作爲一位傑出的教職工，就不得不需要編寫說課稿，是說課取得成功的前提。快來參考說課稿是怎麼寫的吧！下面是小編幫大家整理的英文說課稿10篇，僅供參考，歡迎大家閱讀。
Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.
I. Contents:
Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)
II. Teaching aims
1. Aims on the knowledge
(1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations.
(2) To help Ss to finish the survey.
(3) Let Ss finish the assessment of “Let’s check” in this unit.
2. Aims on the abilities
(1) To develop Ss’ abilities of listening and speaking.
(2) To train the Ss’ ability of working in groups.
(3) To foster Ss’ abilities of communication and their innovation.
3. Aims on the emotion
(1)To foster Ss’ consciousness of good co-operation and proper competition.
(2) To lead Ss to show their loveliness to the poor.
III. Key-points of this lesson
(1) To help Ss ask and answer the question: What’s in it?
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
IV. Difficult points
(1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.
(2) To finish the survey by themselves.
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishin
g a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.
VI. Teaching procedures and purposes of my designing.
I’ll finish this lesson in five steps.
Step 1. Warm-up and preview
1. Free talk between T and Ss about things in the classroom.
2. Sing the song together: Books and pencils.
3. Do some TPR, for example: Show me your English book. Show me your crayon.
4. Review the numbers by asking: “How many crayons do you have?”
Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.
Step 2. Presentation
Now I’ll mainly talk about this step.
1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.”
(1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.
(2) T: My schoolbag is heavy.
Open the bag and say: “What’s in it? What’s in my schoolbag?”
Take out a Chinese book. Then do the action again. Let the Ss read the sentence.
2. Play a guessing game. Divide the whole class into four groups to have a competition.
Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.
3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.
Girl: My schoolbag is heavy.
Boy: What’s in it?
Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.
Boy: What will you do?
Girl: They are for the poor.
Boy: Great! I’ll bring some school things too.
The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.
4. Mention that we should take care of the poor.
5. Play the cassette. Let the Ss listen and imitate the dialogue.
Pay attention to their pronunciation and intonat
ion. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.
Step 3. Practice
Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.
Step 4. Assessment
Help Ss finish “Let’s check” of this unit and workbook.
Purpose: To check the knowledge Ss have learned in this period.
Step 5. Add-activity
1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.
2. Take care of everything they have.
Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
英文說課稿 篇2Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）。 It is made up of four parts.
Part 1 My understanding of this lesson
The analysis of the teaching material:
This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the ocean and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the ocean better, love the ocean and save the ocean and the life of the ocean.
Teaching aims:
1. Knowledge aim: Understand the main idea of the text.
2. Ability aim: Retell the text in their own words.
3. Emotional aim: Make the Ss love the life of the ocean and do something to stop it being polluted.
Key points / Teaching important points:
How to understand the text better.
Teaching difficult points:
1. Use you own words to retell the text.
2. Discuss the pollution of the ocean and how to save the ocean.
Something about the Ss:
1. The Ss have known something about the ocean and ocean life through the Internet and other ways.
2. They are lack of vocabulary.
3. They don’t often use English to express themselves and communicate with others.
4. Some Ss are not active in the class because they are afraid of making mistakes.
Part 2 My teaching theories, methods and aids
Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.
Teaching method:
Double activities teaching method
Question-and-answer activity teaching method
Watch-and-listen activity
Free discussion method
Pair work or individual work method
Teaching aids:
1. a projector
2. a tape recorder
3. multimedia
4. the blackboard
Part 3. Teaching steps / procedures
I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.
The entire steps are:
Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）， Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework
Step 1 Greetings
Greet the whole class as usual.
Step 2. Revision
1. Ask students some questions to revise the last lesson（show them on the screen）。
a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）
b. What is coral? Why are corals not found in deep water?
c. Why is the Dead Sea called the Dead Sea?
2. Check the homework（made a survey about the ocean or ocean life by surfing the Internet or asking for help from other people）。 Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.
Step 3. Lead-in and preparation for reading
Show them some pictures and letm talk each other, and then use the pictures about ocean and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.
Purpose: Arouse the students’ interest of study.
Bring in new subject: Life in the oceans.
Step 4. Fast reading
Read the passage as quickly as they can. I show the questions on the screen and letm get the main idea of each paragraph:
1. Why can living things live in such oceans around the Antarctica?
2. What does the whale feed on?
3. What is the difference between the sperm whale and other whales?
Method: Read the text individually, use question—and—answer activity.
Purpose: Improve the students’ reading ability.
Understand the general idea of each paragraph.
Step 5. Listening（book closed）
1. Listen to the tape then do an exercise（wb page 90, part 1）
2. True or false exercise.（on the screen）
Train the Ss’ listening ability and prepare for later exercises.
Step 6. Intensive reading
Read the passage carefully again and answer some detailed questions on the screen.
1. How much does a whale eat at a time?
2. Do all the whales feed on small fish?
3. How deep can a sperm whale dive?
It is also called depth reading or study reading. It means reading for detailed information.
Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.
Step 7. Preparation for details of the text on the screen
1. …its heart slows to half its normal speed.
slow-v. to become / make slower.
2. …using sound wave
Present participle used as adverbial.
3. provide sth. for sb.
provide sb. with sth.
4. at a time: each time
5. grow to a length of…
Purpose: Train the Ss’ ability of understanding and using laguage.
Step 8. Consolidation
1. Find out the topic sentences.
2. Retell the passage according to the topic sentences.
Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to letm have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.
Step 9. Discussion
Show them some pictures about the polluted ocean and many living things which are in danger and ask them: What are their opinions about it? In order to letm have free choice, I give them another topic: The ocean is being polluted. What should they do?
Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The ocean is in danger!
I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.
Step 10. Homework
Write an article Saving the ocean. I want to improve the ability of their writing. At the same time, train the ability of do-it-youself and looking up the information by themseleves.
Part 4. Blackboard design
Unit 16 Lesson 63
Topic Sentences:
1. Some living things can live in Antarctica.（what）
2. The whale feeds on small fish.（what）
3. The sperm whale feeds on squid.（difference）
Discussion:
1. The whales are in danger. What’s you opinion about it?
2. The ocean is being polluted. What should we do?
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. The discussion is of the difficulty.
I want to make the design inductive, instructive and artistic.
英文說課稿 篇3Good afternoon, teachers. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is the second reading of Unit 10, Book I. I’ll be ready to begin with this lesson from six parts: Analysis of the students, analysis of the teaching material, the teaching aims, the teaching & learning methods, the teaching aids and the teaching procedures. First, let me talk about my students.
Part I Analysis of ss
My students are from Grade One in vocational schools.
No.1 They have a poor vocabulary, little motivation to learn initially and no confidence in expressing themselves.
No.2 There are distinct individual among them.
No.3 They are quick in thinking and long for victory. They may raise interest in the topic because of its familiarity, and are eager to know these differences.
No.4 In my class, ss will be given a preview plan to understand the reading, progressive tasks in competition to ensure overall participation.
Part II Analysis of the teaching material
Our textbook is taken from English Book I for vocational schools. It emphasizes on interest and utility.
Since some information about cultural differences has been mentioned in previous units, this unit will focus on introducing individual differences and building the sense of cross-cultural communication.
Reading II will demonstrate cultural differences further and occupies an important position. It will take up two periods, and I’ll deal with the second period for reading comprehension, and concentrate on ss’ abilities of reading and using English fluently.
Part III Teaching aims
No.1 Teaching aims
After studying the teaching material and analyzing ss’ present situations, I think the teaching aims are the followings:
1. Knowledge aims
1) To master some key words and expressions: awkward, courtesy, direct, misunderstand, as soon as, keep doing sth, etc..
2) To understand the gist of the reading, work out the writer’s opinions after reading, and complete relevant tasks.
3) To retell the reading and try to talk with partners about differences in table manners with the purpose of using the language fluently.
2. Ability aims
1) To better reading strategies to promote reading ability with the help of skimming, scanning and other reading techniques.
2) To improve ability of using English fluently as well as logical thinking after dealing with tasks.
3) To foster the ability of cooperation in group activities.
3. Emotion aims
1) To have a general knowledge of differences in table manners, esp. between Chinese and American cultures, and foster the sense of cross-cultural communication.
No.2 key & difficult points
1. Key Points
1) To get the information from the reading;
2) To communicate with partners fluently.
2. Difficult Points
1) How to improve the reading abilities because my students are weak in English, esp. in reading strategies.
2) How to help ss put their learning into practice with references.
Part IV Teaching &Learning methods
A good method requires that the teacher act as a guide while ss as the real masters in class. In my class, ss are mainly guided by tasks progressively.
1. So according to the analysis of the teaching material and the students’ learning background, I will use the following teaching methods.
1) Task-based language teaching
2) Activity teaching
3) Delamination teaching
4) Question-and-Answer activity teaching
2. The learning methods are the followings:
1) Cooperative learning
2) Autonomous Learning
Part V Teaching aids
No.1 Multi-media
No.2 Non-testing evaluation
1). A piece of paper to evaluate themselves.
Part VI Teaching procedures.
No.1 As for the concrete procedures, it includes 5 parts.
Task II:checking words & answering questions. Ss will have a matching for words and meanings to check words and then they may pose any questions they met in preview. Ss finish it before class and present keys on the blackboard. Some music will be played to calm ss down and create a situation to learn English.
Purposes: The easy item may help them build confidence.
Task II: Lead-in. Ss may watch a video about cultural differences, and then finish the sentence with brainstorming. This item is open to answers. As far as students get to the point, their group may get marks.
Purposes: Brainstorming may activate ss and catch their attention quickly. At the same time, it may act as a foreshadowing for the reading.
Task III: Presentation with tasks. It includes two items.
Item I: (skimming) Ss look through the reading in 2 minutes, and then finish the multiple choices on their own.
Purposes: This task will train ss to get quick information and foster a good reading habit.
Item II: (careful reading) In order to cope with the reading clearly, there are three portions. Portion A is for Para1. It is about the writer’s experience in China, and then there are some questions. Portion B is for Para2. It is about a Chinese staying in America, and then there are some multiple choices. Portion C is for Para3. It is about solutions, and then ss rectify the table. Similarly, they read individually, and then discuss in groups to get an agreed answer. Representatives will be sent to the bb to present keys.
Purposes: The three portions will help ss work out the writer’s opinions clearly. Cooperative learning will help them overcome difficult words or sentences and find the feeling of success when they can get keys without too much guide from the teacher. And praise goes first no matter how they do. Till now, ss may realize cultural differences further.
Task IV: Consolidation in time. It includes 3 items: Five statements for ss to check their understanding about the reading, a dialogue to check how they can transfer input to output and a short passage to tell them whether they have made progress in reading. Similarly, ss do them on their own, and then discuss problems in groups.
Purposes: The three items will give a clear reflection to ss.
Last task, I will make a conclusion of this period, encourage ss to build the sense of cross-cultural communication, and then do some extension: Watch another video about differences between China and the West, and discuss whether the points from the video are reasonable or not. The item is also open to keys. Ss are encouraged to write down notes.
Purposes: This task will help ss dare to speak because of the good input about cultural differences from the reading. Each one may have a chance to express them, and experience the feeling of success. In the process of communicating, they help and encourage each other, and use the language gradually. It will help ss transfer passive learning into active acquisition and see the meaning of learning.
No.2 Design of writing on the blackboard
When in Rome, do as the Romans do A foreigner stays in China awkward.
Do as the Romans do.
A Chinese in America indirect.
No.3 After class, to ss, they have two assignments:
1. Ss finish the table to evaluate themselves.
2. Ss surf the Internet for more information about cultural differences, such as sending and accepting gifts, introducing people, etc., and then write down answers.
Purposes: The first one may help ss to reflect themselves, and the latter one may help ss extend their learning of cross cultures. Writing actually is necessary for all steps. After class, they may do it more relaxed. When finishing it, they may pay more attention to the written language and then improve their English.
No.4 Reflection after teaching.
On the one hand, ss can be guided by tasks progressively, and act well. They also have foster cooperation in group activities. On the other hand, the teacher needs to pay more attention to individual differences and ensure overall participation. The teacher also needs to improve the ability of monitoring the class efficiently.
英文說課稿 篇4一、教學目標與要求
1、能聽懂、會說：“I have a new water bottle. Can I see it? Sure. Here you are.” 並能在實際生活中運用。
2、能聽說讀單詞storybook和water bottle。
3、學歌謠“I have a storybook . Me too.”
二、教學重、難點分析
重點：能聽懂，會說：“I have ….”句型和單詞storybook 和water bottle。
難點：在實際生活中運用“I have….”句型。
三、課前準備
1.教師準備掛圖、玩具、文具等實物，VCD、錄音機。
2、學生自備文具和自帶一些小玩具
四、教學步驟和建議
1、 熱身(Warm-up)
(1)、教師與學生進行日常口語會話練習。
(2)、複習上學期所學句型“I have a ….”教師拿出一個玩具汽車並說“I have a new car.”把它遞給學生讓他來說“I have a new car.”拿出多個玩具練習這個句型，讓每一個學生都說一遍。
2、新授(Presentation)
(1)、教師拿出一本故事書說“I have a new storybook.”，學生也拿出一本故事書說“I have a new storybook.”教師緊接着說“Can I see it.”學生答“Sure. Here you are.”和多個學生進行這個對話練習。
(2)、全班學生看本課VCD教學片。
(3)、通過觀看教學片，在幾遍後讓學生試着跟讀Just speak部分的內容。
(4)、學生跟讀，教師糾正部分單詞的發音。
(5)、學生分組分角色朗讀，做到最快、最清晰、最大聲。
(6)、請部分學生拿着水壺、故事書到前面表演對話。
(7)、去掉VCD的聲音，讓學生爲教學片配音。
(8)、用圖片展示生詞storybook和water bottle，通過搶答遊戲的方式讓學生能聽、說、讀這兩個單詞，具體步驟如下：教師把圖片快速從學生眼前閃過，然後學生舉手搶答。答對者獎勵一個小貼紙。
(9)、讓學生使用所學過的玩具或文具對Just speak部分的對話進行改編並表演出來。例如：
A: Hi, ….I have a new doll.
B: Hi, …. I have a new ball.
A: Oh, cool. Can I see it.
B: Sure. Here you are.
A: Wow! It's super.
(10).聽錄音欣賞歌謠，在活躍的氣氛中讓學生跟着節奏學說歌謠。
五、鞏固與延伸(Consolidation and extension)
1、打開質量監測完成對應的練習(教師給予一定的指導)。
2、家庭作業：跟讀課文，朗讀歌謠。
英文說課稿 篇5Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
（一） STATUS AND FUNCTION
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.
lesson is the first one of Unit if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.
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.
ledge 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.
ity 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 communication by learning the useful structures.
l 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.
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.
icult points:
（1） How to make dialogues and act them out.
（2） How to write the right whole sentences.
（五） TEACHING AIDS
Multi-media computer, 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 competition.
Teaching special features
To use these methods are helpful to develop the Ss’ thought.
Part Three STUDYING WAYS
h the Ss how to be successful language learners.
the Ss pass "Observation—Imitation—Practice " to study language.
h the Ss how to master dialogues and how to communicate with others.
Teaching special features:
Let the Ss communicate with each other and adopt competition 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 competition into the class. At last let’s see which group is the winner.
Step1 Warm-up
1. Free talk between T and Ss .
Such as: Hi, I’m . . . . What’s your name?
This is … How do you do?
Who is he/she? How are you?
Who can count from 1to 5?
What’s this in English? etc.
2.A game: Ask the Ss to give T some school things. For example:
T: Give me your book.（ruler, box, pen, table, knife, etc.）
T: This is your book. This is not my book. It’s your book. etc.
In this course I’ll 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 learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.
Step2. Presentation
This course is very important. I’ll mainly talk about this step.
I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample 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: I’m fine, thank you. And you?
A: I’m fine, too. Oh, this is my bag.
B: No, this is not your bag. It’s my bag.
A: （Look closely） Oh, I’m sorry.
B: That’s all right.
（At the same time, C is running up and hitting A.）
C: Oh, I’m sorry.
A: That’s OK.
I’ll write the key points on the Bb while they are watching. After watching, I’ll 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 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.
tice
First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and 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 last I’ll 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. I’ll 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.
uction
In this step I’ll give the Ss a free space to show their abilities.
Second scene: The Ss are having a picnic. It’s 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, I’ll give the Ss 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 be 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.
l 1 Model 1.
I’ll ask four Ss of the groups to write these sentences 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.
sh the Ss’ workbook.
Purpose of my designing: To check the knowledge Ss have learned in this lesson.
work:
（1）Recite the words as many as possible 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 Design
Lesson Six Sample ASix This is my…hey This is not your. . . y It’s my. . . . Picture it’s=it is Oh, I’m ’s=that is That’s all right/OK.
英文說課稿 篇6各位老師下午好！
今天我說課的內容是國中英語教材八年級Unit 4 Topic 1 Plants and animals are impontant to us
一、本話題的分析
本話題圍繞談論跟描述自然界的風光 動植物及生存資源——---森林跟水引入本話題的主要語法項目：形容詞的比較級跟最高級；爲今後學習現代科技跟歷史遺蹟的知識打下基礎，同時通過Which do you like better/best?以及Paiwork的反覆操練，進一步提高學生，聽、說、讀、寫綜合素質能力。
二、教學目標：
（1）知識目標：
The hens are much/a little smaller than the cons/geese.,The mice are the smallest of them.
（2）學習單詞：
Wolf. bear sheep goose rabbit snake rose nature forest protect land ocean sea
能力目標：提高學生，聽、說、讀、寫及知識自學的綜合能力。 情感目標：培養學生熱愛自然，保護自然的環境意識。 本話題所須課時：4節課。
三、重點與難點：
重點：學習形容詞的比較級跟最高級的用法以及用簡單的英語語句描述跟談論大自然。
難點：
1、多音節形容詞的比較級跟最高級以及形容詞比較級的不規則變化。
2、談論地球上水資源跟熱帶雨林的基本狀況，以及它們對於地球上生物的重要性。
教材處理：
根據以上對教材的分析，同時針對中國學生學習外語存在一定困難的實際情況。首先給學生創造外語語言氣氛，身臨其境地把學生帶到所設計的語言情景中，同時激發學生學習興趣：使學生在參與後一系列活動中，掌握知識。最後通過做遊戲對學生所學知識點進行訓練，從而達到鞏固知識的目的。
四、教學跟學法：
通過五步教學法：情景教學活動家，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進地深化教學內容。展開以教師爲主導，以學生爲主體的師生雙邊教學活動。
1、教學手段：
本話題採用掛圖、錄音、圖片、文字、圖表跟韻率，使抽象的語言變得直觀，爲學生運用英語進行交際創設情景，實現師生互動，生生互動跟人機互動的多向互動，增加了直觀性跟趣味性，加大了課堂密度，提高了教學效果。
2、學生指導
新制定的《仁愛英語》把"培養學生學習英語的興趣，樹立自信心，培養良好學習習慣跟形成有效策略，發展自主學習跟合作精神"放在了首位，根據依據課改的精神，遵循學生的認識規律，從單詞—句子—情景對話—實際應用，採取循序漸進的原則，由淺入深，由易到難。情景興趣教學。多以問答形式出現。
如何使用英語，如何在理解的基礎上習得語言。在用中學，學中用。學會自己自主推測發現歸納提高，提高學習自主性跟學習能力。寓素質教育於語言教學之中。
五、教學程序：
1、新課導入
爲了激發"學生的學習興趣，引起注意，拉近師生距離，設計一個語言情景，給學生一種身臨其境的感覺，導入正課。
2、新課的講解
在講新課時，合理整合教材，系統的樹立知識，將形容詞的比較級跟最高級在一系列既關聯又相對獨立的語境中詳細講解，反覆演練，使學生全面掌握，任務性聽力訓練：Listen and write以及Pair work ,充分地調動了學生的積極性，吸引了全體學生的注意力，達到了教育教學目的，培養學生思想素質、情感素質跟英語語言素質。
3、反覆操練跟鞏固應用
爲了調動學生的積極性，利用work alone,pair work, Group work 等多種不同方式操練鞏固。使學生處於積極思維的狀態之中，全方位，多角度培養學生運用英語的能力。
4、反饋練習
本話題將遊戲與練習有機結合，融爲一體，設計遊戲，讓學生們以對話跟遊戲的形式；進行練習，寓教於樂，極大地激發學生學習興趣，同時鞏固了學生所學的知識。
5、歸納總結
本話題除了板書所呈觀的重點內容外，又把本話題內容以練習的方式，巧妙地鞏固了本話題重點，難點，進一步鞏固，加強對本話題內容的理解跟運用。
6、展示板書
本話題以素質教育爲目的，結合教材重點、難點及英語學科特點，利用多種輔助教學，從視、聽、說等方面使學生得到鍛鍊，在愉快輕鬆的氛圍中溫故而知新，達到初步運用英語交際的能力。
7、佈置作業
以上，我僅從說教材、說學情、說教法、說學法、說教學程序上說明了"教什麼"跟"怎麼教",闡明瞭"爲什麼這樣教".希望各位老師對本次說課提出寶貴意見，謝謝！
英文說課稿 篇7First class; teaching suggestion
1 teaching material analysis
The Lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, Wheres, Its, in / on / under, and can be used naturally in actual Lets practise section is part of the Lets talk part of the game, which provides students with an opportunity to actually use the the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under.
2 teaching suggestions
This class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the sentence, so that students understand in a certain situation, will say and understand the sentence Wheres.... Its in / on / teacher asks the students to prepare the stationery class words before class. When they teach the new sentences, they can use the game "hide and seek" to import sentence patterns Wheres... Its in / on / the basis of understanding the new sentence patterns, use the courseware to learn the new dialogue, so as to recognize the words in the lly, once again, through the game, tin and consolidate the content of the Lets talk, the game can be divided into collective and group game game two, and will find stationery extended to find toys or other things around.
Second hours teaching suggestion
1 teaching material analysis
This session is divided into two sections: Lets, learn, and Lets Lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phrase "Look out" play is part of the Lets talk part of the first class, to provide students with an opportunity to use language in real life.
2 teaching suggestions
The main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students' interest and enthusiasm for learning the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize use animation courseware to present new the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves.
Third hours teaching suggestion
1 teaching material analysis
This session includes two sections: Lets, say and Lets Lets say part is to train students to listen, say, read and write letters Uu, Vv, Ww, and to make the students understand and speak the letters at the beginning of the word "umbrella", "under", "vest", "Violin", "window", "wind" Lets do section reviews and consolidates the letter "A-W" through rhythmic, rhythmic preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language learning.A-T is the teaching content of this book Unit 1 through Unit 4.
2 teaching methods
When teaching letters and words, the teacher uses letters, words and actions to present letters and words at the same time, so that students can learn on the basis of understanding the meaning of as: umbrella, vest, window, can be explained in kind; violin, wind explained by action.(according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape.
[Topic] Unit, Five, Where, is, my, ruler?
[emphasis on teaching] everyday expressions Where ' its' It 's in / on / under....
[teaching difficulties] sentences: Where, is, my, car, In, the, toy, box, understanding
[teaching aid preparation]
1 the teacher prepares the tapes for teaching materials.
2 teachers prepare Let s talk part of the courseware.
3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys.
4 teachers prepare cards and pictures of the words they learn.
5 students prepare white paper and watercolor pen, ready to draw.
6 students prepare patches for the group.
[teaching process]
1 warm up and review (Warm-up/Revision)
(1) students practice everyday expressions.
(2) games Show, me, the...
Teachers or students say words such as "pencil", and teachers and students say Show, me, the, pencils., teachers and students put up this way, practice other stationery words in the same hers and students play games together to improve game effectiveness and communication between teachers and students.
(3) the teacher plays the recordings of book Unit, 2, B, part Let, s, chant, and the students listen and clap and chant rhythmically.
英文說課稿 篇8這堂課的語言知識技能目標是：
通過在創設買水果的情境的對話中，使學生能聽懂、會說：Do you like ….? / Yes，I do …. / No，I don’t. / What about …? / Let,s have some …這些句型。 並能在實際情境中運用。
情感目標是：
在小組內用“What about …”向別人提意或詢問，滲透人際間要有良好的溝通方式。
我這堂課總體的設計理念是採用了任務型教學的方式。“教師應該避免單純傳授語言知識的教學方法，儘量採用‘任務型’的教學途徑”，這是《英語課程標準》所指出的，所以全課始終在購買水果的情境中進行着，讓學生觸景生情，在完成購買水果的任務中，學生愉快地學習英語。
爲了很好的達成以上教學目標，把教室佈置成一個模擬購買水果的情境：四個同學圍成一個小組，每組的桌上，放一個水果盆和一個用紙密封的水果籃，水果盆和水果籃中都放入“pear peach orange watermelon”的英語圖片。
過程：
在課的開始部分，我組織一個對前一課時所學四個水果單詞的warm—up。爲了提高學生學習的積極性，複習採用的方法是：每個小組桌子上放一個用紙密封的水果籃。籃中放入一些水果圖片，老師問學生，Guess it ，pless. What’s in it? 學生不知是什麼物品，都想去摸，自然就提高了學生的參與積極性，讓學生摸出一個圖片，說出這個水果的英語單詞。先老師參與到其中一組，師生共同示範一次，然後每個小組，輪流從密封的水果籃裏摸，摸到一個水果圖片，就說出它的英語單詞，其他學生要聽出他說的單詞是否準確。
（這種複習符合學生好奇心理，激發學生說的慾望和聽的興趣，擴大參與面，實現生生互動。）
複習之後，教師就用語言來創設一個購買水果的情境，“Amy and Bai ling go to the fruit shop ，Which fruit they like best? Let’s have a look。”播放課件，讓學生整體感知課文“Let’s talk”部分。
先讓學生聽兩遍課件中的課文朗讀，瞭解整個故事情節，並對本課所要學的句型有個初步的印象。聽兩遍的過程，也是規範學生語言的過程。
之後，再播放一次課件，程度好的學生可以跟讀對話，給不同程度學生有不同的發展。
教師提出全文任務：Look ! So much fruits 。Do you like it？If you can say it well。The fruits is for you。有學習的目標是任務型英語教學的基礎，也是激發學生學習興趣的途徑。
這篇課文中，學生要了解四個句型的意思，並達到會說的程度是本課的重點，句型較多，也是學習的一個難點。爲克服內容多的難點，我將全文內容整合，重新分組。這符合新課標“教師要善於結合實際教學需要，靈活和有創造性地使用教材，對教材內容進行適當調整”的精神。 我的引導過程具體分爲三個環節。
第一環節：
教師參與到其中的一個小組，用“Do you like …？”的句型提問，因爲學生在上學期已經接觸了“like”一詞，現在又有了前面三次聽的機會，對本課所要學的對話有了一定的感知，預計有部分學生會回答“Yes，I do. 或 No，I don’t .”當學生回答“Yes，I do.”時，我就說：“Here you are .”同時也將水果遞給學生，在教師與學生、學生與學生的對話中，領悟了“Yes，I do.”和“Here you are .”的意思。
當學生回答“No, I don’t.” 時，教師不把水果遞給他。通過這個過程的口語與演示，學生也會領悟到“No, I don’t.”的意思。
同時，進行師問生答的口語操練。師生對話要適當增加，使學生對“Yes，I do.和No, I don’t”的句型有更多的操練機會。這樣，第一環節的目標也就達到了。
第二環節：
由師問生答的形式，變爲生問師答。通過教師引導，讓學生用“Do you like …”提問。因爲，學生要把“Do you like …”的音讀準，有一定難度。因此，在起先學生說這句式時，要發揮教師的主導作用，讓學生跟讀，注重學生髮音的準確。
在學生基本會用“Do you like …”提問後，教師引導小組內成員相互之間用“Do you like …與Yes或No”的句式進行問答，整個對話過程要留給學生足夠的時間，教師還要及時瞭解各組的對話情況，通過激勵與輔導形式，達到優等生熟練、其他學生基本會說的程度。
第三環節：
教師與學生合作當一對顧客，起先還是運用“Do you like …與Yes或No”進行對話。當學生說“No，I don’t .”時，教師順勢引出“What about … ?”和“Let’s have some …”的句型。教師配以動作演示，當學生對這兩句口語有強烈刺激後，就組織學生自願組合成一對顧客，進行對話，要求在對方說“No，I don’t .”時，要選擇另外水果圖片，並用“What about … ?”和“Let’s have some …”句型說話。這一環節的重點就是操練這兩個句型，同時也實現了本課時的情感目標——那就是人際間要有良好的溝通方式。
（以上三個教學環節，將本課要學的三類新句型，分層練習，一步一個句型，掌握一句，再學一句，學生頭緒清晰，學得輕鬆，效果自然就高了。）
朗讀:
在學生對所學四個句型基本掌握之後，組織學生通讀課文，熟讀對話。先教師一句一句領讀，再組織指名讀，自由讀。朗讀有利於提高口語表達能力，是新課程所提倡的最基本的學習策略。學生在各種形式的讀中，提高了英語口語水平。
操練:
最後操練部分：將各組水果圖片集中，整個教室組成一個模擬型的水果超市，操練分兩步：1、教師與學生配合示範練習：教師邀請一位學生組成一對購物夥伴，走進水果超市，要求相互間用“Do you like …？Yes, I do.和No, I don’t about pears?”和“Let’s have some …”這些句型進行英語購物，從而激發其他學生的操練慾望。2、學生之間配合購物操練：讓少部分學生自願當營業員，大部分當顧客，兩位顧客組成一對購物夥伴，走進水果超市，進行英語對話，如果學生說得準確，那麼水果就可被取走。學生扮演的顧客與營業員之間的角色要自由換位，以便讓每個學生對各類句型都能得到訓練。
整堂課，教師樹立讓每個學生得到發展的理念，比如創設的活動情境，有利於全體學生髮展語言技能，提高實際語言運用能力。優等學生在聽的基礎上就有自由嘗試說的機會。組成學習小組學習口語，注重相互間的合作。全課有多次遞進式的口語實踐機會。
注重把英語教學與情感教育有機結合。全課就是在寬鬆、民主、和諧的學習環境中完成活動過程的，教師參與小組交流引導，關注學習困難學生的語言實踐。
英文說課稿 篇9一、說教材
1.教材內容
我說課的內容是人民教育出版社九年義務教育課程標準實驗教科書四年級上冊中的Unit2 My Schoolbag。這一單元呈現了教科書的名稱。本單元通過一系列的活動與對話來講解大家在日常生活中描述書本的單詞和句子。本單元需要6個課時完成。我現在要說的是第一個課時。
2.教材地位
本課時是第二單元的第一課時，綜觀PEP教材，本課時首次出現教科書名稱。本課時又是第二單元的重點，因此本課時的教學對第二單元的學習起着決定性的作用。
二、說教學目標
根據本課時內容的特點和四年級學生的年齡特點和任務型教學模式的要求。在教學過程設計中，特別關注全體學生的學習發展，注重互動，給孩子們學習英語的氛圍，讓他們運用語言進行交際，用英語做事情，讓學生們在活動中參與體驗和理解。因此我制定了以下教學目標：
1、知識與能力
a、能夠聽、說、認讀本課時主要生詞English book, math book, Chinese book, story-book, notebook, schoolbag。
b、能夠聽懂、會說How many … do you have? I have….並能在實際情景中運用。
c.能聽懂指示語，並按照指令做出相應的動作，如：Put your English book on your head….
2、過程與方法
3、情感態度與價值觀
通過教學，逐漸達到培養孩子們的語感以及運用本單元語言內容做事情的目的，同時也讓孩子們學會關愛社會，並且運用實際行動來表達自己的愛心的情感態度。
三、教學重難點：
本課時的重點是能夠聽、說、認讀本課時主要生詞English book, math book, Chinese book, story-book, notebook, schoolbag。語音的'教學是這一環節的重點，預計學生初學時會出現較明顯的語音錯誤，因此我要注意指導學生仔細聽音、讓學生觀察老師的口型，認真模仿、及時結合學生髮音進行評價糾誤。另一方面，在所學單詞中很多都於book有關，這些單詞的書寫形式有所不同，學生很容易出錯，要及時相機指導，而且這些單詞中還設計到合成詞，如：school+book=schoolbook,所有的這些都要讓學生抓住，抓牢。
難點是能夠聽懂、會說How many … do you have? I have….並能在實際情景中運用。在這個句型設計到單詞的複數形式，對於學生來說是個難點，要詳解。
四、說教法、學法
1.教法設計
四年級的學生的注意力很難持久，他們對新鮮事物比較感興趣，還有他們的水平參差不齊，甚至有較大差距，因此我採用綜合運用全身肢體反映法（TPR），情景導入法和任務型教學模式，使優秀的學生學得更好，使基礎差的學生在課堂上多開口，使他們有所提高，以達到調動全班學生學習英語興趣的目的。
2. 學法指導
新課標倡導“以人爲本”，倡導自主、合作、探究的學習方式。本課時中教師充分考慮到學生的年齡特徵、興趣和認知水平，準備了直觀、生動的教具，創設了寬鬆活潑的學習環境和真實有意義的活動場景，設計了多樣的學生喜愛的教學活動，讓學生在情境中感受英語，運用英語。
五、 課前準備
1、準備一臺錄音機及相關的磁帶，便於學生更好的掌握語音及語調。
2、準備相關的課件，讓學生在形象逼真的氛圍中更好的學習。
3、準備與本課時相關的單詞卡，便於學生反覆認讀。
六、說教學程序
我的教學思路有五步：
Step1：Warming up 創設情景，引入新知
（1） Sing a song.
唱一唱學過的歌曲《In the classroom》，既活躍了氣氛，又能使學生儘快地融入英語課堂學習的氛圍。
（2）通過聽指令做動作（如：point to the window , point to the door ….）等複習第一單元的知識，同時爲進入本單元的schoolbag作鋪墊。
Step2：. Presentation 激情引趣，學習新知
（1）由point to the bag 導入課題 (板課題) 並引導學生說。
（2）多媒體課件呈現所學新單詞。學習單詞按易到難，由淺入深原則逐一學習。先從大家熟悉的English book入手，然後到Chinese book, math book, notebook ,由於story-book比較難發音，因此安排在最後。
（3）通過圖片、單詞卡片、課本讓學生反覆指認這些單詞。
（4）Guessing game .讓學生快速搶猜單詞。
（5）教學句型:How many …do you have? I have….
通過學生與老師 ，老師與老師之間的對話來加強學習，在同學們熟悉單詞後，引導他們加入How many …do you have? I have….進行操練。
Step3：. Play time 深化新知，體驗參與
（1） Let’s do.
學生在老師的帶領下進行let’s do. 需特別注意事物間的方位關係以及介詞的用法：in, on, under, near（出示課件幫助理解）.這部分是對所學單詞的鞏固並應用。
（2） Let’s sing “Books and Pencils ”讓句型化難爲易。伴隨着音樂的節拍，學生在輕鬆愉悅的氣氛中學習興趣濃厚，使得整節課在充滿樂趣的氛圍中度過。
通過歌曲既鞏固所學知識，又讓學生在玩、唱中去習得語言。
Step4： Practice. 鞏固新知，運用新知
我會設計一個場景，比如說在一張桌子上擺放一本英語書，三本數學書，五本故事書……讓學生分成兩組用今天所學的知識來簡述，
E.g. Show me your notebook
Show me your English book
E.g. __How many English books, math books, Chinese books, story-books, notebooks, schoolbags do you have?
__I have……
通過這樣的練習，達到鞏固新知，運用新知的目的。
Step5： Extension完善新知，拓展延伸
讓學生用所學的句型和單詞找一找身邊的事物並延伸到課外。培養學生綜合運用語言。讓學生帶這問題走出教室。
七、教學反思
本節課採用任務型教學，利用多媒體課件突出重點，突破難點，使教學內容形象生動有趣，學生易於接受；根據學生的年齡特徵採用多種遊戲活動，激發興趣，激活思維。預計所有的學生都能理解和掌握六個新單詞意義和讀音，大多數學生能夠用所學語句進行相關的對話，表達自己的認知情況。
八、說板書設計
板書分爲兩部分，即單詞和句型。讓學生對本課學習的知識清晰明瞭，突出教學目標的重難點，有利於學生理解吸收和記憶。
Unit2 My Schoolbag
schoolbag English book Chinese book,
math book, notebook story-book,
How many books do you have?
--- I have 6.
英文說課稿 篇10a. New wrds and phrases
b. Sentence pattern: If- clause
c. iprve their reading sills.
d. Taling abut prbles f the Earth.
6. 說教學難點 teaching difficult pints (語法；發展交際能力)
a. functinal ite: Suppsitin.
b. Develp their cunicative abilit. Act ut their wn dialgue.
7. 說教具 teaching aids (ulti-edia cputer, sftware, OHP)
The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.
二、說教法 Teaching ethds
Five step ethd; audi-vide; cunicative apprach;
Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.
三、說學法 Stud ethds
1. Teach Ss hw t be successful language learners.
2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;
3. Get the Ss t fr gd learning habits.
四、說教學過程Teaching prcedures
I. 複習 (Revisin) 5in (Dail reprt; 詞彙diagra; brainstring; activate scheata)
Activit 1: Iaginatin
1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)
2). Suppse u catch a bad cld, what’s t be dne?
3). Suppse ur bie is bren, what’s t be dne?
4). And suppse the earth, n which we all live, is daaged, what’s t be dne?
* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)
II. 呈現 (Presentatin) 5in
Activit 2: Presentatin
Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)
A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.
Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.
* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.
III. 對話 / 閱讀 (Dialgue)18
1. Pre- reading
Activit 3: Predictin
1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:
What d u thin is discussed at the cnference?
2. While- reading
Activit 4: Read and answer
2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.
* 閱讀: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 識別關鍵詞e wrds；確定主題句；創設信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。達到對課文的整體理解和掌握。S that the can have a gd understanding f the whle text.)
3. Pst- reading
Activit 5: Language fcus
While Ss are answering the Qs, the teacher deals with se e language pints.
a. is being caused b. and s n c. g n ding
d. be fit fr e. standing r f. if- clause
IV. 操練 (Practice) 10
Activit 6: Retell
Use ur wn wrds t retell the dialgue in the 3rd persn.
Activit 7: Acting ut
Activit 8: Drill – Suppsitin
Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act ut; rle pla)
V. 鞏固 (Cnslidatin) 6
(Discussin; interview; press cnference; debate; quiz)
Activit 9: rle pla
Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.
* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.
Activit 10: Discussin
Thin f the questin: Are we causing daage t the wrld?
What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?
Cllect their answers and fr a reprt.
VI. 作業 (Hewr) 1 (Writing; cntinue the str; recite; retell)
Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.
五、說板書Blacbard design
