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说课稿
各位老师:大家好! 我说课的内容是第一册第 27 课。主要从教材分析、教学策略、教学程序 、 板书设计、教学评价等方面作具体的阐述。 下面我先来说第一个板块——教材分析中的第一环节——说教材 本课教材内容主要围绕着“某处有某物”展开话题。本课的知识点在前面几 课已经接触过,而在后面的课文当中依然出现,并且 THERE BE 句型也是历年 中考题中出现比较多的,所以掌握好本课显得尤为重要。 第二环节——说教学目标 根据《新概念英语》的教学理念,教材特点以及本班学生的实际情况,将本 课时的教学目标确定如下: [认知目标] 1:能够听、说、认读写本课时的新词汇。 2:短语及主要句型:there is … there are….? [能力目标] 1:能够看图理解句子的意思, 2:能自如表达某处有某物 3: 能灵活运用所学知识并展开丰富的想象力流畅的表达其他相关内容。 [情感目标] 通过小组比赛使学生产生学习英语的兴趣;让学生敢于、乐于开口, 积极参与交流。并让学生在学习的过程中,培养他们的合作意识和竞争意识。 在仔细研究教材和分析学生的心理和生理特点的基础上,我认为本课重点 是掌握 there be 的句型:。难点是如何让学生正确使用 there is 冠词 the 用法。及 some any 的用法 第二个板块——说教学策略 本课主要采用任务型教学,情景和交际功能法,充分发挥教师的主导作用 和学生的主体作用,,把学生吸引到活动中去,并激发他们主动参与学习的欲望 内。努力培养学生的自学能力,把学习的钥匙交给学生,在传授知识的同时授以 科学的思维方法。不仅要使学生学会,更要使学生学会学,因此,在课堂教学中 there are ;定

巧妙运用教学艺术,适当安排自学、小组讨论、全班讨论、竞赛等活动,鼓励学 生开口就说,提高运用语言的能力,变“讲堂”为“学堂”,变“要我学”为“我 要学”, 第三个板块——说教学程序 遵循人类认识过程的普遍规律和学生认识活动的主要特点, 我把教学过程分 为以下几个环节: 导入设计、新课呈现、巩固操练、拓展延伸以及课后作业五个环节。 第一环节 导入设计分三块:

① 模仿俄罗斯套娃,在学生面前用一个袋子装好 5 样道具。然后让学生仔细听 老师说的句子并判断正误。继而引出 there are 句型。这个活动在复习旧知的 基础上为新课的学习起到一个呈上起下的作用。 ② 让学生 ③ Free talking:What’s In your room? ④ 第二环节 新课呈现分两部分:

① 利用图片,引出 shoes shop。操练 chant: sneakers , sneakers, a pair of snea kers , a pair of sneakers for my friend. ② 创设妈妈和 John 去鞋店买鞋的情境,教师扮演 assistant,引出句型 What siz e? How about this pair? Are they nice ? Are they all right?等等。 第三环节 巩固操练分五部分: ①玩一玩,鲁迅说过:“游戏是儿童的天使。”本节课我设计“我猜,我猜,我 猜猜”的游戏来操练句型 How much are they? They are ②说一说,利用教学卡 片, 在黑板上制作一个简易的鞋子商店, 操练句型 Can I help you? How about this pair? We’ll take them 等 ③听一听,听课文录音,完成教师提问 A: What size? B: How much are the s neakers? 让学生带着问题去听,养成良好的倾听习惯。 .

④读一读,我们都知道,磁带是最好的老师,让学生跟着磁带朗读课文,正确的 语音语调的形成是学生学习英语的基础, 因此教师要有意识地培养学生的模仿能 力。 ⑤演一演,利用头饰,分角色三人小组合作演一演本课对话,教师要鼓励学生进 行大胆的表演。 第四环节拓展延伸分两部分: ①完成调查表格,了解班里同学鞋子的尺寸大小和价格。教师渗透文化知识:不 同国家,不同鞋子大小的表达方式不同,如:美国常用 6、8、9 这样的数字,而 我们和欧洲基本相同,用 36、38、40 这样的数字进行表达。 ②活动:“自由市场” 5 月 14 日母亲节快到了,给学生一定数目的钱,请他们为妈妈买一样最需要 的礼物,让学生学会理性购买。通过在“自由市场”内学生之间的买卖活动,充 分发挥学生的创造性思维,让学生学以致用;通过讨价还价,发展学生当家理财 的经济头脑和对生活的适应能力。 第五环节 课后作业也是两部分:

①了解家里人的鞋子尺码并了解市场上不同规格,不同种类鞋的价格。 ②根据询问同学的衣物和鞋子, 了解班里同学的消费水平,小组之间合作完成此 项任务。 第四个板块——说教学板书 PEP Book 4 Unit 5 How much is B Let’s talk How about this pair? Are they nice? How much are they? They are 第五个板块——说教学评价 yuan. it?

综观整节课,为了达到新课标所要求的小学英语课程的要求, 我主要通过 创设教学情景进行师生互动, 充分激发学生学习英语的兴趣,培养英语学习的积 极态度,把情感、态度与价值观目标的实现融合在知识与能力、过程与方法目标 实现的过程之中,努力为学生进一步学习英语打下坚实基础。 苏霍姆林斯基说过:没有也不可能有抽象的学生。因此,我们要鼓励孩子们,让 他们知道“English, I can”. That’s all. Thank you!

八年级英语说课稿 Introduce myself
区一初阳逻校区 叶琼

Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts. Part One Analysis of the Teaching Material (一) STATUS AND FUNCTION 1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material. 2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit. 3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English. (二)ANALYSIS OF THE STUDENTS The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now. (三)TEACHING AIMS AND DEMANDS The teaching aim\'s basis is established according to Junior School English syllabus\' provision.

1.Knowledge objects (1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I\'m sorry”“That\'s all right”. (2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson. (3) To finish some exercises. 2.Ability objects (1) To develop the Ss’ abilities of listening, speaking, reading and writing. (2) To train the Ss’ ability of working in pairs. (3) To develop the Ss’ abilities of communication by learning the useful structures. 3.Moral objects (1) To enable the Ss to be polite and love life. (2) To enable the Ss to look after their things well. (四)TEACHING KEY AND DIFFICULT POINTS The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material\'s position and function. 1.Key points: (1).To help the Ss to communicate with each other. (2).To enable the Ss to study in groups and co-operate skillfully. (3).To develop the Ss’ interest in English. 2.Difficult points: (1) How to make dialogues and act them out. (2) How to write the right whole sentences. (五) TEACHING AIDS Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson. Part Two The Teaching Methods 1. Communicative teaching method 2. Audio-visual teaching method 3. Task-based” teaching method As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition. Teaching special features To use these methods are helpful to develop the Ss’ thought.

Part Three STUDYING WAYS 1.Teach the Ss how to be successful language learners. 2.Let the Ss pass \"Observation—Imitation—Practice \" to study language. 3.Teach the Ss how to master dialogues and how to communicate with others. Teaching special features: Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English. Part Four Teaching Procedure I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner. Step1 Warm-up 1. Free talk between T and Ss . Such as: Hi, I’m . . . . What’s your name? This is …. How do you do? Who is he/she? How are you? Who can count from 1to 5? What’s this in English? etc. 2.A game: Ask the Ss to give T some school things. For example: T: Give me your book.(ruler, box, pen, table, knife, etc.) T: This is your book. This is not my book. It’s your book. etc. In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues. Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge. Step2. Presentation This course is very important. I’ll mainly talk about this step. I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A. First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B. A: Hi, B. How are you today? B: I’m fine, thank you. And you? A: I’m fine, too. Oh, this is my bag. B: No, this is not your bag. It’s my bag. A: (Look closely) Oh, I’m sorry. B: That’s all right. (At the same time, C is running up and hitting A.) C: Oh, I’m sorry. A: That’s OK.

I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well. Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better. Step3.Practice First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars. Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability. Step4.Production In this step I’ll give the Ss a free space to show their abilities. Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc. After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues. Purpose of my designing: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English. 2.Skill 1 Model 1. I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines. Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best. 3.Finish the Ss’ workbook. Purpose of my designing: To check the knowledge Ss have learned in this lesson. Step5.Homework: (1)Recite the words as many as possible after class. (2)Make a dialogue according to Sample A and write it in the exercise book. Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned. Blackboard Design

Lesson Six Sample ASix This is my….hey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.

3
分类:Education

Good afternoon! I’ll say the reading text “Not Justing Watching a Film…” from the following four parts.

Part One Analysis of the Teaching Material (一) STATUS AND FUNCTION 1.This is a key lesson in Module 3 which is the main reading part reflecting the theme of the future and tomorrow’s world. From this lesson, the reading strategy about a business proposal is introduced for the first time, .The useful expressions can be used to talk about the future more freely and vividly. Therefore this lesson is in an important position of the teaching material. 2.This lesson is the second part of Unit 3 which provides a detail example after Welcome and is helpful to make the Ss learn the rest of this unit, for the task in the unit is to write a proposal and there are some sentences which can be used to introduce the grammar. 3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English. (二)ANALYSIS OF THE STUDENTS The Ss in Senior One have learned English for several years, but they are still lack of reading strategies and their vocabularies are limited. (三)TEACHING AIMS AND DEMANDS The teaching aim is established according to New Curriculum of Senior School English. 1.Knowledge objects (1) To enable the students to understand the text while completing the planned reading task, and so to have a sound understanding. (2) To introduce the characteristics of a business proposal with the help of the reading strategy. (3) To enlarge the Ss’ vocabulary in the situation and introduce how to use modal verbs in the passive voice with the sentences in the text. 2.Ability objects (1) To develop the Ss’reading strategy of a business proposal..

(2)To develop the Ss’ vocabulary strategy. (word guessing etc.) (3) To encourage the students’sense of cooperation in their studies. 3.Moral objects To guide the students into a better understanding of the future and to imagine what they think will happen in the future with the rapid development of science and technology, and thus to stimulate the students’creativity and prompt the sense of responsibility . (四)TEACHING KEY AND DIFFICULT POINTS The teaching key and difficult points are based on the reading aims and demands.

TEACHING KEY POINTS 1. Make the Ss read and understand the formal proposal as a whole. 2.Develop the reading strategy about a business proposal. TEACHING DIFFICULTIES 1.Improve Ss’s speaking ability to express themselves freely. 2. Develop their thoughts by futher reading and the debate activity . (五) TEACHING AIDS a multimedia computer

PART 2

Teaching Methods

1. Student-centered teaching 2. Task-based learning

PART 3 Studying Ways Activity-based learning(individual work; pair work; group work; class work)

Part Four Teaching Procedure Step 1 Lead-in

( to arouse Ss’interest ,stimulate their cognitive about films and develop their predicting strategy) Talk freely about different kinds of films. Compare the films in China Dinosaur Park called 3D films with the ones in normal cinemas. As a result, the former are more attractive due to the high technology. Then let them know cinema to be mentioned today are more advanced. Ask them to predict the article according to the title “Not Just Watching a Film” , any answer is acceptable.

Step 2 Comprehensive reading (to develop their skimming ability to get the general idea of a passage as quickly as possible. and scanning ability to find out the clue of a story and motivate Ss to cooperate with each other.) 1.Ask Ss to skim the proposal and try to understand the text as a whole. They are needed to analyse the structure and conclude the main idea of each part. Do Ex C2 to identify more supporting details. 2.Ask Ss to fill in the chart about the features of VR Cinema in pairs. Check their answers with the projector.

Step 3 Retelling the text (to improve their speaking ability) Let them retell the text according to the topic sentences and key words on the Bb as well as the chart they have just finished.

Step 4 Discussion (to develop their creativity and thoughts) Organize Ss into groups of four and discuss “What other ways can VR be used in ?” Encourage Ss to share the opinions and report theirs to the class.

Step 5 reading strategy

(to develop Ss’strategy which is one part of New Curriculum) 1. 2. Ask Ss to find the sentences that can persuade you to use the technology. Let Ss draw a conclusion about the characteristics of a proposal.

3. Show them Reading Strategy about a proposal.

Step 6 Vocabulary strategy (To develop Ss’s vocabulary strategy word guessing to help Ss to guess the meaning of certain unknown words and understand the passage exactly.) Let them match new words according to the context. Step 7 Debate activity (To develop Ss’s thoughts and speaking ability) to give the students chances to practise their English by talking about VR. Topic is VR is Necessary or Not. Organize Ss into two groups to hold a debate activity. One side supports the idea that VR is necessary. The opposite side holds the point of view that VR is unnecessary. The task is assigned to the students before hand so that they can make some preparations. The students are asked to collect points of views and supporting facts. If necessary, the teacher can give students advice or a demonstration on how to carry out a debate.

Step 8 Homework Write an introduction to Realcine.

Blackboard Design Topic sentences and key words are written to help Ss retell the text

All the language points and grammar will be learned in the second period.


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