英语 说课搞Word下载.docx
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英语 说课搞Word下载.docx
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能自如表达某处有某物
3:
能灵活运用所学知识并展开丰富的想象力流畅的表达其他相关内容。
[情感目标]通过小组比赛使学生产生学习英语的兴趣;
让学生敢于、乐于开口,积极参与交流。
并让学生在学习的过程中,培养他们的合作意识和竞争意识。
在仔细研究教材和分析学生的心理和生理特点的基础上,我认为本课重点是掌握therebe的句型:
。
难点是如何让学生正确使用thereisthereare;
定冠词the用法。
及someany的用法
第二个板块——说教学策略
本课主要采用任务型教学,情景和交际功能法,充分发挥教师的主导作用和学生的主体作用,,把学生吸引到活动中去,并激发他们主动参与学习的欲望内。
努力培养学生的自学能力,把学习的钥匙交给学生,在传授知识的同时授以科学的思维方法。
不仅要使学生学会,更要使学生学会学,因此,在课堂教学中巧妙运用教学艺术,适当安排自学、小组讨论、全班讨论、竞赛等活动,鼓励学生开口就说,提高运用语言的能力,变“讲堂”为“学堂”,变“要我学”为“我要学”,
第三个板块——说教学程序
遵循人类认识过程的普遍规律和学生认识活动的主要特点,我把教学过程分为以下几个环节:
导入设计、新课呈现、巩固操练、拓展延伸以及课后作业五个环节。
第一环节导入设计分三块:
1模仿俄罗斯套娃,在学生面前用一个袋子装好5样道具。
然后让学生仔细听老师说的句子并判断正误。
继而引出thereare句型。
这个活动在复习旧知的基础上为新课的学习起到一个呈上起下的作用。
2让学生
3Freetalking:
What’sInyourroom?
4第二环节新课呈现分两部分:
①利用图片,引出shoesshop。
操练chant:
sneakers,sneakers,apairofsneakers,apairofsneakersformyfriend.
②创设妈妈和John去鞋店买鞋的情境,教师扮演assistant,引出句型Whatsize?
Howaboutthispair?
Aretheynice?
Aretheyallright?
等等。
第三环节巩固操练分五部分:
①玩一玩,鲁迅说过:
“游戏是儿童的天使。
”本节课我设计“我猜,我猜,我猜猜”的游戏来操练句型Howmucharethey?
Theyare.
②说一说,利用教学卡
片,在黑板上制作一个简易的鞋子商店,操练句型CanIhelpyou?
We’lltakethem等
③听一听,听课文录音,完成教师提问A:
Whatsize?
B:
Howmucharethesneakers?
让学生带着问题去听,养成良好的倾听习惯。
④读一读,我们都知道,磁带是最好的老师,让学生跟着磁带朗读课文,正确的语音语调的形成是学生学习英语的基础,因此教师要有意识地培养学生的模仿能力。
⑤演一演,利用头饰,分角色三人小组合作演一演本课对话,教师要鼓励学生进行大胆的表演。
第四环节拓展延伸分两部分:
①完成调查表格,了解班里同学鞋子的尺寸大小和价格。
教师渗透文化知识:
不同国家,不同鞋子大小的表达方式不同,如:
美国常用6、8、9这样的数字,而我们和欧洲基本相同,用36、38、40这样的数字进行表达。
②活动:
“自由市场”
5月14日母亲节快到了,给学生一定数目的钱,请他们为妈妈买一样最需要的礼物,让学生学会理性购买。
通过在“自由市场”内学生之间的买卖活动,充分发挥学生的创造性思维,让学生学以致用;
通过讨价还价,发展学生当家理财的经济头脑和对生活的适应能力。
第五环节课后作业也是两部分:
①了解家里人的鞋子尺码并了解市场上不同规格,不同种类鞋的价格。
②根据询问同学的衣物和鞋子,了解班里同学的消费水平,小组之间合作完成此项任务。
第四个板块——说教学板书
PEPBook4Unit5Howmuchisit?
BLet’stalk
Howaboutthispair?
Aretheynice?
Howmucharethey?
Theyareyuan.
第五个板块——说教学评价
综观整节课,为了达到新课标所要求的小学英语课程的要求,我主要通过创设教学情景进行师生互动,充分激发学生学习英语的兴趣,培养英语学习的积极态度,把情感、态度与价值观目标的实现融合在知识与能力、过程与方法目标实现的过程之中,努力为学生进一步学习英语打下坚实基础。
苏霍姆林斯基说过:
没有也不可能有抽象的学生。
因此,我们要鼓励孩子们,让他们知道“English,Ican”.
That’sall.Thankyou!
八年级英语说课稿Introducemyself
区一初阳逻校区叶琼
Goodafternoon,everyone.I’mZhouYan.I’manEnglishteacherfromExperimentalSchoolofSuqian.NowI’llsaySampleAofLessonSixinBookOne.I’llpreparetosaythelessonfromfourparts.
PartOneAnalysisoftheTeachingMaterial
(一)STATUSANDFUNCTION
1.ThisisanimportantlessoninBookOne.Fromthislesson,itstartsaskingtheSstograspcontentsofeachSample.Toattain“fourskills”requestoflistening,speaking,readingandwriting.Tostartlisting“WordBank”andtelltheSstorememberthenewwords.TostartaskingtheSstowritetheEnglishsentenceswell.Thereforethislessonisintheimportantpositionoftheteachingmaterial.
2.ThislessonisthefirstoneofUnit2.SoiftheSscanlearnitwell,itwillbehelpfultomaketheSslearntherestofthisunit.
3.Suchatopicisrelatedtodailylife,soitishelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenEnglish.
(二)ANALYSISOFTHESTUDENTS
TheSshaslearnedEnglishforaboutonemonthsofar.Theycanunderstandsomewordsandsomesimplesentences.TheSshavetakenagreatinterestinEnglishnow.
(三)TEACHINGAIMSANDDEMANDS
Theteachingaim\'
sbasisisestablishedaccordingtoJuniorSchoolEnglishsyllabus\'
provision.
1.Knowledgeobjects
(1)TomaketheSsknowhowtousetheaffirmativesentence“Thisis....”andthenegativesentence“Thisisnot….”Everydayexpressionsfor“Apologies”“I\'
msorry”“That\'
sallright”.
(2)Tostudythenewwords“six,hey,sorry,it’s,that’s”,etc.bylearningthedialogueofthislesson.
(3)Tofinishsomeexercises.
2.Abilityobjects
(1)TodeveloptheSs’abilitiesoflistening,speaking,readingandwriting.
(2)TotraintheSs’abilityofworkinginpairs.
(3)TodeveloptheSs’abilitiesofcommunicationbylearningtheusefulstructures.
3.Moralobjects
(1)ToenabletheSstobepoliteandlovelife.
(2)ToenabletheSstolookaftertheirthingswell.
(四)TEACHINGKEYANDDIFFICULTPOINTS
Theteachingkeyanddifficultpoints’basisisestablishedaccordingtoSampleAofLessonSixintheteachingmaterial\'
spositionandfunction.
1.Keypoints:
(1).TohelptheSstocommunicatewitheachother.
(2).ToenabletheSstostudyingroupsandco-operateskillfully.
(3).TodeveloptheSs’interestinEnglish.
2.Difficultpoints:
(1)Howtomakedialoguesandactthemout.
(2)Howtowritetherightwholesentences.
(五)TEACHINGAIDS
Multi-mediacomputer,Taperecorder,Software:
PowerpointorAuthorware,schoolthingsandsoon.Theywillbeneededinthislesson.
PartTwoTheTeachingMethods
1.Communicativeteachingmethod
2.Audio-visualteachingmethod
3.Task-based”teachingmethod
Asweallknow:
themaininstructionalaimsoflearningEnglishintheMiddleSchoolistocultivatestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.SointhislessonI’llmainlyuse“Communicative”teachingmethod,“Audio-visual”teachingmethodand“Task-based”teachingmethod.Thatistosay,I’lllettheSstogetabetterunderstandingofthekeystructureofthedialogue.I’llgivetheSssometasksandarrangefivekindsofactivities:
talking,guessinggames,watchingCAI,actingoutSampleAandhavingacompetition.
Teachingspecialfeatures
TousethesemethodsarehelpfultodeveloptheSs’thought.
PartThreeSTUDYINGWAYS
1.TeachtheSshowtobesuccessfullanguagelearners.
2.LettheSspass\"
Observation—Imitation—Practice\"
tostudylanguage.
3.TeachtheSshowtomasterdialoguesandhowtocommunicatewithothers.
Teachingspecialfeatures:
LettheSscommunicatewitheachotherandadoptcompetitionmethodstodeveloptheSs’keeninterestinEnglish.
PartFourTeachingProcedure
I’llfinishthislessoninfoursteps.FirstI’lldividetheSsintofourgroupsandbringacompetitionintotheclass.Atlastlet’sseewhichgroupisthewinner.
Step1Warm-up
1.FreetalkbetweenTandSs.
Suchas:
Hi,I’m....What’syourname?
Thisis….Howdoyoudo?
Whoishe/she?
Howareyou?
Whocancountfrom1to5?
What’sthisinEnglish?
etc.
2.Agame:
AsktheSstogiveTsomeschoolthings.Forexample:
T:
Givemeyourbook.(ruler,box,pen,table,knife,etc.)
Thisisyourbook.Thisisnotmybook.It’syourbook.etc.
InthiscourseI’llaskthemtomakeadialoguegroupbygroupwithoutrepetition.Findoutwhichgroupwillmakethemostdialogues.
Purposeofmydesigning:
IthinkitisimportanttoformabetterEnglishlearningsurroundingfortheSsbyimitatingandatthesametimeitisnecessarytoprovidesituationstoreviewlearnedknowledge.
Step2.Presentation
Thiscourseisveryimportant.I’llmainlytalkaboutthisstep.
I’lluseCAItopresentthewholedialogue.ArrangesomesituationstohelpSsunderstandSampleA.
Firstscene:
Thereisabagonthefloor.Bispickingitupandgetreadytoleave.NowAistalkingwithB.
A:
Hi,B.Howareyoutoday?
B:
I’mfine,thankyou.Andyou?
I’mfine,too.Oh,thisismybag.
No,thisisnotyourbag.It’smybag.
(Lookclosely)Oh,I’msorry.
That’sallright.
(Atthesametime,CisrunningupandhittingA.)
C:
Oh,I’msorry.
That’sOK.
I’llwritethekeypointsontheBbwhiletheyarewatching.Afterwatching,I’llteachthemtoreadthewordsandsentencesontheBb.Makesuretheycanreadthemwell.
TopresentSampleAbyCAIismucheasierfortheSstolearnandgraspthemeanings.CAIcanprovidearealsituationwithitssoundandpictureanditmakestherelationshipsbetweentheSsbetter.
Step3.Practice
Firstplaythetaperecorder.LettheSslistenandimitatethedialogue.Payattentiontotheirpronunciationandintonation.InthissteptheSsarerequiredtopractisetheSampleinpairsbyreadingthedialoguealoud.ThisstepisemployedtomaketheSsgrasptheSample.AtlastI’llasktheSstothinkhardandactitoutwithapartneraccordingtoSampleA.Thenfindoutwhichgroupwillactitoutwell.I’llgivethemredstars.
ThisstepisemployedtomaketheSsgetthegeneralideaofthedialogueasawholeone.AtthesametimelettheSshaveachancetopractisetheirlisteningandspokenability.
Step4.Production
InthisstepI’llgivetheSsafreespacetoshowtheirabilities.
Secondscene:
TheSsarehavingapicnic.It’shotandtheytakeofftheircoatsandputthemtogether.Theyaresinginganddancing,laughingandchatting.Afterthepicnic,theybegintolookfortheircoats.DandEaretalking.FandGaretalking.etc.
Afterwatching,I’llgivetheSssometaskstomakesimilardialogueswithoutrepetitionandfindoutwhichgroupwillmakemoredialogues.
“Task-based”teachingmethodisusedheretodeveloptheSs’abilityofcommunicationandalsotheirabilityofco-operationwillbewelltrained.TelltheSsweshouldbepoliteandtakegoodcareofourthings.Weshouldloveourlife.IthinkpropercompetitioncanarousetheSs’interestinEnglishlearning.IftheSscanfinishthistaskwell,theywillbenefitalotintheirspokenEnglish.
2.Skill1Model1.
I’llaskfourSsofthegroupstowritethesesentencesontheBbinthefourlines.
Thenchecktheirhandwriting,correcttheirmistakes.Findoutwhowillwrit
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