英语说课用英语
英语说课用英语
篇一:
英语说课稿范文(英文)
一、Introduction(导言) 英语说课是英语教学中的重要一环,也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段,能从理论上指导教师贯彻教学大纲,真正做到教与学相结合,将教材、大纲、教师、学生、课堂融为有机整体,对不断提高教师教学能力和教研能力,有着突出的作用。
二、说课的基本原则
1. 遵循教学大纲要求,明确说课内容。把握说课与上课的区别与联系,正确理解教材、
说课、 上课之间的层进关系,走出说课即是“说教案”的误区。
2. 以教师为主导,学生为主体,体现先进的教学理念。
3. 详略得当,重点突出,体现说课的完整性。
4. 与教案相结合,体现其可操作性。
三、说课的基本程序
1. 说教材:
科学分析教材,明确重点难点、教学目标和要求以及教材在单元中的地位和作用。
2. 说学生:
谈谈学生的知识与能力结构,明确说课内容的难易程度。
3. 说教法:
谈谈本节课要实施的教学手段、方法以及教具的使用。
4. 说学法:
谈谈学习方法的运用以及将要实现的目标。
5. 说教学程序:
说为什么要
该程序,目的、意图何在,结果如何, 6. 说板书设计:
谈谈板书设计的根据和理由,力求体现说板书设计的程序性、概括性和艺术性。
四、注重说课信息和反馈与
说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息,力求不断改进和提高。
五、附SB 2B U16 Lesson 63说课稿 Unit 16 Lesson 63 Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC
(2). It is made up of four parts. Part 1 My understanding of this lesson The analysis of the teaching material: This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to prehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better,
love the sea and save the sea and the life of the sea. Teaching aims:
1. Knowledge aim: Understand the main idea of the text.2. Ability aim: Retell the text in their own words. 3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. Key points / Teaching important points: How to understand the text better. Teaching difficult points:
1. Use your own words to retell the text. 2. Discuss the pollution of the sea and how to save the sea. Something about the Ss:
1. The Ss have known something about the sea and sea life through the Internet and other ways. 2. They are lack of vocabulary. 3. They don’t often use English to express themselves and municate with others. 4. Some Ss are not active in the class because they are afraid of making mistakes. Part 2 My teaching theories, methods and aids Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language. Teaching method: Double activities teaching method Question-and-answer activity teaching method
Watch-and-listen activity Free discussion method Pair work or individual work method Teaching aids:
1. a projector 2. a tape recorder 3. multimedia 4. the blackboard Part 3. Teaching steps / procedures I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability. The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, HomeworkStep 1 Greetings Greet the whole class as usual. Step 2. Revision
1. Ask students some questions to revise the last lesson(show them on the screen). a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight) b. What is coral? Why are corals not found in deep water? c. Why is the Dead Sea called the Dead Sea? 2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, municate with others about their survery results and prepare for the new lesson. Step 3. Lead-in and preparation for reading Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica,
huge whale, sperm whale, squid and so on. Purpose: Arouse the students’ interest of study. Bring in new subject: Life in the oceans. Step 4. Fast reading Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:
1. Why can living things live in such oceans around the Antarctica? 2. What does the whale feed on? 3. What is the difference between the sperm whale and other whales? Method: Read the text individually, use question—and—answer activity. Purpose: Improve the students’ reading ability. Understand the general idea of each paragraph. Step 5. Listening(book closed)
1. Listen to the tape then do an exercise(wb page 90, part 1) 2. True or false exercise.(on the screen) Train the Ss’ listening ability and prepare for later exercises. Step 6. Intensive reading Read the passage carefully again and answer some detailed questions on the screen.
1. How much does a whale eat at a time? 2. Do all the whales feed on small fish?3. How deep can a sperm whale dive? It is also called depth reading or study reading. It means reading for detailed information. Purpose: Further understand the text (Train further reading ability) to find out some different sentences and details of the text. Step 7. Preparation for details of the text on the screen
1. 。its heart slows to half its normal speed. slow-v. to bee / make slower. 2. 。using sound wave Present participle used as adverbial. 3. provide sth. for sb. provide sb. with sth. 4. at a time: each time 5. grow to a length of。 Purpose: Train the Ss’ ability of understanding and using laguage. Step 8. Consolidation
1. Find out the topic sentences. 2. Retell the passage according to the topic sentences. Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily. Step 9. Discussion Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do? Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home. Step 10. Homework
Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves. Part 4. Blackboard design Unit 16 Lesson 63 Topic Sentences:
1. Some living things can live in Antarctica.(what) 2. The whale feeds on small fish.(what) 3. The sperm whale feeds on squid.(difference) Discussion:
1. The whales are in danger. What’s your opinion about it? 2. The sea is being polluted. What should we do? 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. The discussion is of the difficulty. I want to make the design inductive, instructive and artistic.篇二:
2017我的英语说课
附SB 2B U Lesson 说课稿 Unit Lesson Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson . It is made up of four parts.the first part is analyzing teaching materials and students, the second part is teaching theories,teaching methods and aids, the third part is teaching procedures,the
last part is blackboard design.ok,now i will start form the first part. Part 1 My understanding of this lesson The analysis of the teaching material: This lesson is a reading passage. It plays a very important part in the English teaching of this unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans.as we all know, reading belongs to the input during the process of language learning. The input has great effects on output, such as speaking and writing.so we should get the students to understand some important words, expressions and difficult sentences to prehend the passage better. The Ss should also do some listening, speaking and writing, too.and receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. According to the new standard curriculum and syllabus,i think the teaching aims include: Teaching aims:
1. Knowledge aim: Understand the main idea of the text.learn important words, phrases and expressions as well as some sentence patterns about this topic; be familiar with the writing style:expositive writing. 2. Ability aim: improve the reading ability, especially skimming and scanning ability;improve the ability to analyze the structure of this passage, make a summary and guess the intention of the
author; Retell the text in their own words.as well as the ability to municate with others to express their opinions about the sea. 3. Emotional aim: Make ss know clearly about the learning goals and arouse ss’ interest and curiosity about this topic so ss can positively take part in learning activities; through group work and discussion, guide ss to cooperate with others and help each other to think of ideas to deal with the pollution of the sea, develop their imagination and creation to take measures to protect and love the sea. Increase ss’social responsibility. important points: are to understand the text better.practice reading ability, and analyze the text structure. There are two difficult points:
1. Use ss own words to make a summary and retell the text. 2. Discuss the pollution of the sea and how to save the sea. Something about the Ss:here i also want to tell something about ss, since ss are the real masters of class. We have to analyze ss’ needs in order to successfully carry out the teaching activities.
1. The Ss have known something about the sea and sea life through the Internet and other ways. 2. But They are lack of vocabulary. 3. They don’t often use English to express themselves and municate with others. 4. Some Ss are not active in the class because they are afraid of making
mistakes.so in the following teaching design, l will pay more attention to this, i will give more information about the background of this passage,or about the sea,and input some words and expressions about sea to reduce ss burden to learn this passage. Part 2 My teaching theories, methods and aids Before dealing with this lesson, I’ll try my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language. Now es to my Teaching methods: i will use municative approach, through group work and
discussion,make ss skillfully use the target language to express their points. And then Question-and-answer activity as well as Free discussion Pair work or individual work here i would like to introduce some learning methods:As Ss are poor in cooperative learning skill, many Ss are not active in class, and some of them even don`t like English. Therefore, I `ll have Ss study in a relaxing atmosphere. and after understanding the language points, the students can acquire the language by cooperative study. What’s more, after being conducted to analyze the text structure, ss can understand the main ideaof this passage by themselves through
independent study. So cooperative study and independent study are of great importance in this text learning. Teaching aids:
1. a projector 2. a tape recorder 3. multimedia 4. the blackboard Part 3. Teaching steps / procedures I have designed the following steps to train ss ability of listening, speaking, reading and writing, especially reading ability. The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 Greetings Greet the whole class as usual. Step 2. Revision
1. Ask students some questions to revise the last lesson(show them on the screen). a. b. c. 2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, municate with others about their survery results and prepare for the new lesson. Step 3. Lead-in and preparation for reading Show them some pictures and let them talk with each other, and then use the pictures about sea and life in the oceans to learn new words, for example, and so on. Purpose: Arouse the students’ interest of study.and curiosity about this topic; as well as activate ss previous knowledge Bring in new subject: Life in the oceans. Step 4. Fast reading Read the
passage as quickly as they can. I show the questions on the screen and ask ss to answer these questions. let them get the main idea of each paragraph and pay attention to the key points of each paragraph
1. 2. 3. Method: in this part i will ask ss to Read the text individually, usequestion—and—answer activity. Purpose: to Improve the students’ reading ability.especially skimming and scanning ability to Understand the general idea of each paragraph. Step 5. Listening(book closed)this part is much easier pared with the text reading.
1. Listen to the tape then do an exercise(wb page , part ) 2. True or false exercise.(on the screen) Train the Ss’ listening ability and prepare for later exercises. Step 6. Intensive reading Read the passage carefully again and answer some detailed questions on the screen.conduct ss to analyze the structure of this passage and be familiar with the writing style.
1. 2. 3. It is also called depth reading or study reading. It means reading for detailed information.Purpose: to Further understand the text (Train further reading ability) to find out some long and difficult sentences and details of the text.especially the topic sentence, the body and the conclusion. Step 7. Preparation for details of the text on the screen
1. 2. Present participle used as adverbial. 3. 4. 5. Purpose: Train the Ss’ ability of understanding and analyzing sentence patterns as well as using the target language. Step 8. Consolidation, based on their understanding of the text, ss should master the topic sentences and key points of each paragraph. So they can Retell the passage in their own words. Purpose: to evaluate if the students understand the whole text really and whether they master what the teacher means to tell them in this class. What’s more, to examinee ss ability of using the target language. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily. If not, i will do the self-reflection, figure out the reasons and improve the teaching design. Step 9. DiscussionShow them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? Or The sea is being polluted. What should they do? Purpose: to give them emotional education.show them multi-media pictures to arouse their interest of study and their love for life.to make them realize: guide them to do their best to help it and do something from now on. Make them realize that Everyone has the responsibility to do something to love and protect our home. Step 10. Homework Write an article Saving the sea. I
want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themselves. Part 4. Blackboard design Unit Lesson Topic Sentences:
1. (what) 2. (what) 3..(difference) Discussion:
1. 2. 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. The discussion is of the difficulty. I want to make the design inductive, instructive and artistic.篇三:
目前最全的英文说课稿 初中英语说课稿(英文版)
一、说教材(教材分析) Analyzing teaching material
1. 说课型 lesson type (Dialogue/ reading/ listening/ revision) 2. 本课在教材中的地位 status and function Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss municative/ reading ability. 3. 说教学指导思想 teaching guideline (Teaching syllabus: Language is for munication, develop their four skills, lay special emphasis on reading;
Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model) 4. 说教学目标和要求 Teaching aims and demands (?be intended for Ss in key schools) 1)认知目标 knowledge objects a. Enable the Ss to remember the following new words phrases: Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into b. Get the Ss to be familiar with this sentence pattern: If the population keeps growing so quickly, there will only be standing room left? Give the Ss a reinforced practice on the functional item Supposition. c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution. 2)智能目标 ability objectsa. Ask the Ss to make up a similar dialogue. b. Help them to understand the dialogue better and improve the four skills. c. Develop their ability of thinking independently. d. Cultivate their ability to discover, analyze and solve problems. e. Train them to collect information from the Internet. f. Train them with some effective learning methods to optimize Ss’ learning results. 3)德育目标 moral objects a. Arouse their interest in
learning English; b. Help them to understand the background of pollution. c. Enable the students to love our earth and the nature. d. Be aware of the importance of stopping pollution protecting out environment. e. Encourage the Ss to do something to save the earth. 5. 说教学重点 teaching important points (生词、句型;培养阅读技能) a. New words and phrases b. Sentence pattern: If- clause c. improve their reading skills. d. Talking about problems of the Earth. 6. 说教学难点 teaching difficult points (语法;发展交际能力) a. functional item: Supposition. b. Develop their municative ability. Act out their own dialogue. 7. 说教具 teaching aids (multi-media puter, software, OHP) The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class densityand improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.
二、说教法 Teaching methods Five step method(五步教学法); audio-video; municative approach; Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss
the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、说学法 Study methods
1. Teach Ss how to be successful language learners. 2. Teach Ss how to develop the reading skill — skim scan; how to municate with others; how to learn new words; how to learn independently; 3. Get the Ss to form good learning habits.
四、说教学过程Teaching procedures I. 复习 (Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata) Activity 1: Imagination 1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?) 2). Suppose you catch a bad cold, what’s to be done? 3). Suppose your bike is broken, what’s to be done? 4). And suppose the earth, on which we all live, is damaged, what’s to be done? * What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate。 Try to activate the Ss schemata regarding the topic of pollution.)II. 呈现 (Presentation) 5min Activity 2: Presentation Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere) A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the puter. Ss’ presentation on pollution. Attract their
attention, arouse their interest, and create a good atmosphere for munication. * Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently. III. 对话 / 阅读 (Dialogue)18m
1. Pre- reading Activity 3: Prediction 1st listening/ fast reading, one guided Q to help Ss to get the main idea: What do you think is discussed at the conference? 2. While- reading Activity 4: Read and answer 2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim scan. Pay attention to the pronunciation, stress intonation. * 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句;创设信息差information gap;T or F; 填
格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.) 3. Post- reading Activity 5: Language focusWhile Ss are answering the Qs, the teacher deals with some key language points. a. is being caused b. and so on c. go on doing d. be fit for e. standing room f. if- clause IV. 操练 (Practice) 10m Activity 6: Retell Use your own words to retell the dialogue in the 3rd person. Activity 7: Acting out Activity 8: Drill – Supposition Purpose: Practise the functional item
of Supposition. (P. 33 Part 2; P.113, wb Ex. 3) (Retell; act out; role play) V. 巩固 (Consolidation) 6m (Discussion; interview; press conference; debate; quiz) Activity 9: role play Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class. * The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc. Activity 10: Discussion Think of the question: Are we causing damage to the world? What should we do to save the earth and protect our environment especially in our daily life? Collect their answers and form a report. VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell)