英文说课稿模板7篇 说课稿模板英语
下面是范文网小编整理的英文说课稿模板7篇 说课稿模板英语，以供借鉴。
一．说教材：
《birthdays》是译林英语五下的最后一个单元。本课时主要讲授的是第一板块Story time的内容。主要围绕“过生日”这一话题，通过问询和讨论在生日里所做的事情展开对话。
教学大纲对Story time的要求是通过对话、短文、故事等，帮助学生掌握基本的英语语言知识，发展基本的英语听、说、读、写技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，同时提高学生的综合人文素质。所以本课的主要目标是培养学生灵活运用所学知识进行语言表达的能力。
二．说教学目标：
针对这些要求，我设定了本课时的教学目标是：
1. 学生能流利朗读并理解story time。
2. 学生能听懂、会读句型" When's your birthday? It's on the eleventh of May. It's on the eighth of April."
3. 学生能运用句型"What do you do on your birthday? I usually..."正确问答生日活动。
而本课有比较明显的中西文化区别，所以针对这一特征，设定情感和文化目标为：
1. 能理解中西方生日文化的去别和融合。
2. 能懂得感恩父母。
三：说教学方法：
教法：
1. 问答式教学法：它能充分发挥师生两方面的积极性，用此法可启发学生思维，培养学生分析问题、解决问题的能力和口头表达能力，激发其学习的主动性、积极性。
2. 讨论式教学法：通过对教学主题的自由讨论，得出在生日经常做的事情。在讨论的过程中运用所学的语言。不仅能帮助学生正确运用语言，也能创建比较自由舒适的课堂环境。
3. 情境教学法：给学生创建比较真实的语言环境，在情境中学习课文的内容。
学法：
1. 听选法：要求学生在听的过程中完成信息的采集。帮助学生锻炼听取信息的能力。
2. 速读法：以快速阅读为基础，找出与给出主题相关的内容，帮助学生练习泛读能力。
3. 精读法：细读课文，找出细节内容。在这一部分，学生需要对课文进行分析，并找出正确的答案。锻炼学生对文本的分析运用能力。
四：说教学过程：
本课时是本单元的第一课时，主要教学过程如下：
课前活动：
一、热身活动
为了帮助学生进入学习状态，设计如下的课前活动。
1. 解释卡片和奖励机制。
2. Listen to the song< Happy birthday to you>
3. Say a chant< The months chant>
二、引入课题
1. 正是上课，首先出示本课的学习目标，让学生对本节课需要掌握得内容有比较清晰的了解。
2. 讨论月份，引入主题。
T: boys and girls. There are twelve months in a year. Which month do you like best?
S: I like…
T: I like October best. Because my birthday is in October. Do you want to know?
You can ask“ When’s your birthday? ”引入生日讨论。
连读，板书。
Put in order
先出示打乱的生日活动，观看听老师的生日活动，然后完成排序练习。
以上引入课题：birthdays
三、处理文本
为了帮助学生锻炼听、说、读的能力，设计了如下的处理文本的活动。
a. (放视频，完成连线)
b.听录音，说出所做的事情。（板书）
c. 速读课文，找出Mike做的事
d. 精读
Read the text carefully and try to find the answers.
1）Who do they spend their birthdays with?(他们和谁一起度过生日？)
2）What do they eat?
文化渗透：Chinese people usually spend their birthdays with their families, they often eat noodles. Western people usually spend their birthdays with their friends, they often eat birthday cakes.
3）T: They do different things on their birthdays.
Are they happy on their birthdays?
S: Yes.
How can you know?
找出句子: We have a great time. We have a lot of fun.
四、练读课文。
练读课文时比较枯燥的，所以设计了多样的练读方法。
1）跟读，注意语音语调，特别是重音。
2）三人多样练读，请两组示范。
3）齐读。
五、复述课文
复述课文是比较有效的检验学生是否掌握课文内容的方法，所以在本部分设计了逐层递进的复述方法。
1）看板书，复述。
2）去掉动词词组，复述。
六、你的生日
让学生正式运用本节课所学的知识，进行丰富的讨论活动。
T: We know Su Hai, Su Yang and Mike’s birthdays. Now, it’s your turn to share your birthdays.
1)提供表格，让学生先选一选。
2)根据选择,和同桌说一说。
3)请学生说一说。
文化渗透：随着时代的发展，中国的生日文化已经吸纳了很多西方元素，中西方生日文化的差异已经不是很明显了。
T: Now we also eat birthday cakes and have a birthday party with our friends. So with the development of the world, the differences between China and western countries are getting smaller and smaller.
七、情感教育
帮助学生学会感恩父母并且对本课的内容进行书写训练。
Your birthdays are wonderful. Your parents remember your birthday and prepare a lot of presents for you. But I have a question. Do you know your parents’ birthdays. Who knows? Hands up! Not all of us know the birthdays of our Parents. But our parents is the most important people in our life. Boys and girls, Let’s design some birthday activities for your parents’ birthdays. Write down your ideas.
八、评价和回家作业
针对上课是出示的学习目标，让学生对自己这节课的学习效果进行评价和反馈。知道自己的薄弱点在哪儿。针对这些评价内容，设计回家作业。
(必做)1. Listen to the tape and read after it three times.
2. Write down more ideas for your parents’ birthdays.
(选做)1. Try to retell the story.
2. Write down your parents’ birthday dates.
五：说板书
本课的板书采用了和课文相关的`蛋糕和面条，并在上面贴上对用人物的活动词组，辅以头像帮助理解。非常的生动，让学生对本课的内容有比较直观的理解。
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.
一 说教材：新英语课程标准指出，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。
因此我采用“任务——探究——创造”型教学方法，让学生在有趣，开放式的语言环境中，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 fries的正确发音。
5 学情分析:
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)：
T：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 dialoguein pairs.
（将课内的学习延伸到课外，维持学生的学习兴趣。）
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。
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.
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
Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good 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 the teaching material. Part 1 Teaching Material:
This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）
By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings. (5)Theme park but also learning ability in English .
A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.
（As we 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: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.
(2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. 3.Emotion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.
1. content of teaching materials
This section focuses on festivals and focuses on how people usually spend their holidays.This class requires students to master the National, Day, Halloween, Christmas, Spring, Festival and What do people usually do at of...I?...And free to talk about how to spend the holidays.In this class, did leads to general questions and answers as well as new ones.Because the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.
2. status of teaching materials
The selected course in this class is English 6A Unit 6 in Oxford primary school.The teaching of this unit revolves around festivals.In this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and expansion.This arrangement reflects not only the progressive meaning of teaching materials, but also the students' knowledge level and cognitive level.On how people spend their holidays, especially in Western festivals,.Students are required to collect information in time after class.In the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.
Say target:
1. teaching objectives
The new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, I set the following teaching objectives: three.
[Objective] to students' cognitive spoken phrases and words: visit relatives and friends, go to parties, dress up in costumes, ware masks, make pumping lanterns, eat lots of delicious food, National Day, Christmas, Halloween, Spring, Festival, favourite; can use When's s...What, do, people, usually, do, at...Did you?....last...Yes, I, did./, No, I, didn, T. and so on.
Ability to communicate in English on holidays, and some students can introduce the festival in English fluently.
[Objective] through activities and games, students are interested in learning English. Students are encouraged and willing to talk and participate actively in communication.And let students cultivate their sense of cooperation and competition in the process of learning.
2. teaching difficulties
The focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise Festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language.
Doctrine of teaching:
1. teaching method design
According to the characteristics of this English class itself and the sixth grade students' interest, I through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and understand.At the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use.
2. learning method guidance
To guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning English "use" the necessity, to encourage students to think actively, bold attempt.
3. teaching means
According to the teaching content, teaching objectives, students' age characteristics and psychological characteristics, in order to better stimulate students' interest in learning, so as to actively participate in learning.Multimedia courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case.
Say process:
1. warm up (Warm up)
(1) announce the way of study in this lesson: group competition.The seats are divided into four teams, each of which is based on the class performance of each student. At the end of the class, WINNER is added.Then, begin "one sentence for each class". The sentences taught in this class are "Lite is long if you know how to use it.""
[design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the group's performance."One sentence for each class" is an essential part of every class I started in grade six.This section mainly teaches students some clever words and phrases.These sentences not only enrich students' vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in english.So as to create a good atmosphere for learning english.
2. take the old with the new [lead in]
Provide topic Birthday, free communication between teachers and students, and then use the "How do you your birthday spend" to draw the new sentence pattern of this lesson "What do you on your birthday do", and then import "Did you"..."Last birthday?" and answer.Then use the Colour topic to elicit the sentence pattern My favourite....
[design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching methods.With new students, students can master the sentence patterns more easily.At the same time, combine the new sentences with the old ones.It helps to cultivate students' open thinking ability.
a. New wrds and phrases
b. Sentence pattern: If- clause
c. iprve their reading sills.
d. Taling abut prbles f the Earth.
6. 说教学难点 teaching difficult pints (语法；发展交际能力)
a. functinal ite: Suppsitin.
b. Develp their cunicative abilit. Act ut their wn dialgue.
7. 说教具 teaching aids (ulti-edia cputer, sftware, OHP)
The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.
二、说教法 Teaching ethds
Five step ethd; audi-vide; cunicative apprach;
Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.
三、说学法 Stud ethds
1. Teach Ss hw t be successful language learners.
2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;
3. Get the Ss t fr gd learning habits.
四、说教学过程Teaching prcedures
I. 复习 (Revisin) 5in (Dail reprt; 词汇diagra; brainstring; activate scheata)
Activit 1: Iaginatin
1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)
2). Suppse u catch a bad cld, what’s t be dne?
3). Suppse ur bie is bren, what’s t be dne?
4). And suppse the earth, n which we all live, is daaged, what’s t be dne?
* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)
II. 呈现 (Presentatin) 5in
Activit 2: Presentatin
Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)
A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.
Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.
* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.
III. 对话 / 阅读 (Dialgue)18
1. Pre- reading
Activit 3: Predictin
1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:
What d u thin is discussed at the cnference?
2. While- reading
Activit 4: Read and answer
2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.
* 阅读: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 识别关键词e wrds；确定主题句；创设信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。达到对课文的整体理解和掌握。S that the can have a gd understanding f the whle text.)
3. Pst- reading
Activit 5: Language fcus
While Ss are answering the Qs, the teacher deals with se e language pints.
a. is being caused b. and s n c. g n ding
d. be fit fr e. standing r f. if- clause
IV. 操练 (Practice) 10
Activit 6: Retell
Use ur wn wrds t retell the dialgue in the 3rd persn.
Activit 7: Acting ut
Activit 8: Drill – Suppsitin
Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act ut; rle pla)
V. 巩固 (Cnslidatin) 6
(Discussin; interview; press cnference; debate; quiz)
Activit 9: rle pla
Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.
* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.
Activit 10: Discussin
Thin f the questin: Are we causing daage t the wrld?
What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?
Cllect their answers and fr a reprt.
VI. 作业 (Hewr) 1 (Writing; cntinue the str; recite; retell)
Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.
五、说板书Blacbard design
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.?