英语说课大赛说课稿

Ladies and Gentlemen:

It is my great honor to be here to talk about my teaching ideas. Today I am going to talk about section B of Unit 7. The topic of this unit is "What does he look like?"from textbook Go for it Grade 7. And I’d like to say it from 5 parts as follows: they are Teaching Materials, Teaching Methods, Learning Strategies, Teaching Procedures and Blackboard Design.

Firstly--Teaching materials. It includes three parts: Status and function of the materials, Teaching objectives, Difficult and key points. First of all, let’s see the status and function of the materials: Briefly speaking, Go for it provides step-by-step language support and clear models for learners to follow. It encourages them to express their own opinions and feelings, and to be active in class. What's more, each unit will provide numerous activities in order to develop their communicative abilities.(没有介绍教学内容是在学生学了哪部分知识基础上进行的，是前面所学哪些知识的延伸与应用，又是后面那些知识的基础，它在整个知识体系中处于什么地位。) In this unit, students will learn some new words. Meanwhile, they will learn how to describe one's looks and how to talk about their favorite star, which close to students' daily life. So it is very helpful to improve their communicative competence.

OK, secondly--Teaching objectives. It also includes three parts:

first--Knowledge objectives, in this unit, students will learn and be able to use the new words and sentence structure of “what does he/she look like?Then, Ability objectives—Enable Ss to make conversations according to the given information. Help them to improve their ability of communication with each other. Last one is Moral objectives--Enable students to express their own opinions and learn how to describe one’s looks in a friendly way.

Thirdly--Difficult and key points. It includes some new words like: beard, glasses, wear, curly hair, blonde hair and so on. Some new sentences like : what do you look like?- I’m short and I have curly hair. What does he look like?- He’s heavy and he wears glasses. What does she look like?- She is thin and she has blond hair. Grammar difficulties are the sentence structures of how to describe one’s looks.（无困难原因及突破方案）

Well, in my class, I’ll use a lot of pictures to teach new words and sentence structures. More exactly, through these lively and interesting pictur es they can easily summaize how to describe one’s looks in various situations appropriately. At the same time, defferent kinds of activities would be adopted to consolidate these sentence structures, such as role-play, listening practice and so on.

Next, let us come to the second part--Teaching method. Well, during my teaching I usually think that English class should be the

student-centered class, and only in this way can students have more opportunities to express their own opinions and feelings.So in this period, I'll mainly use the Task-based teaching approach. （坚持一法为主）The Task-based teaching approach is to ask students to fulfill different kinds of communicative activities by using target language. And as for this lesson, according to the general goals and teaching content, I'll design several tasks which close to students' daily life and organize them to take part in it. Consequently, students could master the language in a natural context by observing, thinking, discussing and cooperating. （结合教学内容，教学目标以及学生情况说明为什么用此方法，如何教）And as we all know that, the best way to learn language is to use it. So communicative teaching approach is one of the most effective ways to serve it. And as for this reason, I’ll let students learn in a realistic context so as to master the language by role-play, pair work or group work.

The teachingh aids using in my class are computer, powerpoint and pictures.

Next, let's talk about part3--learning strategies. The students of my class are at the age of 13-14. They are not only curious but also worried about learning English. So the first thing I have to do is to build up their self-confidence. I’ll try my best to let them have more opportunities to practise speaking English.（说学生、学法）

The new curriculum stipulates that the teacher should function as a facilitator rather than simply transmitting knowledge. That is to say, the teacher needs to create a positive learning environment, use various strategies to motivate learners and develop their own learning strategies. So my teaching f ocus on “the process of learning” rather than “the product of learning”, emphasis “how to learn” rather than “what to learn”. Take the vocabulary learning for example, I’ll ask students to keep a vocabulary notebook, but instead of putting all the learned words together in a list, they would be guided to organize the words according to different categories or topics. In addition, Review regularly and Guess meaning from context are also good ways to acquire vocabulary effectively. And we know that not all these strategies are suitable for everyone, so I will invite some students to share their learning strategies. So that they can learn from each other and choose their own experiences after trying them out.

Well, here we come to the most important part—teaching procedures. Altogether, it includes 7 parts: warm up, lead-in, presentation, listening practice, consolidation, group work and homework.

Step 1: Warm up. Sing the song together with gesture movement. I will play the flash first and let students do the action while they are

singing. As we know that students at that age cannot easily concentrate their attention, so warm-up is an effective way to arouse students’ enthusiasm and put all their energy into it. After singing, students will become exited and interested in the class. And a pleasant learning atmosphere will be created for the following study. （教学过程的安排以及为什么这样安排）

Step 2 is lead-in. In the beginning, I will show them a famous star’s picture and you see, some words of body parts are missing. Then, some students will be chosen to fulfill a task. All they have to do is to add these words to the correct position one by one. Consequently, they can easily revise the words, feel less difficult to learn the following study, and I will naturally lead in the new lesson. （明教与学双边活动安排）

Step 3 —presentation. At this time, pictures are of great help. They help students to learn the new words and sentence structures step by step. Let them learn in a realistic context so that they can easily understand what the meaning of each sentence is. At the same time, they may also have a deep understanding and impression of the new teaching content.（教学过程的安排以及为什么这样安排）However, they may feel tired and boring to repeat the sentence again and again. So I suppose it is time to play a game. A guessing game. Because game is very helpful to arouse students’ interest and

let them learn in a joyful environment. While we do the game like this: Draw a picture of a person. He/she can be one of your classmates or teachers. Remember! Don’t show it to the other students. Then tell them what the person looks like with the sentences they have just learned. Let students guess “who he is” or “who she is”. For example, I draw a picture and describe it like this: she is medium height. She is thin. She doesn’t wear glasses and loves smiling. She has curly hair but her hair is a little yellow. Who is she? Student who has a quick reaction may answer: “ it’s you, teacher! It’s you!” “yeah, it’s me!” So we do the asking and answering like this, students will become excited, motivated and have a deep understanding of what they have just learned. Through guessing game, students can further consolidate the sentence structures of how to describe one’s looks. （教学过程的安排以及为什么这样安排）

Step 4, listening practice. First of all, I will point to Johnny Dean and Tina Brown in the picture. Ask students to tell what do they look like and what do they do.Then, play the recording for the first time. At this time, students just listen without taking any note. After that, play it for a second time. In this period, students should write down some key words and for the third time, listen to it carefully, check the answers. Finally, write them down on the book.

Step 5—consolidation. It aims to consolidate those new sentence

structures. Here is a passage about a pop singer, Gloria Green. From pictures, you can see the changs of her appearance. I’ll ask students to fill in the blanks with given words or phrases. And they can also finish it with their own words.

Well, next task is role-play. But before the role-play, I will ask students to understand this article in details. Then let them work in pairs and make conversatiuons according to this article. But I’ll make a conversation firstly as an example for students to practise. For instance, A: Do you remember Johnny Dean? B: of course, he is a pop singer with funny glasses and long curly hair.

Step 6 is group work. In this step, students will surely improve their abilities of participation and cooperation. 6 people in a group. One people describe what does his favorite musician, actor or actress look like. The others guess who he is or who shi is. They can change the roles with each other to ask queations and finish the table with their own words. Finally I’ll choose one o f the members in the group to report their results to the whole class. For students, it’s a good chance to share their own experiences with the whole class. And for tescher, I can check whether they have master the sentence structures or not.

Step 7, homework. Circle story: Make up a story in their group according to the pictures.There are still 6 people in a group. In the

beginning, they can have a discussion and change their ideas with each other. Decide how the story should be going on with much imagination. Then they can start their written work. Each student adds a sentence and one by one, in the end, it should be a complete and logical story. Of course, it is better to make up an interesting story!

The last part is blackboard design. I’ll write the new words and sentence structures on the left, and all the activities on the right. As far as I am concerned, with the help of a good blackboard design, students can understand the lesson as a whole and remember the main content. So I think it is also an important teaching step. Thanks for your listening!

高中英语阅读课公开课教案---一等奖

A teaching design

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Step 2. Pre-reading (8 min) Task1. A small quiz (individual work,3 min) T: let’s check the following sentence using true or false .and I will pick up some students to say his or her answer and tell me why it is wrong or correct. Ss:ok. 1. Get Ss to know something about Jackie Chan. 2. Serve as a warm-up for the following tasks. Step 3 While-reading (22 min) Task 1. Skimming (group work, 15 min) T: do you want to know more about Jackie Chan? Ss:yes. T: ok.let we read an interview of Chan to know more about him. 1. Enable students to understand the given material

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B. a how-to book teach ing social skills Step 2 while- readi ng Skip to get the main idea of each paragraph. Lear n how to do small talk Develop your liste ning skill. Lear n the rules. The gen eral idea is _____ . A. social skills B. liste ning skills C. talk skills D. social rules Step 3 read the passage carefully to get some detailed in formati on. 1. We will not be shy if we have good ____________ . 2. Accord ing to paragraph land 2 ,We should ______ . A. avoid talk ing to some one whom you know B. lack the con fide nce to talk to a stra nger C. talk con fide ntly to a stra nger 3. Communication is a __________ process」t invoIves _______ and ________ . Step 4post- readi ng

比赛用Unit 7 How is the weather全英说课稿

Unit 7 I t’s raining. Section A (1a-2d) Good morning, ladies and gentlemen. I’m No.___. It’s my great honor to have this opportunity to discuss my teaching design here. This subject is “It’s raining!” First of all, I would like to talk about the analysis of teaching material. This lesson is chosen from PEP English book from junior high school of Grade 7,Unit 7. It’s the first period of this unit. The students will learn to describe the weather and what people are doing. It’s related to their daily life, so it can increase students’ interests and it will be helpful to improve their spoken English. It can also increase the students’ability of getting useful information from listening, practicing speaking in different situations with target languages. Then let me talk about the analysis of students. Students have learned English for more than half a year. They have showed great interests in English now. They have much thirst for knowledge. But they are lack of vocabularies. According to the New English Curriculum Standard. I set the following teaching aims. (1)Knowledge aims: Master the new words and expressions about the weather. Use “be doing” to describe what people are doing in different situations. (2)Ability aims: To train students’ ability of listening and speaking about the weather. Live and learn to communicate. To deve lop students’ ability of cooperation. (3)Emotion aims: Make students understand that it is very common that people usually talk about the weather as their greeting ways in foreign countries. Make students know the differences of climates, countries, and culture. According to the above analysis, I set the following key points and difficult points. (1)Key points: How is the weather? It’s raining. / rainy. …… What are you doing? I am cooking. (2)Difficult points: Using “be do i ng” correctly.

高中英语阅读课公开课教案---一等奖

A teaching design Teacher Hongli Dong Analysis on Learners Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot. So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Analysi s On the Teachin g Materia l Teaching Content The content of my lesson is a reading material, through the learning of which, I ’ll enable students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer. Teaching Aims Knowledge (1)The Ss can learn question-and-answer format in an interview. (2) The Ss can understand the content of the lesson, talk about Jackie Chan ’s life career and form their own opinion about success. A bilities (1) To develop the Ss ’ abilities of listening, speaking, reading and writing (2) To improve Ss' reading abilities, especially their skimming and scanning abilities. (3) To train the Ss ’ abilities of studying by themselves and through cooperating. Emotion Learn from Jackie Chan and understand the way to success is not smooth. Put the moral education in the process of study. Importan t Points What qualities are required to be successful? Difficul t Points Help students to conclude the questions of interviewers according to Jackie Chan ’s answers. Teaching Methods 1. Communicative Approach 2. Task-based Language Teaching 3. Total Situational Action Teaching Aids A computer and a multi-media courseware. Teaching Procedures Students ’ Activities Purpose Step 1 Lead in (3 min) Greeting. T: Hello, everyone! Do you have an idol? Ss: yes. Arouse students' interest and

信息化教学说课稿39901

Unit 2 I saw a terrible movie Listening and speaking 教学设计说课稿 教学设计理念及特色: 以听说训练为主线，通过看、听、说、演练、动手操作等一系列教学活动，使学生获得最基本的英语听说能力,并在教学中充分激发学生强烈的学习愿望，在注重学生知识能力发展的同时，特别强调学生人格的发展和思维的发展。 教学过程强调学生自主学习，培养学生学习英语的习惯.如:解决教学难点的设计――找出朗读对话中的疑难点，运用激励机制，鼓励同学利用网络资源进行分工合作,找出答案，最后教师利用师生问答的方式进行强化,从而解决教学中的难点知识. 教学基本情况: 一、教材分析 教材分析从以下三个方面展开 1本课教学基本要求：旨在通过看、听、读、说的逐层训练，培养学生“打开耳朵，张开嘴巴”学英语的好习惯。 2本课的地位及作用：语言教学最重要的是表达，听说训练恰 恰是学生在英语课堂上的薄弱环节，加强听说训练显得举足 轻重. 3本课内容整合及补充：结合本单元的单元任务,补充一些学生 比较熟悉的用来描述娱乐活动的动词,为学生听懂听力内容 做好语言铺垫。 教学目标 1知识目标 （1）掌握常见动词的一般过去时,如：saw read slept等等. （2）知道听说训练内容中出现的描述性形容词所应用的语言环境，如： boring moving interesting等 .

2能力目标 （1）能够听懂有关周末活动的表达。 (2)学会就某一事物进行简单的描述并发表自己的看法。 3情感目标 学生在完成本课任务中，通过合作学习,积极地对待自己的生活，理解他人生活. 教学重点、难点及关键 1重点：1。描述周末娱乐活动的动词短语。2。对周围事物发表看法的句子。 2难点：听懂训练内容并在日常生活环境中流利地运用，实现从听到读再到说的语言目标。 3关键：反复多次，不同形式，不同层次的听说读训练. 二、教法分析 英语听说训练课是学生很难参与的课型.为了能够使更多的学生参与到课堂中来，本节听说训练课主要采用视听法、问答法、情境教学法以及任务驱动法，从视听说反复操练等方面来调动学生，使得各个层次的学生都能有事做,都能参与得进来。加大教学的受众范围。 三、学法分析 本课训练对象是11级计算机班学生。该班学生英语水平参差不齐。组间的合作与竞争学习方式有利于学生相互帮衬,满足不同层次学生的学习需求.班级内学生的动手能力普遍比较强，对于通过网络平台获取信息更是得心应手，因此自主学习就显得比较贴进他们的实际兴趣需要。有了兴趣,就会参与，有参与就有收获，从而帮助学生逐渐形成英语学习的自信心. 教学过程设计: 本课为听说课，设计为一课时。教学过程设计如下:

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Introduce a place From Module2 Unit4 Communication Workshop 各位评委，大家好！ 今天我说课的内容是写作课“Introduce a place”。本节内容来自于第二模块第四单元的Communication Workshop。 对于这节课的设计，我力求突出重点，条理清晰。学生活动的安排也注重互动、交流，最大限度的调动学生参与课堂的积极性和主动性。 下面我就说说本课的教学过程, 具体分为7个步骤，分别为， 1、Discuss the topic（引入并讨论话题）（3—5分钟） 2、Sample presentation（范文展示）（10分钟） 3、Drafting（写出初稿）（15分钟） 4、Self－response and making revisions（自查自改）（3分钟） 5、Getting response and revising again(互查互改）（3分钟）（亮点和创新点） 6、Giving feedback（给出回馈）（3分钟） 7，Homework （1分钟） 下面我详细说说每一个步骤， 1、Discuss the topic（引入并讨论话题）（3—5分钟） 首先，我从刚学过的奥克兰导入话题，问学生，我们已经学过了奥克兰这一课，那么我们回忆一下，介绍一个地方，需要考虑什么因素哪？学生们进行头脑风暴，得出相关的要素。比如人口, 历史, 地理位置等。然后我问学生，我们的首都北京已经成为国际化的大都市，越来越多的外国友人来北京旅游，你能否用英语把北京介绍给他们吗？我以此来激发学生运用发散性思维思考北京的相关要素，在学生思考完毕后，我在大屏幕上展示若干北京的图片，作为补充。然后让学生分成两人一组, 彼此向对方描述这些图片。同时，我走到学生中间聆听他们的描述。

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六年级（下）Unit 6 Do not eat in class. [Presenting the 1st PPT about the introduction.] Well, good afternoon ladies and gentlemen, I am very happy to meet you all here. Today，I am going to present Unit 6 Do not eat in class. Well, please look at the teaching material together. Well, this is a letter in the book. Students are required to read it through, have a look at it, try to write a letter to Zhao Jie, a boy who doesn’t like any subjects at all. [Presenting the 2nd PPT about the given letter.] Well, I think my teaching aims should include the proper form of English letter, and second, how to write a letter in an idiomatic way. [Presenting the 3rd PPT about the teaching aims.]Well, to achieve these goals, I am going to arrange my teaching step by step [Presenting the 4th PPT about the teaching procedures]. Well, these are the steps, since so many, let me make it simple, actually, they are words, sentences and paragraphs. As we know that articles consist of words and sentences. So first, I would like to talk about the words. That is also the first step---revision. Well, you know, students have learned the names of the subjects in the former lessons. So, I am going to review the words by playing games with them. Here comes the first game: who can write more? [Presenting

重点高中英语阅读课公开课教案---一等奖

重点高中英语阅读课公开课教案---一等奖

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高中英语阅读课 此教案独家特色简介： 一，高中英语阅读课，该教案在赛课中获得了一等奖，同时该阅读课获得了一等奖, 经过实战演练，课堂气氛非常活跃，阅读表格等教学方法得到评委一致称赞 二，该教案内容翔实，制作创意十足。 A,用表格的形式来制作教案，一目了然，简洁明了 B,加入了对应内容的ppt 截图 ，让教案不再是死气沉沉，冗长无聊，而是生动活泼，十分有趣，有新意！ 三，拥有配套的高质量的说课稿，课件，阅读原文，让你把优秀阅读课信手拈来！ 说课稿题目：高中英语阅读课公开课说课稿 一等奖 课件题目：高中英语阅读课公开课课件 一等奖 阅读原文题目：An interview with Jackie Chan 高中英语阅读课公开课原文 A teaching design Teacher Hongli Dong Analysis on Learners Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot. So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Analysis On the Teachin g Teaching Content The content of my lesson is a reading material, through the learning of which, I’ll enable students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer.

2016年小学英语说课比赛说课稿

Unit 2 Ways to go to school（说课稿） 各位老师各位评委：大家好！ 让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。我为实现自己的愿望和追求不懈地努力着。我说课的内容是pep小学英语六年级上册第二单元《Ways to go to school》下面我分别从以下几个教学阐述： 一、说教材 本节课是PEP小学英语六年级上册Unit 2 Ways to go to school 的第一课时。本单元是以询问对方如何去某地为主题。 本课时的教学重点是学生能够掌握四会词组。 本课时的教学难点运用本课的句型并能替换关键词进行问答。 二、说目标 根据《英语课程标准》的教学理念，教材特点以及六年级学生的实际情况，本课的教学目标确立为以下几点： [知识目标] (1)、能够听，说，读，写短语：on foot,by plane,by bus,by taxi,by ship, by , by subway。 (2)、能用句型: “How do you get to …? 来询问别人的出行方式，并能够用By…”。[能力目标] (1)、能灵活运用所学句型及短语。 (2)、了解各种出行方式的利弊，需要注意的事项及如何选择恰当的出行方式。 [情感目标] 培养学生的学习兴趣和积极的学习态度。 三、说教法和学法 为了突出重点突破难点，我主要采用对话法，情境教学法利用多媒体等教法组织教学，让学生在我的指导下，通过讨论交流，小组合作情境表演等学法促进语言运用能力的提高。 四、教学过程：我将在把这节课内容分成5部分。 （一）、Warming–up 放歌曲“How do you get there”的歌曲，师生一起唱, 营造轻松的学习氛围. 【设计意图】：本单元歌曲节奏明快，内容与本课时息息相关，比较容易让学生将注意力从