? ? ? ? ? ? ? ? 高中英語說課稿

Good morning, my dear judges. Shall I start, ok, thank you. I’m so glad to stand here to interpret my teaching idea. My topic is how life began on the earth? It consists of following aspects: the analysis of teaching materials and students, the teaching aims, teaching procedures and so on.

I Analysis of teaching material

Firstly, let’s focus on the analysis of teaching materials. The lesson I’m going to talk about is from the reading part, unit 4, New Senior English for China, Book 3. The main topic of the passage is the development of the life on the earth. After this lesson, students will know some knowledge of the evolution of the earth, their reading and speaking skills can be improved as well.

II Analysis of students

Secondly, my students are in senior 2, they have learned English for many years and they have known some basic geographical knowledge, but it’s still a little hard for them to know something about astronomy. So during my class, I’ll arrange various activities to help my students join the class very well.

III Analysis of teaching aims

Based on the syllabus and the analysis of teaching material, I set up 3 teaching aims as follow:

1. Knowledge aims

Students can know some new words, such as carbon, multiply, atmosphere and so on.

Students can know more about the evolution of life on the earth.

2. Ability aims

Students’ reading ability can be improved by reading the passage in different ways.

Students’ ability of logic thinking can be trained.

3. Emotional aims

After this lesson, students will have more interests in learning English and reading some astronomic books.

IV Analysis of key and difficult points

According to the teaching aims, the key points of this lesson are to let students grasp the details of the passage and understand this passage logically.

The difficult points are helping students form their own thoughts, let them believe the science and protect our earth.

V Analysis of teaching and study methods

To achieve the teaching aims, I’ll mainly use task-based teaching method, multimedia method and so on. For my students, they can discuss in groups and communicate with each other fluently so as to be the real host of the class.

VI Analysis of teaching procedures

Next, let’s come to the most important part-teaching procedures. It includes several parts, warming up, pre-reading, while-reading, post-reading, summary and homework.

Warming up

The first step is warming up. I’ll show my students a picture of 8 planets in universe and ask them a question “where are we living now?” , they may answer “earth”, and I’ll introduce names of other planets, such as Mars, Moon and so on. I’m going to ask another question “which one is earth?” they start to find the earth from the picture.

Pre-reading

My students have already learnt English for several years and they have known something about geography, so they may know the third planet is the earth in the picture. By doing so, their interest is aroused. I’ll continue to ask “Do you believe the story Atom and Eve or the Chinese story the Goddess mending the sky?” when they say “No”, I’d like to ask “So why we exist on the earth?” In this way students can start to think and it’s good for me to move the next stage to let them read the new passage and find out some ideas.

While-reading

In such a nice atmosphere, I’ll use task-based teaching method to begin my class.

Firstly, I’d like to give 2 minutes to have a global reading, they should find out the creature line of the development of the earth and then I’ll invite one student to write it on the blackboard. Fast reading can help students understand the whole passage quickly and practice their logic thinking. Their skimming skill can be improved as well.

Then, it will be detailed reading. I’ll let one student read the paragraph 1-3 , the other students need to answer my question “why did the plants grow before the animals?” to practice their listening ability. And explain the new word “carbon, oxygen”.

After this, I’ll ask another students read the next paragraph and let them talk about how dinosaurs developed on the earth and explain the phrase “give birth to” by giving example sentence “female pandas give birth to babies.”

The last paragraph, I’d like to ask them to read it together and find out that what should we do to prevent the carbon dioxide into the atmosphere. So after all these reading, students can understand this passage deeply.

Post-reading

Now, it should be post-reading. In order to make sure that the students can understand the new lesson, I’ll ask students to read this passage loudly in 5 minutes, so their speaking skill is improved, too.

After 5 minuts, I’d like them to discuss a question “what will earth be in the future if people continue to pollute environment?” They can discuss in groups of 4 in 3 minutes. Later I’ll ask students to share their opinions, during this time, I’ll keep encouraging them to open mouths and show themselves. By doing so, I can practice their logic thinking and speaking skills. And then there is a post activity, my students can organize themselves in groups of 4 or 5 to design a poster, the main topic pf the poster is what kinds of measures should be taken to protect our earth. After several minutes, they can share the posters in our class. In this way, they can foster their interest in learning English.

By the end of class, I’ll make summary with my students and tell them we should protect the earth, the only home of human being. So after this lesson, they need to write an article about how to protect the earth form their own point of view.

This is my blackboard design. It’s simple and clear.

? ? ? ? ? ? ? 初中英語說課稿

《Unit5 Do you want to watch a game show?》

It is my great hour to interpret my class with the topic of “ Mickey Mouse”, a famous cartoon character in American culture “It includes several parts: The analysis of teaching materials and students, the teaching procedures, and so on

I. The analysis of teaching materials

First of all, let’s come to the teaching material analysis. The lesson is chosen from PEP English book of junior high school, grade 8, Unit5, the reading part. (板書Unit5 Do you want to watch a game show) The passage is mainly about a cultural cartoon character, Mickey Mouse. After this lesson, ss’ will know the history of MM and their reading and speaking skills will be improved.

II. The analysis of Students

For my students, they are in Grade8. After years of English learning, they have some knowledge of words, expressions, and sentence structures. However some of them are too shy to open their mouth, cannot express themselves bravely, and afraid of making mistakes. As a result I will design some activities to improve their communicative ability.

III. The teaching aims

Based on the analysis above, I set up my teaching aims as follows:

Knowledge Aims/ Ability Aims/ Emotional Aims

Ss will know the history of MM, and can master some new phrases, such as try one’s best and know the name of Chinese Four Major Classic Novels

For the Ability aims, their reading skill will be improved by reading the passage in different ways. And Ss’ divergent thinking can be trained in post-reading discussion.

After the class, Ss will have awareness of cultural integration, and have more confidence to Chinese culture and their team-work spirit is trained through group assignment.

IV. The key & difficult points

According to the teaching aims, the key point of this class is to let students catch some details info. of MM and cooperate with each other in group assignment.

The difficult point is to cultivate ss positive attitude towards Chinese Culture.

V. The teaching & learning Methods

To achieve the teaching aims, I will mainly use the task-based teaching method, multimedia teaching method, etc. And I will guide the students to learn by themselves, and to cooperate with each other, so that they can be the real host of the class.

VI. The teaching procedure

Now, let's come to the teaching procedures, which include 5 parts: warming-up, pre-reading, while-reading, post-reading, summary and homework.

Setp1: Warming-up

To get closer to my student at the beginning of the class, i will greet them with some questions like “Hello boys and girls how did you spend your weekends?' The students are familiar with each other and would like to share interesting things. So I will receive many answers. Then I will share my weekends: watched my favorite cartoon movie "Zootopia", and I will continue to ask them "Boys and girls what is your favorite cartoon movie?" As the students are in Junior high, they have seen lots of cartoons, so they will be very active to answer this question. They will give the answer “Lion King” “Snow white” “Beauty and the beast""Zootopia", then I will explain, all these great movies are produced by Disney Company. “And today we are going to meet a friend coming from Disney Movie, his name is Mickey Mouse.”

Setp2:? Pre-reading

Before reading the passage, I will show a picture of Mickey Mouse in Disneyland Them’ Park on the screen, and ask the students to guess the main idea of this passage according to pic, which will arouse their interest and curiosity towards the passage. As a result they are eager and passionate to join my class and cannot wait to learn this lesson, at the same time their prediction skill is trained.

Setp3: While-reading

* Then I will give student 3min to have a global reading to understand the passage quickly. While reading, I’ll ask them to check their prediction in the pre-reading part, and find out the time plot of how Mickey Mouse became so popular. After the reading I will invite one of the students come to the front and write it on the blackboard. (板書：timeline) By doing so, Ss' skimming skill can be practiced.

* For the detail reading part, I will give the ss 5 min to read the passage carefully, and underline the important information about MM. After reading I will explain the new? phrases “come out" and" try one's best"(板書：Phrase) I will paraphrasing the new phrase in English to cultivate ss' English way of thinking.

* In order to let the Ss understand the passage deeply, I will divide them into group of 4 and give them 5min to fill in a chart with the information of MM, they’ve just marked in the textbook. The questions in the chart include “Who made him?” “Who is his girlfriend?” “Why MM is so popular” During their group assignment, I will walk around and encourage them to work together, so that their team spirit can be improved. After the group work, I will invite one group to share their ideas. I will write the answer on the blackboard (板書：chart). In this way ss can catch the important info. through detail reading.

Step4:post-reading

For the post reading part, I’ll give all the students 3min to go through the passage quickly, and have a discussion “Boys and girls, have you notice that Mr. MM is coming to China? What do you think of this phenomenon?” They will have 5min to discuss with the group members. As they can think independently and are very informative, so it is not difficult for them to answer this question. I will invite some groups to share their ideas. With the fast and rapid development of internet and information, MM, the symbol of American culture, has come to our Chinese culture, Chinese people know him by movies, internet, and Disney Theme Park in Shanghai and Hong Kong. MM has been a superstar already in China.

And then I will guide them to think about the integration of western and eastern culture. In order to train their divergent thinking ability, I will ask them which cartoon character can be a symbol of Chinese culture, and is also well known in Western countries. They may mention Monkey King. He is very brave to face so many difficulties, when he protects Tang Priest all the way to the West. People are moved by his loyalty and braveness. In this way ss’ speaking ability is practiced. In order to broaden my ss’ horizon, I will introduce Chinese “Four Major Classic Novels”. They are “Journey to the West” “Three Kingdoms” “The Water Margin” “The Story of the Stone”. So that ss will have the awareness of cultural fusion and at the same time enhance the confidence towards Chinese culture.

Step5: Summary and Homework

At the end of class, I will make summary together with the ss, and leave them homework to write an article about their favorite cartoon characters with info they search online.

VII. The black-board design

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? ? ? ? ? ? 小學(xué)英語說課稿

? ? ? ? ? 《Unit 2 My family》

Good afternoon, my dear judges, I’m No.1, it’s my great honor to stand here to share my teaching ideas. My topic is unit 2, my family. It consists of several parts, the analysis of teaching material and students, teaching aims, teaching key and difficult points, teaching methods, teaching procedures and blackboard design.

I Analysis of teaching material

Firstly, let’s focus on the teaching material. The lesson I’m going to talk about is from the part ‘Let’s learn’, unit 2, the second semester of grade 3, PEP English for primary school. The main topic of this unit is family. After this lesson, students will know some words about main family members and learn how to correctly ask and express the family relationships.

II Analysis of students

Secondly, my students are in grade 3 of primary school, so they are active and curious about the new things. Since my students have learned English for half a year, they have some basic English background knowledge, so, I’m going to attach more importance to communicate with them, providing more chances for them to practice English.

III Analysis of teaching aims

Based on the syllabus, I set up 3 teaching aims as follows:

First one is Knowledge aims

Students can learn some words of main family members, for example, father, mother, dad, mom and learn how to correctly ask and express the family relationships.

And next is ability aims

Students can improve their listening and speaking skills through various activities.

Students can use some expressions about family in daily life.

The last one is Emotional aims

After class, my students will be more interested in speaking English.

IV Analysis of key and difficult points

The key point of this lesson is to let my students learn some words of main family members, such as father, mother, mom and some expressions about family relationships, “Who’s that man(boy)? He’s my…Who’s that woman (girl)? She’s my…”.

The difficult point of this lesson is to let students master the pronunciation of the new words, make clear about the relevant expressions and use them naturally in their daily life.

V Analysis of teaching and study methods

According to the teaching aims, I’d like to use communicative approach, task-based teaching method and multimedia method. My students should interact actively with me and become the real host of the class.

VI Analysis of teaching procedures

Let’s come to the most important part, teaching procedures, it includes several parts: warming-up, presentation, practice, production, summary and homework.

Warming-up

In warming-up, I’ll sing a song called “finger family” for my students, and then ask them to sing it again. “Good morning, boys and girls, before class, I would like to sing a song for all of you here? Please listen to me carefully, OK? Now, are you ready? Let’s go. Daddy finger, Daddy finger, where are you, here I am, here I am, I love you; Mummy finger, Mummy finger, where are you, here I am, here I am, I love you, Do you like this song? Let’s sing it together!” After this song, I would like to tell them that we should not only love our parents, but also love our brothers, sisters, grandpa, grandma and everybody who loves us. In such a nice atmosphere, it’s good for me to move on to the new lesson.

Presentation

Secondly, presentation step, I’ll show the picture of a famous Chinese cartoon Little head father and big head son, I point the man in the picture and ask them “who is he”, they may answer “daddy”, this time, I’ll will show one of new words, father, on blackboard, for example, “we can also say father or dad”, next, I point the woman in the picture and ask them “who is she”, they may answer “mummy”, and then, I’ll show another new word “mother” . I’ll lead them to read after me for twice or three times and in this way my students can understand the words deeply.

Practice

Then, it should be practice step. I’ll set a game to let my students master the usage of the new words. The game is “finger show”, I’ll mark the new words with different numbers, and then I’ll guide my students to play this game. When I show one finger, they should speak out the new word “father”, two fingers, they should react with “mother”, when I show three fingers, they should say “mom” and when I should four fingers, they will say “Dad”. After that, the atmosphere in class can be aroused. Next, I’m going to show fingers faster later to make them clear about those new words. Then, I’ll play the listening material from the book and students could imitate the tone of conversations during the listening, after that they can practice with desk mates for 1 minutes. By doing so, their listening and speaking skills can be improved.

Production

Let’s go to the production part. I’ll give my students 3minutes to draw their own family photos, and make some conversations about photos with their desk mates, and then I’ll invite several groups to share their dialogues in class. In this way, my students will be much clearer about the new words we have learned today and they will apply these expressions about family in daily life.

Then, I’ll lead my students to learn the chant from the book to make fun in their English learning. For example, “OK, boys and girls, let’s learn a chant, are you ready? The man is father-tall, tall, tall; the woman is the mother-not so tall; that’s the son-small, small, small; they are the family, one and all!”

Summary and homework

Next is summary and homework part. By the end of the class, I’ll do the summary with my students. I’m going to let them read the new words and expressions again to consolidate their pronunciation. As for homework, they need to write the new words and key expressions on the notebooks, I’ll check them next time.

VII Blackboard design

This is my blackboard design, it’s simple but clear.

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