英语说课稿(范例)

Introduce myself

Good morning/afternoon, everyone. I’m Now I’ll say Part A of Lesson Six from the Fun With English in . 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 From this lesson, it starts asking the Ss to grasp contents 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 if the Ss can learn it well, it will be helpful to make the Ss 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 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 (教学目的和要求)

The teaching aim’s basis is established according to provision.

1. Knowledge objects

(1) To make the Ss know how to use the affirmative sentenceand the negative sentence everyday expressions for

(2) To study the new words 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 ofin the teaching 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 pictures, 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 cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this 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 some kinds of activities: 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 "Observation—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’ 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 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 do? Who is he/she? 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 theSs 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.

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.

Step3.Practice

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.

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 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 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.

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 handing 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 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.

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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 done?3). Suppose your bike is broken what’s to be done?

4). And suppose the earth on which we all live is damaged what’s to be done?

* What can you think of when you see “pollution” this word?(waste environment air water factory desert climate... Try to activate the Ss schemata regarding the topic of pollution.)

II. 呈现 (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chart/diagram; 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; P.113 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

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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 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 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 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 subtitle/title “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 u very much. Bye-bye.