英语全英说课稿范文.doc

《英语全英说课稿范文.doc》由会员分享，可在线阅读，更多相关《英语全英说课稿范文.doc（5页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、【精品文档】如有侵权，请联系网站删除，仅供学习与交流英语全英说课稿范文.精品文档.Good afternoon, everyone. Im Zhou Yan. Im an English teacher from Experimental School of Suqian. Now Ill say Sample A of Lesson Six in Book One. Ill prepare to say the lesson from four parts. Part One Analysis of the Teaching Material(一) STATUS AND FUNCTION1.

2、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 th

3、e 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 ra

4、ise learning interests of students and it will be also helpful to improve their spoken English.(二)ANALYSIS OF THE STUDENTSThe 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 AIM

5、S AND DEMANDSThe teaching aims 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”“Im sorry”“Thats all r

6、ight”.(2) To study the new words “six, hey, sorry, its, thats”, 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

7、 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 POINTSThe teaching key and difficult points basis is established according to Sample A of Le

8、sson Six in the teaching materials 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

9、 write the right whole sentences.(五) TEACHING AIDSMulti-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.Part Two The Teaching Methods1. Communicative teaching method2. Audio-visual teaching method3. Task-based” teaching m

10、ethodAs 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 Ill mainly use “Communicative” teaching method, “Audio-visual” teachin

11、g method and “Task-based” teaching method. That is to say, Ill let the Ss to get a better understanding of the key structure of the dialogue. Ill 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

12、special featuresTo use these methods are helpful to develop the Ss thought.Part Three STUDYING WAYS1.Teach the Ss how to be successful language learners.2.Let the Ss pass ObservationImitationPractice to study language.3.Teach the Ss how to master dialogues and how to communicate with others.Teaching

13、 special features:Let the Ss communicate with each other and adopt competition methods to develop the Ss keen interest in English.Part Four Teaching ProcedureIll finish this lesson in four steps. First Ill divide the Ss into four groups and bring a competition into the class. At last lets see which

14、group is the winner.Step1 Warm-up1. Free talk between T and Ss .Such as: Hi, Im . . . . Whats your name?This is . How do you do?Who is he/she? How are you?Who can count from 1to 5?Whats this in English? etc.2.A game: Ask the Ss to give T some school things. For example:T: Give me your book.(ruler, b

15、ox, pen, table, knife, etc.)T: This is your book. This is not my book. Its your book. etc.In this course Ill 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 lear

16、ning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.Step2. PresentationThis course is very important. Ill mainly talk about this step.Ill use CAI to present the whole dialogue. Arrange some situations to help Ss understand S

17、ample 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: Im fine, thank you. And you?A: Im fine, too. Oh, this is my bag.B: No, this is not your bag. Its my bag.A: (Look closely) Oh, Im sorry.B: Thats all righ

18、t.(At the same time, C is running up and hitting A.)C: Oh, Im sorry.A: Thats OK.Ill write the key points on the Bb while they are watching. After watching, Ill 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

19、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.PracticeFirst play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and

20、 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 Ill 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

21、. Ill 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.ProductionIn this step Ill give the Ss a free space to show thei

22、r abilities.Second scene: The Ss are having a picnic. Its 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, Ill give the Ss

23、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 b

24、e 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.Ill ask four Ss of the groups to write these sentences

25、 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

26、 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 DesignLesson Six Sample ASix This is my.hey This is not your. . . .sorry Its my. . . . Picture its=it is Oh, Im sorry.thats=that is Thats all right/OK.