初三英语说课稿：Unit 9 Section B

第47页共47页初三英语说课稿：Unit9SectionB【以下为赠送相关文档】教案扩展阅读高三英语说课稿：Unit11Keytosuccess章虹一、教材分析^p当今世界趋势倾向多元化，而其突出地表如今个人的创造思维和群体间的合作精神。为此，在中学阶段培养学生的合作意识，创造思维就显得尤其重要。本单元的中心话题是“成功的关键”内容涉及个性特征、个人品质、团队精神、成功之路、社会行为和社会关系等，语言技能和语言知识都是围绕这一中心话题设计的。通过本单元教学，学生理解了走向成功的诸多要素，明白团队精神在集体活动中发挥的重要作用。1、Warmingup局部通过对一系列问题的讨论来确定自己属于哪一种人，具有怎样的品德和个性。目的是让学生学会议论社会行为和社会关系。2、Listening局部通过对三个问题的小组讨论来理解学生业余时间的安排。让学生通过对兼职工作的讨论初步理解团队精神。3、Speaking局部首先向我们阐述了具有老实，负责、可信这些品德给我们带来的好处，接着通过三个情境来对学生进展检测。4、Reading局部是一篇关于团队工作的文章。通过阅读，让学生理解团队精神的重要性，知道一个团队应如何良好运转。5、Languagepractice局部设计了系列练习，让学生在练习中稳固本单元所学习的重要单词和短语。6、Integratingskills局部讲述了李永红奋斗的经历，是让学生在阅读中理解成功的真正含义并让学生意识到每个人的成功之路是不同的，每个人都应选择合适自己的成功之路。7、Writing局部是对李永红现象的反思。要求学生以书信的形式就李永红的选择发表看法。写一篇书信。二、教学重点和难点〔一〕重点1、词汇：重点单词和短语:reputationpromisecontradictoryambitiouscongratulatehands-onstickwiththroughthickandthinpulloutofinrealitykeepan/one’seyeontake…intoaccountasawholeonceagainliveupto2、Makethestudentsbefreetotalkaboutsocialbehaviors3、Understandthereadingpassageandcantalkmoreaboutteamwork.4、Improvethestudents’readingandwritingskills.〔二〕难点1、Howtomakethestudentsexpresstheirideasfreely,andletstudentssolvesomeproblemsindailylife.2.Helpstudentsimprovetheirlisteningmemoryability.3.Howtounderstandthereadingpassagebetterandgraspitsmainidea.4.Mastersomenewwordsandphrases,andknowhowtowritealetteraboutsuccess.三.、教学目的〔一〕语言知识1.话题：Talkingaboutsocialbehaviorandsocialrelations.2.功能：Expressingdecisionsandopinions.3.词汇：〔见教学重点〕〔二〕语言技能1.说：要求学生根据三个情景复习表达意图和决定的句型，进展讨论。2.读：要求学生理清文章的脉络和主要观点，继续训练各种阅读技能。3.写：通过本单元的学习，要求学生用书信的形式，表达对人生选择和成功的看法。〔三〕情感目的1.通过阅读Teamwork这篇文章，帮助学生树立合作意识。2.通过学习和讨论何谓成功的话题，帮助学生形成对成功的科学看法，从而树立正确的人生观、价值观和世界观。三、教材重组本单元教学设计创新之处①始终坚持任务目的→导说→活动或讨论→反应或笔头落实→环环相扣，逐步铺垫。②增减或改编了局部教材，讲练结合，当堂稳固，到达知识到才能的正向迁移。③设计合作学习和小组讨论的方式来进步学生合作学习意识和才能。ReadingTeachingmethods:1.SkimmingandScanningmethods2.Inpidual,pairworkorgroupwork3.Discussion.Teachingprocedures:Step1.Greetingsandlead-inT:I’msureallofyouknowthestoryaboutThreeBuddistMonks,right?T:Now.let’sseethestory.Screen:一个和尚一只蚂蚁……三幅画两个和尚挑水三幅画几只蚂蚁……三个和尚很多只蚂蚁……T：What’stheproblemwiththethreemonks?Howdotheantswork?S：Themonkshadnowatertodrink,whileantscarriedalotofrice/foodtotheircaves.T:Sofromthesetwogroupsofpictures,whathaveyoulearnt?S:Cooperationisveryimportant.Inotherwords,teamworkisveryimportant.Step2pre-readingT:Nowcanyougivemesomeexlesaboutsituationsinourdailylifewherewemustco-operatetoacplishsomeparticulartasks.(Showpicturesonthescreenatthesametime)talkaboutsportsgames.AsktheSstodiscussthemwithpartnersaccordingtothefollowingquestion:Whataretherequirementsforasportsteamtofunctionwell?Severalminuteslater,asksomestudentstoanswerthequestions.T:Whatisthemostimportantthingdoyouthinkforateamtowinamatch?T:Verygood!Ialsothinkco-operationinateamisveryimportant.Step3ScanningShowthefollowingquestionsonthescreen.1.Insportsgames,aplayer_______.A.oftenchangeshisroleB.hasaclearroleC.feelsthatplayerswithdifferentabilitiesmakedifferentcontributionstotheteam.D.acceptsthesameexpectationsandresponsibilitiesastheotherplayers2.Theauthortakesforexletoshowhowateamcanworkwell._______A.thesportsteamB.theprojectteamC.therugbyteamD.adynamicteam3.Whatisthemainideaofparagraph7?_________A.Howaprojectteamisdifferentfromarugbyteam.B.Howaprojectteamworks.C.Inaprojectteam,peoplewhohavedifferentabilitiesandpersonalitieshavedifferentrolesintoteam.Severalminuteslater,checktheanswerswiththewholeclass.Suggestedanswers:1.B2.A3.CStep4SkimmingT:Nowwearegoingtoreadthepassageagainandanswerafewdetailedquestionsonthescreen.1.Whyarepeoplesometimesmadeupateamtofinishajob?2.Whatiscoach’sjobinasportsteam?3.Whyisworkingingroupsatschoolanopportunitytolearnaboutteamwork?5.Whatwillthelackofrecognitionofdifferencesinhumanfunctioningleadto?Afewminuteslater,checktheanswerswiththewholeclass.Ⅱ.Showthefollowingformonthescreen.Askthestudentstopidethetextintoseveralpartsandtrytosummarizethemainideaofeachpart.Afewminuteslater,askseveralstudentstogivetheiranswers.Suggestedanswers:partsMainideapart1(paras.1-2)Whatisateam.part1(paras.3-4)Sportsteam.part3(.5)Workingingroupsatschoolisanopportunitytolearnaboutteamwork.part4(paras.6-7)projectteam.part5(paras.8-10)Howtomaketeamsfunctionwell.Step5post-readingAskthestudentstoreadthetextagainandfinishtheexercisesinpost-reading.Step6SummaryThepassageismainlyabouttheimportanceofteamwork.Ittellsusthatteamworkisnecessaryandimportantbecausesomeworkinourlifecannotbeacplishedbysomeonealone.Workinginteamsatschoolisapreparationforourfuture.Tomaketheteamfunctionwell,allteammembersshouldhelp,respectandsupporteachotherandbeclearabouttheirroles.Ontheotherhand,itisimportanttoknoweverymember’sstrengthsandshortings,becausedifferentpersonalitiesandabilitiescanfitdifferentrequirementsinthesocietyandcanhelpusavoidembarrassingotherteammembers.Inthisway,wecanmakethebestofworkingwithteammembers.Step8HomeworkLookonyourclassasateam,andwriteapassagetoshowhowtomaketeamworkfunctionwelltomakeyourclassstrongandmakegreatprogress.高三英语说课稿：Unit5TheBritishlslesUnit5TheBritishlsles(warmingup&speaking)BriefStatementsThetopicisabouttheBritishIsles..Inthefirstperiod,wewilldealwithWarmingupandSpeaking.Inwarmingup,bywatchingavideoabouttheBritainandtalkingaboutEnglishcities,food,sports,placesofinterest,schooleducation,geography,famouspeople,etc.thestudents'desiretoknowmoreaboutBritaincanberaised.Speakingwillincludesthreetopics:IsEnglisheasyordifficulttolearn?Howcanwelearngeographywell?What'syouropinionaboutthedevelopmentofacountry?,andthestudentscanexpressvariousopinionsfreely.Eachtopiccanbediscussedfromdifferentsides.Thestudentscanreachanagreementonthepoints.Meanwhile,theirabilitytospeakEnglishcanbegreatlyimproved.Iprovidetwotopics:DoyouagreethatShangwenjieisabeautifulsinger?DoyouagreethatZhoujielunisagoodsinger?Whicharetheirfavoritetopics.Thenaskthemtomakeadialoguebyusingtheexpressionsofagreementsanddisagreements.Afterthat,Iprepareadiscussionforthestudents.Thetopicis:Imaginethatyouaregoingonafour-weektripthroughtheUK.Makeatravelplanforit.Include:Whereyouwillgo?Whatclothesandthingsyouwilltake?Atlast,IwillconsolidateamapofUK.Iwillaskastudenttoexplainthemapforallthestudents.Then,IwillshowsomefamousattractionsofUKtopleasethestudents.Ifthereisenoughtime,IwillprepareavideoaboutIrelandagain.TeachingAims:1.EnablethestudentstotalkabouttheUKandIrelandinEnglishandexpressagreementanddisagreementaboutsomeopinions.2.Helpthestudentslearnhowtodescribeaplace.3.LetSslearntousethestructuresofexpressingagreementanddisagreement.Teachingprocedures:Step1Lead-InShowtheclassthemapsoftheUnitedKingdom.playthevideoabouttheBritain.ShowsomepicturesabouttheUnitedKingdom.Step2.WarmingUpByasking:Howtosay“英国”inEnglish?Thencorrectthestudents’mistakes.Todaywe'lllearnanewunit--theBritishIsles.Inthelastperiod,ItoldyoutosearchforasmuchinformationaspossibleabouttheUKandIrelandthroughtheInter.I'msureyou'vegotalot.Referencesforteachers:Foodanddishes:roastedbeef,steakkidneypie,Englishfishchip,chickenalaking,sandwichandsoon.Sports.walking,swimming,playingfootball,playingtennis,bicycling,skating,hikingandsoon.Wayoflife:DIY.Theyoftenfixupahouse,planttheirgardens,andmakefurniturebythemselves.Eventheybuildtheirhousesthemselves.Importantcitiesare:London,Liverpool,Manchester,Birmingham,Edinburgh,Dublin,Cardiff,Belfastandsoon.LondonisthebiggestcityandthecapitalofEngland.ItliesontheRiverThames.Londonisalsoaculturalandpoliticalcenter.Inittherearemanyworld-famousplacesofinterest.placesofInterest:St.Jamespark,Hydepark,BigBen,TowerBridge,theHousesofparliament,Buckinghampalace.Nationalwestminsterandsoon.Geography:fourparts.TheyareEngland,Wales,ScotlandandNorthernIreland.Therearemanykindsofnaturalresources,suchascoal,iron,oilandnaturalgas.Languages:EnglishistheofficiallanguageintheUK.Itisalsowidelyusedintheworld.Rreligion&beliefs:peopleintheUKmostlybelieveinChrist.SomeofthembelieveinIslam,andBuddhism.Schools:Twokinds.Oneisprivateschoolandtheotherispublicschool.Schoolingisfreeofchargeinpublicschoolswhileitcostsmuchinprivateones.Therearemanyworld-famousuniversitiesintheUK,like,CambridgeUniversity,OxfordUniversity,LondonUniversityandsoon.FamouspeopleShakespear/FranscisBaconStep3Speakingpresentation:Sofar,wehaveknownsomuchabouttheUKandIreland.pleaseanswermyquestions:DoyouagreethatDavidBekhamisabasketballplayer?(ShowsapictureofDavidBekham)Theteacherisshowingthetipsofagreementsanddisagreements.Suchas:Don’tyouthinkthat...?Idon’tthinkthat’sright...Idon’tthinkso.Youmustbemistaken...No,youarewrongthinkingabout...I’mafraidyou’rewrong...?Aren’tyouconfusing...?I’mnotsosureaboutthat...Surelyitmustbe...Yes,youareright,but...Ibelievethatyou’vegotitright.Yes,Iagreewithyou.ThenshowapictureofShangwenjieandZhoujielun,askthestudentstotalkaboutthesetwosuperstarsbyusingtheexpressionsabove.MakeupdialoguesAsktheSstousetheseexpressionstomakeupadialogueinpairsSledialogues:1.A:DoyouagreethatShangwenjieisabeautifulgirl?B:Verybadly.Ifinditdifficulttosay.Idon’tthinkso.A:Whydoyouthinkso?B:Asyouknow,Ithinkshelookslikeaboymorelikeagirl.A:ButIcan'tpletelyagreewithyou.Inmyopinion,sheisverybeautiful,Ilikeherverymuch.2.A:Whatareyoudoing?B:I'mreadingtheposterofZhoujielun..A:Well,doyouagreethatZhoujielunisagoodsinger?B:Yes!Ithinkso.Ilikehismusicstyleverymuch.A:Yes!Iagreewithyou,Ilikehisperfectvoice,too.Iwillaskseveralpairstoshowtheirdialogues.Thenaddtheirpoints.Step4DiscussionImaginethatyouaregoingonafour-weektripthroughtheUK.Makeatravelplanforit.Include:Whereyouwillgo?Whatclothesandthingsyouwilltake?Sledialogue:1.A:Hello,FenlanB:Hello,Zhuanglin,haveyoudecidedwhichcountryyouwillgo?A:Er,IthinkIwillchooseEngland.B:Why?A:BecauseIliketheLondonBridge,theRiverThames,Iwouldliketoknowsomeculturalaboutit.B:OK!Well,whatclothesandthingsyouwilltake?A:Iwilltakemypoetryshirtsandskirts.AndIwillalsotakemyumbrellathere.BecauseIheardthatweatherisrainyoften.B:OK!It’sverylate,mymotheriswaitingforme.Bye-bye.2.A:Hello,ThisisYangjin.CanIspeaktoLinjing?B:Hi,Yangjing.ThisisLinjingspeaking.A:Longtimetomeetyou.Whydidn’tyougotoschoollastweek?B:IwenttoEnglandlastweek.A:Really?Iwanttogonextholiday.WhatdoyouthinkaboutEngland?B:Itisabeautifulcountrywithmanyinterestingplaces,ifyougothereyoucantakeacamerawithyou.ome?B:Noproblem!Haveaniceholiday!A:Thankyou!Bye-byeB:Bye.Step5ConsolidateAskoneofthestudentstofinishtheexplanationofthemap.ShowsomepicturesoffamousattractionsofUKtothestudents.Step6Homework1.previewthenextlesson-reading.2.DoTALKING.Eachonewillbeasked:“whereyou’llgoandwhatyou’lldo.”Step7Let’sknowmoreabout:”UK”playthevideoabouttheIreland(Thetimepermits)人教新课标小学三年级英语上册《Unit5Let’seatB》说课稿一、说教材1、教学内容与分析^p我说课的内容是人教版《小学英语》三年级上册Unit5“Let’seat”B局部的第一课时，包括“Let’stalk”“Let’splay”。这一课时是在A局部学习“Ilike…Havesome…”的根底上，学习询问自己是否能得到想要的东西的表达法“CanIhave…?”另外，学生们还需要学习当别人对你说“Thankyou”时，你的答复“You’rewele.”2、教学目的①知识目的：A、能听懂、会说“CanIhave…?”并能询问自己是否能得到想要的东西，会说“You’rewele.”。B、初步听、说“milkCokejuicewatercoffeetea”这六种有关于饮料类的单词。C、在游戏活动中，能把新学的知识和已学的知识联络起来。②情感目的A、让学生在实际情景中学会运用语言，感到学习英语是有用的，产生成就感，从而能更好地进步学习英语的兴趣。B、在学习活动中积极，好动，充满好奇，乐于尝试。3、教学重、难点重点：①能用“CanIhave…?”来询问自己想要得到的东西②能初步听、说“milkCokejuicewatercoffeetea”这六种有关于饮料类的单词。难点：能准确听、说“milkCokejuicewatercoffeetea”这六种有关于饮料类的单词，并能在实际情景交流中适当而灵敏运用。4、说教学准备主要以现代化电教手段多媒体辅助教学，贯穿整个教学过程，增加了直观性和兴趣性，加大了课堂密度，进步教学效果。二、说学情1、学习需要分析^p小学三年级学生具有好奇、好动、喜欢游戏，乐于参与和表演，对英语学习兴趣浓的特点，但这些并不能持久，因此，要创设一定的情景，让学生在情境中学习，多种教学手段交替使用，尽量利用实物、图片以及课件等直观教具进展教学，使学生始终处于新颖，求知欲旺盛，学习情绪高涨的气氛中。2、学习程度分析^p在学习本课之前，学生已经具备以下语言知识和技能：可以听、说、认读一些食物类的词汇，并能用“Ilike…”表示自己对某种食物的爱好以及用“Havesome…”来给别人提供食物。三、说教法根据教学内容的特点，为了完成以上教学目的，更好地突出重点，打破难点，按照学生的认识规律，我采用复习旧知自然过渡，直观演示，愉快教学相结合的方法，层层递进，激发学生的学习兴趣，充分调动他们的学习积极性，保持他们强烈的好奇心和旺盛的求知欲，进而促使他们由兴趣开展到产生要学好它的志趣。鉴于本课的特点及学生现有的程度，我准备从听、看、读、说等方面逐步引导学生，开展学生的语言思维和运用才能。同时，多表扬，勤鼓励，使不同层次的学生都有学习积极性，在学习上均有所进步。四、说教学过程以及设计意图Step1Warm-up1、师生问好。2、Game:partA局部的“单词接龙”游戏。分小组进展，哪个小组最先完成任务，即为获胜组。〔设计意图：以学生已经熟悉的游戏，复习旧知，让学生充满激情地投入到语言学习状态，为后面新知识的学习做铺垫。〕3、Singthesong“Let’shaveapicnictoday.”(设计意图：通过唱歌，活泼课堂气氛，创设良好的学习气氛，并借助歌曲导入新课。)Step2presentation1、利用图片，创设情境，教学“You’rewele.”㈠播放完歌曲“Let’shaveapicnictoday.”后，师生谈话：T：Boysandgirls,Let’shaveapicnictoday,ok?Ss:Ok!课件播放picnic的情景，老师拿出事先准备好的食物图片，然后用这些图片与学生对话：T:Ilikehamburger,Whatdoyoulike?S1:Ilikehotdog.T:Havesomehotdog.(同时把食物图片递给与你对话的学生)S1:Thankyou.T:You’rewele.老师反复与多个学生进展以上对话，在说“You’rewele.”时，尽量以略微夸大的语气引起学生的注意，让学生在反复听老师夸大的语言中，熟悉并理解句子的意思，教育学生要养成良好的习惯，做个有礼貌，有修养的学生。㈡让学生以开火车的方式，用英语向同学说声“Thankyou”“You’rewele.”,学会感谢别人，学做有礼貌的孩子，来操练此句型。〔设计意图：巧妙的对话设计，在复习旧知的同时自然而然的引出新句型。学生在自然的状态下进入情境，很轻松地把新句型应用于语篇中，进步了语用才能。同时，在与学生对话时，递出图片，学生接到图片是会显得很兴奋，他们都想得到图片，因此会积极参与到对话中，充分调动了学生的积极性。〕2、教学句子“CanIhavesome…?”㈠操练完句型后，师做寻找东西的样子，并说:Ihavenofood,butI’mhungrynow.(同时捂着肚子装肚子饿)Whohavesomefood?师走到有食物图片的同学身边说：“CanIhavesome…?”引导学生答复：Sure,hereyouare.(老师在接到食物的同时，做吃东西的样子)反复从有食物图片的同学手中索取食物，同样让学生在反复听时熟悉并理解“CanIhavesome…?”Sure,hereyouare.㈡教授句型CanIhavesome…？Sure,hereyouare.然后让个别同学当效劳员，引导学生以之对话，从他手中获取食物，操练句型。3、教授单词Cokecoffeeteawaterjuicemilk㈠师拿着前面对话中搜集的食物图片：Wow,somanyfood.(做肚子饱状)I’mfull,butI’mthirstynow.(做口渴状)Whocanhelpme?课件播放声音：Icanhelpyou.同时课件出示图片Coke,并说“HavesomeCoke.”T:CokeCoke,Idon’tlikeCoke.课件出示图片coffeejuice,并说“coffeeorjuice?”T:Coffeecoffee,Idon’tlikecoffee.Juicejuice,Idon’tlikejuice.课件呈现剩下的所有饮料，并说“milk,tea,water,whatdoyoulike?”引出本课所需要认识的饮料类词汇。㈡教授新单词，有意识地给读得好的同学奖励。㈢practice(玩游戏，稳固所学词汇)①Simonsays②踩地雷(设计意图：人机对话，让学消费生神秘感，对即将学习的内容产生浓重的兴趣，进步学生的课堂专注性。Simonsays，踩地雷的游戏，让学生在游戏中稳固所学词汇，既增加词汇学习的兴趣性，又突出了教学重点，打破了教学难点。)③说chant〔分两组对说，一问一答〕CokeCokeCanIhavesomeCoke?Sure,sure,hereyouare.CoffeecoffeeCanIhavesomecoffee?Sure,sure,hereyouareTeateaCanIhavesometea?Sure,sure,hereyouareJuicejuiceCanIhavesomejuice?Sure,sure,hereyouareWaterwaterCanIhavesomewater?Sure,sure,hereyouareMilkmilkCanIhavesomemilk?Sure,sure,hereyouare(设计意图：说chant，让学生进一步熟悉本课所学的句型及词汇。)Step3post-task学习主题课文1、播放课件，理解课文内容。2、看课件跟读。3、分角色表演。Step4Consolidation课件播放在肯德基购物的场面，让学生运用所学知识，在肯德基里购物。〔设计意图：创设肯德基的购物场景，是为了让学生学会在实际情景中运用语言。〕Step5Homewoke1、听磁带，读单词和课文10分钟。2、在父母的陪同下，在肯德基中用英语进展购物。〔设计意图：学语言贵在运用语言，让学生在条件允许的情况下，把课文中死的东西活用，进一步升华学习语言的意义。〕板书设计：Unit5Let’seatCokecoffeeteaCanIhavesomemilkWaterJuiceSure,hereyouare.Thankyou.You’rewele.英语教案范例：Unit3Topic3SectionA范例I.Teachingbooks:projectEnglishUnit3Topic3SectionA.II.Teachingtools:taperecorder,wordcards,powerpoint.III.Teachingmethods:Teachingasawhole,visualandsituationalmethod,andteamcooperation.IV.Teachingaimsanddemands:1.Getfamiliarwiththefoodvocabulary.2.Learntheuseofcountableanduncountablenouns.3.Learnhowtoentertaingueststodinnerathomeandtheresponse.4.Keysentences:eg:Whatwouldyouliketohave/drink?--I’dlikesome…Wouldyoulikesome…?--Yes,please./No,thanks.V.Teachingprocedures:Step1:Organizationandrevision:1.Taskpresentation.2.Getfamiliarwiththefoodvocabulary.3.Learntheuseofcountableanduncountablenouns.4.Learnhowtoentertaingueststodinnerathomeandtheresponse.5.ListentothesongofABC.Whilelistening,getstudentsfindoutfoodwordsfromthesong.6.Checkhowmuchstudentshavelearntaboutthenewwords:Ssshowpicturestopartnersandaskeachothertospellthewords.Consolidation:Teacherreviewnewwordswiththewholeclass(showpictures).Step2:presentation:1.Learncountableanduncountablenouns.2.Classifythewordsontheblackboardintocountableanduncountablegroups:［C］:egg,vegetable,noodle,cake［U］:fish,meat,rice,chicken,tea,milk,water3.playagame:S1:waterS2:somewater,vegetableS3:somevegetables,milkS4:somemilk…4.Consolidation:practicethosewordswithsentences.eg:Ilike…(s)verymuch.JIdon’tlike…(s)atall.(Studentsworkwithpartners,thenmakeareport.)5.Askandanswer:1)Reviewsomewordswithstudents.(showwordcards)2)T:Supposeyouinvitesomeclassmatestodinneratyourhome,hatshouldyousay?Firstletuslearnsomekeysentences:eg:Whatwouldyouliketohave/drink?--I’dlikesome…Wouldyoulikesome…?--Yes,please./No,thanks.(Ssworkinpairstopracticethekeysentences,thenactoutthedialogues.)6.Activity1a:1)Listenandunderstand.2)Listenagain,thenreadafterthetape.3)pointoutsomeusefulexpressions:eg:Whataboutyou,××?--I’dlikesome…MayIhavesome…?--Hereyouare.Helpyourselves.7.Activity2:1)Sslistentothetapeandfillintheblanks.Checktheanswers.2)pointoutusefulexpressions:eg:Whynothavesome…?--Goodidea!Thanks!Step3:Consolidationandpractice1.Workingroupsandstudytheconversationinactivity1aandactivity2.Thenworkouttomakeasimilarconversationwithyourgroupmembers.(Teacherisguide;Ssreviewthekeysentencesandusefulexpressionstheyjustlearnedtogetherbeforetheygettomakeanewconversation.)3.Actitoutinclass.Step4:projectSummary:CheckoutwhetherSsfinishthetasksornot.(Brieflyreviewthewords,sentencesandgrammarwe’velearnttoday.)Step5:Homework:1.Finishyourexercisesheet.2.Writedownthecountablenounsanduncountablenounsyoulearntoday.3.Makeasurveyofstudentsinothergroupsaboutfoodstheylikeanddislike.Thenwriteanewconversationof“Entertaininggueststodinner”.4.Makeamenuwithyourgroupmembers!(adailymenu,maylookupdictionariesfornewwords,putsomebeautifulpicturesinyourmenu).VI.教后反思：初三英语说课稿：HowmucharethesepantsHowmucharethesepantsHello!MynameisRaoShengliang.I’mfromDengfangMiddleSchool.TodayI’mverypleasedtohaveanopportunitytotalkaboutsomeofmyteachingideas.Thetopicofthisunitis“Howmucharethesepants?”studentslearntoaskaboutprices,talkaboutclothing,andthanksomeone.First,Iwilltalkaboutmyunderstandingofthisunit.ThisUnitistalkingaboutshopping.Manystudentsareinterestedinshopping,buttheyknowlittleaboutshopping.ThislessonisthefirstperiodofUnit7,It’sveryimportant.Teachingaims:1.Knowledgeaims:thevocabulariesoftheclothes,describeclothes,usinghowmuchtoaskandtalkaboutthepricesoftheclothes.2.Abilityaims:trainingtheabilityoftalkingabouttheclothesandtheprices.Todevelopstudents’abilityofmunicationwithotherpeopleinEnglish.3.Emotionalaims:ToencouragestudentstobebravetospeakEnglish.Trainingthepetitionandcooperation.Buildupthecorrectopinion.4.Strategyaims:pre-reading,listening,writingandspeaking5.Cultureaims:ThedifferencebetweendollarsandRMB.Teachingimportantpoints:Newlanguage:Howmucharethesesocks?Theyaretwodollars.HowmuchistheblueT-shirt?Itistendollars.Itemsofclothing,colors(black,white,green,red,blue)numbers10-31.Second,Iwilltalkaboutmyteachingtheories,methodsandtools.Whiledealingwiththislesson,Iwilldomybesttocarryoutthefollowingopinion:MaketheSstherealmastersinclasswhiletheteacherhimselfactsasadirector;binethelanguagestructureswiththelanguagefunctions;studentswillreceivesomemoraleducationwhiletheyarelearningtheEnglishlanguage.Teachingmethods:DoubleactivitiesteachingmethodFreediscussionmethodpairworkorinpidualworkmethod(Learningbyusing,learningforusing.)Task-BasedLanguageteachingTeachingtools:1.aprojector2.ataperecorder3.theblackboard4.someclothesThird,Iwilltalkaboutmyteachingsteps.Nowletmeintroducemyteachingprocedurebriefly.Asweallknow,“Wellbegunishalfdone.”Agoodbeginningwillnotonlywarmtheclassupatonce,butalsogivegoodpreparationforpresentation.Aslanguageislearntgraduallybutnotimmediately,wewilldosomerevisiontostrengthenstudents’memory.Asamemoryactivator,I’lltrytofindoutthelinkbetweentheoldandthenew.Wecanleadstudentsbythingssuchassongs,games,petitions,simplepicturesorothermedia.Inthislesson,I’llprovideanEnglishsong.Step1WarmingupListentoanEnglishsong.Letthestudentsdotheactionwhiletheyarelistening.(I’msurechildrenwilllovethissongandgetinterestedinclass.)Step2presentationa.Afterlisteningtothesong,Showdifferentcolors,things.Letstudentsguess.What’sthis?It’sabackpack.Whatcolorisit?It’sred.(Afterwarming,thestudentsareexcited,atthesametime,theyhavelearnedthenamesoffruits,andtheyalsoknowcolors,sowecanshowpictures,andstudentscanguess,everyoneshouldbeactive.)b.T:IlikefruitsandIlikeshopping,soIhavemanyniceclothes.UsingtheCAI,teachT-shirt,sweater,skirt,bag,socks,shorts,pantsandsoon.Wecanalsoteachsmall/big,long/short.e.g.ThisisaredT-shirt.Theseareblackpants.(AndweusepicturestoteachT-shirt,sweater,hatandsoon,wecanalsoteachsmall/big,long/short)Step3MemorygamesWiththehelpofCAI,studentswillguesswhat’sthis?Whatcolorisit?Revisetheitemsoftheclothes.(inthisstep,inordertotraintheabilityofstudents’memory)Step4presentationShowanewT-shirt,studentsseeitslabel.AskhowmuchistheT-shirt?1dollar=7.5yuanTalkaboutstudents’ownpricesoftheclothes.(inthisstep,studentsmayknowtherelationofthedollarsandRMB)Step5presentationUsingthelanguagestructure,studentswilltakeanactivepartinthegame,andmastertheimportantsentences:Howmucharethesesocks/shorts/pants/shoes?They’retendollars.Step6Listentotheconversation,fillinthepricetags.Thisactivityprovidespracticeinlisteningforprices.Tellthestudentsthatalltheitemsineachgrouparethesameprice.Theyaregoingtolistentothesixconversationsandwritedownthepricesonthepricetags.Thisstepwilltraintheabilityofthestudents’listeningStep7Task:MakeasurveyThisactivitycanimprovetheabilityofmunication.NameclothescolorpriceStep8Homework1.copynewwords2.Makealistforownclothes,thenwritedowninyourexercisesbook.Introduceyourclothes.3.searchinginformationGivestudentssomewebsites.StudentswillfindsomemoreinformationaboutclothesontheInter.Thentalkaboutinpairs.(Studentscanaccordtotheirabilitytochoosetheexercisesastheirhomework,becausethestudentsaredifferent.)Atlast,let’shavealookattheblackboarddesign.Thefollowingistheblackboarddesignofthislesson,we’llhavealookatitontheblackboard.高二英语说课稿：unit4sharingpart1.Theanalysisoftheteachingmateiral〔说教材〕part2.Theteachingaims〔说目的〕part3.Somethingaboutthestudents〔说学生〕part4.Theteachingimportantanddifficultpoints〔说重点、难点〕part5.Theteachingmethodsandaids〔说教法〕part6.Theteachingproceduresandthepurposesaswell〔说程序及设计意图〕说课的详细过程如下：part1.Theanalysisoftheteachingmateiral〔说教材〕泛读在教材中地位泛读不仅在英语教学，乃至整个英语语言的学习过程中都占有非常重要的地位。从《普通高中英语课程标准》可以看出，它要求高中英语教学和初中相比，更具有时代性、根底性和选择性，更加注重对学生综合语言才能的培养。新《课标》立足于进步学生的综合英语语言程度，进步对高中学生阅读才能的要求，并提出大力开展英语泛读教学，选修课程等要求。通过一系列的泛读，对学生进展大量的语言输入，重点培养学生的阅读技能，进而进步学生综合运用语言的才能，也即语言输出的才能。英语作为我们的一门外国语言，单词，语法，固然要背，但是，在我们的英语教学中，将现成的英语文章作为比拟真实的语境，让学生先去听，去感受，去体会作者话语中词汇表达的功能、作者要表达的意图和态度那么显得尤为重要。教学内容及课时本课于高二英语选修7第4单元sharing〔分享〕。根据《教学大纲》本单元的重点话题是帮助弱者、志愿效劳、合作共享等，通过听、说、读、写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。本节阅读课文的标题就是“ALetterHome”，它是一封航空邮件。年轻的澳大利亚女老师Jo以志愿者身份在异国——巴布亚·新几内亚〔papuaNewGuinea〕的一个贫困的山村学校支教。她给国内好友〔Rosemary〕的回件中，用9个自然段800多字的篇幅告诉了好友该山村学校的校舍、教学以及她到一学生家做客的所见所闻。根据教学内容及学生实际情况，本次泛读安排1.5个课时。part2.Theteachingaims〔说目的〕根据《普通高中英语课程标准》、《教学大纲》的分析^p，对本次泛读课特拟定以下三维教学目的：Knowledgeobjects(语言知识目的：语音、词汇、话题)1)Tofeelthelanguage在真实的语境中去感知、去体会本篇阅读所涉及到的重、难点词汇，比方：bedyingtodosth,muddy,concept,relevant,remote等等。2)Tounderstandtheletter要读懂这封回信的内容Abilityobjects(语言技能目的：听、说、读、写)Todevelopandimprovethestudents’reading阅读课，首先是要进步学生的阅读才能，3.Emotionalandmoralobjects(情感态度目的：兴趣、自信、合作、有爱心、社会责任感、国际视野的意识)1)Toletstslearnaboutrespect,understanding,kindnessandsharing.通过这封信的学习，学生能理解到世界上一些落后国家贫困的生活现状，文化风俗及其宗教信仰，从而增进对别国人的理解和尊重。让学生懂得尊重，理解，懂得分享，拥有爱心。2)通过多样的阅读题型，丰富的网络资，调动学生的积极性加大课堂参与度，保持学生学习英语的愿望和兴趣。part3.Somethingaboutthestudents〔说学生〕通过Warmingup的学习，学生不仅已经理解到本单元的话题是“分享”，而且也理解到在我们国家，有一些志愿者同胞和外籍支教老师将他们的知识与爱分享且传递给祖国大山深处的孩子们。这些高二学生通过高一一年的学习，已经根本掌握了英语泛读的根本技巧，比方：预测、略读、跳读等。但学生的英语程度参差不齐。绝大局部学生课外没有主动去接触英语，没有阅读英文文章或看英文电影之类的习惯。但英语课堂的发言还是比拟活泼的。part4.Theteachingimportantanddifficultpoints〔说重点、难点〕根据以上3个方面的分析^p，重点和难点如下：重点：1〕在真实的语境中，感知、体会、发现语言的音、形、意;2〕分别从整体和细节两个角度读懂这封回信。2.难点：如何让学生在紧张、活泼、向上的学习气氛中全面深化的理解这篇文章。从而更有效地完成教学目的。part5.Thete