說課稿模板
范文三篇
《Where did you go on vacatio》
Unit 10 Where did you go on vacation?
Good morning, everyone. I am ** from the ***. I have taught English for over ten years and I like my students. Today, I will talk about Unit 10 where did you go on vacation? Go for it Junior English Book .There are 6 periods to finish this unit. I will talk about the first period with the following parts..
I. Analysis of the Teaching Materials.
The topic of this unit is the continuation of unit 9 as well as about the past events.
By using the Simple PasT Tense,which is essential in junior English,students will
talk about their past.This topic is about their experiences and places they have
visited on their vacations.So it helps bring back their memories and learning
motivations.
II. Students’ characteristic
Although the Junior 1 has been learning English for almost a year and are having
some basic knowledge. Because of living in China and surrounding environment, students are learning English impassively and irregularly. But The junior 1 has showned themselves very creative,capable and of plasticity as they’re doing so well in what they’re interested in such as games and CAI.
III.Teaching Aims and Demands
1.Knowledge objectives
a. To enable the students to read, to spell , to understand the vocabulary correctly.
b. To help the students ask and answer the new sentence pattern: Where did you go on vacation?
2.Ability objectives.
a. To improve the students’ skills of listening ,speaking,reading and writing..
b. To encourage the students to communicate with others uning the new sentence pattern .
3.Emotion objectives
a. To train the Ss to cooperate well in groups and in pairs.
b. To be interested in communicating in English.
IV. Teaching Key Points
1. Key vocabulary
New York City camp summer camp museum
2. Key structures
Where did you go on vacation?
I went to…
V. Teaching Difficulty
Learn the key structures
VI. Teaching Methods
1. Task-based method
That’s to say I’ll let the students finish 1 listening task and make short dialogues along with the actions to help the students get a better understanding of the key
structures.
2. Communication method
I’ll set up a dream and ask students to pretent themselves as reporters. This way, the students can say freely and needn’t to worry about making mistakes.
VII. Learning Methods
1. Listening—speaking method
2. Communicative strategy
We all know that the best ways to learn English well are to imitate,to practice,to listen,to speak and to communicate more constantly.
VIII. Teaching Aids
In this lesson, the CAI, cassette, a tape recorder will be used.
X. Teaching Procedure
I’ll mainly talk about this part. It consists of 5 steps.
Step 1 Warm – up and review
1. Make a free talk between T-S. What did you do yesterday? And what did your best friend do yesterday?
2. Write down the past tenses of the verbs that I show in CAI.
Purpose: this step is in order to review what the students have learnt in Unit 9.That way, I can lead them into the new lesson smoothly. I think It’s usual but pratical.
Step 2 Presentation
1. Learn the new words and expressions
a. lead—in: ask students some questions: Did you dream last night? What did you dream? Where did I go on vacation in my dream?
b. CAI shows many pictures of my dream,which are also the activities in 1a .
c. Ask students to read and spell the new phrases.
d. Do 1a. Match the activities with the pictures (a—g).
e. Play a guessing game: I will show some jigsaws of each picture and have the students to guess. I will praise the student who answers more quickly.
Purpose: I put the vocabulary learning into a dream in order to prompt them to find it very interesting to learn English.. By CAI, students can match the vocabulary with the real things directly and master them easily.
Step 3 Listening practice
a. Tell the students to listen to the tape and number the people (1—5) in the picture.
b. Play the recorder for the first time, and then check the answers.
c. Play the recorder again, students imitate the conversations and fill in the blanks. Pay attention to their pronunciation and intonation.
Purpose: this is a basic and necessary step, which develops the students’ skills of listening, reading and writing.
Step 4 Pairwork
a. T—S: where did Tina go on vacation?
She went to the mountains.
b. Ask the students to practice in pairs as we 1c. Then they will come to the platform and click on the number to choose a picture and act it out randomly
Purpose: “Task-based”teaching method is used here to develop the students’ability of
communication and their ability of co-operation will be well trained. This step provides guided oral practice using the target language to consolidate the key structure and It can develop students’ skill of speaking and sense of language.
Step5 Production
Have students pretent to be reporters to interview anyone they want to ask about their vacation.
Purpose: After learning 1a—1c, it’s time to extend what they learnt just now and give the students a free space to show their abilities. With the real situations, students will feel easy and successful during this part. By way of communication, the students will understand how to use the key structure better and consolidate the knowledge firmly.
Part XI Homework
Do a survey and write a report about the classmates’ vocation.
Purpose: I think homework is so important that the students can speak english as much as they can in class or after class.I set this step in order to practice students’ skills of listening, speaking and writing.
Blackboard Design
《How much are these pants》
Unit 7 How much are these pants?
Section A
說課稿
Hello, ladies and gentlemen. My name is Wang Qiumei from No.2 Middle School. My subject is How much are these pants? Ch ose from Go for it Grade7.
一、 教材分析
(一)教材的地位及作用
本課是初一新教材第7單元的第一部分，教材內(nèi)容圍繞著詢問價格展開，讓學生學會談論物品的顏色。本課的教學內(nèi)容與學生的實際生活密切相關，易于引發(fā)學生運用簡單的英語進行交際和交流。在學習活動中運用句型進行交際，培養(yǎng)學生的口語表達能力。讓學生在學習及應用中，復習鞏固以前所學知識，并加以創(chuàng)新，并用到實踐中。把知識進行整合，讓學生頭腦中有一個整體的認識。
通過伙伴交流，師生問答的形式，促進學生之間和師生之間的情感交流，增進情誼。
(二)教學目標
教學目標Aim 記憶 物品pants , socks , T-shirt , shirt , shorts , sweater , shoes
理解 顏色理解：color , black , white , red , green , blue ,
應用 通過布置任務，讓學生在合作中進行語言交流。
德育 培養(yǎng)學生的合作精神，以及通過任務完成，學習勤儉節(jié)約的品德。
情感 激發(fā)學生學習英語的興趣，使學生獲得成就感，增強自信心。
(三)教學重點及難點
重點Importance Learn to ask about prices . 學習詢問物品價格。
難點Difficulty Learn to talk about clothing . 學習談論衣物，例如顏色、大小等�；顒又羞\用的單詞、句型。
二、教法滲透
本課主要運用“任務型教學法”，采用多媒體教學，并輔助于TPR(全身反映教學法)、情景交際教學法和游戲活動。
1、任務型語言教學法
任務型語言教學是交際語言教學近年來發(fā)展起來的一種教學方法，主張采用任務型語言教學的人認為：人們使用語言的過程就是一個完成各種各樣任務的過程。在本課的任務型語言教學中，我將依據(jù)課程的總體目標并結合教學內(nèi)容，創(chuàng)造性地設計貼近學生實際的任務活動，吸引和組織他們積極參與，使學生通過觀察、思考、討論、交流和合作等方式，在一種自然、真實或模擬真實的情境中體會語言、掌握語言的應用。
2、全身反應教學法
全身反應教學法(Total Physical Response，縮寫為TPR)是加州心理學家James J. Asher(詹姆士J.艾謝，1988)提出來的，注重語言學習中的互動模式，認為學生在一個較放松的環(huán)境中學習效果佳。緊張、焦慮的情緒對學習英語不利。在課堂教學的具體實踐中，讓學生根據(jù)教師發(fā)出的指令去模仿，以聽力訓練為主，待聽力和理解能力得到提高后，方進入說話訓練，是自然而然的學會語言的方法。
3、情景交際法
課堂教學以情景交際教學法為主，盡量給學生以足夠的聽、說、讀的機會，聯(lián)系實際，創(chuàng)設情景，引入討論主題，在交際中學英語。情景的設計注意銜接的自然性，主題的設計強調(diào)知識的漸進性和討論的可行性，并注意情感體驗和概括、推理思維的培養(yǎng)。
三、學法指導
1、合作學習：合作學習是指學生通過分工合作共同達成學習目標的一種學習方式。本節(jié)課將在課堂活動中把學生分成兩人一小組的學習小組，讓他們圍繞著課堂任務分工合作，在活動中相互探討、相互交流、相互合作，從而獲得知識、技能和情感體驗，發(fā)展他們的能力。
2、創(chuàng)設情景和有意義的任務活動，激發(fā)學生的學習熱情，培養(yǎng)他們的概括和推理能力，發(fā)揮他們自己的主觀能動性，把被動的學習變?yōu)橹鲃訉W習。
四、教學程序：
Listen to the English song .調(diào)動學生學習英語的興趣。
(一) 復習導入
運用多媒體復習服裝名詞和數(shù)字，為下文做鋪墊，復習所學過的對話，通過詢問What’s this?引出本課課題How much are these pants?
(二) 新授課
1. 運用實物引出詢問價格的方法
2. 學生操練句型
3. 講解形容詞(實物及多媒體)
4. 聽力訓練
5. 情景對話
6. 總結
7. 作業(yè)
(三) 板書設計
板書設計Board Unit 7 How much are these pants?
-How much is the blue shirt?
-It’s eighteen dollars .
-How much are these socks?
-They’re two dollars. big small long short
本課以素質教育為目的，結合教材重點，難點及英語學科特點，利用多媒體輔助教學，從視、聽、說等方面使學生得到鍛煉。在愉快、輕松的氛圍中達到初步運用英語交際的能力。由于缺少經(jīng)驗在教學過程中難免會出現(xiàn)不足，敬請各位老師不吝賜教。
The Teaching Plan for Unit Seven
Subject: English
Teacher: Wang Qiumei
School: No.2 Middle School, Jiayin
Topic: Go For It Students’ Book Grade 7
Unit 7 How much are these pants?
Type: Newly taught
1. Teaching aims
(1). Knowledge: Ask for and answer the prices of something
(2). Ability: Use the sentences patterns correctly in the daily life
(3). Moral aims: Teamwork
2. Important points
Learn to ask about the prices
3. Difficult points
Learn to talk about clothing
4. Teaching aids
Computer, materials, recorder, cards
5. Teaching steps
(1). An English song
(2). Revision
(3). Presentation:
a. Explain the new sentence patterns
b. Drill
c. Explain the adjectives
d. Listen
e. Drill
f. Go shopping
(4).Summary
(5). Homework
(6). Blackboard design
板書設計Board Unit 7 How much are these pants?
-How much is the blue shirt?
-It’s eighteen dollars .
-How much are these socks?
-They’re two dollars.
big small long short
《Don’t eat in class》
一、教材分析
本單元是人教版《新目標》的第十二單元。這本教材的詞匯量很大，內(nèi)容新穎，尤其是生動活潑的卡通化的畫面，很符合七年級學生的年齡特點和心理特點，其中還囊括了很豐富多彩的文化知識，以及合作探究的活動，十分貼近學生的實際生活經(jīng)驗。本單元的話題Talk about rules.與日常生活密切相關。作為一名中學生，遵守學校班級、家庭和社會公共場所的規(guī)章制度是必須的。在談論規(guī)則時，一般運用祈使句、情態(tài)動詞can和have to等。這是英語新課程標準中規(guī)定所必須掌握的內(nèi)容，是交際英語中必不可少的項目。因此，本單元對于提升學生的學習興趣而提高學生的聽、說、讀、寫能力有很大的幫助。并通過self check檢測，積極地、及時地尋找各自的不足，以便學生樹立良好的內(nèi)在動機，不斷獲得成就感。
二、教學目標
1、教學目標
⑴知識目標
這一單元主要話題是“Talk about rules談論規(guī)則”，其中主要涉及內(nèi)容如下：
A、Functions功能：談論規(guī)則，并制定規(guī)則。
B、Structures語法結構：祈使句和情態(tài)動詞Can和have to的用法。
C、Target Language日常交際用語：
Don’t eat in class!
Can we wear hats?No，we can’t.
We don’t have to wear a school uniform等。
D、Vocabulary詞匯：rule、classroom、hallway、fight、have to等。
(2)能力目標
培養(yǎng)學生運用所學句型談論規(guī)則的能力，并培養(yǎng)學生遵守規(guī)則的習慣。
(3)情感目標
A、談論規(guī)則有利于學生守秩序，遵紀守法，使學生感受到自覺遵守各項規(guī)章制度的好處。
B、有些規(guī)則是必要的，但規(guī)則太多卻使人感厭煩!學生在遵守規(guī)則的過程中會體驗到不同的情感。
2、教學重點、難點
(1)重點：學習并運用談論規(guī)則的日常交際用語及詞匯。
(2)難點：祈使句否定形式以及have to的用法。
3、教具準備：把學校的一些規(guī)則制成卡片，投影儀、錄音機、圖片等。
4、課時安排：根據(jù)學生的實際情況，將用4個課完成教學任務。
三、學情分析
我所任教的班級為我校七年級的學生。我校位于農(nóng)村,因此絕大部分的學生來自周邊的農(nóng)村，再加上周圍方言的影響，更是對英語學習造成很大的困難，而學生英語基礎更是參差不齊。課堂上相當一部分學生由于基礎或是個性差異原因對學習英語缺乏自信。能夠很投入，很積極學習的常常只是很少部分人。學生優(yōu)差的兩極分化非常嚴重，男女生的差異也很大，通過上個學期的學習，女生在英語學習的信心上明顯劣于男生。因此，教師應采取積極措施及時幫助那些“弱勢群體”，幫助他們樹立自信心，激發(fā)他們學習的興趣，讓他們體會到英語學習的樂趣。
四、教學設計理念
本單元幾個課時教學設計均強調(diào)從學生的學習興趣，生活經(jīng)驗和認知水平出發(fā)，結合本校實際，談論學校班級的各種規(guī)章制度以及規(guī)則的優(yōu)點和不足。提倡采用任務型語言教學途徑和方法，鼓勵學生在教師的指導下，通過體驗、實踐、參與、探索和合作等方式，發(fā)現(xiàn)語言的規(guī)律，逐步掌握語言知識和技能，不斷調(diào)整情感態(tài)度，形成有效的學習策略和自主學習能力。
五、說教法
1、聽說法：以聽、說、讀、寫、練為主，通過對本課重點句型的學習培養(yǎng)學生聽力、口語以及書面語的能力。
2、交際法：注意語言的運用能力，培養(yǎng)學以致用的意識，有利于激發(fā)學生的學習興趣和相互作用。
六、學法分析
新課標準強調(diào)以學生為中心，學生作為學習的主體，教師的主要任務是幫助學生形成有效的學習策略，發(fā)展自主學習的能力。在本單元教學中，教師應引導學生：
1、各校都有自己的規(guī)則，談論規(guī)則是常見的事，大家應養(yǎng)成經(jīng)常使用英語談論的習慣，提高口語能力。
2、學習英語不是一朝一夕的事，要求學生長期練習，多聽、多說、多練，只有堅持不懈才能學習好英語。
七、說教學程序。
第一課時
一、教學目的
本課主要學習句型What are the rulers at your school?Don’t run in the hallways. Don’t listen to music in the classroom or hallways.Don’t fight.運用這些句型談論規(guī)則。
二、教學過程
1、導入設計：教師事先安排學生聽一首英文歌曲，問他們： “What do you think of this song?”復習上一節(jié)課的內(nèi)容。再問：“Can we listen to it in class?”這樣便引出學校規(guī)則討論。
2、整體感知：
(1)充分利用圖片以及實物進行直觀教學，引出本課的主題—“Rules”—school rules.
(2)呈現(xiàn)大量圖片，并引導學生談論圖上的人物以及規(guī)則，學生有不理解的，教師要講解。
(3)檢測討論學習結果，完成la里的內(nèi)容。
(4)聽力檢測：聽錄音完成lb里的內(nèi)容(Peter2,Selina3,Nick4).
3、投影—鞏固練習：根據(jù)下邊的規(guī)則，用情態(tài)動詞can來表達，意思不變。
Rules
(1)Don’t run in thehallways.→We can’t run in the hallways.(例子)
(2)Don’t arrive late for school.
(3)Don’t eat in classroom.
(4)Don’t listen to music in the classroom or hallways.
(5)Don’t fight.
4、Pair work 角色扮演。
場景一：In the hallways.場景二：In the classroom.
A: What are the rules at your school?
B: Well，we can’t run in the hallways.
5、合作探究：
在教師指導下，用幻燈片把學校班級的規(guī)則，或是《中學生日常行為規(guī)范》投影出來，供學生充分運用句型談論規(guī)則。
