英文说课稿模板（精选15篇）
作为一位优秀的人民教师，总归要编写说课稿，认真拟定说课稿，说课稿应该怎么写才好呢？以下是小编精心整理的英文说课稿，仅供参考，大家一起来看看吧。
英文说课稿 1
Good afternoon, every one. It is my great honor to stand here to present my lesson. To make my presentation clearer, I will explain my lesson plan in the following parts
Part One: Analysis of the teaching material
Reading teaching is a very important part in English teaching. New Curriculum standard requires that students should get some kinds of information, enlarge their knowledge, enjoy and get gum, cultivate and develop their reading skills through reading.
The lesson I am going to talk about is the reading part in Chapter6 from Oxford English 7A. It is a story about a crew’s adventure on another planet. The title is Nobody wins. Part One of the story appears in Chapter 5 and students will know the result of the story in this chapter. Students only know part of the story in Chapter5, so they will be very interested and eager to know the result of the story. They may be very exciting when they know the result.
Part Two: Teaching aims
According to my understanding of the material and students, I establish the following teaching aims:
1. Students can read and understand the story.
2. Students can develop their guessing, skimming and scanning skills.
3. Students can build up their self-confidence and learn how to cooperate with others well.
Teaching key point and difficult point:
The key point of this lesson is to develop students’ scanning and skimming skills. The difficult point of this lesson is some difficult words in the story.
Part Three: Teaching equipment
CAI, tape recorder
Part Four: Teaching methods and learning methods
1. Communicative teaching method
2. Task-based" teaching method
3.Cooperative learning 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. To use these methods are helpful to develop the students’ abilities.
Part Five: Teaching procedures
（1） Pre-reading activity:
Students act out part one of the story.
Students have learned part one of this story in Chapter 5. After learning Chapter 5, students know what the story is about but they don’t know the result of the story. The ending of part one is that the main character of the story says all of them will be alive. （The main characters were caught by a monster and trapped in a cage）。 After students act out part one of the story, I will raise a question to lead in my lesson: What’s the main character’s plan to save the crew from danger? Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.
（2） While-reading activities:
Activity one: Guessing: Students often meet with some new words in reading. When
they see the new words, they are either frightened by the new words or they spend too
much time in looking up the words in the dictionary. It will be helpful to improve
students’ reading ability if they know how to guess the meaning of the words
according to the context. When they are doing this part, ask them to finish it by
themselves first and then ask them to discuss in groups.
Ask students to find the following words in the story and use them to replace the words in italics in the sentences.
immediately, secretly, attacked, escape
1. The captain’s men climbed into the kangaroos’ pockets and no one saw them.
2. After super, Gork went to bed and fell asleep at once.
3. Gork shouted because Nobody hit him.
4. They could not kill Gork. Otherwise, they could not get away.
Activity two: skimming （When students do the skimming task, they don’t need to read the whole story word by word and they don’t need to understand the whole story. The skimming task only requires students to read parts of the story and get the main information of the story. This skill will help students to develop the ability to find out the key words and key sentences to understand the main idea of the story. It is helpful to increase students’ reading speed. ）
Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.
1. Ask students to read the first and the last three paragraphs and answer the following questions:
a. What will they use to melt the bars of the cage?
b. Were they free?
2. Ask students to read the story quickly and give correct orders to the following sentences:
a. Then you’ll use it to kill Gork, Captain.
b. Gork, this is nobody.
c. You just had a bad dream.
d. We will use this laser torch to melt the bars of the cage.
e. We can’t kill him.
f. Nobody attacked and damaged my eye.
Activity Three: scanning （scanning is a kind of skill used to find out the main information in reading. When scanning, students don’t need to read the story word by word, they just need to scan the relative part of the story according to the information they need to find out. ）
Ask students to fill in the blanks according to the story.
Gork fell asleep. Captain King told his ________. They _____ from the cage. King shouted "This is _________" and use a ________ _______ to aim at Gork’s eye. The kangaroos did not help Gork because he said nobody ________ him. King and his friends _________ into the kangaroos’ pockets and escaped the cave.
（3）Post-reading activity:
Students work in groups to tell Captain King’s plan to save them from the danger with the help of the given questions.
How did King call himself?
What did they use to melt the bars?
What hit Gork’s eye?
When the kangaroos came, what did Gork say?
After this activity, I will tell them the moral education of this story: When you are in danger, you should calm down, use your brain and try to think of some ways to save yourself from danger.
（5）Homework: 1.Finish the exercise on page 74 and 75.
2. Write down the story in your own words.
The above is my presentation about my lesson plan. Thank you for listening.
英文说课稿 2
Today I’m going to talk about lesson 62 of Unit 11, NEW START Primary English, Book
7. This lesson includes three parts: “listen and number”“ask and answer” and “lets write” .
First. Aims on the knowledge
(1) To make students understand and speak: ：“Eiffel tower、Disneyland、Big ben、Opera house.and what is his city famous for”
(2) To help Ss to finish the blank. In page 23.
2. Aims on the abilities
(1) To develop Ss’ abilities of listening and speaking.
(2) To develop the Ss’ ability of working in groups..
3. Aims on the emotion
(1) To lead Ss to show the famous building in their hometown，develop their country emotion.
Second. Key-points of this lesson
(1) To help Ss ask and answer the question: What is his city famous for?
(2) To make Ss to study in groups and develop Ss’ interest in English.
3.rd. Difficult points
To help the Ss ask and answer the question “What is his city famous for?” and make sure they can use it。.
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to improve the abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange（安排、准备） four kinds of activities: singing, guessing game, finishing a survey and having a competition（竞赛）. Students should prepare（准备） some school things（学具）. VI. Teaching procedures（程序）。
I’ll finish this lesson in six steps.
Step 1Step 2. Step 3. Step 4.Step 5. Step 6.
1. chant 听录音，一边拍手一边唱
2. 出示人物图，进行提问：Where is he live / she?
Where does he / she come from? Where does he / she live?
回答出单词即可，复习上一课词汇。
老师：Binbin comes from China. He lives in Beijing.
Do you know what is Beijing famous for?
Beijing is famous for Tian’an man square.
What else do you know about Beijing.
请学生说出北京的一些著名景点
a) 出示各景点卡片，带读正音。
b) 完成Part A Write the number 后订正答案 c) 两人一组利用图片做国家和城市的游戏
…is famous for ……或……is in ……
Tokyo is famous for cherry blossom.
Cherry blossom is in Tokyo.
4．提问：Where does …come from?
Where does he /she live?
What is his /her famous for?
请学生回答，老师出板书，带读。
做问答练习
5．These are Pen’s Pal . Which pen pal do you want to have? 让学生用一张卡片进行练习
英文说课稿 3
Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.
I. Contents:
Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)
II. Teaching aims
1. Aims on the knowledge
(1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations.
(2) To help Ss to finish the survey.
(3) Let Ss finish the assessment of “Let’s check” in this unit.
2. Aims on the abilities
(1) To develop Ss’ abilities of listening and speaking.
(2) To train the Ss’ ability of working in groups.
(3) To foster Ss’ abilities of communication and their innovation.
3. Aims on the emotion
(1)To foster Ss’ consciousness of good co-operation and proper competition.
(2) To lead Ss to show their loveliness to the poor.
III. Key-points of this lesson
(1) To help Ss ask and answer the question: What’s in it?
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
IV. Difficult points
(1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.
(2) To finish the survey by themselves.
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishin
g a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.
VI. Teaching procedures and purposes of my designing.
I’ll finish this lesson in five steps.
Step 1. Warm-up and preview
1. Free talk between T and Ss about things in the classroom.
2. Sing the song together: Books and pencils.
3. Do some TPR, for example: Show me your English book. Show me your crayon.
4. Review the numbers by asking: “How many crayons do you have?”
Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.
Step 2. Presentation
Now I’ll mainly talk about this step.
1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.”
(1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.
(2) T: My schoolbag is heavy.
Open the bag and say: “What’s in it? What’s in my schoolbag?”
Take out a Chinese book. Then do the action again. Let the Ss read the sentence.
2. Play a guessing game. Divide the whole class into four groups to have a competition.
Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.
3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.
Girl: My schoolbag is heavy.
Boy: What’s in it?
Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.
Boy: What will you do?
Girl: They are for the poor.
Boy: Great! I’ll bring some school things too.
The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.
4. Mention that we should take care of the poor.
5. Play the cassette. Let the Ss listen and imitate the dialogue.
Pay attention to their pronunciation and intonat
ion. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.
Step 3. Practice
Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.
Step 4. Assessment
Help Ss finish “Let’s check” of this unit and workbook.
Purpose: To check the knowledge Ss have learned in this period.
Step 5. Add-activity
1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.
2. Take care of everything they have.
Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
英文说课稿 4
The teaching design I’m going to talk about is for unit 10, from Fun with English for primary school, Book 1A. It mainly deals with colors , I’ll describe it mainly in 5 parts.
1. Analysis of Ss
Most of the first-grade Ss haven’t learned English. But some of them have learned some basic knowledge about English in the kindergarten. They are eager to learn and are interested in English. All these are to the advantages of English learning.
Analysis of the textbook
The ultimate goal of Oxford English is to develop the comprehensive ability to use the language. That is to develop their four skills, listening, speaking, reading and writing.
2.Teaching Objectives
Firstly, knowledge objective. In this unit, Ss are required to master the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”
Secondly, skill objective. Ss are going to learn how to apply the words and expressions they’ve learned in their daily life. The good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.
Thirdly, emotional objective. We should make Ss become aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. In this way to help them develop a healthy and positive character.
3.Teaching Points
The key points of this lesson are the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”
The difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.
4.Teaching approaches.
英文说课稿 5
Part One —— Analysis of the Teaching Material
One: Status and Function
1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.
2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.
3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.
4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.
Two: Teaching Aims and Demands
The teaching aims basis is established according to Junior School English syllabus provision.
1. Knowledge objects
(1) To study the new words “fuel”, “oil” and “coal”.
(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.
2. Ability objects
(1) To develop the students’ abilities of listening, speaking, reading and writing.
(2) To train the students’ ability of working in pairs.
(3) To develop the students’ abilities of communication by learning the useful structures.
3. Moral objects
(1) Through different teaching methods to make students be interested in study.
(2) Love to know more knowledge about transportation and dare to express their opinions in English.
(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.
Three: Teaching Keys and Difficult Points
The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching materials position and function.
1. Key points:
(1).Be able to express words, phrases and sentences in English.
(2). Know about the improvement of transportation and Danny’s invention.
2. Difficult points:
Be able to talk about their imaginary future transportation in oral English.
英文说课稿 6
Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard design.First, let me talk about the teaching material.
Part 1 Teaching Material:
This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage.
Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus （新课程标准和教学大纲）， after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:
1.Knowledge objects:
a）The Ss can hear, read, and use the main sentence patterns
b）The Ss can understand the content of the lesson.
c）The Ss can use the patterns to express their thoughts in the proper situation.
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 Improve the student’s reading ability, especially their skimming and scanning ability.
3.Emotion or moral objects:
a）By completing the task,the Ss increase their interest and set up self-confidence in science;
b）Teach the Ss what is "science", put the moral education in the language study.
now,let’s come to the Important points and the Difficult points.
Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .
Part 2 Teaching Methods:
In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" Approach（交际教学法）， "Whole language teaching" （整体语言教学法）and "Task-based" language teaching （任务教学法）。 That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories（现代社会交际教学理论）， I adopt the TSA method（情景教学） and TBLT method （语言任务教学）in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a "scene — activity" teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.
Part 3 Studying Methods:
Our students are almost from the countryside. They are lack of geography knowledge and the cultural background of those foreign countries.As senior students ,they have a certain ability to read . And the beautiful places are most attractive and easily arouse students learning emotion.As for the learning methods, they are poor in cooperative learning skills.Some students are not active in the class ,and some students don’t like English.therefore, I ’ll have Ss study in a relaxed atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc. And make preparation for completing the new study task.After feeling and understanding the language points, let Ss get the knowledge actively by probe study and cooperative study. In a word,we’ll
1.Teach the Ss how to be successful language learners.
2.Let the Ss pass "Observation—Imitation—Practice "（观察—模仿—实践三步教学法） to study language.
3.Teach the Ss how to master dialogues and how to communicate with others.
Part 4 Teaching Procedure:
Step 1 Lead-in.
As we all know ,Benjamin Franklin is a famous politician and writer.But today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite.
1）。 Group competition
In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.
2）。 Group work
A match competition. Match Column B with Column A correctly.give more examples to make Ss get information.
Purpose of my design:To get to know something about the story of famous scientists.
To have a better understanding about the importance of experiments in science.It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.
英文说课稿 7
Unit 4 Unforgettable experiences
The 1st Period listening &Speaking
Good morning, ladies and gentlemen. It is my great honor to interpret my lesson here and the lesson plan I am going to talk about is from SEFC Book 1 A, the first period of Unit 4 Unforgettable experiences. To make my presentation clear, I’ll explain it in the following 5 aspects: My teaching principles; my understanding of the teaching material; teaching methods and learning ways; teaching procedure; blackboard work.
Ⅰ. My teaching principles
First I’d like to talk about my teaching principles the New Curriculum of senior middle school, the speaking and listening is emphasized and the audio-lingual method is adopted in English teaching. We should offer more opportunities for students to be exposed to more authentic English. And listening at a suitable level is one of the best ways. We should also concern about how to create and present good situations with suitable topics for practicing and learning. So in such a teaching case, the governing guideline is to input enough information to the Ss and to activate the Ss to talk in English by providing them with live situations. The main feature is to combine speaking with listening, observing, reading and writing. The good point is that the Ss will know not only how to speak but also what to speak about.
Ⅱ understanding of the teaching material
In my understanding of the teaching material, there are three parts: teaching aims & demands, the important functional items and also teaching important & difficult points. According to these, the purpose of the listening material is to help student get familiar with how to talk about personal experience, especially disasters. It demands Ss to pay attention to the detailed information about the material. The purpose of the speaking material is to help the Ss master some useful expressions when they want to show their emotions. In addition , I’d like to divide this lesson’s objectives into three categories.
① Knowledge objective
Students should know some background information about disasters, some names of disasters and also learn some words and expressions used to describe the disaster such as earthquake. And they should do some speaking practice to grasp some useful expressions about showing their emotions, such as Help! /I’m afraid to …/Don’t be afraid. /It’ll be ok. /Well done. And so on.
② Ability objective
Because this period combines listening with speaking, the Ss’ speaking ability and listening ability should be trained. So in my class I’ll play a story about Hankstam trapped in the earthquake , and teach them a few listening skills. Besides, in order to cultivate their ability of discussion, dialogue and even performing. Students should be asked to talk freely in English with partners by using the useful expressions and then act their dialogues out.
③ Moral objective
The speaking exercises help teach students to express their feelings when they are having difficulties and how others would say to encourage or comfort them. So through the dialogue and acting, the Ss are enabled to understand the importance of friendship and love between human beings.
Ⅲhing methods and learning ways
Now come to the part of teaching methods and learning ways. In my class, I will take advantage of the situational method and “3 P” teaching method, that is “Presentation” “Practice” “Production”. Besides, I’ll use a tape recorder and some pictures as my teaching aids.
Ⅳhing procedure
Now, I’d like to talk about my teaching procedure. I want to carry it out in the following 5steps: lead-in; listening; speaking; consolidations; homework
Step 1 lead-in
According to the schema theory, I will ask Ss to recall their own experience of disasters and share it with each other. Get them familiar with what is going to learn and prepare for the listening part.
Step 2 listening
According to Krashen’s input hypothesis that learners acquire language as a result of comprehending input addressed to them. So a moderate input is necessary. Therefore I will play a story about earthquake to them for understanding. Before listening, Ss are asked to see some pictures and guess what happened in the pictures. A reasonable guess is conductive to their master of the listening material. Then they should finish the questions and fill in the blanks in the book. They can have a discussion when come across some difficulties, finally I will check the answer and make a conclusion by teaching some listening skills.
Step 3 Speaking
As far as I concerned, speaking is the most important section of my lesson so it should be paid more attention to. And at this stage, I adopt the “3 P” teaching method and situational method.
First I will invite them to a situation of being Hankstram in the earthquake encouraging them to give out as many expressions as possible ,which is used to express worries and also guess what the doctor will say to comfort and encourage him. They are also asked to read a dialogue to find some expressions for encouragement. After that I will list out more relative expressions on the blackboard. What I am going to do next is to produce half-controlled speaking activity. A student is invited to talk with me about a picture about fire. Here I play a leading role, so my questions are designed to activate him to use these expressions spontaneously. Then the whole class is divided into groups to talk about the pictures separately. Ss are familiar with the situations in these pictures ,for they directly come from our daily life; I will make Ss talk freely, so that they can get full involved in the activity. Before they start, I’d like to remind and encourage them to use those useful expressions. After preparing for several minutes, they are asked to act their dialogue out.
Step 4 Consolidation
In this step, students should try their best to recall the useful expressions they have learned in this lesson without looking at their books.
Step 5 Homework
Since the next lesson is the reading course for Ss to improve their reading ability and it is a little difficult, I will ask them to preview the reading part and find out some important words and expressions ,especially verbs in the text. It’ll ensure them to take an active role in the reading course.
Ⅴkboard work
The last aspect of my lesson plan is the blackboard work. On the left is the answer of the listening part; in the center is a form about useful expressions about showing people’s emotions when they are having troubles, comforting or encouraging someone. On the right is the word s and expressions about disaster, earthquake. They should be listed clearly to draw the Ss’ attention again. That’s all for my presentation. Thank you！
英文说课稿 8
Good morning, everyone. I’m No.7. My name is . I come from . It’s my great pleasure to be here sharing my teaching plan with you. The content of my lesson is the reading and writing part of Unit3 in Book Two. I’m ready to begin this lesson with seven parts: analysis of teaching material, analysis of students, teaching aims, teaching & learning methods, teaching procedures, blackboard design and teaching reflections.
First, let me talk about the teaching material.
Part 1: Analysis of the teaching material
I will analyze this part from two sections: Book and Content.
Our textbook published by Jiangsu Education Publishing House is English Basic Module Two for vocational schools. It emphasizes improving Ss’ four language skills—listening, speaking, reading and writing. It also emphasizes interest and utility.
This unit is the third one and the topic is about bargaining at the market. The aims are to understand shopping information and how to buy goods and make a bargain.
This is the reading and writing part, which is the highlight of the whole unit. It helps students to know what Buy Nothing Day is and understand its origin and the ideas it advocates, which is the theme of this unit.
Now, let me have an analysis of my students.
Part 2: Analysis of the Ss
My students are from Grade One, majoring in electro mechanics. There are 42 students in all, 9 girls and 33 boys. They are quick in thinking and active in class, though they have a weak language foundation and poor ability of communicating in English. Besides, they love shopping, and they want to know something about shopping in western countries. Therefore, they are wiling to participate in interesting activities in class and are brave enough to express themselves.
According to the new curriculum standard, the syllabus and my students situations, I set the teaching aims as follows:
Part 3: Teaching aims
Knowledge aims are to enable Ss to master important words , phrases and understand the text and get information about Buy Nothing Day in western countries.
Ability aims are to enable Ss to improve their reading ability, especially skimming and scanning abilities. And to help them learn to write a complaint letter.
Emotion aims are to enable Ss to foster the idea of reasonable consumption and raise environmental protection awareness and know team spirit by cooperating with each other.
According to the teaching aims, the key points of this lesson are to enable Ss to grasp important words and phrases and get details about Buy Nothing Day.
And the difficult points are to help Ss learn to write a complaint letter and raise the interest of learning English through class activities.
Next, let me show you my teaching methods.
Part 4: Teaching & Learning methods
The aims of learning English are to improve Ss’ four language skills: listening, speaking, reading and writing. As we all know, Ss are the real masters of the class, so the teacher should act as a guider, an organizer and a director.
Based on my belief that teaching is all for students, I choose the following teaching methods, such as Task-based teaching method, situational teaching approach, student-centered teaching method and so forth.
My Ss learn English by means of the following ways such as autonomous study, target learning and cooperative study in pairs or groups and so on.
In order to strengthen students interest and attention, I present the text through the use of multi-media teaching aids. It runs through the whole class.
Well, now let me introduce my teaching procedures briefly.
Part 5: Teaching procedures.
I set 6 steps to finish studying this part in three lessons.
Step 1: Lead-in
Activity 1: Enjoying a video and telling the story about the film:
Purpose: Story telling can check Ss’ preparation for the class and also train Ss’ oral English and ability of speaking.
Teaching effect: Actually, my Ss’ did well. They love watching film and have prepared before class, so they were active here and willing to have a try.
Activity 2: Free talk
I use Question & answer teaching method here.
I present four questions. My Ss discuss and answer them.
Purpose: After discussing the questions, the topic of this passage – “Buy Nothing Day” can be put forward naturally.
Teaching effect: Shopping is close to my Ss’ daily life, so they had much to say and a relaxed and active atmosphere was built here.
Step 2: Pre-reading
Read the new words and phrases, and translate them into Chinese.
Purpose: This step can not only check Ss’ grasp of words before class, but also make the word preparation for the next reading.
Teaching effect: In fact, my Ss’ reactions achieved my purpose. They mastered the words well.
Step 3: While-Reading
I use Task-based teaching method here.
Activity 1: Skimming
Skim the whole passage, and tick the answer to the question: What Buy Nothing Day mean?
Purpose: Through this task, my Ss can get a general idea of the passage.
Teaching effect: Actually, my Ss’ could find the right answer according to its
literal meaning. They were also interested in having a further understanding about the special day.
Activity 2: Scanning
Listen to the tape and then finish the multiple-choice questions. Ss can discuss in pairs.
Purpose: Through this task, my Ss can get more information about the passage and improve their listening ability.
Teaching effect: In fact, Ss finished this task well in pair discussion.
Activity 3: Careful reading
Read the text aloud and find the answers to the questions in group discussion.
Purpose: Through this task, my Ss can understand “Buy Nothing Day” further in a lively atmosphere.
Teaching effect: Actually, most Ss’ reactions achieved the purpose. A few Ss had difficulty in answering the questions. But in group work, they solved the problem easily.
Activity 4: Self-check
Do T/F questions by themselves without looking back.
Purpose: Ss can check whether they have understood the passage completely through this task.
Teaching effect: In fact, most Ss could finish the task well. What’s more, a few mistakes could also be corrected by checking.
Through the 4 activities, my Ss have a full understanding of the whole passage. By using different reading skills, such as skimming, scanning, their reading abilities are well improved. By different activities, such as individual work, pair work and group work, Ss learn English in a cooperative way.
Step 4: Consolidation.
Task: Further understanding
Think about the advantages and disadvantages that shopping may bring about, discuss in groups and use their own words to finish the table.
Purpose: Through this task, Ss can consolidate what they have learned today and learn to treat shopping in a rational way so that they can consume rationally in the future. This is internalization.
Teaching effect: Actually, my Ss have understood the text and had such a heated discussion in groups that they could write down the answers except for some spelling mistakes.
By this step, it achieved the teaching aims of understanding the text and fostering the abilities of practice, participation and cooperation.
Step 5: Extension
I use Situational teaching approach here.
Activity 1: Having a competition
My Ss discuss the questions about their different shopping experiences and have a competition to list the shopping problems.
Purpose: Competition can arouse Ss’ interest. Through this task, the knowledge about shopping Ss got from the text is combined with their daily life.
Teaching effect: In fact, each pair had their own problems, but some groups made mistakes in writing and expressing.
Activity2: Having a discussion about how to write a complaint letter to solve the shopping problem.
Purpose: This step can help Ss to know the main content and component parts of a complaint letter, preparing for the next step.
Teaching effect: Actually, each pair could find the right order according to their real experience.
Activity 3: Writing--- completing a complaint letter
Purpose: Through this step, Ss can master the key points to write a complaint letter. And it trains Ss’ ability of writing.
Teaching effect: In fact, most Ss are poor in writing. But they could finish the task based on last activity.
This step leads to the emotion aims of this lesson, which are to treat shopping in a rational way, consume rationally, and develop the Ss’ interest of learning English.
Step 6: Self-evaluation and Homework
At the end of the class, I present a form to help Ss review what they learnt in this part and check how much they mastered in the lesson.
And then according to the survey, I assign homework to students of different levels: lower students, middle-level students and A-class ones. And I also have homework for group.
Purpose: My homework offers Ss tasks of different levels. They can choose according to their own situations. This kind of homework satisfies the needs of different Ss.
Teaching effect: The homework for each student has been done well, but the homework for groups had no effect.
Well, let me talk about the sixth part--- Blackboard design.
Part 6: Blackboard Design
My blackboard design is just like this. I divide the blackboard into two parts. I use the left part to write the advantages and disadvantages about shopping. Ss use the right part to have group competition. Each group writes the problems they meet when shopping.
Part 7: Teaching Reflections
At last, as a teacher, I have some reflections.
Advantages
1. Through different kinds of activities, such as group competition and discussion, Ss’ interest was aroused and a relaxed and active atmosphere was built.
2. Through different kinds of tasks, such as exercises, cooperation and participation, Ss mastered more knowledge, and their reading ability and writing skills were improved.
3. More attention was paid to the students’ need and Ss trained their ability of cooperation in pair work and group work.
Disadvantages
1. Rushing to answer made the good students answer more questions. I think the poor students should be given more opportunities.
2. Discipline problem. I should improve my ability to control the whole class.
So much for my explanation. That’s all. Thank you!
英文说课稿 9
Ladies and Gentlemen
Good morning. I’m very glad to have the opportunity to talk to you about some of my teaching ideas. My topic is mainly about the words of PEP Book6 Unit 6 B Let’s learning. It can help ss to improve the abilities of listening, speaking, and reading and writing, especially the speaking and writing ability .At the same time, this topic is related to our actual life, so students will be very interested.
According to the new standard of Joiner English, I’ll help ss to fulfill the following aims.
1. knowledge aims :
1>Enable Ss to listen, speak, read, and write the following words: having a picnic, counting insects, writing a report, collecting leaves, playing chess.
2>Enable Ss to use the drills: What is ---- doing? He/she is -------
2. Ability aim: to develop Ss’ abilities of listening, speaking, spelling and writing.
3. Moral aim: to develop Ss’ interests, co-oprate sinfully and self-confidence.
Key points: Enable Ss to listen, speak, read, and write the following words: having a picnic, counting insects, writing a report, collecting leaves, playing chess, and can use them freely.
Difficult points: To grasp the new words and use them freely.
Teaching methods and teaching aids: As we all know: The instructional aims of learning English in Primary School is to cultivate Ss basic abilities of listening, speakingand good sense of the English language. So in this lesson, In order to make my class more lively and effectively, I’ll use scene-making method and task-based method. For example, I‘ll make a science to help ss think about some similar information in order to practice ss’ ability of organizing language.
Of course, I‘ll also use projector, and CAI to help finish my class successfully.
Teaching procedure and purposes of my designing:
I’ll finish this lesson in five steps.
Step1: Revision and warm up (5’)
1. Let’s chant:P68
2. Revise the words what they learned in Part A: Show some word cards.
3. Free talk: Show some picture cards: First make a model then practice.
(This step will make the class more active and develop the Ss’ interest in English and get ready for the new lesson.)
Step 2: Presentation (15’)
1 I‘ll show CAI to learn the new words one by one (Bb).
2. Show the picture of the book, let ss talk about it, such as ‘what’s John doing? He’s doing……
3. Listen to the tape and repeat.
4. Chant these words: What is ---- doing? He’s -------and so on.
(This will help ss consolidate the new words, and practice their oral English.)
Step 3: Consolidation and extension (15’).
1. Let ss read the words in different ways.
2. Play a game: one does an action, the other one guess: what’s he/she doing?
3. Do activity book.
(This can help Ss consolidate the new words. Game can make Ss interest in English.)
Step 4: Summary (4’)
Ask Ss to sum up what they have learned in this lesson.
(It’s a good way to learn English well. It can help Ss form the good study habit and how to do summary at the end of each class.)
Step 5: Homework (1’)
(Revision is so important that Ss should speak English as much as they can in class or after class. It’s necessary for Ss to do some exercises after class to consolidate what they learned.)
Bb design:
Unit 6 B Let’s learn
Having a picnic
Counting insects
Writing a report
Collecting leaves
Playing chess.
What is ----- doing?
He/she is doing--------.
That’s all for my talk .Thank you for listening!
英文说课稿 10
Hello, Everyone! I’m XXX from . It’s my great honor to present my lesson plan. In my presentation, I’ll analyze the teaching material and learners, state the learning objectives, and then describe the teaching procedures.
I. Analysis of the teaching material and learners
First of all, let’s see the teaching material. It is the second period of PEP NSEFC Module2 Unit1—Learning about Language. This period is designed to enrich students’ vocabulary and help them master the usage of some words and expressions under the topic of cultural relics.
The lesson is prepared for the students in senior grade one. In the first period of this unit, students have learned some words and expressions in the reading material In Search of the Amber Room. So students know their meanings in the context of Amber Room, but they don’t know how to use them in other contexts. As regards to the topic, Senior One students have learned a lot about cultural relics both in China and abroad so they have quite good background knowledge. Therefore, I can use the famous cultural relics—Yuan Ming Yuan as a clue to present the target language, which also provides real situations for the students to use what they have learned.
II. Learning objectives
Based on the analyses of the learning material and the learners, I set the following learning objectives：First, Language skills. By the end of this lesson, the students will be able to guess the meaning of some new words within the context and they will be able to draw a conclusion about how the language items are used through comparison and examples. Second, language knowledge. The students are expected to use the following words, phrases and useful structures correctly in different contexts. (Words: amazing, select, design, fancy, style, artist; Phrases: decorate…with, be considered as, less than, belong to, at war; Useful structures: have sth. done) These are also the language focuses of this lesson. Third, learning strategy. During the class, the students will be asked to use memory strategies including semantic association, contextualization, word formation, and grouping when learning some key words. They will use the cognitive strategy of comparison and examples when learning the usage of the words and phrases individually and in groups. And they will use communication strategy to cooperate with their classmates in group work and work as a guide to introduce Yuan Ming Yuan. Lastly, affect and cultural awareness. During the process of learning, the students will raise the awareness of cultural relic protection.
III. Teaching procedure
In order to achieve these learning objectives, several activities are designed for the lesson. The teaching procedures are divided into four steps.
Step 1 is lead-in. Before the class, I will play a short video clip about Yuan Ming Yuan. It has been played in the first period. But this time it is played to activate students’ old knowledge. So as soon as the class begins, students can talk about what they know about Yuan Ming Yuan freely, the situation of which is very similar to that of the amber room.
Step 2 is to practice some useful words and expressions within seven activities. The first activity is to find out similarities between Yuan Ming Yuan and the Amber Room, since these two have something in common, especially in the history and the current situation. It aims to help the students to recall some key language items, such as “belong to”, “at war” by talking about something about Amber Room they have learned in the previous lesson. In activity 2, I will show a short excerpt from the first paragraph of the reading material with some parts covered. Students should fill in the blanks without referring to the book. After the answers are shared, I will encourage students to compete to recite it. This reciting competition heightens the classroom atmosphere and helps the students remember the key language items as well. In the third activity, I change the context into Yuan Ming Yuan. This time students should use the words and phrases from the first paragraph to complete the description about Yuan Ming Yuan. So here, we see, students learn the language items in the reading material and then they have a chance to use them in another similar context.
In the fourth activity, students will learn some useful words and expressions. They will read five sentences describing the Amber Room and then find out the similar expressions from Paragraph 2-4 to replace the underlined parts. Then the context changed into that of Yuan Ming Yuan again. Students should discover the usage of the word “remain” by studying these examples (refer to PPT) about Yuan Ming Yuan, which is the task in activity 5. Then in activity 6, students will tell the parts of speech of the words “design” and “wonder” in different sentences. These three activities are designed to encourage students to discover the target language in the context by themselves. Meanwhile, their ability of inducing rules can be developed by learning examples.
In the last activity of Step2, students are supposed to learn and use a useful structure “have sth. done”. Firstly I will lead the students to discover the structure by asking a question according to the reading material. After discovering the structure, students will work in groups to practice it. They will talk about what happened to Yuan Ming Yuan when China, Britain and France were at war by using the structure. As it is a bit difficult, I will first offer an example and some clues to lessen the difficulty, then students should create sentences on their own.
Step 3 is passage-rewriting. After learning words, expressions and a structure, it’s time to write a passage. Students should rewrite this passage about Yuan Ming Yuan by replacing the underlined parts with these expressions from the text. This activity is to make sure that the students can use the target language properly.
In the fourth step, there is an oral presentation. Students are asked to be tourists guides. So they should work in groups of four and discuss how to introduce Yuan Ming Yuan. Students are required to use some certain newly-learnt expressions. After the discussion, several students will be asked to give a presentation. With all the previous input of useful words, expressions and the structure, the students are now able to give the introduction as an output.
Lastly, to consolidate what the students have learnt in this period, I set the following assignments. Firstly, students are asked to finish some multiple choices and spellings. Secondly, they should find out the differences between attributive clause and non-attributive clause and try to give two examples for each and get prepared for the Grammar Study in the next period.
IV. Blackboard notes
That’s all for the teaching procedures. And these are the blackboard notes. On the left, there are some new words and expressions. On the right, there are some useful structures. They are all the language focuses of this period. I write them on the blackboard to remind students to use them as much as possible in group work throughout the lesson.
V. Reflection
In conclusion, in this lesson language items are learned within a context of the reading material and practiced in the context of Yuan Ming Yuan created by the teacher. And efforts are also made to help students learn and use vocabulary by using efficient learning strategy. To make the learning process natural and progressive, the period starts with words and phrases, and then focuses on the sentence structures and paragraphs. Thus, the students’ oral output will be possible owing to the previous input.
That’s all for my presentation. Thank you for your attention.
英文说课稿 11
Good morning, everyone! I’m glad to be here to give my lesson plan presentation. The lesson plan I am going to talk about is the reading part of Unit 4 Wildlife Protection in the book NSEFC BOOK1. Now I’ll explain my lesson plan from the following aspects——analysis of teaching material, learning condition, teaching objectives, important and difficult points, teaching methods, teaching procure and blackboard design.
Analysis of teaching material and learning condition
First, let’s come to the analysis of teaching material. The reading material is entitled How Daisy Learned to Help Wildlife. It talks about how Daisy learned the importance of wildlife protection through her communication with some animals in her dream. It is closely connected with this unit’s topic——the importance of wildlife protection. The passage is clearly organized by Daisy’s 3 trips in which she communicates with several endangered animals, and there are not so much new words in this passage
Now let’s move on to the analysis of learning condition, students must be very familiar with the topic and interested in all kinds of animals. Students have acquired the basic reading skills, such as skimming, scanning, etc to deal with different reading tasks, and they can do some discussion in English. However, they are not familiar with the organization WWF mentioned in the passage, not clear with the author’s purposes of writing some sentences, and they may find it difficult to deal with some real problems by themselves concerning with wildlife protection.
Teaching objectives
Based on the analyses of the teaching material and the learning condition, I will show you the teaching objectives.
(1) Language Skills:
1. Students can get the needed information about Daisy’s trip by applying different reading skills.
2. Students can summarize the main ideas of each paragraph through skimming.
3. Students can analyze the author’s purpose of writing sentences like “No rainforest, no animals, no drugs” and “And there are always WWF.”
(2) Language Knowledge:
1. Students can know more about why some animals are in danger and how to protect them.
2. Students can know how to use the new words, such as mercy, importance, contain, etc.
(3) Affective objectives:Students can realize the importance of wildlife protection.
(4) Culture awareness:Students can know something about the organization WWF.
(5) Learning strategy:
1. Students can improve their communication strategy by discussing with classmates about protecting animals.
2. Students can refer to the Internet to know more about wildlife protection.
Key point and difficult points:
Key points:
(1) Students can improve their reading skills, such as summarizing, skimming, scanning, etc.
（2）Students can get the main idea of the passage.
(3) Students can know how to use the new words in the passage.
Difficult Points:
1. Students can summarize the main ideas of each paragraph.
2. Students can get the implied meaning of some sentences in the passage.
Teaching methods
As for teaching methods, I’ll follow the interactive model to deal with the reading material and communicative approach to put what the students have learned into use.
Teaching procedure:
Then I’ll talk about the most important part of my presentation——teaching procedure.
Warming-up
The first step is warming-up. It will cost 3 minutes. First, I’ll show my students a short clip of video about the endangered wildlife. Then, I’ll ask the students to name the endangered animals in it together with me and list more. This step is aimed to arise the students’ interest and get the students familiar with the topic——wildlife.
Pre-reading
The second step is pre-reading. It will cost about 5 minutes with 2 activities. In the first activity, I’ll introduce something about the organization WWF to the students. The second activity is to ask students to give their reasons to the question “Why are some animals in danger?”. The purpose of these activities is to let students have the background knowledge of the passage and get interested in reading the passage. And it is also in this step some new words like fur, protect, affect will be taught.
While-reading
The third step is while-reading. It consists of 3 activities which will be finished in 20 minutes.
The first activity is skimming. It will cost about 5 minutes. I’ll ask the students to skim the passage and work out the main ideas of each paragraph by themselves. It is the difficult point for the students, so I’ll give them hints such as key words or some answers to choose when necessary to help them to do the summarization. The purpose is the improve students’ reading ability——skimming and let them get the main ideas of the passage.
The second activity is scanning. It will cost about 3 minutes. I’ll ask the students to read fast and do some True or False questions. The purpose of it is to get students know the detailed information about Daisy’s trip and wildlife protection and improve their scanning ability.
The third activity is close reading. It will cost about 12 minutes. Students will be asked to read the passage paragraph by paragraph and fill in the form the needed information——name of the animals in Daisy’s trips, their situation, and result. Then I’ll ask the students questions: “What does the author want to tell us from the first paragraph?”, “How the government help protect the elephants?”, and “How do you understand the sentences ‘No rainforest, no animals, no drugs.’ and ‘and there was always WWF.’?”. These 3 questions involve some implied meanings which may be difficult for students to work out, so I’ll give some key words as hints for them or ask some other related questions to guide them to work out the answers. The purpose of this activity is to make the students fully understand the reading material and try to analyze the author’s purpose of writing some sentences. And in these 3 activities, I can also teach students some new words like carpet, respond, powerful, etc.
Post-reading
The fourth step is post-reading. It will cost about 10 minutes. I’ll ask the students to form groups of 4 and do the discussion based on the questions on page 27, and they can refer to the reading material to work out these answers. After the discussion, I’ll ask some students to report their answers, especially how to protect the endangered animals.
Homework
The last step is homework. It will take about 2 minutes. The homework is to write a short passage entitled “How to Protect Wildlife”. They can surf the internet and try to find more ways about wildlife protection.
Well, this is the blackboard design. In the middle, it’s the form for students to fill in, and on the 2 sides, there are the new words in the passage. Some of them, as I’ve mentioned, are taught in pre-reading. Most of them is taught in third-step while-reading.
That’s all for my lesson plan presentation. Thank you for your attention. Thank you!
Unit 4 How Daisy Learned to Help Wildlife
protect Animal Situation Result carpet
fur Para 1 antelope being hunt decrease powerful
affect Para 2 respond
in relief Para 3 importance
mosquitoes appreciate
英文说课稿 12
（英文万能版）
● Good morning, my dear judges. I am number_______. I’m glad to interpret my teaching design here.
● My teaching content today is Part of Unit of PEP Primary English, Book This unit is mainly about Now, I will explain the lesson from the following aspects.
1. 教学内容 (Contents)
Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit .
It includes , ____ and . In section 1, it mainly deals with these key words.
2. 教学对象(talk about the students)
Secondly, it is about the students. Our students are in Grade
They are active and curious, interested in new things.
After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language.
They have learnt English for years, and have already known
It is not difficult for them to understand and use the language
3. 教学目标 (Teaching aims)
So, I set the following aims.
By the end of the lesson, students will be able to read, recognize, and use these words:
And, these sentences:
By the end of the lesson,①Ss can understand the and get useful information from the through attentive listening / reading.
②Ss are able to talk about
③Ss can use to give suggestions on
④Ss’ abilities of listening and speaking will be developed.
(Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is
①to help students cultivate and foster their abilities of working in groups.
②to foster Ss’ consciousness of good-cooperation and proper competition.
③to help Ss cultivate their abilities to analyze and solve problems independently.
④to foster Ss’ initiative and creativeness.
⑤to help Ss to recognize and identify the differences between Chinese and English cultures on
⑥to help Ss know some and comprehend the
①to make sure that Ss can useCorrectly and skillfully. to develop Ss’ interest in English. ②The difficult point is:
The pronunciation of
4.教法学法(Teaching methods)
Fourthly, it talks about teaching methods.
In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on.
5. 教学过程
① 具体steps 根据具体内容定；
一般分为：warming up lead inpresentationconsolidationhomework
②板书steps ＋ purpose 说明； ③如有可能，同时完成layout设计;
Next, let’s focus on the teaching procedures. I will finish the lesson in steps.
It will cost about mins.
After greeting with the Ss, I will begin the lesson by singing the song
together with the Ss. Purpose:
The purpose of this is to form a better English learning surrounding for the Ss, and, at the same time, it provides situations to review the learnt
knowledge for the next step.
It will cost about mins.
With the help of the PPT, I set a situation of
by to stimulate the Ss’ interest of the lesson.
By playing the PPT, IAnd then, (板书layout)
The purpose of this is to present the new words and sentences in the situation, which relates to the Ss’ real life experiences, to help the Ss understand the language easily and naturally.
After presenting each new word (by the guessing game), I will impart the knowledge of pronunciation rules in teaching the new words.
It is called Phonics.
It can facilitate the Ss’ abilities to pronounce the words, and help them to remember the spelling of the words.
（机械上口； 有意义操练； let’s do; 课文对话表演;）
It will cost mins, including
Due to the Ss’ age, I make
The purpose of this is to draw the whole Ss’ attention to the spelling of the words.
It is to help Ss to learn through a true situation.
In this step, I will give Ss a free space to show their abilities.
I will Then,Task-based teaching method and Communicative language teaching are used here.
The activity is to develop Ss’ ability of communication, and also, their ability of cooperation will be well developed.
Making a new dialogue is to check if Ss can use correctly and skillfully.
（总结上课内容； 德育渗透； 作业布置；）
In this step, I will guide the Ss to conclude the key words And sentences
And also, I will
The purpose of this is to stimulate Ss’ interest of learning English and wide their knowledge about communication across cultures.
6.板书再次介绍（Talking about the blackboard design again）
And, this is my layout design.
That’s all for my teaching design. Thank you a lot for listening.
英文说课稿 13
Teaching aims and demands 教学目标
1. Knowledge aims:
a. Provide Ss some information about the cellphone.
b. Learn new words and expressions: toothpick, agreement, disagreement, disagree, absolutely, depend, be good at, inside out
2. Ability aims 能力目标
a. Enable Ss to find the answers in the text quickly and correctly.
b. help Ss to find the main idea of each paragraph.
3. Learning ability aims 学能目标
a. Help Ss to express their opinions about life on the go.
b. Improve the reading ability.
Teaching important points 教学重点
Let Ss learn to how to improve their ability.
Teaching difficult points 教学难点
How to get the main idea of the text and each paragraph quickly and correctly.
Teaching methods 教学方法
1. Co-operative method for creative ideas.
2. Fast reading and careful reading
3.Quesion-and-answer activity teaching method
Teaching aids 教具准备
1. A telephone
2. Some pictures
Teaching procedures & ways 教学过程与方式
Step I Lead-in and warming-up
Ask the students consider this question: If I miss my mother, how can I do? Then the Ss can give me many ways like walking home to tell my mother, write a letter, or just give a call. Then I asked my Ss which one is the best. The students will tell me "telephone", and then I will deal with the new lesson life on the go.
Step II
Check the answers in the exercise books and tell them some skills of reading.
Step III Fast reading
Give the students some minutes and read the text quickly and then answer the questions.
1. What does life on the go mean?
Life on the go here means a fast-paced lifestyle where people are always on the go—rushing from one place to another, using phones, computers, etc.
2. What is the second paragraph about?
It’s mainly about the different uses of cellphones.
Step IV Careful reading
Read the text carefully and then decide the following true or false questions.
1. Many Chinese teenagers live life on the go just like Wang Mei.
2. With cellphones, we can only make calls and send messages.
3. All cellphones have an electronic calendar to remind you of appointments and dates.
4. The students don’t use the cellphone in the classroom because of the school rules.
5. With a cellphone, students will certainly waste some time and money on it.
6. Teenagers like cellphones just because they can send messages.
7. Wang Mei has a cellphone but her best friend Xiao Li hasn’t.
Step V Consolidation
Give the students 5 minutes to read the text against and find the main idea of each paragraph.
Para. 1 Wang Mei is an example of Chinese teenagers who have cell phones.
Para. 2 Cell phones can be used for what?
Para. 3. Why are not the students allowed to use the cell phone.?
英文说课稿 14
Lesson Plan Presentation
For NSEFC Book 2 Unit 4 Wildlife Protection---How Daisy Learned to Help Wildlife?
Good afternoon, everyone. Im......from Class 1. It’s my great pleasure to present my lesson plan here today. The lesson plan Im going to interpret is about the reading part How Daisy Learned to Help Wildlife? in Unit 4 Wildlife Protection from New Senior English For China Students Book 2. In the following time, I will explain it from four aspects: the analysis of the teaching material, teaching methods and learning ways, teaching procedures, and blackboard design.
Ⅰ. Analysis of the teaching material
Now lets begin with the analysis of teaching material. It includes 4 parts: the status and the function, the key points, the difficult points, and teaching objectives.
The passage How Daisy Learned to Help Wildlife? is mainly about how Daisy learned to help wildlife by travelling in different places and dealing with different situations. The topic of his period is the focus of the whole unit. Some new words and expressions in this passage will be learnt carefully in th next period---leaning about language
To know how to protect the wild animals and learn the new words and expression is the key points.
As the students are only senior 1, their ability of skimming for the main idea, scanning for the specific information and careful-reading for comprehension have much room for improvement. This is the difficult point.
Based on the three parts I mentioned above, I list the following teaching objectives:
a) Language skills First, during the class, students are able to predict what the passage is about from the title, and pick out the specific information like the places and animals in the passage by scanning, and in the end, students can summarize the main idear of each passage from the supporting details. In addition, students can talk about the reason for the danger of animals.
b) Knowledge Secondly, it is about the knowledge. After this class, students are expected to know more about how to protect wildlife, and know the meaning of some new words and phrases.
c) Learning strategies Thirdly, it is about learning strategies. When reading, students can first form the structure of the passage in the mind, then find the supporting details, and finally summarize the main idea.
d) Cultural awareness Fourthly, it is about the cultural awareness. Students will aware the culture of animals and the policy of the wildlife protection.
e) Effective objective The last objective is about effective objective. Students will realize the importance of wildlife protection and take part in the team of the protection.
Ⅱ. Teaching methods and Learning ways
So much for the analysis of the teaching material. Now lets come to the teaching methods and leaning ways. My teaching methods will focus on the interactive method and also task-based teaching. When doing the reading, I will guide the students in the following order: first the structure, then paragraph, and then to the sentences and even to the words, finally I design a reflection and the summary. In the class, students will learn independently and also cooperatively.
Ⅲ. Teaching procedure
Here comes the most important part, teaching procedure. It includes five steps: Step I: Lead-in, Step II: Pre-reading, Step III: While-reading, Step IV: Post-reading, Step V: Interview
Step I: Lead-in (5 minutes)
Step I is Lead-in. I will spend 5 minutes. I’ll ask students to enjoy some sections of video of animal world about the endangered panda, Milu deer and South China tiger. And ask them what happened to them. Here students are interested in the videos of animals, and it will concentrate them and throw them into the deep thinking by the poor endangered animals. And also when talking about the thing in the video, the new words like in danger, decrease, disappear, die out and so on
Step II: Pre-reading(5 minutes)
Step II is Pre-reading. I will spend 5 minutes. I will organize the students to discuss the following question in pairs: what other endangered animals do you know of? Why are they in danger of disappearing? The answers of these questions will also be presented in the passage. Its a preparation for the following reading.
Step III: While-reading (20minutes)
Step III is While-reading. Reading is the main part so I will spend 20 minutes. There are three activities in this step. In activity 1 Prediction, I will ask students to predict what the is about just from the title. In activity 2 Scanning, I will ask the students check the answer to the question in activity 1, and find out Daisys route, places, and animals. In activity 3 Careful-reading, I will deal with it paragraph by paragraph, and even sentence by sentence, and ask some questions to help students for further understanding.
Step Ⅳ: Post-reading (7 minutes)
Now comes Step IV: Post-reading. I will spend 7 minutes. In this step, there are two activities. In activity 1, I will ask the students do the T or F questions without looking at the book. It is a good way for students reflection. In activity 2, I will ask students to summarize the main idea of each paragraph from the blackboard notes.
Step V: Interview (8 minutes)
Step V is Interview. I will spend 8 minutes. Students will work in group of four. One is a journalist, one is a reporter, the other two are governors. The governors are discussing about what can be down to protect the wild animals, and what policy should be made. The journalist ask the governors some questions about the present and future situation of the animals, the policies of the wildlife protection. Then the reporter report the result. This activity is a good way for students to realize the responsibility and the importance of wildlife protection.
Ⅴ. Blackboard work
Here is the black design.
How Daisy Learned to Help Wildlife?
Home
Places Animals Supporting details Main idea
Tibet
antelope
Being hunted
Numbers are increasing Why we need wildlife protection
Zimbabwe elephant
rainforest monkey
That’s all for my interpretation. Thanks for your attention.
英文说课稿 15
Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.
Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.
Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands
1 Knowledge aims:
（1）to help students to understand and master the words, phrases and sentence patterns.
（2）to know some basic information about music
2 Ability aims:
(1) To improve the students’ organizing and using skills of English as the second language
(2) To understand the main idea, to scan for the needed information and to grasp the details
3 Emotional aims:
(1) Help students understand different type of music and how to form a band
(2) Develop students’ sense of cooperative learning
Fourthly, teaching key points is
1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.
2. To understand how Monkees formed, developed and succeed. Teaching difficult points is
1. The students use their own words to express their own ideas.
2. the prep+ whom/which attribute clause
According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.
a. Communicative Language Teaching
Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.
b. Task-based Language Teaching
A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.
c. Computer Assisted Language Teaching
Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.
Part 3 Learning Methods
Task-based, self-dependent and cooperative learning
Part 4 Teaching Procedure
Step One Lead-in
“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.
Question:
What kind of music they like?
Which band they know best?
The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2
Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.
Task 1 General idea
The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.
The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.
Task 2 Main idea of each paragraph
Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.
Step 3 Reading for comprehension
The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.
Step 4 Solving difficult language problems through reading
It’s important for language learners to learn important rules of
grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.
Step 5 Consolidation
Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehension
I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.
2 Discussion
During making discussion, the students will deepen their understanding of the main idea of the passage.
a. Why Monkees can be successful? Give reasons.
b. What’s the most important thing for a successful band? Why? Step 6 Homework
Ask the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.
Part 5 Blackboard design
Unit 4 Music
Passage The Band That Wasn’t
Topic Sentences:
1. Many people want to be famous as singers or musician
2. Form a band
3. Began as a TV
4. They became even more famous than the Beatles
Discussion:
a. Why Monkees can be successful? Give reasons.
b. What’s the most important thing for a successful band? Why?
In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.
【英文说课稿】相关文章：
英文说课稿11-23
英文说课稿11-09
英文的说课稿（精选10篇）12-01
英文说课稿5篇11-28
英文说课稿7篇11-25
英文说课稿(精选7篇)11-27
英文说课稿(7篇)11-26
英文说课稿（通用11篇）06-02
实用的英文说课稿（精选11篇）10-10
关于英文说课稿（精选10篇）11-07