作為一位優秀的人民教師，常常要根據教學需要編寫說課稿，藉助說課稿可以有效提升自己的教學能力。說課稿要怎麼寫呢？以下是小編收集整理的英文說課稿5篇，希望能夠幫助到大家。
一、 說課標
新課程標準的三維教學觀，具體到英語學科就是要整合發展學生語言技能、語言知識、情感態度、學習策略和文化意識五個方面的素養，培養學生綜合運用語言的能力。指出：“教師在教學才過程中應與學生積極互動、共同發展。教師應尊重學生的人格，關注個體差異，滿足不同學生的學習需要，創設能引導學生主動參與的教育環境，激發學生的學習積極性，培養學生掌握和運用知識的態度和能力，使每個學生都能得到充分的發展。因此，本課的設計重點是：幫助學生形成自主、合作、探究的學習模式，掌握閱讀的一些基本技巧，讓每個學生在原有的基礎上都學有所得。
二、說教材
（一） 教材地位和教學內容分析 本課是高一必修模組1第4單元的閱讀課型，這單元圍繞earthquakes這一主題開展聽、說、讀、寫多種教學活動。Reading設計為本單元的第2課時。本課型是單元整體教學的重要環節，為學生的語言學習、語法學習提供了載體，並且是學生獲取資訊的主要來源。“Reading――― A NIGHT THE EARTH DIDN’T SLEEP” 具體描寫1976年唐山大地震的震前、震中和震後。本篇文章詞彙量大，運用了大量的動詞、複雜的數字，出現許多定語從句，篇幅較長，並且採用一些修辭手法，對學生的語言閱讀能力提出了更高的要求。但文章的結構較明顯，較容易歸納出各部分的中心詞。
（二）教學目標
1. 語言知識目標：
a)使學生了解自然災害的相關詞彙，並掌握複雜數字的表達法。
b)學習掌握與地震相關的詞彙，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些優美句子的賞析。
2. 語言技能目標：
a)閱讀技能的訓練：讓學生學會克服生詞障礙，通過略讀，歸納出文章的大意；通過細讀，理清文章的總體框架與脈絡，歸納出各部分的中心詞；通過查讀，捕捉文章的重要細節，培養學生獲取、處理資訊的能力。
b) 讓學生複述課文，分析、感悟作者的寫作意圖。
c) 讓學生運用本節課所學詞彙、知識，通過採訪唐山大地震倖存者的形式進行小組活動，提高學生用英語進行創造性交流的能力。
a）學會有關地震的知識，並能通過學習討論懂得地震時的應急逃生，地震後如何科學救人和有關地震的形成和減少地震所造成的損失等一般知識。
b）懂得地震無情人有情，即使發生了多麼可怕的災難，國家和解放軍官兵都會不顧自身安危，奮力搶救，培養學生一方有難、八方支援的互助友愛精神。
c）瞭解自然災害會給人類帶來嚴重的破壞性後果，讓學生進一步感悟、領會到人類應與自然界和諧共處。
d）培養學生的合作意識和“合作學習”的習慣。
e）欣賞課文中優美句子，瞭解一些英語修辭手法，使學生在學習完課文之後得到一次美的享受，一次心靈的愉悅和昇華。
（三）教學重點和難點：
1． 重點
1）讓學生了解唐山大地震，瞭解地震的成因、預兆、地震造成的損失，地震時的應急救生以及震後的救援。
2）訓練學生的閱讀技巧，提高閱讀能力。側重培養學生對文章的整體性結構的把握和挖掘作者寫作的意圖，突出培養學生以下3個方面的能力：
a.文章段落中心詞把握能力。
b.根據主題快速捕捉文章重點細節的能力。
c.總結歸納能力。
3）重點掌握有關地震的詞彙，特別是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。 4）欣賞並理解課文中優美句子，讓學生掌握一些英語修辭用法。
2．難點
1) 如何使學生養成科學的閱讀習慣，提高閱讀理解能力和語言水平。
2) 如何使學生學會提取、篩選和重組文章中的資訊，並靈活運用於語言實踐中，達到語言實踐能力的擴充套件與提高。
三、 教學方法
1、任務型語言教學法 任務型語言教學認為：人們使用語言的過程就是一個完成各種各樣任務的過程。任務型學習強調通過“做中學”、“學中做”，使學生在完成任務的過程中習得語言。本課組織學生四至五人組成一個學習小組，進行一次就地震後倖存者的訪問。該設計基於課文內容，但又不侷限於課文的範疇，旨在貫徹“做中學”、“學中做”策略，吸引和組織他們積極參與，並通過討論、交流和合作等方式，在自然、真實的情境中，完成任務，體會、掌握語言的應用，達到學以致用的目的。
2．直觀法（視聽教學法） 充分利用多媒體教學手段，通過播放影視剪輯，與課文主題相關的圖片、圖表等直觀手段，在充分調動學生學習興趣的同時，降低學習難度，突破重難點。
3．合作學習教學法 合作學習教學法是以小組活動為主體的一種教學活動，一種同伴之間的合作互動活動。合作學習教學法有利於改善課堂心理氣氛、大面積提高學生的學業成績、促進學生良好非智力品質的發展，調整學生的語言焦慮感。因此，本課打破傳統的教師單向灌輸，採用“四至五人組成一個學習小組”的課堂教學結構，來組織教學，旨在營造輕鬆的學習氛圍，為積極學習提供有利的.條件，讓學生在完成任務的過程中通過互相交流，降低語言焦慮感，獲得愉快的學習經歷，從而對學習本身和所學內容產生興趣感。
四、教學過程
STEP1 匯入 lead-in 在課堂開始，我會給學生播放一段有馮小剛導演拍的電影《唐山大地震》的片段節選，讓學生能通過電影能理解和體會到自然災害給人類帶來的巨大災難。讓後直接匯入今天的課題。這個能激發學生去了解這篇文章的興趣，積極加入課堂。
Step2 pre-reading 讀前 在這個環節我會在學生在讀這篇文章之前給出幾個問題。但是並不要求學生馬上給出答案。而是要求在下一環節的閱讀中找出答案。
Step3 while reading 在這個環節當中我設計了3個活動 第一個活動 activity1 fast reading 給學生幾分鐘的時間，讓後讓學生快速閱讀這篇文章，並找出在讀前所給題的答案，在讀完文章之後，讓幾個同學來進行回答。 第二個活動 activity2 scanning 放錄音，讓學生跟隨錄音快速閱讀，並要求學生找出每一段落的中心句，並在讀完之後，要求得出這篇文章的整體大意。並讓學生起來進行回答 第三個答案：acrtivity3 task 在這一環節當中我會設計一個任務。任務型別為知識的搶答。 首先我會將整個班級分為若干個小組，每組有七到八個人。並選出小組長。這一環節中我設計了十個對錯題，（true or false）,要求學生以小組的形式進行搶答。並作出得分記錄，最後還要評選出第一名。在搶答過程當中，我並不只單單是以遊戲的形式來完成這一任務，只是簡單的完成對錯題，我會要求每組在搶答的過程當中，要對他們所選的答案進行解釋說明為什麼。讓學生在這個過程當中真正玩有所得。
Step 4 post-reading 這一環節我會把我們所讀的這篇文章設計成一篇閱讀題的模式，設計五道選擇題，用幻燈片展示出來，並讓學生進行選擇。題目的設計會以文章的主旨大意和一些細節作為試題。這讓學生能在這一環節當中對剛剛已經學習知識進行鞏固。
Step5 summary 在這一環節中我會整堂課做一個簡短的總結，並再一次強調本次課的重難點。讓學生明確本課的重點，再一次明確課堂目標。和引導學生對這篇文章的情感態度進行昇華。
Step6 homework 作業
1、要求學生背誦本次課的重點詞彙和短語
2、要求完成相應聯絡。
3、要求學生課後通過各種途徑查到關於地震的常識，並去了解一些
英文說課稿 篇28B Unit 3 Online Travel
Reading Around the world in eight hours
Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.
Part One: Analysis of the Teaching Material
(一) Status and Function
This is an important lesson in this book. 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 society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.
(二) Analysis of the students
Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer out much knowledge ,you won’t be able to learn computer well.
(三)Teaching aims and Demands
ledge objects
To understand the aim of an educational CD-ROM and what the character can do
To infer meaning from keywords, context and existing knowledge.
To master the Passive voice.
ity objects
To develop the Ss’ abilities of listening, speaking, reading and writing.
To train the students how to use their own words to express their ideas.
(四)Teaching key and Difficult point
1. Key points
To review the Present perfect tense.
To learn the Passive voice.
To tell more about the CD-ROM.
To retell how the game is played
To understand the whole passage and answer teacher’s questions
2. Difficult points:
The Passive voice.
To retell how the game is played
(五) Teaching Equipment
Multi-media computer, Tape recorder, Software: PowerPoint 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.
To use these methods are helpful to develop the students’ abilities.
Part Three: Studying Procedures
Step 1
Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that t
he game is set in different countries and involves a tour around the world
Step 2
Tell students that the first paragraph of the reading passage explains the background to the game en to the tape. Ask some questions to check understanding, eg.
What’s the name of the new educational CD-ROM?
What can it help you to do?
Who is the designer?
Step 3
Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.
Who is the main character of the game?
How old is he?
What does he like doing?
What was he doing when he fell asleep?
Step 4
Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41
Step 5
Ask some questions to check understanding, eg.
How can you earn a point?
What will happen if you have earned a point?
What will happen if you have earned enough points?
How many levels does the game have?
How long does it take you to finish the game?
What do the questions test?
What will you see on the screen when you reach a new place?
What can you learn about when you reach London?
What will you see when you pass a level?
What happened to the places you have visited?
Step 6
Read the whole passage and then ask some students to retell how the game is played(in 5steps)
1 See a golden cloud with instructions on it
2 See clouds with information about different places; See clouds with questions on them
3 Get a point every time you answer a question correctly
4 A cloud will come down and carry you off to a new place
5 See a world map. The old place is marked in bright purple
If possible, ask students to discuss what they have learned from the passage.(with their own words)
Step7 Use the following keywords to try to retell the passage.
Paragraph1.
a new educational CD-ROM, Around the world in Eight Hours.
Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM
Paragraph2.
Main character, love traveling, lie on the grass, fall asleep
Paragraph3.
be written on, different colors with questions on them
Every time you answer a question, earn enough points, come down, Carry off
Pargraph4
Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example
Paragraph 5
Be the best , get it in sold out
Step 8 Homework
1 Translating the following phrases:
1)同時
2) 過一關
3) 扮演…角色 4) 光碟的設計者
5) 一直廣受歡迎的遊戲 6) 得到足夠的分數
7) 睡著 8) 英語語法和詞彙
9) 在你的螢幕上 10) 檢驗知識
11) 在市場上 12) 例如
13) 掉下來 14) 售完
2 Try to recite the text.
Design of the blackboard
1) The Present perfect tense. A new educational CD-ROM has just come out.
When you have earned enough points,….……y you off to a place you have never visited before. The places you have visited are marked…
2) The Passive voice.
It is designed by Nancy Jackson. These words were written on it.
The places you have visited are marked in bright purple.
Get it now before it is sold out
英文說課稿 篇3一．說教材：
《birthdays》是譯林英語五下的最後一個單元。本課時主要講授的是第一板塊Story time的內容。主要圍繞“過生日”這一話題，通過問詢和討論在生日裡所做的事情展開對話。
教學大綱對Story time的要求是通過對話、短文、故事等，幫助學生掌握基本的英語語言知識，發展基本的英語聽、說、讀、寫技能，初步形成用英語與他人交流的能力，進一步促進思維能力的發展，同時提高學生的綜合人文素質。所以本課的主要目標是培養學生靈活運用所學知識進行語言表達的能力。
二．說教學目標：
針對這些要求，我設定了本課時的教學目標是：
1. 學生能流利朗讀並理解story time。
2. 學生能聽懂、會讀句型" When's your birthday? It's on the eleventh of May. It's on the eighth of April."
3. 學生能運用句型"What do you do on your birthday? I usually..."正確問答生日活動。
而本課有比較明顯的中西文化區別，所以針對這一特徵，設定情感和文化目標為：
1. 能理解中西方生日文化的去別和融合。
2. 能懂得感恩父母。
三：說教學方法：
教法：
1. 問答式教學法：它能充分發揮師生兩方面的積極性，用此法可啟發學生思維，培養學生分析問題、解決問題的能力和口頭表達能力，激發其學習的主動性、積極性。
2. 討論式教學法：通過對教學主題的自由討論，得出在生日經常做的事情。在討論的過程中運用所學的語言。不僅能幫助學生正確運用語言，也能建立比較自由舒適的課堂環境。
3. 情境教學法：給學生建立比較真實的語言環境，在情境中學習課文的內容。
學法：
1. 聽選法：要求學生在聽的過程中完成資訊的採集。幫助學生鍛鍊聽取資訊的能力。
2. 速讀法：以快速閱讀為基礎，找出與給出主題相關的內容，幫助學生練習泛讀能力。
3. 精讀法：細讀課文，找出細節內容。在這一部分，學生需要對課文進行分析，並找出正確的答案。鍛鍊學生對文字的分析運用能力。
四：說教學過程：
本課時是本單元的第一課時，主要教學過程如下：
課前活動：
一、熱身活動
為了幫助學生進入學習狀態，設計如下的課前活動。
1. 解釋卡片和獎勵機制。
2. Listen to the song< Happy birthday to you>
3. Say a chant< The months chant>
二、引入課題
1. 正是上課，首先出示本課的學習目標，讓學生對本節課需要掌握得內容有比較清晰的瞭解。
2. 討論月份，引入主題。
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? ”引入生日討論。
連讀，板書。
Put in order
先出示打亂的生日活動，觀看聽老師的生日活動，然後完成排序練習。
以上引入課題：birthdays
三、處理文字
為了幫助學生鍛鍊聽、說、讀的能力，設計瞭如下的處理文字的活動。
a. (放視訊，完成連線)
b.聽錄音，說出所做的事情。（板書）
c. 速讀課文，找出Mike做的事
d. 精讀
Read the text carefully and try to find the answers.
1）Who do they spend their birthdays with?(他們和誰一起度過生日？)
2）What do they eat?
文化滲透：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、練讀課文。
練讀課文時比較枯燥的，所以設計了多樣的練讀方法。
1）跟讀，注意語音語調，特別是重音。
2）三人多樣練讀，請兩組示範。
3）齊讀。
五、複述課文
複述課文是比較有效的檢驗學生是否掌握課文內容的方法，所以在本部分設計了逐層遞進的複述方法。
1）看板書，複述。
2）去掉動詞片語，複述。
六、你的生日
讓學生正式運用本節課所學的知識，進行豐富的討論活動。
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，讓學生先選一選。
2)根據選擇,和同桌說一說。
3)請學生說一說。
文化滲透：隨著時代的發展，中國的生日文化已經吸納了很多西方元素，中西方生日文化的差異已經不是很明顯了。
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
幫助學生學會感恩父母並且對本課的內容進行書寫訓練。
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、評價和回家作業
針對上課是出示的學習目標，讓學生對自己這節課的學習效果進行評價和反饋。知道自己的薄弱點在哪兒。針對這些評價內容，設計回家作業。
(必做)1. Listen to the tape and read after it three times.
2. Write down more ideas for your parents’ birthdays.
(選做)1. Try to retell the story.
2. Write down your parents’ birthday dates.
五：說板書
本課的板書採用了和課文相關的蛋糕和麵條，並在上面貼上對用人物的活動片語，輔以頭像幫助理解。非常的生動，讓學生對本課的內容有比較直觀的理解。
英文說課稿 篇4Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.
Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.
Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands
1 Knowledge aims:
（1）to help students to understand and master the words, phrases and sentence patterns.
（2）to know some basic information about music
2 Ability aims:
(1) To improve the students’ organizing and using skills of English as the second language
(2) To understand the main idea, to scan for the needed information and to grasp the details
3 Emotional aims:
(1) Help students understand different type of music and how to form a band
(2) Develop students’ sense of cooperative learning
Fourthly, teaching key points is
1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.
2. To understand how Monkees formed, developed and succeed. Teaching difficult points is
1. The students use their own words to express their own ideas.
2. the prep+ whom/which attribute clause
According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.
a. Communicative Language Teaching
Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.
b. Task-based Language Teaching
A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.
c. Computer Assisted Language Teaching
Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.
Part 3 Learning Methods
Task-based, self-dependent and cooperative learning
Part 4 Teaching Procedure
Step One Lead-in
“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.
Question:
What kind of music they like?
Which band they know best?
The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2
Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.
Task 1 General idea
The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.
The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.
Task 2 Main idea of each paragraph
Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.
Step 3 Reading for comprehension
The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.
Step 4 Solving difficult language problems through reading
It’s important for language learners to learn important rules of
grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.
Step 5 Consolidation
Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehension
I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.
2 Discussion
During making discussion, the students will deepen their understanding of the main idea of the passage.
a. Why Monkees can be successful? Give reasons.
b. What’s the most important thing for a successful band? Why? Step 6 Homework
Ask the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.
Part 5 Blackboard design
Unit 4 Music
Passage The Band That Wasn’t
Topic Sentences:
1. Many people want to be famous as singers or musician
2. Form a band
3. Began as a TV
4. They became even more famous than the Beatles
Discussion:
a. Why Monkees can be successful? Give reasons.
b. What’s the most important thing for a successful band? Why?
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. I want to make the design inductive, instructive and artistic.
英文說課稿 篇5Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.
I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.
Part 1 Teaching Material
The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all 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.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.
Part 2 Teaching Aims
According to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:
ledge objects
(1)The Ss can master the usage of the important words and expressions.
(2)The Ss can use the __________________ (grammar) in the proper situation.
(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.
ity objects
(1) To develop the Ss’ abilities of listening, speaking, reading and writing
(2) To guide Ss to set up effective studying strategies.
(3) To improve the student’s reading ability, especially their skimming and scanning ability.
(4) To train the Ss’ abilities of studying by themselves and cooperating .
ion or moral objects
(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.
(2)Teach the Ss_________________________, put the moral education in the language study.
Part 3 the Important and Difficult Points
Based on the requirement of the syllabus.
The important points are__________________________ such as ______________.
The difficult points are_________________________ for example_____________.
Part 4 Teaching Methods
As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories.
unicative Approach
e Language Teaching
-based Language Teaching
l Situational Action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.
Part 5 Teaching Procedure
Step 1. Lead-in. (_____min)
___________________________________________________________________
Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.
(2) To set up suspense/develop interest in _______________.
Step 2. Pre-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Let Ss _____________________________________________________________
Task 2. (Individual work, pair work, group work, class work; _____min)
___________________________________________________________________
Now, let’s see what happened to the_______________/ let’s check whether it is right or not.
Purpose of my design: (1) to get to know something about the _________________.
(2) To have a better understanding about the importance of ___________________.
Step 3. While-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.
Para 1 ___________________
Para 2 ___________________
Para 3 ___________________
Task 2. (Individual work, pair work, group work, class work; _____min)
Scanning: Listen to the tape part by part to finish ___________________________.
Task 3. (Individual work, pair work, group work, class work; _____min)
Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.
Task 4. (Individual work, pair work, group work, class work; _____min)
Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.
Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “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.
Step 4. Post-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
(task1)Ask Ss to close books and finish the summary according their notes.
(task2)Retell the story /Sum up the passage in Ss’ own words according to the chart.
Task 2. (Individual work, pair work, group work, class work; _____min)
Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.
Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.
Step 5. Homework
1.__________________________________________________
2.__________________________________________________
Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
