【初一英语】英文说课稿（共19页）

【初一英语】英文说课稿（共19页） 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, finishing 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. 教学历程 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 intonation. 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. A teaching plan speech for Section A of Unit 6 Good morning, everyone. My name is Luo Beibei. Now I’ll talk about how to teach Section A of Unit 6 in Go For It for the students of Grade Eight. I’ll say it in four parts. Part I Analysis of the Teaching Material 1. Status and Function The conversation of this unit is about comparing people and personal traits. This is an useful expression for students. All the activities in this unit are helpful to raise students’ learning interest. I’ll finish this section in two periods. This lesson I’ll teach Part 1, Part 2 and Grammar Focus. In Part 1, all the activities introduce the simple key vocabulary and the target language. These activities can help students learn how to compare people and tell some personal traits while practicing their skills of speaking, listening, shorthand, acting. In Part2, all the activities help students learn the difficult key vocabulary and use the target language more fluently. These activities can train their thinking, listening, speaking, writing, cooperating, etc. Grammar Focus shows 3 lists of adjectives and comparative adjectives. The activities in this part can give students a chance to summarize the principles between adjective and comparative adjective by using their own wit. The grammar and the target language is the basis for students to learn the other contents of this unit. So it’s very important to learn this lesson well. 2. Analysis of the students Students of their age are very active. They have strong thirst for knowledge and like to be challenged. 3. Teaching Aims and Demands The teaching aims and demands are established according to Junior School English syllabus’ provision and the teaching material. (1) Knowledge Object In this unit students learn to talk about personal traits and compare people. Simple key vocabulary: calm, wild, thin, heavy, than. Difficult key vocabulary: smart, outgoing, athletic. Target language: Is this Sam? No, that’s Tom. He has shorter hair than Sam. And he’s calmer than Sam Grammar: The comparative adjective (2) Ability Object To train the students’ ability of listening, speaking, reading, and writing. To train the students’ ability of shorthand, acting, thinking, conclusion, etc. (3)Moral Object Everyone has its own traits, whether you like or not, you should show respect and find their beauties. 4. Teaching Importance To master the key vocabulary To understand and use the target language To master the grammar of adjective and comparative adjective Oral practice 5. Teaching Difficulties He has shorter hair than Sam. And he’s calmer than Sam. To enable the students to understand that they are the sentence patterns to talk about personal traits and compare people. To enable the students to use the target language. 6. Teaching Aids Multi-media computer, Tape recorder, Software: PowerPoint or Author ware, clothes and masks. school things and so on. They will be needed in this lesson Part II The Teaching Methods 1. Communicative teaching method 2. Audio-visual teaching method 3.”Task-based”teaching method As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English langu age. So in this lesson I’ll mainly use “Communicative” teaching method,” Audio-visual” teaching method and “Task-based” teaching m ethod. That is to say, I’ll let the students to get a better understanding of the target language master the vocabulary and grammar better. I’ll give the students some tasks and arrange several kinds of activities: watching pictures, writing, listening, making conversation, acting, group work and so on Teaching special features: To use these methods is helpful to interest students and develop their thoughts. Part III Studying Ways 1. Let the students master the key vocabulary better by guessing, acting, listening, using. 2. Enable the students study English language by Communicating, Describing, Listening. 3. Let the students understand the grammar well by summarizing the grammar rules by themselves. Part IV Teaching Procedure Step 1 Chant and slogan before the class (1 minute) Ss: la la la ~~~Happy English! I enjoy, we enjoy! Step 2 Introduction (4 minutes) Show one picture which obviously shows one tallest students in our class. The picture has photoshopped to make the student seemed short in the picture. Then show another picture which shows one student who has the longest hair. And the picture is also photoshopped to make the student’s hair much shorter. Say: Is this Bella? No/Yes Why? (here students can use Chinese to express their reasons) While the student want to express their thought in English ,and they do not have learned the expressions, their desire for learning th is part of knowledge will strongly be raised. Then, introduce the target language and give it an explanation in 2 aspects: grammar and the change of the pronunciation. After explanation, they can have rational knowledge to the target language. Step3 Using the target language (4 minutes) Practise the target language with long hair and tall. Students are allowed to speak slowly at the first time and a little faster at the second time. This part, I give the student the chance to practice the target l anguage. Improve their speaking. Step4 Simple key vocabulary and usage of target language (4 minutes) Guess the meaning of the simple key vocabulary (calm, wild, thin, heavy) while enjoying pictures. Describe the pictures by using the target language (that’s Tom. He has shorter hair than Sam. And he’s calmer than Sam) and the simple key vocabulary. I will choose some students to give their description of the picture, and the student can get 1 point as he dare to speak. Whether they are correct or not, I will encourage, praise them or give some pertinent suggestions. Pictures can attract students’ attention and guessing the meaning of the words help train the students’ thought. Using the target language by describing a picture shows another way of studying English. Giving students pertinent praise or advice will make the assessment worthwhile, cause different students get different assessments, not j ust good, excellent, wonderful. Step5 Listening and shorthand (4 minutes) Listen to the tape, and shorthand the key words. Then, write down the main information in the form of using the target language according to their own shorthand notes. When all have done with the work, I’ll give them the correct answers. And once again I will tell them the skills of shorthand. As shorthand is a useful skill in listening comprehension and mod ern society, students can learn and practise it from now on.Step6 Performance and communication (5 minutes) Divide the whole class into two parts. one part is for acting ,another part is for making a conversation. Deskmates make a group. Ever y performing group has a information card on which I have written down the key vocabulary and some hints about how to act. With a information card, the actors decide how to act well. While the actors are acting in front of the class, one of the groups from another part should make a conversation according to the performance. When the speaking group has finished their talk, the rest of the students which has divided into boys and girls are asked to repeat their dialogue. After all the students has showed and have gone back to their seats, there is one minute to grade all the groups with a chart on which there are 3 items (self-discipline, performing skills, speaking ) The chart is required to hand in, for I will conclude which group is the champion and will bring the result back the next class. Acting makes students understand the meaning of the key vocabulary better and 对于一名英语教师来说，用英语来书写适合自己的说课稿，无疑是英语教师必须 掌握的一项基本功。下面以我所任教的第十一课的第一课时为例谈一谈小学英语 英文说课稿的形式: 一 说教材:新英语课程 标准 excel标准偏差excel标准偏差函数exl标准差函数国标检验抽样标准表免费下载红头文件格式标准下载 指出，基础教育阶段英语课程的总体目标是培养学 生的综合语言运用能力。而综合语言运用能力又以学生语言技能、语言知识、情 感态度、学习策略和文化意识五个方面的综合素养为基础。 《新课标》倡导任务型教学模式，以发展学生的语言实践能力为主线，突出 语言的交际功能及其工具性特点;以培养学生用英语进行交际功能为最终目的， 注意学生学习兴趣的培养。 任务——探究——创造”型教学方法，让学生在有趣，开放式因此我采用“ 的语言环境中，学会观察，思考，讨论和总结，在“用”中发展思维能力、创新 意识和各种语言应用能力。 联系任教的内容而言，这是一节情景对话课，围绕“征询意见”这一日常用 语展开。在第三课中，学生已经能用“ would you like some...?”进行询问。 能听懂会说chicken，pop, milk, a sandwich。本课时的教学内容为用“What would you like,”进行征询意见。根据这一安排和学生的整体认识水平，从知 识教学、能力培养等方面考虑，我确立本课时的教学目标为: 1、知识目标: 能听懂会说I’m hungry. What would you like?Yes, I’d like„.. 2、能力目标: 听懂会说hamburger、French fries、pizza、pop。 3、情感目标: 能运用所学句型进行对话表演和口语交际，激发学生学习英语的兴趣，培养学生的英语学习能力。 4 本课时的教学重点是:能听懂会说 I’m hungry. What would you like? No, I’d like„..听懂会说hamburger、French fries、pizza、pop。教学难点是能用“What would you like,”征询别人意见以及hamburger, French fr ies的正确发音。 5 学情分析: 教学的对象是三年级学生，他们活泼好动，喜欢直观形象的事物，对游戏、竞赛、动画特别感兴趣。教师在教学时应坚持以听说为主的原则，注意启发、引导和帮助学生通过说、唱、动、游戏等方式积极、主动、大胆、愉快地参与教学活动。 6 教具准备: 录音机,卡片,多媒体 二教学方法: 讨论法，讲授法，演示法，练习法 三教学程序: 为实现以上目标，我是这样设计教学过程的: (一)、Warming up 1、Sing some songs. 2、Play a game.快速呈现食物图片，做问答。 (通过唱唱、问答的形式，不仅吸引学生的注意力，调动积极性，而且营造了学习英语的氛围。同时也为本课的教学作了知识的铺垫，构建了知识表象。) (二)、Revision (紧接着教师摸着肚子，作饥饿状)引导学生一起说出I’m hungry，围绕呈现的图片快速对话。 (以对话的形式，唤起学生的记忆，使学生熟练运用旧知，同时对I’m hungry进行了渗透。) (三)、Presentation 1、依次呈现some bread、some juice的图片。 T: Would you like some bread? S: Yes, please 2、T: I’m thirsty.(教师作干渴状，引导学生边做边说I’m thirsty.) T: Would you like some juice? S: Yes,please. T: Here you are. 通过已掌握的句型新授hamburger, French fries pizza ,pop。 (利用旧知，在已熟练了的交际语境中学习新单词，同时配以相应的图片，加深了对单词的理解，也降低了难度。并即使由师生操练转向生生操练，由模仿提高到运用，这符合学生的认知规律。) 3、(呈现以上四幅新授图片)Make out some dialogues. (将单词融进有实际意义的对话中，充分体现在交际中教，在运用中学的理念，通过这种方式便于学生的理解和运用。) 4、(请一名较突出的学生引导作干渴状): S:I’m thirsty. I want to drink. T: What would you like, please? S: I’d like some pop, please! (教师作饥饿状): ,:I’m hungry. I want to eat. S: What would you like, please? T: I’d like some French fries, please! (在说的过程中予以图片加以配合，帮助理解;由模仿到练习，反复刺激学生的感官，增强学生对新知的理解和运用。) (四)、Practise 1、Listen to the tape and read after the tape. 2、Act out the dialogue. (在听读的过程中培养学生良好的学习习惯，通过演演的形式让学生在情景中练习达到掌握的目的。) (五)、consolidation 1、Make a survey. 2、Who’s the best? (师生示范表演为学生提供一个可操作的模式，以任务型的活动方式，通过合作学习，并予以评价知道，给学生提供平等的说英语的机会，鼓励学生在竞赛中学，这样既创造了轻松愉快、自然和谐的课堂气氛，又促进了交际活动的展开。通过“Apple Tree”的评价总结，让学生认识到集体目标的实现离不开个人的努力，激发其进一步追求成功的欲望。) (六)、Homework 1、Read after the tape recording. 2、Make up a dialogue in pairs. (将课内的学习延伸到课外，维持学生的学习兴趣。 【原创】小学英语全英文说课稿 [ 2009-2-24 14:03:00 | By: 九滴水 ] 1 Today I’m going to talk about Part B of Unit 2, PEP Prima ry 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 pra ctise the pattern: How many +n.(pl.)+ do you have? And the answer: I have … +n.(pl.) Teaching aims(教学目标) 1. Aims on the knowledge(知识目标) (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 finish the survey. 2. Aims on the abilities(能力目标) (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 innova tion. 3. Aims on the emotion(情感目标) (1) To foster Ss’ consciousness of good co-operation and proper competition. (2) To lead Ss to show their loveliness to the poor. Key points(重点) (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’ interests in English. Difficult points难点 (1) To help the Ss ask and answer the question “What’s in i t?” and make sure they can use the plural nouns correctly. (2) To finish the survey by themselves. Teaching procedures 教学流程 I’ll finish this lesson in five steps. Step 1. Warm-up and preview复旧引新 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 y ou 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呈现 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 langua ge. 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 c an 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 sooooo 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 intonation. 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 练习 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. Consolidation巩固 Help Ss finish “Let’s check” of this unit and workbook. Purpose: To check the knowledge Ss have learned in this period. Step 5. Extension拓展 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 Engli sh as much as they can in class or after class. It is necessar y for the Ss to do some extensive exercises after class to co nsolidate the knowledge they learned. 七年级上册英语教学 计划 项目进度计划表范例计划下载计划下载计划下载课程教学计划下载 一、本学期的指导思想: 在本学期的英语教学中，坚持以下理念的应用:1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神;2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础;3、突出学生主体，尊重个体差异;4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功;5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。总之，让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。 二、教材分析 这套教材采用任务型语言教学模式，融汇话 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。与原教材相比还增加了文化背景和学习策略等部分，并增加了任务型学习成份和语篇的输入。本书每个单元都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为A和B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。这套教材是基于城市学生的状况编写的，对于我们农村学生来说，由于小学基础不好，到初中以后学起来的确有些吃力，光是一千多个单词就吓退了不少学生学习英语的兴趣。但我们还必须知难而上，为了提高农村的英语教学成绩而努力。 三(所教班级学生基本情况分析 本届七年级新生和以往初一学生有着很大的差异，字母还不能 规范 编程规范下载gsp规范下载钢格栅规范下载警徽规范下载建设厅规范下载 的书写，更别提什么单词，句子。在读，说方面，语音也有不少需要纠正的地方，由于各小学授课，英语基础也差参不齐。另外，所教班的学生在情感态度,学习策略方面还存在诸多需要进一步解决的问题。例如:很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流;有些同学在学习中缺乏小组合作意识;大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性;不善于发现和总结语言规律，不注意知识的巩固和积累; 四、奋斗目标 钻研新课标，提高自己的教学水平，真正做到教学相长，努力达到学校规定的教学指标。 五、具体措施 1、每天背诵课文中的对话。目的:要求学生背诵并默写，培养语感。 2、每天记5个生词，2个常用句子或习语。实施:利用“互测及教师抽查”及时检查，保证效果并坚持下去。 3、认真贯彻晨读 制度 关于办公室下班关闭电源制度矿山事故隐患举报和奖励制度制度下载人事管理制度doc盘点制度下载 :规定晨读内容，加强监督，保证晨读效果。 4、对后进生进行专门辅导，布置单独的作业，让他们在小进步，小转变中体味学习的快乐，树立学习的自信，尽快成长起来。 5、关注学生的情感，营造宽松、民主、和谐的教学氛围。 6、实施"任务型"的教学途径，培养学生综合语言运用能力 7、在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。 8、加强对学生学习策略的指导，为他们终身学习奠定基础。