课堂检测,我会当堂进行面批面改。然后对于这篇关于人口急速增长带来的一些后果的文章,我让学生来进行讲解,这样可以了解学生的阅读现状和存在的问题。

4.合作与发展

接下来我会通过多媒体展示给学生一组关于由于人口太多而导致资源匮乏、污染严重、食品短缺、空间拥挤等的图片,看着这些图片问学生:你们对哪一方面感触最深?你还想到了其他那些方面?想不想了解其他同学的想法?又想不想知道在座老师们的看法?以这种方式充分把学生们的积极性调动起来后将其分成6个小组,先组内讨论发表个人见解然后鼓励他们去采访在场听课的英语老师。这样设计的目的是(1)先让学生自行讨论可以避免受教师的想法所局限没有自己的见解。(2)采访老师既可以让学生能够用英语去实际交流,达到学以致用。有可以让学生从英语教师那里获得更多信息和掌握更多的英语表达方式(事实上,有些表达如果让他们完全国独立进行是有些难度的),有由于这样的学习方式平时机会不多,因此会让学生感到很新鲜很有趣味性,在与老师交流时也会让学生产生成就感。(3)我认为学生合作精神的培养尤为重要,学生通过这一环节既能够有自主学习的机会有锻炼了与他人的合作,并在探索中有其个性思维发散的空间。

5、交流与分享

让学生推选各组代表组成专家团坐在教室前,选一名同学以记者的身份采访“专家们”,使其把个小组的讨论结果与大家交流共享,其小组成员可以作为后

援团补充些观点,这样既可以使口语较好的同学有更多的机会展示起到拔高作用,又可以让口语较弱的学生也有参与的机会并能向他人学习。最后按事实丰富、语言准确、表述清晰程度评出最权威专家和最积极后援团,通过这种方式可让学生有很强的集体荣誉感。

6、最后一个环节是作业,当学生慷慨激昂地探讨完这些现状后,我会问他们,面对这种现状,我们能做些什么呢?以此为题写一篇作文。我布置这项作业的依据是新课标的要求。新课标指出:写作需有明确的动机和积极的态度,写作的题目应结合学生的实际需要,是他们具有写作的愿望这样他们才能了与写作才能重返自己的思维能力,而不是为了应付教师而做的作业。

1. 说教法:

1)任务型教学法:给学生三项任务, 让学生使用过去进行时来完成这些任务。使他们在任务中学习英语。

2)情景教学法:创造足够的交际环境刺激学生的视听能力,使他们能够更好的理解这一时态。以培养他们的听和会话能力。

3)交际教学法:学生可以通过俩俩对话或小组对话来谈论校园生活。

2. 说学法:

1)学生要善于把握机会,用英语进行沟通,大胆实践。

2)积极参加课堂活动,培养合作关系。

四.学生分析:

学生七年级下册就学过现在进行时, 并掌握如何使用现在进行时来描述日常活动, 而且掌握了一些日常活动的短语, 有利于他们学习过去进行时.

五. 教学过程的分析:

步骤1---组织

1)师生互相打招呼;

2)值日生报告;

步骤2---复习(目的是复习现在进行时)

1)显示三幅画面在屏幕(一学生在弹吉它,一学生在打蓝球,一些人在聚会,一人在玩电脑). 问: 他们在做什么?

2. 引导学生到实际情况中;问一男学生:请问你在做什么? 学生可能回答:我在听你说话。告诉全班同学:他在听我说话。和另一个女生重复操练这一个句型,然后尝试用现在进行时和全班一起操练不同的人称。

3.学生使用现在进行时进行小组对话。

步骤3---引入: 给学生介绍过去进行时。

1. 让学生A离开课室, 并在门口等候, 然后让学生B在黑板上写字,学生C在课室内走动。接着叫A走进课室。

2. 问学生B::你在干什么? 学生B回答:我在黑板上写字. (把B的回答写在黑板上。重复这一个对话对C进行提问,并把C的回答也写在黑板上。接着问B:刚才当A走进课室的时候你在做什么?此时老师要帮助学生一起回答并把答句写在黑板上。并告诉全班同学当A走进课室的时候B正在黑板上写字。并让全班同学重复这句话。重复这个对话询问C当A走进课室的时候他在做什么?询问其它学生当A走进课室的时候他们又在做什么?并帮助学生一起回答。

3. 告诉学生黑板上的句型就是我们今天学习的重点---过去进行时

介绍过去进行时。

B:I am writing on the blackboard.

I was writing on the blackboard. C: I am walking in the room.

I was walking in the room.

4 比较: 过去进行时与现在进行时。(作比较可以让学生有深刻的印象) 时态 现在进行时 过去进行时

用法 表示现在正在进行的动作 表示过去某个时刻正在进行的动作

结构 is/am/are + doing was/were + doing

例句 I am having an English class I was having an English class.

步骤4---教授新课: SectionA(1a、1b、)

1. 屏幕上展示照片 (图18页)。给学生介绍图片相关的情况。

2. 让学生通过听力了解图片中发生的相关事情。 (这一步骤是为了使学生了解课文,并且帮助学生能轻易完成下面的任务1)

步骤5---三个任务:

任务1:谈论当飞碟到达的时候人们在做什么. 为了让工作更容易做,教师点着图

中的剪头发的人问: 当飞碟到达的时候他在做什么。重复这一指令。

2. 学生小组操练上述的对话。并让一些学生来展示他们的对话过程。

3.学生尝试把他们所讲的句子在练习本上写出来。

任务2:记忆比赛(让学生更加集中注意力在课堂上)

比赛是这样的:1. 展示十余张动画在屏幕上.动画按一定的时间先后出现。

2. 把全班同学分成三个小组. 如果学生知道答案,迅速起来回答,如果答案正确,那么他的团队能够取得10分.

任务3:用过去进行时描述图中的故事4b;

1. 显示照片在屏幕。画面是描述一个小偷偷走了一个女孩子的单车故事。提示学生在每一个画面都有时钟显示时间. 学生要利用时间进行描述.

2. 四个学生为一小组合作讨论这个故事的发展情节,每人负责一个场景.

3. 让一两个小组来描述这个故事.

步骤6--总结:在学生经过三个任务操练后,帮助他们总结过去进行时。 步骤7---作业:进行课后调查;

询问你的两个搭档昨天这个时候他们在做些什么. 下一节上课的时候做一个调查报告。

Blackboard Work

Unit 3 What were you doing when the UFO arrived?

I am writing on the blackboard.

I was writing on the blackboard. I am walking in the room.

I was walking in the room.

用法 表示过去某个时刻正在进行的动作

结构 was/were + doing

常见的

标志词 1) at 9 o’clock yesterday, from 8 to 9 yesterday morning

at this/that time yesterday

2) 主句(过去进行时)+ when + 从句(一般 过去时)

例句 1)I was cutting hair at 9 o’clock yesterday.

2)I was sleeping late when the UFO arrived.

各位领导老师:大家好

我说课的题目是初中英语第三册第50课,本课为口语阅读课,整个说课我将分三部分进行讲述,即教材分析、教学环节的设计、教学程序。

一、教材分析

(一)教材的地位和作用:

第50课以详实准确的数据围绕本单元的中心话题----当代人类最关注的人口问题,对学生进行了深刻的人口教育,不仅在本单元占据主导地位也是训练学生口语表达能力的良好素材。根据新课标对学生交际能力的培养尤其对学生口语及阅读能力的要求不断提高,以及我校要突出英语优势打造枫叶品牌的实际情况,我将本课设计为一堂口语阅读课。

(二)教学目标的确立和依据

为了不仅要完成正常的教学任务,还要有效地培养学生的创新精神和实践能力,确定如下教学目标:

1、知识目标: 熟练掌握数词的表达法。

2、能力目标:

a.有效提高阅读速度和理解材料的准确度

b.能自如表达本课重点话题人口增长问题。

c.能灵活运用所学知识并展开丰富地想象力流畅地表达其他相关内容。

3、情感目标:

通过一些有力地事实、数据和图片使学生深刻地认识到人口问题的严重性,使他们意识到我们只有一个地球爱护我们的家园人人有责!

(三)重点和难点

1、重点:根据新课程标准对阅读能力的要求,我确定本课重点为提高学生快速阅读的水平。我采用英语趣味i教学法,采取图片导入、方法解析和逐步检验的方法使其掌握快速阅读的技巧。

2、难点:口语水平的提高。我班的学生都来自公立学校,长期以来,传统的外语教学注重书本知识的讲授,忽视交际能力的培养使许多学生不敢开口、羞于在人前表达因而口语薄弱。我通过创设引人入胜的情境和师生共同讨论、记者采访专家等新颖方式,以及不断鼓励的方法突破难点。

二、教学环节的设计

学生具有无限的潜力,需要教师适时、适当地引导。本节课中我尤其侧重训练学生通过合作探索来获取知识的过程,并注重改变学生以往的学习方式,通过设计有效问题激发学生的兴趣使他们始终处于主动寻求知识去学习而不是被动地接受知识的状态。我充分放手让学生发挥其主体地位使其真正成为课堂的主人,本节课我讲解的时间不超过五分钟。

国家新课程标准特别强调了要由过去只注重知识的传授结果向注重知识发展及知识的传授过程而转换。课前我给学生布置了预习作业,让他们查找相关的资料,学生在预习中就接触了大量的信息,他们必须具有相应的选择能力和重组知识,构建知识网络的能力,这恰恰正是新课程标准的要求.

三、.教学程序

1、课前对话:

师生问候之后,让学生两人一组围绕数字进行自由对话。每天3-5分钟口语

练习时为了提高学生的交际能力,新课标指出口语是在人与人交流时即兴脱口而出的,会话双方都必须对听到的语言快速做出反应,才能使谈话继续。同时由于口语具有很强的交互性,合作学习的成效对口语水平的提高至关重要。这些都要求为学生的口语学习创造必要的条件,提供良好的训练。

两人一组是为了每个学生都有足够的机会去说,而数字的表达法是本单元的知识要点,我可以提示学生讨论一些世界之最,如珠穆朗玛峰的高度、亚马逊河的长度、马里亚纳海沟的深度、南极冰川的后度、中国人口的总数、伊拉克战争的时间等等,这些既丰富了学生的知识,又达到了对数字表达法的巩固。 给学生展示这样两幅图片:

一个平衡的杠杆上,一些人在左,我们的地球在右;第二张图上左边新增的人使杠杆不再平衡。之后问学生:看了这两幅图,你会想到什么?又是什么引发了这个问题?学生会表达一些自己的见解,这时不论他们的见解是否正确都要给与鼓励和表扬,然后问学生:是否知道每一天每小时每分钟每秒钟全世界会新增加多少人口?学生会很有探究答案的欲望,这时很自然地让学生打开书去阅读50课的文章STANGDING ROOM ONLY 并找出我给出的这张表格的答案。由于本课是以大量数据为主反映人口问题的,因此如果学生能顺利完成此表,那么全文的重点内容就迎刃而解了。而且我认为采用图片导入法远比直接让学生翻书阅读更能激发学生的兴趣使其由被动学习变为主动获取知识。

3、拓展与巩固

通过讲解我指导学生快速阅读的方法,如猜词悟意法、略读扫读法、找中心句和关键词等方法,之后要检验一下学生是否掌握此方法,于是我问学生世界人口的持续增长会引发那些严重问题呢?在学生发表一些个人看法后为,我再给学生一篇文章进行快速阅读,这也是本节课的课堂检测,我会当堂进行面批面改。然后对于这篇关于人口急速增长带来的一些后果的文章,我让学生来进行讲解,这样可以了解学生的阅读现状和存在的问题。

4.合作与发展

接下来我会通过多媒体展示给学生一组关于由于人口太多而导致资源匮乏、污染严重、食品短缺、空间拥挤等的图片,看着这些图片问学生:你们对哪一方面感触最深?你还想到了其他那些方面?想不想了解其他同学的想法?又想不想知道在座老师们的看法?以这种方式充分把学生们的积极性调动起来后将其分成6个小组,先组内讨论发表个人见解然后鼓励他们去采访在场听课的英语老师。这样设计的目的是(1)先让学生自行讨论可以避免受教师的想法所局限没有自己的见解。(2)采访老师既可以让学生能够用英语去实际交流,达到学以致用。有可以让学生从英语教师那里获得更多信息和掌握更多的英语表达方式(事实上,有些表达如果让他们完全国独立进行是有些难度的),有由于这样的学习方式平时机会不多,因此会让学生感到很新鲜很有趣味性,在与老师交流时也会让学生产生成就感。(3)我认为学生合作精神的培养尤为重要,学生通过这一环节既能够有自主学习的机会有锻炼了与他人的合作,并在探索中有其个性思维发散的空间。

5、交流与分享

让学生推选各组代表组成专家团坐在教室前,选一名同学以记者的身份采访“专家们”,使其把个小组的讨论结果与大家交流共享,其小组成员可以作为后援团补充些观点,这样既可以使口语较好的同学有更多的机会展示起到拔高作

用,又可以让口语较弱的学生也有参与的机会并能向他人学习。最后按事实丰富、语言准确、表述清晰程度评出最权威专家和最积极后援团,通过这种方式可让学生有很强的集体荣誉感。

6、最后一个环节是作业,当学生慷慨激昂地探讨完这些现状后,我会问他们,面对这种现状,我们能做些什么呢?以此为题写一篇作文。我布置这项作业的依据是新课标的要求。新课标指出:写作需有明确的动机和积极的态度,写作的题目应结合学生的实际需要,是他们具有写作的愿望这样他们才能了与写作才能重返自己的思维能力,而不是为了应付教师而做的作业。

本节课教学效果的预测

100%的学生能够积极参与教学,90%的学生能流利的表达自己的思想,并通过课下的反馈了解学生对本课的掌握情况

范文三:英语说课稿例文

Good afternoon, judgers. I’m No… It’s my honor to have a chance to be here and share this lecture with you. Today I am going to say something about how to deal with Oxford English …

There are 5 parts in my speech. They are Analysis of the Teaching Material, Teaching aims, Teaching and learning Methods, Teaching procedures, and Blackboard Designing.

Part1 Analysis of the Teaching Material

I. Status and Function

It’s the first lesson of Unit 3. The substance(主旨) of this lesson is about ... so it’s important and useful.

II. The students

知识储备和生活经验,阐述已有认知结构与新内容之间的关系,明确学生可能遇到的难点

III. Teaching Aims

1. • Knowledge Objects:

As we all know, the students are the center of the class, and all the teaching airms are for them. So I’ll say “The students will be able to” instead of “To teach or to train the students…”

In this lesson, Ss will be able to:

(1) know about the general idea about the text.

(2) tell some characteristics of France, such as its agricultural region, its capital, its

influence, its culture and so on.

(3) learn some new words and phrases.

• Ability Objects

Ss will be able to:

(1) read the article freely and correctly.

(2) guess some new words.

(3) use forms to tell information clearly.

(4) solve problems by cooperating with others.

(5) classify the information.

• Emotional objectives:

Ss will be able to:

(1) be open-minded to the foreign culture that is good for us.

(2) be conscious that we Chinese should learn something good from France and other countries to make our country stronger.

Teaching Key Points and Difficult Points

·Key Points:

I’ll help the Ss to

(1) know about the general idea about this article.

(2) make a form with the information about France while reading the text.

(3) tell the information about France with the help the form.

(4) learn some new words, such as brandy, wine, the Atlantic Ocean and so on. ·Difficult Points:

(1)The pronunciation of some words from French, like Loire, Arc de Triomphe and so on.

(2) Understanding the meanings of a few attributive clauses. Part 2 Teaching and learning Methods

(1)Task-based teaching method.

(3)Audiovisual method.

(2)Communicative teaching method

Audiovisual method. It’ll be much easier for the children to understand …

Teaching is for communication, and teaching is by communication. So in this lesson, I’ll still use the communicative teaching method. I like this method very much, because the children will all open their mouths to go to their friends happily. They will get help from others, they will finish the tasks that I give them easily and happily.

And before I use this mathod, I’ll give the children some tasks.

Therefore, I use the three methods above. It’s useful for them to grasp the key points and get a better understanding of the difficult points. Students are the master of the class, so I’ll design some tasks for them, they can have a good chance to show themselves.

What about the learning methods of this lesson?

I believe that knowledge is learnt by the children’s learning by heart, not by the teachers’ teaching. So in this lesson, I’ll still use self-learning method.

And of course, they’ll learn something and solve problems by cooperating with others.

Part 4 Teaching procedures:

There are 11 steps in all. Now let me start from Step1.

Step 1 Preparation

Play a piece of piano music which was played by Richard Clayderman. At the same time, show some beautiful pictures of France, such as the Eifferl Tower, the Arc de Triomphe and etc.

Step 2 Leading-in

Step 3 Information storm and the information form

1. Encourage Ss to tell more information about France and write it as easily as possible in a form. Then ask “Do you want to know more about France?” Ss read the article quickly to add more information about France by themselves. Then the students check the answers together in groups.

2. Ask a leader of a group to show their results. The others add more if something is left. The group which has the most information will be praised by a picture of a sunflower.

3. Read the information in the form in groups. Make sure that they can read it freely and correctly. Help them if it’s necessary.

4. Group work. Ss name each part of the form like this: agriculture, buildings, food, goods, and etc.

5. Check the answers. The group which does best will be praised.

Step 4 Text reading

Play the tape, Ss listen and read after the tape. They read the 3rd part and the 4th part of the article after the tape sentence by sentence. If it’s necessary, play it again. Make sure that the Ss can read the French words correctly.

Then Ss practise reading by themselves. After that, have a short reading match: The one who makes mistakes will have to stop and the others in his group will go on one by one. The group which can read the most of the text will be the winner. Step 5 Main ideas

1.Ss read the text again and try to sum up the main idea of each paragraph.

2.Check the answers.

Step 6 Difficulties solving

1.Ask the Ss to read the article by themselves again and find their own difficulties. Then encourage them to guess the words alone first. If they can’t, they can get help either from the word list or by cooperating with others.

2.After that, we’ll solve a few problems about the attributive clauses together. Step 7 A TV show:

1. Suppose the classroom is the scene of the TV show “France is calling”. And suppose France has sent some officials in groups to China. They come from different departments of France. They will introduce France to the audience. And the audience can also ask them questions about France.

2. Each group stands for different departments of France, and the group leaders can choose two or three topics that they like from the information form. Make sure that no topics are left.

3.When one group is on the stage, the others will be the audience.

4.Make sure that each group has enough time to divide the work and prepare for the TV show well.

Step 8 Consolidation

Ask the Ss to write down something that is their favourite about France according to this lesson. Encourage them to write as much as they can.

Then show some of them to the whole class and check together.

Step 9 Summing-up

1.Ss sum up what they’ve learnt in this lesson.

2. The group which has the most sunflowers will be the winner.

Step 10 Homework

Read the article correctly for their parents and tell them about France as much as possible.

Get more information about France from the text and the Internet. Find out more influence of France in our city.

Part 5 Blackboard Designing

时态:

1. Simple Present Tense一般现在时 2. simple past tense一般过去时 3. present continuous tense现在进行时 4. past continuous tense过去进行时

5. Simple Future Tense一般将来时 6. past future tense过去将来时

7. past perfect tense过去完成时 8. the present perfect tense.现在完成时 using the present perfect tense to relate past events to the present. It’s difficult for them to understand the meaning of the present perfect tense.

比较级、最高级

1. using the superlative form of adjectives to make comparisons.

The superlative form of adjectives is a new grammar item for the students .

4. comparative degree比较级

从句;

3 attributive clauses定语从句 5. The object clause 宾语从句

1.adverbial clause/z/状语从句

词性:

1. conjunction连词 2. pronoun代词 3. indefinite pronoun不定代词

4.现在分词present participle 动名词gerund

动词不定式infinitive

过去分词past participle

句子:

1. 一般疑问句General questions

2. 特殊疑问句Special questions

subjunctive mood虚拟语气

范文四:英语说课稿范例2

英语说课稿范例1

各位老师:大家好!

让学生愉快地、充满自信地走进我的英语课堂,是我最大的愿望,让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。多年来,我为实现自己的梦想和追求不懈地努力着。今天,借此平台,希望各位老师指导我的说课,使我更快的成长。

我说课的内容是PEP Book 4 Unit 5 B Let’s talk.。主要从教材分析、教学策略、教学程序 、板书设计、教学评价等方面作具体的阐述。

下面我先来说第一个板块——教材分析中的第一环节——说教材

本单元的话题是shopping. 购物与我们的生活息息相关,本课的知识点是大部分学生乐于学习和接受的,相信他们对本课的学习充满期待。

第二环节——说教学目标

根据《英语课程标准》的教学理念,教材特点以及四年级学生的实际情况,将本课时的教学目标确定如下:

[认知目标] 能够听、说、认读本课时的主要句型:A pair of …for… What size? How much are they? We’ll take them.

[能力目标] 能够跟录音朗读对话,并能分角色进行表演。能够较好地完成Group work中的调查表格.

[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。

在仔细研究教材和分析学生的心理和生理特点的基础上,我认为本课重点是掌握有关购物的句型:如How about this pair? Are they nice? How much are they? They are yuan.等价格的复数表达法。难点是A pair of …for… 中for的含义;What size? size的发音;We’ll take them. them 的发音以及理解这句话的含义。

第二个板块——说教学策略

本课主要采用情景教学和交际功能法以及多媒体计算机辅助课堂教学,充分发挥教师的主导作用和学生的主体作用,利用现代教育技术优化教学过程,通过课件为学生创设更多生动活泼的语言环境,把学生吸引到活动中去,并激发他们主动参与学习的欲望内。努力培养学生的自学能力,把学习的钥匙交给学生,在传授知识的同时授以科学的思维方法。不仅要使学生学会,更要使学生学会学,因此,在课堂教学中巧妙运用教学艺术,适当安排自学、小组讨论、全班讨论、游戏、竞赛等活动,鼓励学生开口就说,提高运用语言的能力,变“讲堂”为“学堂”,变“要我学”为“我要学”,从而从根本上打破传统的课堂教学方法,建构一种新型的现代教育模式,使学生在更轻松更愉快的环境下实现更多的信息交流,真正做到快快乐乐学英语,扎扎实实打基础,向四十分钟要质量,向课堂教学要效益的最终目的。 第三个板块——说教学程序

遵循人类认识过程的普遍规律和学生认识活动的主要特点,我把教学过程分为以下几个环节:

导入设计、新课呈现、巩固操练、拓展延伸以及课后作业五个环节。教育家托尔斯泰说过:“成功的教学所必须的不是强制,而是激发学生的兴趣,兴趣是推动学生学习的强大动力,是学生参与教学活动的基础,激发学生的兴趣是新课导入的关键。”“Well begun, half done”良好的开端是成功的一半。

第一环节 导入设计分三块:

①唱一唱本单元的歌曲“The coat in the window”(How much is that coat in the window? )一首优美的英文歌,全班同学在教师的带领下,边拍手边唱,营造良好的英语

氛围,使学生能自然地进入到一个良好的学习状态中。

②Let’s do Put on your sneakers. Run in the park. Put on your sandals. Wiggle your toes. 通过TPR活动,让全班学生能够做起来,动起来。在复习旧知的基础上为新课的学习起到一个呈上起下的作用。

③Free talking:What’s the weather like today? 聊一聊天气,为后面创设明天开运动会,John需要一双新的运动鞋的情境埋下伏笔。同时也营造一种民主、和谐、宽松的英语氛围,为学生架设一座由中文思维向英文思维过渡的桥梁。

第二环节 新课呈现分两部分:

① 利用课件,出示不同的鞋子,引出shoes shop。操练chant: sneakers , sneakers, a pair of sneakers , a pair of sneakers for my friend.

② 创设妈妈和John去鞋店买鞋的情境,教师扮演assistant,引出句型What size? How about this pair? Are they nice ? Are they all right?等等。

第三环节 巩固操练分五部分:

①玩一玩,鲁迅说过:“游戏是儿童的天使。”本节课我设计“我猜,我猜,我猜猜”的游戏来操练句型 How much are they? They are .

②说一说,利用教学卡

片,在黑板上制作一个简易的鞋子商店,操练句型Can I help you? How about this pair? We’ll take them等

③听一听,听课文录音,完成教师提问A: What size? B: How much are the sneakers? 让学生带着问题去听,养成良好的倾听习惯。

④读一读,我们都知道,磁带是最好的老师,让学生跟着磁带朗读课文,正确的语音语调的形成是学生学习英语的基础,因此教师要有意识地培养学生的模仿能力。

⑤演一演,利用头饰,分角色三人小组合作演一演本课对话,教师要鼓励学生进行大胆的表演。

第四环节拓展延伸分两部分:

①完成调查表格,了解班里同学鞋子的尺寸大小和价格。教师渗透文化知识:不同国家,不同鞋子大小的表达方式不同,如:美国常用6、8、9这样的数字,而我们和欧洲基本相同,用36、38、40这样的数字进行表达。

②活动:“自由市场”

5月14日母亲节快到了,给学生一定数目的钱,请他们为妈妈买一样最需要的礼物,让学生学会理性购买。通过在“自由市场”内学生之间的买卖活动,充分发挥学生的创造性思维,让学生学以致用;通过讨价还价,发展学生当家理财的经济头脑和对生活的适应能力。 第五环节 课后作业也是两部分:

①了解家里人的鞋子尺码并了解市场上不同规格,不同种类鞋的价格。

②根据询问同学的衣物和鞋子,了解班里同学的消费水平,小组之间合作完成此项任务。 第四个板块——说教学板书

PEP Book 4 Unit 5 How much is it?

B Let’s talk

How about this pair? Are they nice?

How much are they?

They are yuan.

第五个板块——说教学评价

综观整节课,为了达到新课标所要求的小学英语课程的要求, 我主要通过创设教学情景进行师生互动,充分激发学生学习英语的兴趣,培养英语学习的积极态度,把情感、态度

与价值观目标的实现融合在知识与能力、过程与方法目标实现的过程之中,努力为学生进一步学习英语打下坚实基础。

苏霍姆林斯基说过:没有也不可能有抽象的学生。因此,我们要鼓励孩子们,让他们知道“English, I can”.

That’s all. Thank you!

范文五:英语听说课案例

英语听说课案例

Teaching objectives:

1 .knowledge objectives

1).Listening to the conversation and be able to do some listening practice according to the listening material.

2).Be able to express agreements or disagreements correctly with the following sentences:

What shall we do? Where shall we go?

2.ability objectives s:

1) Train students listening and speaking skills.

2) Students can make conversations with the sentence about suggestions ,using the following sentences:

Making suggestions: Couldn’t we go somewhere outside Edinburgh? What/How about going up into the Pentland Hills?

We could do a bit of climbing.

Why don’t we go for a long walk?

Let’s find out about the coach times.

That’s not a bad idea! That’s a good idea!

I don’t know. I’m not very keen on climbing.

Walking’s not really my thing, either.

No way!

Key and difficult points:

Make and act out conversations using the target language.

Teaching methods:

Task-based method Communicative method Group work Teaching aids :

multi-media

teaching steps:

Step 1 Warm up and lead in

Students talk about what they are going to do next Sunday in groups of four.

Step 2 Listening to the given material with two questions:

1)What does Jack want to do on Sunday?

2)Are they going to take a picnic?

Step3 listening and put the sentences in the right order:

1 That’s not a bad idea!

2 Couldn’t we go somewhere outside Edinburgh?

3 What/How about going up into the PentlandHills?

4 Why don’t we go for a long walk?

5 Walking’s not really my thing, either.

6 What shall we do?

7 I don’t know. I’m not very keen on climbing.

Step4 listening and fill in the missing words:

Zoe: What shall we do on Sunday, Jack?

Jack: I could do with some fresh air. ________we go somewhere outside Edinburgh?

Zoe: Like where? Don’t forget we’ve got the dress rehearsalon Sunday evening. They can’t do without us. We’ve both got large parts.

Jack: I know, but the rehearsal’s not until six. What about going up into the Pentland Hills? I think they do coach trips there from the city centre. Perhaps we could do a bit of climbing.

Lan: I don’t know. I’m not very keen on climbing.

Jack: Well, we don’t have to go climbing. ______ wego for a long walk?

Kelly: Yes, that’s not a bad idea.

Lan: Walking’s not really my thing, either.

Zoe: Oh, come on! We could take a picnic with us.

Jack: That’s a good idea! What about it, Lan?

Lan: _______ ! I’m going to catch up on some sleep.

Jack: Oh, all right. How about asking Sarah?

Zoe: No, her parents are taking her out for the day.

Jack: OK, well, _____find out about the coach times.

Step5 practice reading the listening material and try to act it out. Step6 practice conversations using the target language in group. Step7 Homework :

Write a conversation with the target language learned.

范文六:英语说课稿范例

英语说课稿范例

各位老师:大家好!

让学生愉快地、充满自信地走进我的英语课堂,是我最大的愿望,让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。多年来,我为实现自己的梦想和追求不懈地努力着。今天,借此平台,希望各位老师指导我的说课,使我更快的成长。

我说课的内容是PEP Book 4 Unit 5 B Let’s talk.。主要从教材分析、教学策略、教学程序 、板书设计、教学评价等方面作具体的阐述。 下面我先来说第一个板块——教材分析中的第一环节——说教材

本单元的话题是shopping. 购物与我们的生活息息相关,本课的知识点是大部分学生乐于学习和接受的,相信他们对本课的学习充满期待。

第二环节——说教学目标

根据《英语课程标准》的教学理念,教材特点以及四年级学生的实际情况,将本课时的教学目标确定如下:

[认知目标] 能够听、说、认读本课时的主要句型:A pair of „for„ What size? How much are they? We’ll take them.

[能力目标] 能够跟录音朗读对话,并能分角色进行表演。能够较好地完成Group work中的调查表格.

[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。

在仔细研究教材和分析学生的心理和生理特点的基础上,我认为本课重点是掌握有关购物的句型:如How about this pair? Are they nice? How much are they? They are yuan.等价格的复数表达法。难点是A pair of „for„ 中for的含义;What size? size的发音;We’ll take them. them 的发音以及理解这句话的含义。

第二个板块——说教学策略

本课主要采用情景教学和交际功能法以及多媒体计算机辅助课堂教学,充分发挥教师的主导作用和学生的主体作用,利用现代教育技术优化教学过程,通过课件为学生创设更多生动活泼的语言环境,把学生吸引到活动中去,并激发他们主动参与学习的欲望内。努力培养学生的自学能力,把学习的钥匙交给学生,在传授知识的同时授以科学的思维方法。不仅要使学生学会,更要使学生学会学,因此,在课堂教学中巧妙运用教学艺术,适当安排自学、小组讨论、全班讨论、游戏、竞赛等活动,鼓励学生开口就说,提高运用语言的能力,变“讲堂”为“学堂”,变“要我学”为“我要学”,从而从根本上打破传统的课堂教学方法,建构一种新型的现代教育模式,使学生在更轻松更愉快的环境下实现更多的信息交流,真正做到快快乐乐学英语,扎扎实实打基础,向四十分钟要质量,向课堂教学要效益的最终目的。

第三个板块——说教学程序

遵循人类认识过程的普遍规律和学生认识活动的主要特点,我把教学过程分为以下几个环节:

导入设计、新课呈现、巩固操练、拓展延伸以及课后作业五个环节。教育家托尔斯泰说过:“成功的教学所必须的不是强制,而是激发学生的兴趣,兴

趣是推动学生学习的强大动力,是学生参与教学活动的基础,激发学生的兴趣是新课导入的关键。”“Well begun, half done”良好的开端是成功的一半。 第一环节 导入设计分三块:

①唱一唱本单元的歌曲“The coat in the window”(How much is that coat in the window? )一首优美的英文歌,全班同学在教师的带领下,边拍手边唱,营造良好的英语氛围,使学生能自然地进入到一个良好的学习状态中。 ②Let’s do Put on your sneakers. Run in the park. Put on your sandals. Wiggle your toes. 通过TPR活动,让全班学生能够做起来,动起来。在复习旧知的基础上为新课的学习起到一个呈上起下的作用。

③Free talking:What’s the weather like today? 聊一聊天气,为后面创设明天开运动会,John需要一双新的运动鞋的情境埋下伏笔。同时也营造一种民主、和谐、宽松的英语氛围,为学生架设一座由中文思维向英文思维过渡的桥梁。

第二环节 新课呈现分两部分:

① 利用课件,出示不同的鞋子,引出shoes shop。操练chant: sneakers , sneakers, a pair of sneakers , a pair of sneakers for my friend. ② 创设妈妈和John去鞋店买鞋的情境,教师扮演assistant,引出句型What size? How about this pair? Are they nice ? Are they all right?等等。

第三环节 巩固操练分五部分:

①玩一玩,鲁迅说过:“游戏是儿童的天使。”本节课我设计“我猜,我猜,我猜猜”的游戏来操练句型 How much are they? They are . ②说一说,利用教学卡

片,在黑板上制作一个简易的鞋子商店,操练句型Can I help you? How about this pair? We’ll take them等

③听一听,听课文录音,完成教师提问A: What size? B: How much are the sneakers? 让学生带着问题去听,养成良好的倾听习惯。

④读一读,我们都知道,磁带是最好的老师,让学生跟着磁带朗读课文,正确的语音语调的形成是学生学习英语的基础,因此教师要有意识地培养学生的模仿能力。

⑤演一演,利用头饰,分角色三人小组合作演一演本课对话,教师要鼓励学生进行大胆的表演。

第四环节拓展延伸分两部分:

①完成调查表格,了解班里同学鞋子的尺寸大小和价格。教师渗透文化知识:不同国家,不同鞋子大小的表达方式不同,如:美国常用6、8、9这样的数字,而我们和欧洲基本相同,用36、38、40这样的数字进行表达。 ②活动:“自由市场”

5月14日母亲节快到了,给学生一定数目的钱,请他们为妈妈买一样最需要的礼物,让学生学会理性购买。通过在“自由市场”内学生之间的买卖活动,充分发挥学生的创造性思维,让学生学以致用;通过讨价还价,发展学生当家理财的经济头脑和对生活的适应能力。

第五环节 课后作业也是两部分:

①了解家里人的鞋子尺码并了解市场上不同规格,不同种类鞋的价格。 ②根据询问同学的衣物和鞋子,了解班里同学的消费水平,小组之间合作

完成此项任务。

第四个板块——说教学板书

PEP Book 4 Unit 5 How much is it?

B Let’s talk

How about this pair? Are they nice?

How much are they?

They are yuan.

第五个板块——说教学评价

综观整节课,为了达到新课标所要求的小学英语课程的要求, 我主要通过创设教学情景进行师生互动,充分激发学生学习英语的兴趣,培养英语学习的积极态度,把情感、态度与价值观目标的实现融合在知识与能力、过程与方法目标实现的过程之中,努力为学生进一步学习英语打下坚实基础。

苏霍姆林斯基说过:没有也不可能有抽象的学生。因此,我们要鼓励孩子们,让他们知道“English, I can”.

That’s all. Thank you!英语说课稿范例

各位老师:大家好!

让学生愉快地、充满自信地走进我的英语课堂,是我最大的愿望,让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。多年来,我为实现自己的梦想和追求不懈地努力着。今天,借此平台,希望各位老师指导我的说课,使我更快的成长。

我说课的内容是PEP Book 4 Unit 5 B Let’s talk.。主要从教材分析、教学策略、教学程序 、板书设计、教学评价等方面作具体的阐述。 下面我先来说第一个板块——教材分析中的第一环节——说教材

本单元的话题是shopping. 购物与我们的生活息息相关,本课的知识点是大部分学生乐于学习和接受的,相信他们对本课的学习充满期待。

第二环节——说教学目标

根据《英语课程标准》的教学理念,教材特点以及四年级学生的实际情况,将本课时的教学目标确定如下:

[认知目标] 能够听、说、认读本课时的主要句型:A pair of „for„ What size? How much are they? We’ll take them.

[能力目标] 能够跟录音朗读对话,并能分角色进行表演。能够较好地完成Group work中的调查表格.

[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。

在仔细研究教材和分析学生的心理和生理特点的基础上,我认为本课重点是掌握有关购物的句型:如How about this pair? Are they nice? How much are they? They are yuan.等价格的复数表达法。难点是A pair of „for„ 中for的含义;What size? size的发音;We’ll take them. them 的发音以及理解这句话的含义。

第二个板块——说教学策略

本课主要采用情景教学和交际功能法以及多媒体计算机辅助课堂教学,充分发挥教师的主导作用和学生的主体作用,利用现代教育技术优化教学过程,通过课件为学生创设更多生动活泼的语言环境,把学生吸引到活动中去,并激发他们主动参与学习的欲望内。努力培养学生的自学能力,把学习的钥匙交给学生,在传授知识的同时授以科学的思维方法。不仅要使学生学会,更要使学生学会学,因此,在课堂教学中巧妙运用教学艺术,适当安排自学、小组讨论、全班讨论、游戏、竞赛等活动,鼓励学生开口就说,提高运用语言的能力,变“讲堂”为“学堂”,变“要我学”为“我要学”,从而从根本上打破传统的课堂教学方法,建构一种新型的现代教育模式,使学生在更轻松更愉快的环境下实现更多的信息交流,真正做到快快乐乐学英语,扎扎实实打基础,向四十分钟要质量,向课堂教学要效益的最终目的。

第三个板块——说教学程序

遵循人类认识过程的普遍规律和学生认识活动的主要特点,我把教学过程分为以下几个环节:

导入设计、新课呈现、巩固操练、拓展延伸以及课后作业五个环节。教育家托尔斯泰说过:“成功的教学所必须的不是强制,而是激发学生的兴趣,兴

趣是推动学生学习的强大动力,是学生参与教学活动的基础,激发学生的兴趣是新课导入的关键。”“Well begun, half done”良好的开端是成功的一半。 第一环节 导入设计分三块:

①唱一唱本单元的歌曲“The coat in the window”(How much is that coat in the window? )一首优美的英文歌,全班同学在教师的带领下,边拍手边唱,营造良好的英语氛围,使学生能自然地进入到一个良好的学习状态中。 ②Let’s do Put on your sneakers. Run in the park. Put on your sandals. Wiggle your toes. 通过TPR活动,让全班学生能够做起来,动起来。在复习旧知的基础上为新课的学习起到一个呈上起下的作用。

③Free talking:What’s the weather like today? 聊一聊天气,为后面创设明天开运动会,John需要一双新的运动鞋的情境埋下伏笔。同时也营造一种民主、和谐、宽松的英语氛围,为学生架设一座由中文思维向英文思维过渡的桥梁。

第二环节 新课呈现分两部分:

① 利用课件,出示不同的鞋子,引出shoes shop。操练chant: sneakers , sneakers, a pair of sneakers , a pair of sneakers for my friend. ② 创设妈妈和John去鞋店买鞋的情境,教师扮演assistant,引出句型What size? How about this pair? Are they nice ? Are they all right?等等。

第三环节 巩固操练分五部分:

①玩一玩,鲁迅说过:“游戏是儿童的天使。”本节课我设计“我猜,我猜,我猜猜”的游戏来操练句型 How much are they? They are . ②说一说,利用教学卡

片,在黑板上制作一个简易的鞋子商店,操练句型Can I help you? How about this pair? We’ll take them等

③听一听,听课文录音,完成教师提问A: What size? B: How much are the sneakers? 让学生带着问题去听,养成良好的倾听习惯。

④读一读,我们都知道,磁带是最好的老师,让学生跟着磁带朗读课文,正确的语音语调的形成是学生学习英语的基础,因此教师要有意识地培养学生的模仿能力。

⑤演一演,利用头饰,分角色三人小组合作演一演本课对话,教师要鼓励学生进行大胆的表演。

第四环节拓展延伸分两部分:

①完成调查表格,了解班里同学鞋子的尺寸大小和价格。教师渗透文化知识:不同国家,不同鞋子大小的表达方式不同,如:美国常用6、8、9这样的数字,而我们和欧洲基本相同,用36、38、40这样的数字进行表达。 ②活动:“自由市场”

5月14日母亲节快到了,给学生一定数目的钱,请他们为妈妈买一样最需要的礼物,让学生学会理性购买。通过在“自由市场”内学生之间的买卖活动,充分发挥学生的创造性思维,让学生学以致用;通过讨价还价,发展学生当家理财的经济头脑和对生活的适应能力。

第五环节 课后作业也是两部分:

①了解家里人的鞋子尺码并了解市场上不同规格,不同种类鞋的价格。 ②根据询问同学的衣物和鞋子,了解班里同学的消费水平,小组之间合作

完成此项任务。

第四个板块——说教学板书

PEP Book 4 Unit 5 How much is it?

B Let’s talk

How about this pair? Are they nice?

How much are they?

They are yuan.

第五个板块——说教学评价

综观整节课,为了达到新课标所要求的小学英语课程的要求, 我主要通过创设教学情景进行师生互动,充分激发学生学习英语的兴趣,培养英语学习的积极态度,把情感、态度与价值观目标的实现融合在知识与能力、过程与方法目标实现的过程之中,努力为学生进一步学习英语打下坚实基础。

苏霍姆林斯基说过:没有也不可能有抽象的学生。因此,我们要鼓励孩子们,让他们知道“English, I can”.

That’s all. Thank you!

范文七:英语说课稿范例2

英语说课稿范例1

各位老师:大家好!

让学生愉快地、充满自信地走进我的英语课堂,是我最大的愿望,让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。多年来,我为实现自己的梦想和追求不懈地努力着。今天,借此平台,希望各位老师指导我的说课,使我更快的成长。

我说课的内容是PEP Book 4 Unit 5 B Let’s talk.。主要从教材分析、教学策略、教学程序 、板书设计、教学评价等方面作具体的阐述。

下面我先来说第一个板块——教材分析中的第一环节——说教材

本单元的话题是shopping. 购物与我们的生活息息相关,本课的知识点是大部分学生乐于学习和接受的,相信他们对本课的学习充满期待。

第二环节——说教学目标

根据《英语课程标准》的教学理念,教材特点以及四年级学生的实际情况,将本课时的教学目标确定如下:

[认知目标] 能够听、说、认读本课时的主要句型:A pair of …for… What size? How much are they? We’ll take them.

[能力目标] 能够跟录音朗读对话,并能分角色进行表演。能够较好地完成Group work中的调查表格.

[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。

在仔细研究教材和分析学生的心理和生理特点的基础上,我认为本课重点是掌握有关购物的句型:如How about this pair? Are they nice? How much are they? They are yuan.等价格的复数表达法。难点是A pair of …for… 中for的含义;What size? size的发音;We’ll take them. them 的发音以及理解这句话的含义。

第二个板块——说教学策略

本课主要采用情景教学和交际功能法以及多媒体辅助课堂教学,充分发挥教师的主导作用和学生的主体作用,利用现代教育技术优化教学过程,通过课件为学生创设更多生动活泼的语言环境,把学生吸引到活动中去,并激发他们主动参与学习的欲望内。努力培养学生的自学能力,把学习的钥匙交给学生,在传授知识的同时授以科学的思维方法。不仅要使学生学会,更要使学生学会学,因此,在课堂教学中巧妙运用教学艺术,适当安排自学、小组讨论、全班讨论、游戏、竞赛等活动,鼓励学生开口就说,提高运用语言的能力,变“讲堂”为“学堂”,变“要我学”为“我要学”,从而从根本上打破传统的课堂教学方法,建构一种新型的现代教育模式,使学生在更轻松更愉快的环境下实现更多的信息交流,真正做到快快乐乐学英语,扎扎实实打基础,向四十分钟要质量,向课堂教学要效益的最终目的。 第三个板块——说教学程序

遵循人类认识过程的普遍规律和学生认识活动的主要特点,我把教学过程分为以下几个环节:

导入设计、新课呈现、巩固操练、拓展延伸以及课后作业五个环节。教育家托尔斯泰说过:“成功的教学所必须的不是强制,而是激发学生的兴趣,兴趣是推动学生学习的强大动力,是学生参与教学活动的基础,激发学生的兴趣是新课导入的关键。”“Well begun, half done”良好的开端是成功的一半。

第一环节 导入设计分三块:

①唱一唱本单元的歌曲“The coat in the window”(How much is that coat in the window? )一首优美的英文歌,全班同学在教师的带领下,边拍手边唱,营造良好的英语

氛围,使学生能自然地进入到一个良好的学习状态中。

②Let’s do Put on your sneakers. Run in the park. Put on your sandals. Wiggle your toes. 通过TPR活动,让全班学生能够做起来,动起来。在复习旧知的基础上为新课的学习起到一个呈上起下的作用。

③Free talking:What’s the weather like today? 聊一聊天气,为后面创设明天开运动会,John需要一双新的运动鞋的情境埋下伏笔。同时也营造一种民主、和谐、宽松的英语氛围,为学生架设一座由中文思维向英文思维过渡的桥梁。

第二环节 新课呈现分两部分:

① 利用课件,出示不同的鞋子,引出shoes shop。操练chant: sneakers , sneakers, a pair of sneakers , a pair of sneakers for my friend.

② 创设妈妈和John去鞋店买鞋的情境,教师扮演assistant,引出句型What size? How about this pair? Are they nice ? Are they all right?等等。

第三环节 巩固操练分五部分:

①玩一玩,鲁迅说过:“游戏是儿童的天使。”本节课我设计“我猜,我猜,我猜猜”的游戏来操练句型 How much are they? They are .

②说一说,利用教学卡

片,在黑板上制作一个简易的鞋子商店,操练句型Can I help you? How about this pair? We’ll take them等

③听一听,听课文录音,完成教师提问A: What size? B: How much are the sneakers? 让学生带着问题去听,养成良好的倾听习惯。

④读一读,我们都知道,磁带是最好的老师,让学生跟着磁带朗读课文,正确的语音语调的形成是学生学习英语的基础,因此教师要有意识地培养学生的模仿能力。

⑤演一演,利用头饰,分角色三人小组合作演一演本课对话,教师要鼓励学生进行大胆的表演。

第四环节拓展延伸分两部分:

①完成调查表格,了解班里同学鞋子的尺寸大小和价格。教师渗透文化知识:不同国家,不同鞋子大小的表达方式不同,如:美国常用6、8、9这样的数字,而我们和欧洲基本相同,用36、38、40这样的数字进行表达。

②活动:“自由市场”

5月14日母亲节快到了,给学生一定数目的钱,请他们为妈妈买一样最需要的礼物,让学生学会理性购买。通过在“自由市场”内学生之间的买卖活动,充分发挥学生的创造性思维,让学生学以致用;通过讨价还价,发展学生当家理财的经济头脑和对生活的适应能力。 第五环节 课后作业也是两部分:

①了解家里人的鞋子尺码并了解市场上不同规格,不同种类鞋的价格。

②根据询问同学的衣物和鞋子,了解班里同学的消费水平,小组之间合作完成此项任务。 第四个板块——说教学板书

PEP Book 4 Unit 5 How much is it?

B Let’s talk

How about this pair? Are they nice?

How much are they?

They are yuan.

第五个板块——说教学评价

综观整节课,为了达到新课标所要求的小学英语课程的要求, 我主要通过创设教学情景进行师生互动,充分激发学生学习英语的兴趣,培养英语学习的积极态度,把情感、态度

与价值观目标的实现融合在知识与能力、过程与方法目标实现的过程之中,努力为学生进一步学习英语打下坚实基础。

苏霍姆林斯基说过:没有也不可能有抽象的学生。因此,我们要鼓励孩子们,让他们知道“English, I can”.

That’s all. Thank you!

范文八:英语说课范例文本

高二英语Unit 20,reading

稿

资阳市雁江区伍隍中学

2006年5月16日

杰 何

高二英语Unit 20,reading说课稿

资阳市雁江区伍隍中学 何 杰

各位老师, 大家好! 今天我说课的内容是高二英语下册Unit20, reading部分。该部分主要侧重于阅读能力的培养,教给学生多种灵活多变的阅读方法。引导学生开展任务型阅读,以任务为依托,激发学生参与主体,从篇章中准确、高效地获取知识与信息。

一、教材内容分析(Analysis of the teaching materials)

高二英语新教材的编写依然以单元为单位,但每个单元打破了呆板的块状设计,换之于流畅的线型流程,为课堂教学的灵活组织留下了更大的空间。整个教材体现了Communicative Curriculum的指导思想。每个单元以功能为主题,话题为支撑,结构为平台,任务为载体,意义交流为目的,充分体现了语言运用的基本思路,为任务型课堂教学构建了框架,注重提高学生用英语获取信息、处理信息、分析和解决问题的能力,发展学生与人沟通和合作的能力。

本单元的中心话题是"考古学",内容涉及石器时代、青铜器时代、汉朝、唐朝等古代的饮食起居、文化娱乐、生产工具等,并重点介绍了英国的巨石阵和中华文明的起源。语言技能和语言知识都是依据"科学成就"这一中心话题设计的。

“读前”(Pre-reading)部分提供了三个与本单元的主题有关的问题,通过启发学生对中国皇帝陪葬的猜测和思考,运用自己已有的文化背景知识和语言知识,来猜测英国史前巨石柱王的情况,并且通过阅读验证自己的猜测。

“阅读”(Reading)部分介绍了人类考古史上的一个重大发现the King of Stonehenge in England。这个发现使得考古学家相信那个时期的人们已经和欧洲其他地区有贸易和文化交往。

“读后”(Post-reading)部分设计了三个问题。第一题考察学生对文章内容的理解,要求学生在课文中找出在坟墓里挖掘出来的objects 和 materials。第二题教会学生一个重要的考古方法,也培养了学生分析和判断的能力。要求学生根据课文信息找出青铜器时代的英国人民和欧洲其他国家和地区的文化和贸易交往。第三题是练习是拓展性问题。要学生讨论建造the Stonehenge所需的技术,科技,发明和工具。

Moral education(德育渗透): Man’s history is made up of two parts--- written history and buried history. It is comparatively easy for man to read written history, but it is rather difficult to read buried history consisted of unearthed relies. (人类的历史由两部分组成:文字历史和被埋葬的历史。解读文字的历史对于人类而言要相对容易一些,而要读懂由出土文物所构成的历史就要困难得多。

写作技巧:

1、主题明确 本文主题是考古界的重大发现——巨石王墓。

2、层次分明

全文共分三个部分:

(1)2002年5月3日,英格兰考古重点发现;

(2)从四个方面说明此项考古发现为什么具有重要意义;

(3)当地老百姓对巨石王的评价。

二、学生情况分析(Analysis of students)

本单元的设计与实施是建立在学生经过近两年新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且,他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

就打算授课的班级来看,主要的问题是中下层次的学生较多,但由于本课具有的故事性特点,这些学生参与教学的积极性是可以得到调动的。对这部分学生,首要达到的是教学目标(一),其次是目标(二),如果目标(一)、

(二)达到了,也就可以基本实现目标(三)。对于中上层次的学生来讲,实现本课的目标是较容易的。就整个班而言,初读课文的理解程度大约在40%,在相关教学材料诸如老师准备的教学辅助材料、教学中采取的步骤等的帮助下第二遍阅读的理解程度可以达到60%,到完成本课教学后,对课文的理解程度可以达到85%以上。

三、教学目标和要求(Teaching aims and demands)

根据《英语新课程标准》(实验稿)关于总目标的具体描述,结合高二学生实际和教材内容,我将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。

1、语言知识 (Knowledge)

词汇(Vocabulary):能理解、内化、运用以下生词—a emperor, pin, find, clay, arrow, bow, cushion, spare, technical

短语(Phrases and expressions): date back to, have a hand in, in terms of , in the eyes of, dig up, remind of , belong to, look like, must have done, may have done,

2. 语言技能 (Skills)

读:获取关于考古的相关信息,且进行skimming, scanning, careful reading, generalization; inference等阅读微技能训练。训练通过寻找关键词,主题句等方式更快速并准确的确定文章的段落大意,理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词,并在上下文体验中感受某些佳句给读者带来的深层含义。

3、学习策略(Strategy):

认知策略:在学习过程中,善于抓住重点,做好笔记,并能对所学内容进行整理和归纳。

资源策略:能够有效地使用图书馆、网络等方式查阅有关考古的资料进行信息处理的能力,获得更广泛的英语信息,扩展所学知识。

4、情感态度(Affect):

1)让学生了解考古学的重要性。

2)能在多种英语学习情境中感受、分享用英语交流的成功与喜悦

3)让学生学会用辨证和积极的态度对待文物挖掘。

5、文化意识 (Cultural awareness):

通过学习,了解一些中外著名的考古遗址,从而拓宽他们的文化视野,加深对中外文化遗产的理解和掌握。并且意识到是人民创造了历史,创造了奇迹。

四、教学原则和教学方法(Teaching Principles and Methods):

根据我们几年来“第二语言习得论”和“整体语言教学”的理论和实践,同时渗透当前教学改革,课程改革等的先进理念。

1、以任务型教学 (Task-based Language Teaching)作为课堂教学设计之理念,具体采用情景教学法(Situational Approach),整体语言教学法(Whole Language Teaching)等教学方法。从一定程度上说,人们使用语言是为了完成各种各样的任务,而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言,实现目标,感受成功。

本节课的主要任务有三个:

Task 1: Reading for the main idea of each part.

Task 2: Discussing and filling the blanks

Task 3: Reading and copying

2、在教学中突出交际性,注重读写的实用性;同时适时进行情感与策略调整,以形成积极的学习态度,促进语言实际运用能力的提高。

3、坚持“教师为主导,学生为主体,任务为基础”的教学原则,在课堂教学的不同环节教师应扮演自身作为“设计者,研究者,组织者,促进者,协调者”的角色。

4、贯彻“教中学,学中用”策略,真正使学生学以致用。

五、教学重点与难点(Teaching difficult and important points)

Teaching important points:

Improve the students’ reading ability.

Help the students learn about the King of the Stonehenge by reading the passage.

Teaching Difficult Points:

How to help the students understand the passage exactly.

六、 教学设计步骤(Teaching procedures)

Step 1 Greeting Greet the Ss as usual

Step 2 Reading

Pre-reading Show a picture of Terra-Cotta Warriors.

1. What objects were kings and emperors in China buried with?

Describe the kinds of objects kings and emperors in China were buried with.

Objects: jade articles Servants tools china silk pottery wives of emperors

articles for daily life money animals jeweler warriors clothing weapons

2. Why were dead kings given these objects after they died?

To show off their power and wealth.

To be given to him for his use in the next life

To continue their luxurious life in the nether(地下的) world.

根据图式理论,影响学生阅读理解的图式包括语言图式、内容图式和修辞图式。进行读前活动,可以充分地调动学生大脑中已有的内容图式,为后续的阅读活动做出铺垫。为吸引学生的注意力、增加趣味性、活跃课堂气氛,选取了Terra-Cotta Warriors图片组织学生观赏。

Task 1: Reading for the main idea

Fast-reading

1. Scan the text and write down which objects were found in the grave of the King of Stonehenge: tools of a hunter or warrior a bone pin a leather coat two copper knives two gold earrings two clay pots tools and materials to make arrows a bow a dozen arrows a cushion stone

Show the pictures of skull, copper knife, gold earrings, arrowhead, and clay pot.

2. Which materials were found?

Materials: gold, fur, stone, clay, pottery, copper, bone

3. Please finish Ex 1 in Post-reading (P76) according to the information:

tools of a hunter or warrior, a bone pin, a leather coat, two copper knives, two gold earrings, two clay pots, tools and materials to make arrows, a bow, a dozen arrows, a cushion stone

4. Please find out the main idea of each part.

Part 1.Para (1-3) description of the finds

Part 2.Para (4-?) 6 The relationship between the man and Stonehenge

Part 3.Para (7) The importance of the King to the development of early history of Britain

Careful-reading

Later ask students to go through the whole passage quickly to find out correct answers to the following questions:

1. The magnificence of finding a grave of a man shows that _________.

A. Stonehenge was built by nature B. it was ET who built Stonehenge

C. it was a man who built Stonehenge

D. Stonehenge was moved from some other place

2. What is the main idea for the first paragraph?

A. The finding of a grave of a man near Stonehenge.

B. The finding of Stonehenge.

C. The Stonehenge man was found.

D. The man who built Stonehenge was found.

3. His grave is the richest of any found from that period because __________.

A. there are two gold earrings

B. there are a lot of things for his use in the future life

C. there is something that is interesting

D. there is a lot of things which can tell us stories

4. What are the most amazing things are ____.

A. the weapons he carries in his hands B. the metal money was found near him

C. the two gold earrings in the grave D. the same stones as part of Stonehenge

5. The find of two gold earrings tells that ____.

A. it was first found in Britain B. it was first found in Stonehenge

C. it was first found in Europe D. it was first found in the world

6. The find of the grave shows _________.

A. Stonehenge has a long history B. Stonehenge is a place of interest

C. Stonehenge attracts more and more people D. Stonehenge is a place Suggested answers: 1-6 CADCAA

扫读:定位、理解事实细节是一个重要的阅读微技能,是进行归纳、推理、判断等高级阅读技能理解的基础。在学生通过略读了解了文章的大意和篇章结构之后,指导学生进行扫读来获取文章的细节信息,并在此基础上,总结本文中使用的说明方法。

Task 2: Discussing and filling the blanks

Post-reading

Talk about the inventions and kinds of science they must have had, based on

Retell打好伏笔。

Step 3Listening to the passage and try to follow it in low voice. Decide if the sentences below are true or false.

1. When the King of Stonehenge died, he was about 50years old.

2. From tests on his teeth, it is certain that he spent his childhood in English.

3. The most amazing find was two gold earrings.

4. Stonehenge was begun around 2300BC.

5. In terms of technical development, people were going from the Bronze Age to

Stone Age at that time.

6. It has been proved that the copper knives came from Spain and Western France. Suggested answers: F F T F F T

Step 4 Task 3: Reading and copying

Now it’s time to read the text again and copy down all the useful expressions.

Step 5 Summary and homework

In this class, we’ve learnt about the King of Stonehenge by reading the passage and also learnt some useful expressions and sentence patterns. After class, you need to do more exercises to master them freely. Studying archaeological discoveries can help us learn about he life of people during different periods, so if you have time, go to visit the local museums or surf the Internet to learn more about archaeology. At last, don’t

forget to prepare for the next period----language study. So much for today.

指导学生可以借助网络、图书馆、电影、电视甚至笔友或向报纸编辑求助获取相关信息,培养和发展学生适合自己的资源策略,懂得通过各种渠道获取信息和培养一定得的文化意识。

七、板书设计(Design of the writing on the blackboard)

范文九:英语说课稿范例(英文稿)

语说课稿范例(英文稿)

2009年06月04日 星期四 16:23 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)

Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Activity 2 Picture-talking /Music-talking (individual work)

Download some pictures/music from the Internet. Guiding Qs may be:

Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she 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 title/subtitle and guess what they will read.

Activity2 Brain-storming (class work)

In this activity, Ss are encouraged to think of as many words 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 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) Title

Part/Para.

Main idea

Detailed information

1 a. topic sentences/introduction

b. examples/supporting ideas

c. conclusion

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. B. C. D. Q2: What is the Chinese equivalent for the phrase

“investing in loss”?

A. B. C. D.

Q3: The word “flawless” in Line 5 of Para.2 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 “Remind yourself ”,

remind yourself of what?

… Activity3 Poster-designing/Cartoon-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 you very much. Bye-bye.

范文十:初中英语口语教学例说

不可否认,在英语教学中存在一些困惑与问题。不过,办法总比困难多。只要我们善于学习,用心观察,就一定可以最大程度地克服困难,提高学生的英语口语水平。

一、创设语言环境,课内课外创设情境

要让学生自我表现、有自我考核学习能力的机会,教师就应在课内根据每单元教材特点设计不同的教学主题课,培养学生用英语说话交流的习惯,让他们从课堂教学的“观众”变为课堂教学的“参与者”。

在课外,鼓励学生积极利用一切机会进行英语会话,与同学对话,与老师对话,与家长对话。我也会利用自己做班主任的优势,在黑板报、学习角开辟英语学习交流平台;值日生表、课程表都是双语的,当然这需要给每个孩子都取一个英文名字。实践证明,当每个孩子都拥有了属于自己的英文名字后,不仅方便了老师的课堂教学,也会让学生对每一节英语课充满了期待。同时,我们为每位学生订了份英文报纸,每周都会安排一节读报课,有时我们也会在这堂课让学生看一些原版的经典的英文电影,强迫学生进入到一个英语环境中。久而久之,学生从不自觉到自觉,直至掌握语言会话的技巧能力,这样使他们乐于参与,乐于开口,从害怕开口到喜欢开口,直至最后自己寻找各种语言训练机会。

二、克服羞涩心理,完美融洽师生关系

教学过程不仅是知识传授的过程,也是师生情感交往的过程。教师要用爱去换取学生的亲近和信任,使学生情感这个内因,在教师情感这个外因作用下,产生师生情感的“双向反馈”,借助情感这个媒介,进入外语教学的最佳境界。

比如在句型模仿的操练时,由于句子本身是个相对独立的交际语言结构,受语言内容、说话人情感影响,不少单词、词组在声调、读音上都会发生变化,再加上学生急于模仿、急于求成的心理干扰,在遇上发音有难度的单词和不易上口的句型时,就会产生模仿失真的现象,连续遇到几次模仿失真的现象后,学生开口的积极性会因多次的发音错误而受到挫伤,从而产生了“羞于启齿”的感觉。遇到这种情况,教师自己首先要克服焦躁心理,用亲切的口吻、幽默的话语、生动的表情去缓解课堂上紧张的纠错气氛,多用鼓励的方法,激发树立起学生的信心。

三、针对大班教学,充分利用四人小组

课堂时间有限,要让每个学生在课堂上有说话的机会,在全班划分四人小组是个不错的选择。每堂课我都会留时间让他们小组自由讨论,让学生自己讲话,用英语与其他同学谈话,谈自己喜欢的话题。一些学生能就一些熟悉的话题展开讨论,也有兴趣讲。或是进行分角色扮演;或是让学生想讲什么话题就讲什么话题。一些学生就会讲一些自己喜欢的人和曾遇到的事。也可以每天上课前利用五分钟的时间,小组分工合作,找资料,找歌曲,制作ppt,然后轮流由一位学生上台进行duty report,这不仅为学生提供在众人面前说英语的机会,而且也很有助于培养他们的team spirit。当然,对说的内容我们一般不加限制,初一时侧重简单的会话,进而围绕问候、告别、感谢、应答、道歉、打电话、意愿、问路等十几项功能强化交际性的口语训练。初二时安排讲英语小故事,可以介绍家庭、个人情况等或能用简单的英语讲述自己经历的事情。初三时安排1~2名学生限时复述课文。台上学生讲,台下学生听,听完之后要就刚才讲的内容向台上同学提几个小问题,就像答记者问一样,学生挺感兴趣的。慢慢的,大部分学生的胆量得到了锻炼,口语能力也逐渐得到提高。

小组合作完成课本剧的演出对口语的训练也是十分重要的,角色扮演既可激发学生学习的兴趣,还可激发学生学习的动机。角色扮演可由师生或学生扮演不同的角色,把课文以小短剧的形式表演给大家。表演的方法可以是单纯的会话表演,也可准备或制作一些简单的道具,把讲台当作学生表演小话剧的舞台。如课文本身就是一个短剧时,我便组织学生开展这篇课文短剧的表演比赛,学生们争先恐后,表演起来十分生动,课堂上呈现一片欢乐的气氛。角色扮演为学生训练口语提供了真实的场景,它克服了语言学习的枯燥感,使语言学习充满了活力。

口语教学在英语教学中起着举足轻重的作用,是否重视英语口语教学,能否抓好口语教学决定了学生是否有兴趣坚持把英语学下去以及能否把英语学好。只要我们用心去做,学生的英语口语水平就一定可以提高。“说的响亮”对我们初中学生而言不会是一个遥不可及的梦。