在教学工作者实际的教学活动中，就有可能用到说课稿，通过说课稿可以很好地改正讲课缺点。那么写说课稿需要注意哪些问题呢？
Step 2 Change class to life, happy to say. 1
The substance of language is communication and the environment of communication is life. So when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.
Most of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…?
They’re … Meanwhile stick the sentences on the Bb.
After some practice by asking and answering, I present the next language points:
There’s no …in\on\near…
Have …then.
And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.
Knowledge objects 2
1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson.
2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.
III)TEACHING KEY POINTS: 3
1.To make the Ss grasp and understand the way of making suggestions and reply in daily life.
2.To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life.
小学英语全英说课稿 4
● Good morning, my dear judges. I am numberxxxxxxx. I’m glad to interpret my teaching design here.
● My teaching content today is Part of Unit of PEP Primary English, Book This unit is mainly about Now, I will explain the lesson from the following aspects.
1. 教学内容 (Contents)
Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit .
It includes , xxxx and . In section 1, it mainly deals with these key words,
2. 教学对象(talk about the students)
Secondly, it is about the students. Our students are in Grade
They are active and curious, interested in new things.
After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language.
They have learnt English for years, and have already known
It is not difficult for them to understand and use the language
3. 教学目标 (Teaching aims)
So, I set the following aims.
By the end of the lesson, students will be able to read, recognize, and use these words:
And, these sentences:
By the end of the lesson,
①Ss can understand the and get useful information from the through attentive listening / reading.
②Ss are able to talk about
③Ss can use to give suggestions on
④Ss’ abilities of listening and speaking will be developed.
(Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is
①to help students cultivate and foster their abilities of working in groups.
②to foster Ss’ consciousness of good-cooperation and proper competition.
③to help Ss cultivate their abilities to analyze and solve problems independently.
④to foster Ss’ initiative and creativeness.
⑤to help Ss to recognize and identify the differences between Chinese and English cultures on
⑥to help Ss know some and comprehend the
①to make sure that Ss can useCorrectly and skillfully. to develop Ss’ interest in English. ②The difficult point is:
The pronunciation of
4.教法学法(Teaching methods)
Fourthly, it talks about teaching methods.
In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on.
5. 教学过程
① 具体steps 根据具体内容定；
一般分为：warming up lead inpresentationconsolidationhomework
②板书steps ＋ purpose 说明； ③如有可能，同时完成layout设计；
Next, let’s focus on the teaching procedures. I will finish the lesson in steps.
It will cost about mins.
After greeting with the Ss, I will begin the lesson by singing the song
together with the Ss. Purpose:
The purpose of this is to form a better English learning surrounding for the Ss, and, at the same time, it provides situations to review the learnt
knowledge for the next step.
It will cost about mins.
With the help of the PPT, I set a situation of
by to stimulate the Ss’ interest of the lesson.
By playing the PPT, IAnd then, (板书layout)
The purpose of this is to present the new words and sentences in the situation, which relates to the Ss’ real life experiences, to help the Ss understand the language easily and naturally.
After presenting each new word (by the guessing game), I will impart the knowledge of pronunciation rules in teaching the new words.
It is called Phonics.
It can facilitate the Ss’ abilities to pronounce the words, and help them to remember the spelling of the words.
(机械上口； 有意义操练； let’s do; 课文对话表演；)
It will cost mins, including
Due to the Ss’ age, I make
The purpose of this is to draw the whole Ss’ attention to the spelling of the words.
It is to help Ss to learn through a true situation.
In this step, I will give Ss a free space to show their abilities.
I will Then,
Task-based teaching method and Communicative language teaching are used here.
The activity is to develop Ss’ ability of communication, and also, their ability of cooperation will be well developed.
Making a new dialogue is to check if Ss can use correctly and skillfully.
(总结上课内容； 德育渗透； 作业布置；)
In this step, I will guide the Ss to conclude the key words And sentences
And also, I will
The purpose of this is to stimulate Ss’ interest of learning English and wide their knowledge about communication across cultures.
6.板书再次介绍(Talking about the blackboard design again)
And, this is my layout design.
That’s all for my teaching design. Thank you a lot for listening.
(V)TEACHING AIDS: 5
Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware
小学英语全英说课稿 6
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 munication 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 municate 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 puter， 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 petition。
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 municate with others。
Teaching special features:
Let the Ss municate with each other and adopt petition 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 petition into the class。 At last let’s see which group is the winner。
小学英语英文说课稿 7
Objective:
By the end of this lesson, students will be able to:
Identify and name at least 10 different animals found in the zoo.
Use basic descriptive adjectives to talk about the animals appearance and characteristics.
Practice listening and speaking skills through role-play activities.
Develop an appreciation for wildlife conservation.
Materials:
Flashcards of zoo animals
A map of a fictional zoo
Animal sound effects audio
Worksheets with pictures of animals for description practice
Video clip showcasing zoo animals in their natural habitats
Introduction (5 minutes):
Good morning, class! Today, were going on a magical journey to a place where we can see some of the most amazing creatures on Earth – the zoo! Lets imagine were standing at the entrance of our very own special zoo. Are you excited? (Encourage students to show their excitement with body language and facial expressions.)
Vocabulary Building (10 minutes):
First, lets meet some of our animal friends. Ill show you some flashcards, and you need to shout out their names as fast as you can. Ready? Here we go! (Show flashcards of animals like lion, elephant, giraffe, panda, monkey, etc.)
Now, lets add some description to our animal knowledge. How would you describe a lion? (Guide students to use adjectives like "big", "strong", "maned", etc.) Lets do the same for other animals.
Listening & Speaking Activity (15 minutes):
Next, were going to play a game called "Animal Sounds". Ill play a sound effect of an animal, and you have to guess which animal it is and describe it in a sentence. For example, if you hear the roar of a lion, you might say, "I hear a lion. Its a big, fierce animal with a mane." (Play sound effects and encourage student participation.)
Role-Play (15 minutes):
Now, lets pretend were zoo guides and visitors. Ill give you each a worksheet with a picture of an animal. Youll be the zoo guide, and your task is to describe the animal to your partner (the visitor) using the adjectives we learned. After that, switch roles. Remember to use sentences like, "Welcome to the zoo! Look at this beautiful giraffe. Its so tall with a long neck and spotted pattern."
Video Reflection & Conservation Message (10 minutes):
Lets take a break and watch a short video about how these amazing animals live in their natural habitats. After the video, lets discuss why its important to protect their homes and why we should all be wildlife conservationists. (Play the video and lead a discussion.)
Conclusion & Homework (5 minutes):
Today, weve explored the wonders of animals in the zoo and learned so much about them. Remember, every animal is unique and deserves our care and respect. For homework, I want you to draw your favorite zoo animal and write a short paragraph describing it. Tomorrow, well share our creations with the class.
Thats all for today, class. I hope you enjoyed our journey to the zoo! See you tomorrow with more exciting adventures.
Step 4 Ss be the main body, T makes a guider. 8
In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.
Then I show a carton with no voice, ask Ss to make a dialogue in pairs.
There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.
(IV)TEACHING DIFFICULTIES: 9
1. The usage of the Modal Verbs ,especially usage for making suggestions.
2. Using the learned phrases and sentence patterns to make suggestions and replying.
Step 1 Revision 10
Get the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students’ attention to the topic about animals.
Ability objects 11
3. To improve students’ listening and speaking ability by reading and practising the dialogue.
4. To develop students’ communicative ability by learning the useful expressions for making suggestions and replying.
小学英语英文说课稿 12
Lesson Plan Presentation
Hello, everyone! Its my great pleasure to be here to give my lesson plan presentation. The lesson plan I am going to present is the Reading part from NSEFC Module2 Unit5. The Topics of this unit are music and different types of music. Its a reading course. The passage “A band that wasnt” consists of two parts. The structure is very clear, but many new words and phrases in this passage make it difficult for students to understand the content. Based on the above analyses, I rearrange the teaching material. In the comprehending part, I rearrange exercise two. Instead of writing main idea for each paragraph, students should finish it by a match work. It will make it easier to understand the outline of the passage.
My students are in senior one, so they have achieved certain English level which can help them comprehend the text better. They are also easily activated by pictures and sounds in the class and like to air their opinions. They are familiar with the topic “music”, Whats more, they are eager to know more about it. Their interest in such topic can help them learn the passage well.
As we all know, the deep understanding of the reading material is based on various kinds of information including the printed context and also readers knowledge, concept and value. The information will compensate for each other and in different ways help readers read. I mainly adopt three-stage model-pre-reading, while-reading, and post-reading to deal with the reading. To help students learn more effectively, I also adopt experiential learning, encouraging Ss to learning new things by doing and experiencing. Students can acquire expressions and the ways of solving problems better by taking part in activities like A Date with Lu Yu and discussion, etc.
According to the analysis of the teaching material, the learning condition, and the theory of teaching reading, I set the following learning objectives:
1. Language skills:
By the end of the class, Ss will be able to improve their reading skills by skimming for the main idea of each paragraph and scanning for the Monkees specific information. They can also talk about the formation of the Monkees and the factors to its success in A Date with Lu Yu.
2. Linguistic knowledge:
Ss can use the important words and expressions properly such as attach, on purpose, be crazy about, etc. and learn the usual way how most bands become popular and the history of the Monkees.
3. Affects:
Ss will know some important factors to success, like hardworking, opportunity, etc. and enjoy expressing opinions in group work.
4. Cultural awareness:
1) know the usual way to form a band and the history of the Monkees
2) be aware of the famous bands abroad and home
5. Learning strategy:
1) learn autonomously and cooperatively in different activities before, during and after reading.
2) get more information through Internet, magazines, etc.
Language focus
1) improve Ss reading ability, such as skimming, scanning.
2) learn the usual way how most bands become popular and the history of the Monkees.
Anticipated difficulty:
Because of their limited vocabulary, poor organization, etc, the role play maybe difficult for them to do.
In order to achieve the learning objectives, several activities are designed for the three stages- pre-reading, While-reading and Post-reading. The teaching procedures are as followes:
In pre-reading stage, I designed two activities. In activity 1, Ss listen to 4 songs and guess which band sings the song. By sharing their knowledge about some familiar bands, their learning interest will be fully aroused. As a result, a good classroom atmosphere is achieved. In activity 2, Ss will watch a short video and then share their ideas about the Monkees. This activity aims to lead in the topic of the passage naturally and make Ss mentally prepared for the text they are going to learn.
In While-reading stage, I designed two activities: fast reading and close reading. In fast reading,I will ask them to go through the text quickly and match the main ideas of each paragraph. Then they should scan the passage and find out the information about the Monkees. The fast reading activities are to develop the students reading skills of skimming for general idea of the passage and scanning for specific information. As for close reading, I designed various kinds of comprehending activities, students have to go back to the text again to gather information, reorganize or reinterpret the information. They have to truly understand the attitude of the author and the purpose of the text so as to get the answers. As to paragraph 1, I will ask Ss to read it and answer some questions. Then they should read para.2 carefully and find out the usual way in which a band becomes popular. And Ss should find out the plan and the factors of the Monkees and the way how the Monkees became well-known when dealing with para.3 and 4.
In Post-reading stage, I designed two activities. Activity1 is discussing. Ss should discuss around the question “Whats the most important thing to success?” Through this activity, affective objectives of this lesson are achieved. By discussing, they will be clear about qualities needed to make their dreams come true in the future. Activity 2 is role play. The second activity is an interview. Ss will work in groups of five. One acts as Lu Yu while the other four are the members of the Monkees. They have to talk something about their hard way to be popular and to be the real band. This serves as the output after reading the passage.
After class, Ss are asked to work in group of four, and search some information of their favorite band and introduce it. By searching the internet, magazines or newspaper to get some information of a certain band, Ss will develop their resource strategy. By such kind of group work, Ss will have more opportunity to communicate with their classmates after class.
Finally Id like to show my blackboard design. In the left side, its the usual way a band becomes popular. In the middle of the blackboard, its the way how the Monkees became well-known. There are some new words and phrases in the right.
This is my lesson plan presentation. Thank you for your attention!