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英文说课稿
作为一名教职工，常常要根据教学需要编写说课稿，借助说课稿可以更好地提高教师理论素养和驾驭教材的能力。优秀的说课稿都具备一些什么特点呢？下面是小编为大家收集的英文说课稿，欢迎大家分享。
英文说课稿1
Lesson Plan Presentation：Sample 1
Period 1: Listening and speaking Unit 8 How was your school trip? Book 8 A PEP Go for it！
Hello, everyone. I’m glad to present my lesson plan here. I’m XXX from Wenzhou No. 2 Middle School. The lesson plan I am going to talk about is from Unit 8, Book 8A, Go for it! How was your school trip? This is Period 1, listening and speaking. Let’s take a look at these aspects. (slide)
I. Analysis of teaching material and learners
First, I’d like to analyze the teaching material and learners. The main task for the students is to talk about their experiences, which is one of their favorite topics. Even though the students have learnt the past tense forms of some verbs, they may feel hard to talk about their experiences using the newly learnt words and expressions as well as sentence structures. Luckily, 2a and 2b offer good models to imitate. Thus, enough practice to learn words, phrases and sentences related to talking about their experiences will be organized. Because only with enough input can we expect effective output.
II. Learning objectives
Based on the analysis above, I set the following learning objectives. Firstly, language knowledge and skills. By the end of the lesson, the students will be better able to talk about their experiences, including weekend activities, school trip activities by using newly learnt words and expressions and the past tense forms of the verbs (slide). Secondly, affect. During the class, they will be happy to share their experience and be happy to learn the language by doing memory challenge and story telling. Thirdly, learning strategy. They will learn to work in groups summarizing what they have learnt under the teacher’s instruction.
These are the language focuses and these are the anticipated difficulties (slide). The students may find it difficult to talk about their experiences and make long conversations. So in order to help the students carry out the learning tasks smoothly, I will first give them enough exercises to help them be familiar with the following past tense forms of the verbs：have (had), go (went), eat (ate), see (saw), take (took), buy (bought), hang (hung), win (won). Second, some activities will be organized, aiming at using the new words and expressions and the past tense forms of the verbs at sentence level. Third, before making their own conversations, I will show them two conversation models.
III. Teaching procedure
In order to help the students to learn efficiently, I will adopt 3P Model and design some tasks at the stage of production. This is the teaching procedure (slide). Let’s take a look step by step.
At the beginning of the lesson, I will talk about the things happened last weekend with students. Some questions will be asked like “Did you go to the zoo? What did you do? Were there many people there?” These questions can arouse students’ interest and lead them into the topic naturally.
Step 2 is review. After warming up, the students will be asked to list things which happened last weekend in groups of four. Thus, the past tense forms of the verbs that students have learnt will be reviewed, which lays the foundation of this lesson. Then girls and boys will have a competition to guess what I did last weekend. They can ask questions like “Did you…?” or “Were there…?” It will make the classroom atmosphere relaxing as well as help the students review the structures while talking about their experiences.
Step 3 is presentation and practice. First, I will tell the students that I went to an aquarium and then I will show them some pictures of the things I saw. Thus, the new words (slide) will be learned vividly with the aid of pictures. Based on the former activity, the students will use the structures (slide) to take a memory challenge. With this activity, the class is warmed up and a chance to use the newly learnt words will be created.
Then, I will show some pictures of the things I did in the aquarium. The students will be led to learn the past tense forms of some verbs to talk about their experiences. Again, another memory challenge will be carried out. The students will use the structures (slide) to practice using the newly learnt words. Up to this activity, all the target language items have been presented and practiced.
After the students have learnt the new words and practiced so much about the structures, I will lead them to the listening activity. With all the preparation before, it will not be difficult for them to listen and circle the things they hear. After listening, I will show the conversation models of 2a and 2b for the students to read and learn. These two conversation models can show the students how to ask and answer about one’s experiences. This can provide perfect models for the students to imitate in the later activities.
With enough input, valid output can be expected. Next step is production. There are two activities in this step. Activity 1 is making a survey. The students will be asked to do a survey on their own school trips according to the table I give to them. One student will interview the other 3 students in groups of four by using the questions they have learnt in the listening. This task in a real life situation can again arouse students’ interest and involve the whole class, which can help them make conversations after the model they have learnt in the previous step. Activity 2 is story telling. It’s “chain story”. I will give the students the beginning of the story and ask them to continue in groups of four. As the output stage of the lesson, it is necessary to organize an activity to check the students’ learning of new words and expressions as well as to share their happy experiences.
At the end of the class, I will create a situation that a friend from UK had a wonderful school trip. The students will be asked to raise questions about his trip as well as come up with words to talk about one’s trip. This summary activity will help the students reflect on what they’ve learned in this class and learn the method of summarizing.
For homework assignment, I will ask the students to work in pairs to imitate the conversations of 2a and 2b and then make up a new conversation on the topic of “My trip to …” using past tense forms of the verbs and at least eight questions. The accuracy of the use of verb’s past tense, the number of the questions as well as the integrity of the conversation will be assessed. They are asked to do it orally with their partners and some pairs will be asked to present their conversations before class and all of their written work will be handed in next day. This homework assignment will not only help the students consolidate what they have learnt in class, and help them cooperate with each other and learn from each other, but also help me get the feedback information.
IV. Blackboard notes
Finally, the blackboard notes (slide). On the left are all the key words the students should master in this lesson as well as the verb forms of past tense. In the middle, the useful sentence structures are presented, which can help students learn and use in communicative classroom activities.
V. Shining points
To sum up, I’ll combine PPT model (presentation, practice and test) and PPP model (presentation, practice and production) when teaching vocabulary and sentence structure. After the presentation and practice of the new vocabulary, I will first organize a memory test, and then students will be asked to do chain story activity to produce the language in communication. In this way, they will be real communicators in learning and using language. That’s all for my presentation. Thank you!
英文说课稿2
Good morning, everyone! It’s my honor to present my lesson plan here. The teaching material comes from PEP Go for it 8B U6. The title of the reading part is I’ve been studying history in China. History is the topic of this passage. The story is narrated by an Australian, Leo, who tells his life in China, his family history and his study of history. This reading mainly focuses on developing Ss’ reading skill, especially scanning. So this is one of the language focuses. As for the content, because of many new words and phrases in the context and Ss’ lack of the knowledge about “history”, it is a little difficult for them to understand the passage. So the Ss may have a bit difficulty in retelling the passage in the last activity role-play. Thus I rearrange the material like this: The 3 questions in pre-reading are modified. I’ll choose some easier and funnier questions to lead Ss into the topic History. The grammar review in Exercise 3b, 3c is not the language focus in this lesson, thus it’s considered as the homework.
According to the New English Curriculum, the teaching should not only focus on the development of Ss’ reading strategy, also the Ss’ interest in English. So I apply communicative approach, making use of real-life situations to motivate their desire to communicate in meaningful ways about meaningful topics. Ss will enjoy their participation in this lesson by discussion and role-playing. As for the teaching aids, PPT, blackboard and audio tape are needed.
Based on those analyses, I set the following 5 teaching objectives. By the end of the class, Ss will be able to:
1. Linguistic knowledge
Master new words and expressions, such as emperor, dynasty, capital etc. (this is the language focus)
Be familiar with the topic history.
2. Language skills
Develop their reading skills, especially scanning. (This is the language focus I’ve mentioned before.)
Tell Mike Leo’s life in Harbin during the role-playing. (This is the anticipated difficulty.)
3. Affects
Love our country by learning more about Chinese history.
4. Cultural awareness
Know more about history of other countries.
5. Learning strategy
Learn to get more information both from books and the Internet.
Ok, now let’s move to the most important part: teaching procedure. I adopt 3-stage model: pre-reading, while-reading and post-reading. The duration is 45 minutes.
In pre-reading stage, there’re 2 activities for 9mins. I’d like to introduce Leo to Ss as a new friend. The first activity is Leo’s self-introduction through a short record. The record is prepared before the class with some key information about Leo. As a foreigner, Leo loves Chinese history very much, so he has many questions to ask Ss. The first one is about the emperors and the dynasties. Ss should be able to do the match between them. Those emperors are all famous characters in the Chinese history, such as Tang Taizong, Cheng Jisihan, Kang Xi and so on. The second one is about the famous capitals in the history. Ss should pick out the city which was not the capital in the history. By the way, I will provide some information about Harbin, which is the city where Leo lives. This introduction can also build Ss’ knowledge structure. This kind of lead-in could be funnier and easier, and the comfortable atmosphere can help Ss’ to acquire new knowledge easily.
In the second stage while-reading, there are 2 steps; they are fast-reading for 6mins and careful-reading for 15mins. There’re 2 activities in fast-reading: skimming for the main idea of each paragraph and scanning for the specific and important information to fill in the blanks. These tasks can help them get the general idea of the passage.
In careful-reading step, I’ll guide them to learn the passage paragraph by paragraph, from Leo’s introduction to Leo’ s family history, and Leo’s study of history, the last is Leo’s dream. Different tasks are designed for Ss: For the first paragraph, Ss are asked to find some key words about Leo: Australian, Jewish, etc. For the second paragraph, Ss are required to fill in the time table about Leo’s family history. As for Leo’s study, Ss are asked to make a comparison between Leo and his friends. The last is Leo’s dream, I’ll ask Ss several simple questions. I will make sure that Ss won’t be bored by the tasks and participate in all the activities actively.
In post-reading, there’re 2 activities for 14mins: discussion for 5mins and role-playing for 9mins. I’ll ask Ss two questions: Q1: Why are some old buildings in Harbin built in Russian style? Q2: Why does Leo want to go to Beijing for the Olympic Games in 20xx? What can we infer from that? Ss are supposed to learn more about the history of China and other countries, and develop their patriotic feeling. The role-playing is Leo’s talking with his friend Mike. They are talking about Leo’ life, work and the future plan. What Ss have learned in this lesson is needed in the talking. In order to lower the degree of the difficulty, I’ll provide some sentence structures, some questions and key words. So this can be considered as a review of the whole lesson. And this is the right time to practice Ss’ oral English and they should talk in the correct tense to practice the grammar we have learned before.
The last minute is for explaining homework: Suppose that Leo’s friend Mike is coming China for the Olympic Games, we should give him some tips. Ss are asked to get more information through the books and the Internet, and then write down at least 3 tips in the following structure: If you want to go to the Great Wall, you will have to take No.15 bus…. This task comes from Exercise 3b, 3c. Ss can not only review adverbial clauses of condition introduced by If according to the requirements of the teaching material but also enjoy learning with the given situation. As time’s limited in the class, the task is left as the homework.
Finally, making a good use of the blackboard can help Ss learn better. So this is my blackboard design: the title is in the middle of the blackboard, the left part is for some information related to Leo and also the structure of the whole passage, the right part is for some new words and expressions.
英文说课稿3
Before ---task:
（Let’s begin the lesson with the English song “ A mouse likes rice”）
1 Warm up:
Play a game using the target language “ Can you？Yes, I can.
No, I can’t.”
T: My boys and girls, do you like games？（The students may answer “ Yes, I do”）
T: Good！now please take out a paper ( No matter how large the paper is .
Any paper is ok!) and fold it like me！First fold it into a square and cut the unnecessary part.
If you can fold it easily，you can say loudly “ Yes, I can” If you can’t go on to fold it，you can say loudly “ No, I can’t”
T: Are you ready?
S: Yes!
T: Ok! Let’s go！First fold it “ can you?”
S: Yes, I can！
T: Go on! “can you?”
S: Yes, I can！
T: Go on！“ can you?”
S: Yes, I can!
T:Go on! “ can you?”
S: Yes, I can!
T: Go on! “can you?”
S: Yes, I can！
T: Go on！“ can you?”
S: Yes, I can!
T:Go on! “ can you?”
S: Yes, I can!
T: Go on again! “ can you？”
S: No, I can’t!
T: Go on again! “ can you？”
S: No, I can’t!
T: Ok! Now unfold the paper and count how many times have you folded?
S:Seven！
T: Yes！it is impossible for us to fold more than that, no matter how large the paper is! If you don’t believe it, you can try after class! Yeah! A very intersting game!
(Until now the students are warm.
They have prepared themselves for the coming lessons.)
2.Check the prevision of the new words.
The teacher prepares the cards of the food ahead of time.
The teacher presents the pictures to the students and the students say English together.
The teacher shows the pictures twice.
Then the teacher shows the pictures to the individual students and they are expected to say English according to the given pictures.
If they can say them correctly, the teacher will send them the pictures!（The students are eager to get them, they need the teacher’s encouragement, so they will answer them actively!）.
3.Presentation.
(1)Present the words of the food and the pictures of the food on the screen.
（the student have been familiar with them）
T: Do you know these food?
S: Yes!
T: Perfect! Now I will ask a girl and a boy to lead the other students to read them.
Then I will present the names of the drinks in the same way.
Until now all of the new words of the food have been presented to the students.
T: Look at these words please！My students，can you find the differnces between these words?( The teacher says so while she is pointing to the “s” added to the words.
Volunteers!
S: A student may stand up and give his answers!
Present a collection of pictures of food and ask the students to category .
T: Look at these pictures！Which are uncountable words and which are countable words? Volunteers!！？?？?
S: A student may stand up to show him.
（2）Lead into the class using “ What kind of vegetables would like？---I’d like …….
Present the pictures of the vegetables like : carrots, cabbages, broccoli, potatoes, tomatoes, and so on!
T: “ What kind of vegetables would you like?”
S: I’d like tomatoes.
（They say it together）
T: What about you？(point to a student)
S: I’d like ……
The teacher leads the students to read the target languages and makes the students to practice the conversations in pairs.
The teacher asks several pairs to show them .
Then the teacher presents the pictures of the meat like : beef, mutton, chicken, fish ……
The teacher asks the students using the target languages “ What kind of meat would you like? I’d like …….”
The teacher calls several students to answer and then let them practice in pairs.
Later, the teacher names several pairs to show them.
The teacher presents the pictures of the noodles.
The teacher leads the students to express the kinds of noodles according to the pictures on the screen.
Then the teacher asks the students to use the target languages “ What kind of noodles would you like? I’d like …….
noodles.”
The teacher gives them minutes to practice and then asks them to present their conversations.
Cheer for them at the duly time.
3.While --- task.
(1)T: Please turn to P47 and match the words with the pictures and let them check with their partners.
Then the teacher presents the answers on the screen.
（2）Let’s move on to activity 1b on Page47.
The students will listen to the radio twice and then check the answers.
（3）Present different sizes bowls of noodles.
（small, medium, large）
T：Boys and girls, do you want to eat noodles?
S: Yes!
T: What size bowl of noodles would you like？
S: I’d like small mediumlarge bowl of noodles.
Teacher asks the students to answer the questions and then let them practice in pairs.
Three minutes later, the teacher asks the pairs to show their conversations.
（4）Guessing game!
The teacher shows the picture of a strong boy on the screen.
Let the students guess what size bowl of noodles would he like? He’d like a ________ bowl of noodles.
Then the teacher asks several pairs to present their guesses.
Then the teacher shows the answer “ small”
Let the students who guesses right put up their hands and cheer for them.
（5）Let the students turn to p48 .
Listen to the tape and do 2a .
Then one student gives his answer and the teacher shows the right answers on the screen.
Let us go on activity 2b .
The students will listen to the tape twice and fill the blanks.
Then the seated students check the answers with their partners and the teacher presents the correct answers on the screen.
4.Post---task.
（1）Role play.
T: My boys and girls, do you want to have noodles?
S: Yes!
T: Good! Let us go to the noodle house to have noodles!
One is a waiter, the other is a customer.
Just act it out!
Three minutes later, the teacher calls three pairs to act it!
（2）Make a survey!
Make a survey in the groups using the language goals :
They may do it like this :
A: Hello Peter! What kind of noodles w ould you like？
B: I’d like beef and cabbage noodles.
A: What size bowl of noodles would you like?
B: I’d like medium bowl of noodles.
A: Hello Sally!.
Then the teacher asks the students to report the survey like this :
I’d like egg and tomato noodles.
I’d like a small bowl of noodles.
Peter would like beef and cabbage noodles.
Peter would like a mediun bowl of noodles.
And Sally.
5 Check themselves!
Do the exercise on the paper.
The exercise includes two parts: check yourselves and challenge yourselves!
6 Summary!
The teacher asks a student to sum it up，then the teacher help him add
7 Let us end the lesson with the english song “ A mouse likes rice”
英文说课稿4
Good morning, ladies and gentlemen! I’m XXX, from XX Primary School. It’s really an honor to share some of my teaching ideas with so many experienced teachers.
My topic is ‘Primary English Grade 1 Unit 9 Food and drink’.
In primary school, the main instructional aim of teaching English is to cultivate basic abilities of listening, speaking, reading, and good sense of the English language. Our boys and girls have learnt English just for one term. About this unit, they are so familiar with fast food. They are lovely and lively, and they like to sing, and to play games. So, I set the following three teaching aims: 1. Get the main idea of this story and expression. 2. Get Ss express one’s preference by using the sentence pattern: What do you like? I like…..3. Stimulate the interests of English learning. Besides, enable Ss to use the sentence pattern in real situation should be the most difficult points. To achieve the aims, I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer. The situational teaching method, task-based method, communicated method, group cooperate method will be used in this period.
To accomplish the aims, I design the following steps:
Step1：warming up. Songs arouse the emotion.
Step2: lead in.
I will show the pictures of KFC directly.
Step3: presentation
This part includes showing the flash and leading them to observe the picture carefully. Step 4: Consolidation.
I design a game: What is missing? to consolidate the words we learn.
Step 5: Extension.
I set a survey. Let students to interview their friends by using these sentence pattern: What do you like? I like…
Step6: Homework
1. Listen and repeat
2. Recite the story
3. Ask your friends what they like and tell your friends what you like.
During these procedures, I think a lot and I get a lot. I always encourage my students with simile and gestures. The leading in of this lesson is interesting and meaningful. The activities symbolizing the active study and cooperative study, I fully bring the active use of the students into play .However; the patterns of activity are so limited.
Finally, I’m so eager to get some advice from all of you excellent teachers.
Thanks for your attention！
英文说课稿5
Ladies and gentlemen，good afternoon:
Today, it’s a pleasure for me to stand here and share some of my teaching ideas with you. My topic is taken from unit6 in Student Book1, Grade Seven .The main content of this unit is Talk about likes and dislikes. I have decided to say the lesson from three parts.
Part One: To set goals
This unit mainly talks about all kinds of foods, likes and dislikes. Besides learning this, students will also learn some words and structures and so on .We should practice students’ four skills of listening , speaking, reading and writing .Such a topic is very important. And students must be interested in this lesson.
So the goals I set:
Master countable nouns and uncountable nous
Target language :I like salad.
Do you like salad?
Yes, I do. No, I don’t
Does he like salad?
Yes, he does. No, he doesn’t.
Difficult points:
Can use “Do you like…? Does he like…?”freely.
Master the rules of changing countable nouns.
Part Two: To implement the goals
As we all know: the main aims of learning English in the Middle School is to cultivate students’ abilities of listening , speaking , reading and writing. So in this lesson I’ll use communicative method , Task-based teaching method and classified teaching method. In a word ,I want to make the students masters while the teacher acts as director.
As this lesson plays an important part in this unit, I have decided the following steps to train their ability of listening , speaking , reading and writing, especially listening and speaking ability.
The entire steps are:
Step1: Warm-up and lead-in
Show a picture of fridge , and say there are much delicious food in it ,can you guess? Then open the fridge .Help them say new words. Explain countable and uncountable nouns.
Purpose of my designing: After seeing the pictures, the students will know what they are and they can learn them quickly and easily.
Step2 Presentation
Take out a banana , and say I like bananas .And ask students “Do you like bananas?”Help them say “Yes, I do. No, I don’t”I also have a tomato , but I don’t like tomatoes. Ask “Do you like tomatoes?” And practice “Do you / they like …”with more pictures.
Step3 Listening
Play the tape recorder ,Let students listen and imitate the dialogues. Pay attention to their pronunciation and intonation and number the onversations.
Purpose of my designing:Let students have a chance to practice their listening and speaking ability.
Step4 Food Survey
T:Suppose you want to open a supermarket , and you want to make much money,so you should make a survey in your group first. And then give a report.
Purpose of my designing: To make students be interested in English. Practice speaking and writing ability.
Step5 Summary
Let students sum up what they have learned in this lesson .
Part Three: To check teaching effect
Translate Chinese into English.
我喜欢汉堡包。
你喜欢沙拉吗？
他不喜欢苹果。
他们喜欢牛奶吗？
Purpose of my designing: To test whether the students grasp the content of the lesson.
Blackboard design:
I like salad.
Do you like salad?
Yes, I do. No, I don’t
Does he like salad?
Yes, he does. No, he doesn’t.
Purpose of my designing: Present the important sentences on the blackboard .In order to have students remember quickly.
OK, That’s all. Thanks for listening to me and helping me.
英文说课稿6
Interpretation
Good morning, ladies and gentlemen.It’s my great honor and pleasure to be here sharing my leon with you.
I have been ready to begin this representation with five parts.Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure. Part 1 Teaching Material
The content of my leon is New Senior English for China Book___ Unit____________________.This unit is about____________________ (topics).By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________.At the same time, let the students learn how to____________________ (functional items).From this leon, it starts___________________________(structures).(As we all know, reading belongs to the input during the proce of the language learning.The input has great effect on output, such as speaking and writing.) Therefore, this leon is in the important position of this unit.If the Ss can master it well, it will be helpful for them to learn the rest of this unit.
Part 2 Teaching Aims According to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings: 1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题) (1)The Ss can master the usage of the important words and expreions.
(2)The Ss can use the __________________ (grammar) in the proper situation. (3)The Ss can understand the content of the leon, talk about _______________________ (information) and get their own idea about _______________________________.2.Ability objects (技能目标：听，说，读，写) (1) To develop the Ss’ abilities of listening, speaking, reading and writing
(2) To guide Ss to set up effective studying strategies.
(3) To improve the student’s reading ability, especially their skimming and scanning ability.(4) To train the Ss’ abilities of studying by themselves and cooperating .3.Emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野) (1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.(2)Teach the Ss_________________________, put the moral education in the language study.Part 3 the Important and Difficult Points Based on the requirement of the syllabus.The important points are__________________________ such as ______________.The difficult points are_________________________ for example_____________.Part 4 Teaching Methods
As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language.For achieving these teaching aims,
外语下载中心http://down.tingroom.com
外语下载中心http://down.tingroom.com (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) .
1.Communicative Approach(交际教学法) 2.Whole Language Teaching(整体语言教学法) 3.Task-based Language Teaching (任务教学法) 4.Total Situational Action (情景教学) a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss.At the same time, CAI (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 5 Teaching Procedure Step 1.Lead-in.(_____min) ___________________________________________________________________ Purpose of my design: (1) to catch Ss’ attention about the cla/topic/paage.
(2) To set up suspense/develop interest in _______________.Step 2.Pre-reading Task 1.(Individual work, pair work, group work, cla work; _____min) Let Ss _____________________________________________________________ Task 2.(Individual work, pair work, group work, cla work; _____min) ___________________________________________________________________ Now, let’s see what happened to the_______________/ let’s check whether it is right or not.Purpose of my design: (1) to get to know something about the _________________.(2) To have a better understanding about the importance of ___________________.Step 3.While-reading Task 1.(Individual work, pair work, group work, cla work; _____min) Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.Para 1 ___________________ Para 2 ___________________
Para 3 ___________________ …
Task 2.(Individual work, pair work, group work, cla work; _____min) Scanning: Listen to the tape part by part to finish ___________________________.
Task 3.(Individual work, pair work, group work, cla work; _____min) Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.
Task 4.(Individual work, pair work, group work, cla work; _____min) Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.
外语下载中心http://down.tingroom.com
外语下载中心http://down.tingroom.com
Purpose of my design: Enable students to understand the given material better by using different reading skills.And proper competition can arouse the Ss’ interest in English learning. “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.Step 4.Post-reading Task 1.(Individual work, pair work, group work, cla work; _____min) (接task3)Ask Ss to close books and finish the summary according their notes.(接task4)Retell the story /Sum up the paage in Ss’ own words according to the chart.
Task 2.(Individual work, pair work, group work, cla work; _____min) Discu _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole cla.
Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English.Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.
Step 5.Homework 1.__________________________________________________ 2.__________________________________________________
Purpose of my design: Homework is so important and neceary for to master the knowledge they learned after cla.It will check whether the Ss achieve the teaching aims.
英文说课稿7
（英文万能版）
● Good morning, my dear judges. I am number_______. I’m glad to interpret my teaching design here. ● My teaching content today is Part of Unit of PEP Primary English, Book This unit is mainly about Now, I will explain the lesson from the following aspects. 1. 教学内容 (Contents)
Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit . It includes , ____ and . In section 1, it mainly deals with these key words, 2. 教学对象(talk about the students)
Secondly, it is about the students. Our students are in Grade They are active and curious, interested in new things. After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language. They have learnt English for years, and have already known It is not difficult for them to understand and use the language 3. 教学目标 (Teaching aims) So, I set the following aims. By the end of the lesson, students will be able to read, recognize, and use these words:
And, these sentences: By the end of the lesson,①Ss can understand the and get useful information from the through attentive listening / reading. ②Ss are able to talk about
③Ss can use to give suggestions on
④Ss’ abilities of listening and speaking will be developed. (Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is ①to help students cultivate and foster their abilities of working in groups. ②to foster Ss’ consciousness of good-cooperation and proper competition. ③to help Ss cultivate their abilities to analyze and solve problems independently. ④to foster Ss’ initiative and creativeness.
⑤to help Ss to recognize and identify the differences between Chinese and English cultures on ⑥to help Ss know some and comprehend the
①to make sure that Ss can useCorrectly and skillfully. to develop Ss’ interest in English. ②The difficult point is:
The pronunciation of 4.教法学法(Teaching methods) Fourthly, it talks about teaching methods.
In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on.
5. 教学过程
① 具体steps 根据具体内容定； 一般分为：warming up lead inpresentationconsolidationhomework
②板书steps ＋ purpose 说明； ③如有可能，同时完成layout设计;
Next, let’s focus on the teaching procedures. I will finish the lesson in steps. It will cost about mins. After greeting with the Ss, I will begin the lesson by singing the song together with the Ss. Purpose: The purpose of this is to form a better English learning surrounding for the Ss, and, at the same time, it provides situations to review the learnt knowledge for the next step. It will cost about mins.
With the help of the PPT, I set a situation of by to stimulate the Ss’ interest of the lesson. By playing the PPT, IAnd then, (板书layout) The purpose of this is to present the new words and sentences in the situation, which relates to the Ss’ real life experiences, to help the Ss understand the language easily and naturally. After presenting each new word (by the guessing game), I will impart the knowledge of pronunciation rules in teaching the new words. It is called Phonics. It can facilitate the Ss’ abilities to pronounce the words, and help them to remember the spelling of the words. （机械上口； 有意义操练； let’s do; 课文对话表演;） It will cost mins, including Due to the Ss’ age, I make
The purpose of this is to draw the whole Ss’ attention to the spelling of the words. It is to help Ss to learn through a true situation. In this step, I will give Ss a free space to show their abilities. I will Then, Task-based teaching method and Communicative language teaching are used here. The activity is to develop Ss’ ability of communication, and also, their ability of cooperation will be well developed. Making a new dialogue is to check if Ss can use correctly and skillfully. （总结上课内容； 德育渗透； 作业布置；）
In this step, I will guide the Ss to conclude the key words And sentences And also, I will The purpose of this is to stimulate Ss’ interest of learning English and wide their knowledge about communication across cultures. 6.板书再次介绍（Talking about the blackboard design again） And, this is my layout design. That’s all for my teaching design. Thank you a lot for listening.
英文说课稿8
Good morning, ladies and gentlemen! It is my honour to stand here to interpret my teaching plan. I will explain it from teaching material& Ss’information analysis, teaching objectives, important points&difficult points, teaching methods& teaching aids, learning strategies, procetures, consolidation& homework, blackboard design aspects.
Teaching material&students’ analysis:
First, I’d like to say about the teaching material&students. The material I choose is from New Standard English Book1 for grade7, Module1, Unit1. The first English lesson. The first period. It is the first English lesson, the beginning of this module, this book, this subject. It is about greetings between new people. The type of the lesson is listening and speaking. The content in this lesson, as a whole, is not difficult, although it is new for the students, especially for those who have little knowledge of English. The students are curious about everything, the lesson, the teacher, and their classmates. Their eagerness of knowledge and show-oriented nature at their ages are so high that this lesson makes an elementary role in our English teaching and learning, not only in this period, this module, but also in our future study work. The lesson will directly and deeply influence the students’ intersts in English and the English teacher, me. In that case, they will keep looking forward to English lesson. So the most important points in this lesson is to motivate the students, to make them confident in English learning, to encourage them to bravely use English to communicate and cooperate. The words and sentence structures may be familiar to some students. For these students, it will be easy to use them. And they will of course feel confident and will like to show themselves. The work I’ like to do is to make them cooperate with others. Let them try to make friends with others. While for those who have little knowledge of English, they not only have to learn to cooperate, to try to make friends with others, but also to learn some knowledge to be confident and brave. Because as long as we have some knowledge, we are able to be confident in using them. And the knowledge points in this lesson is not difficult to learn, so they will be quick at using them.
Teaching objectives
According to the content, features of the material, and my students’ information, I make the following teaching objectives. The knowledge aim is that the students can use words (meet, first, student, teacher, lesson, class,etc.) to introduce themselves to the new class. As long as the students have mastered the use of these words, they can go to know their new friends, to greet them, to communicate with them. It is the prerequisite, the basic. Then the ability aim. The students should be able to get some information and introduce themselves to others when they are meeting new people. Finally, the emotional aim. The students will be able to be confident and brave in communication and trying to make friends when they meet new people.
Important points and difficult points:
The important points, except the most important thing I mentioned just now, to be motivated, be confident in English learning and using. I’ d like to add one more point, that is the words, such as meet, first, student, teacher, lesson, class, twelve, thirteen, too. Of course, the difficult point also focus on the most important thing. It is that students learn to be motivated, to be confident and brave in using English for communicating and cooperating with others, making friends with new people.
Teaching method and teaching aid:
As for teaching method, I use 3-stage medol to process the listening part. I also use communicative language teaching on my lesson, not only giving the students opportunities to do pre-communicative activities, but also communicative activities to improve their pragmatic competence. And for teaching aid, I’d like to choose multimedia. It’s convenient and easy to use. The most important reason is that it helps present the words, aid our teaching& learning process, presentation and provides contextualism for learning activities. It is easier and clearer for the students’ learning.
Learning strategies:
The students should learn communicative strategies to comminicate and cooperate with other people.
Procedures:
Then to the most important, procedures.
Step I. Lead-in.
It will take about 5 mins. In this step, firs, I will greet the students and introduce myself. You know, for a new class, it is a must. To emphasize, it demonstrates the way to greet others. And it also paves way to the lesson. Then I show them a short video which is about greetings between a new teacher and students. It is about greetings from other class. It gives the students an opportunity to know other class’s greetings and it may motivate the students. It will attract the students. It also helps me present words in the next step.
Step II. Pre-listening.
This step is to learn the words. The learning of the words can help activate the students, predict the listening material, and understand the listening material. I will use the pictures from the video and our conditions to present the words. For instance, he is Mr. Feng. Mr. Mr. I am Miss Tang. Miss. Miss. The boy will be Mr., and the girl Miss. He is an English teacher. I’m an English teacher, too. Teacher. Teacher. Too. Too. Just like this. The combination of the pictures and our real conditions make our teaching and learning easier. During the practice of the words at this stage, I will properly pay more attention to the students who are not familiar with the words. You know, they are relatively slower than other students. They need more opportunities to learn the words. It will take about 7 mins.
Step III. While-listening.
Then the while-listening part. It takes some 9 mins. Before this step, you know, the students have learnt the words and made a prediction. So it will be easier to do this part. There are 2 tasks to fulfil when the students listen to the record. No.1 is the exercise of the textbook at page 2. It not only helps the students to finish the tasks on the textbook, but also helps the students to understand some detail of the text . No.2. It is more difficult than No.1. It is a table. It requires students to be more careful and more detailed of the text while listening. So the students can take some hints from the students or the teacher, me. At this stage, the main purpose is to learn to get some detail information from others, to comprehend the text and know how to introduce.
Step IV. Post-listening.
It is about 4 mins. First, I will ask the students to read the activity2 above with the structure “… is…”, “…is from…”, … is a teacher/ student” after me. Then I will require 4 students to read the dialogue in roles. One is Miss Li. The other three are Lingling, Daming, Wanghui. It will make the students further check their listening comprehension and it will also gives room for the students to sort their knowledge, put them in order, in their mind. In fact, it is also the pre-communicative activities, and it paves way to the communicative activities, the next part. Then to the highlight.
Step V. Speaking.
This step is to let students to be confident in communication with new people using their already knowledge . It is important to motivate the students’ learning interest in English and cultivate the students’ confidence in English. So I will adapt communicative language teaching method to process my lesson and design Communicative activity: making friends. Before begining the activity, I should tell the students about the direction to make sure that they are clear about the regulations of the activity. Before the students do the activity, I will invite two of the students to make an example, with me. I introduce myself to one student, then introduce my friend, the other student, to the student. Then we make friends. The students can go around the classroom to meet, to greet new classmates, try to make friends with each other. You know, the students are show-oriented. They are curious about new things and new people. They like to know others, to make friends with each other. So the atmosphere, you can imagine, is so high. During the time, I also can go around the class to make friends with some students. Time is limited. Then the show time. It will attract all the eyes. Invite students to introduce their friends to the whole class. The show time may make the atmosphere go to the highest. It totally takes about 13 mins.
Conclusion and homework:
Then the last procedure. It is the conclusion and homework. Ask the students to read the dialogue together. You know, the language points are all contained in the dialogue. It will make the students better consolidate the points. For the homework, I require my students to write down at least two people’ information. One is about their family. The other is the strang and they go to meet him/her and try to make friends with him/her. The homework will help the students further consolidate the knowledge of the lesson, build up more firm confidence in meeting new people and improve the students writing.
blackboard design:
And that’s my blackboard design.( showed on ppt) The title of the lesson is in the top and the middle of the blackboard. The left are the words and structures, and the sentences are on the right.
Thank you for listening.
英文说课稿9
Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material:
This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）
By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings. (5)Theme park but also learning ability in English .
A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.
（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: 1.Knowledge objects: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.
(2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. 3.Emotion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.
英文说课稿10
在课改的背景下，本套教材避免了传统课程的缺点，强调了学生的兴趣、经验等，能结合实际，贴近生活，插图生动活泼。本册教材除具有以上特点外，作为启蒙教材，还更加重视了学生的情感，使学生的英语学习有一个良好的开端。
这些特点在本单元中也得到了充分的体现。这一单元的日常交际用语主要用于“询问爱好？Do you like??Do you play?？What do you play?都是一般现在时的疑问句，在现阶段教师并不需要把有关一般现在时的语法知识传授给学生，只要求学生能听懂意思，会表达就
可以了。本单元的词汇主要是球类和乐器类单词。教材体现了重复出现、循环往复的特点，复习了以前学过的Great!Let’s go. ow等语言，新语言点又将在本册第十一单元巩固复习。因此，本单元在整册教材中承上启下，具有其特殊意义。为此，我将本单元划分为四课时，并根据实际情况，将课文3、4两幅图和四个球类单词作为第一课时的教学内容来学习。
根据《课程标准》的要求，基于对课文内容的理解，以及对学生身心发展规律和认知规律的分析，我制定了如下教学目标：
1、情感目标：让学生乐意参与课堂活动，在课堂活动中积极说英语，培养学生学习英语的兴趣和良好的学习习惯。
2、知识目标：
（1）能听懂、会说日常交际用语：Do you like football? Let’s go and play football now.以及相应的回答Yes, I do./No, I don’t.
（2）能听懂、会说球类单词：football, volleyball, baseball, basketball.
（3）能运用Do you like ?？句型了解某人的喜好。
（4）能够朗读书上3、4两幅图的课文。
3、能力目标：
通过丰富的课堂活动和调查任务，把所学的语言与学生的生活实际结合起来，培养学生自主学习英语的能力和运用英语分析、解决问题的能力以及交流和合作的能力
教学重点：二会掌握单词（听、说），能在情景中运用句型:Do you like ?？
教学难点：volleyball的发音，baseball和basketball音与形的区别。
课前准备：磁带、录音机，图片、实物等.
为落实以上目标，我设计了以下教学过程：
Step1 Revision:
1、Greetings:Good morning.Nice to meet you.
2、Free talk:Look,I have a new T—shirt.What colour?
3、Sing a song: I’m happy.Are you happy?生答Yes.师接：Let’s sing a song,OK?《If you are happy clap your hands》
（Warm up是一个快乐热身活动，也是必不可少的活动。它的具体形式可以是：唱英语歌曲，猜谜语，说绕口令，做TPR活动，chant等等。总之是和上节英语课有关的或和本节英语课内容有关的。它有助于把学生的注意力吸引到课堂上来，使学生对课堂学习产生兴趣，建立轻松、和谐、民主的课堂气氛，营造一种英语学习的氛围,使学生很自然地进入英语学习状态。这堂课上我采用的形式就是唱英语歌曲《If you are happy clap your hands》）
Step2 Presentation and practice
1、学习Yes,I do.No,I don’t.
(1)教师以问句Do you like this song? Do you like this basket?引出肯定
回答Yes,I do.
T：Do you like this song?引导学生回答Yes,I do.
T：师拿出漂亮果篮Wow,How nice!!A fruit basket! Do you like this basket?此时学生回答多是Yes.师不必着急，耐心引导其说Yes,I do.多问几个学生.
师相机出示句条Yes,I do。带读一遍，贴。师咧嘴指自己脸：with a smiling face.出示笑脸哭脸图Which one is the smiling face?The green one or the yellow one?Do you like the smiling face?Yes,I do.贴。
（2）出示一个烂苹果，以Do you like this apple?引出否定回答No,I don’t.
What’s in it?Look,an apple!师从果篮里拿出一个烂苹果，把好的一面对着一个学生，Do you like this apple?生答：Yes,I do.师迅速把烂的那面对着他并露出恶心状：Do you like this apple?生答No.师引导学生说No,I don’t.师：I like apples.But I don’t like this apple.It’s a very bad apple.再多问几个学生:Do you like this apple?
师相机出示句条No,I don’t.带读一遍,贴。师作哭相，指自己脸a crying face.出示哭脸图，Do you like the crying face?贴图。这里不必强求学生说No,I don’t.让学生自由表达自己的观点。
（3）操练Yes,I do.No,I don’t.
教师从果篮里拿出两个好苹果，询问学生Do you like apples?引导学生回答Yes,I do.No,I don’t.
教师从果篮里拿出一串香蕉，询问学生Do you like bananas?引导学生回答Yes,I do.No,I don’t.
（歌曲热身之后，以实物（果篮）引出新知，并在篮中放入水果，操练巩固新知。同时以布包住的小篮球自然过渡到下一环节。）
2、初步呈现，学习四个球类单词,并把单词揉入句型
⑴以猜物的'形式引出basketball,师生在共同活动中自然学习句型“Do you like basketball?” Let’s play basketball.”及其应答：Great!Let’s go!
师事先用布包住一个玩具篮球放在果篮里：Do you like?? What’s this?学生可能会猜各种水果。No.Let’s see.Wow,it’s a basketball.A small basketball.This is a basketball,too.It’s very big.Look at the picture.The monkey is playing basketball.贴上图。 Let’s play basketball,OK?师出示小型篮球架,试投篮一次“Great!”学生很激动，Who want to play basketball?You please. Are you ready?Catch!师指导学生投篮，“Great!Throw it to me.” “Do you like basketball?”若生答“ Yes,I do.”就奖励The basketball is for you.Here you are.生答Thank you.师引导其把小球帖在黑板上本组的下面。若生答No,I don’t.师说I’m sorry.Go back to your seat plese.“Anyone else?Let’s play basketball.”师引导其回答：Great!Let’s go!师与另一生再玩一遍篮球“Do you like basketball?”
⑵仍以猜物形式引出football,并在活动中操练句型。
事先用布把一个足球盖起来，Is it a basketball?学生猜。师：Let’t ope
it and see.Oh,it isn’t a basketball.It is a football, Football,foot,T指脚，football,T作踢球动作。出示足球图片The monkey is playing football.贴上图。Who want to play?You,please. Let’t play football.师引导生回答：Great!Let’s go!
Stand there.Are you ready?师与一生踢个来回。Do you like football?步骤同上。出示句条Do you like football?贴上黑板。师带读黑板上两句话。
(3)学习volleyball baseball.
This is a ball,too. It’s a volleyball.look at my teeth?指导学生观察老师口型，发准音，突破难点。接下来与学生对话、表演，步骤同上。
T:Now ,look! This ball isn’t big.It’s small. It’s a baseball.同法学习baseball
（教师根据教学内容的特点，以实物引出新授单词，采用了全身动作法、情景交际法、游戏活动法等丰富多彩的教学方法，让学生根据自己的生活经验自主表演、大胆模仿踢足球、投篮、打棒球、打排球的运动动作；让学生积极参与到丰富多彩的课堂活动中，并在兴趣盎然的积极情感中习得语言。）
Step 3 Consolidation
⒈呈现单词卡片，通过Listen and number等活动使学生把单词的音、形、义紧密联系起来。
⑴词图配对。（出示“volleyball”时，我再次指导学生观察我的口型，发准音标v；把单词卡片baseball和basketball放在一起，让学生迅速认读两张词卡，强调词形的区别；指导学生观察我的口型，分清ei和a ,以此突破难点）。
⑵Listen and number.（此活动虽然老套，但学生很喜欢，又能有效地巩固单词，所以平时课上我也经常用）。
⒉活动巩固单词、句型，使学生把单词的音与其动作联系起来。
⑴Ss起立T做动作，边做边说，如Go go ,go go go!Go and play basketball.同时做投篮状。四个都示范完，T带做一会，放手让学生自己做。
（我认为小学生学习英语最基本的操练是非常有必要的，否则学生很难顺利接受语言，掌握语言。没有掌握语言，何谈语言运用？但机械操练一般都被认为是枯燥无味的。在这堂课上，当我教完新句型后，我便运用了全班活动来来巩固句型“Go and play?”由于书上“Let’s go and play football now.”这个句型太长，学生说起来可能会有困难，我先把它拆分成“Go and play?”我自己示范时表情、动作就非常夸张，把孩子们带入一个真实的“去玩什么球”的场景中去。三年级的孩子最喜欢像这样边做动作边学习语言，这时的学习效率是最高的）！
⑵每组喊一生，四人上台站成一排，用粉笔画一条线，四人站在线后。师发口令：Let’s go and play?(口型提示学生)全体学生说出教师所做动作表示的球类单词，台上四人迅速选择Ss所说的球并举起此球，看谁抢得快。选错了被淘汰“I’m sorry.”最后留下来的最少奖励一个球，最棒的奖两个。玩两组后老师让位给学生,I’m tired.Who can help me?
（全班学生投入地活动之后，我便运用了上面这个具有竞争机制的竞赛方法来巩
句型。有了前面的铺垫，这里我才把全句说出来；学生有了这个过渡，也才能熟悉这个长句。“画线”是为了创设一个较为真实的情境，让学生有一个“Go”的过程。由于是分组活动，符合小学生争强好胜的心理特征，同时又培养了学生的集体荣誉感。奖励时我注意保护学生的自信心，只要没有抢错都有奖励。最后我让位给学生，让他们自己活动。因为课堂本来就是属于学生的！这样，学生全体参与、主动积极，大大提高了复习效果，学生听说英语的整体素质也得到了较快的提高）。
Step 4 Listen to the tape.Read after the tape.
Do you like this game?I like reading.Let’s read,OK?Now,open your English book and turn to page 59 Who are they?He’s LiuTao.He’s Mike.She’s YangLin.She’s Helen. What are they talking about?,let’s listen !.Read after the tape.Use your fingers point.在听读、跟读的过程中培养学生良好的学习习惯
Step5以歌曲巩固句型。
I like singing.师唱《两只老虎》Do you like singing?Let’s sing together.配上《两只老虎》的旋律，指导学生加上英语歌词唱歌。
（巧用歌曲——画龙点睛在语言功能学习或巩固中，我利用一切可以利用的条件，将枯燥抽象的内容，赋予一个十分有意义的歌曲游戏情景之中，学生伴着《两只老虎》音乐，欢快地唱出今天的主要内容，用歌声来替代单一、枯燥地朗读板书。学生始终处于一种积极学习的状态，兴致勃勃地接受和巩固语言知识。在学生们眼中，英语课形象化了、趣味化了、交际化了，是他们学习的乐园。另一方面“I like singing.Do yo(转载于:小龙文档网:牛津小学英语3b全英文说课稿)u like singing?”这个过渡也提前渗透了第十一单元的句型。）
Step6以对话巩固句型
每组喊一学生上台，师与他们四个对话：T：Do you like football??
S1-4:Yes,I do.No,I don’t.
T:Who can ask me?四人问老师，师对其耳朵轻轻回答。
（教学活动的设计应从语言运用的角度出发，与其让学生机械操练句型，不如把学生逼到具体语言情境中让他们主动去说。在这个环节师生示范表演为学生提供一个可操作的模式，我对着学生耳朵轻轻回答的好处是：符合儿童心理，在班里形成信息差异，从而把学生逼到具体具体语言情境中让他们主动去说。）
Step 6 Homework
1、Read after the tape three times.
2、事先准备好每人发一张调查表，内容如下：
Do you like …
name
football
basketball
volleyball
baseball
英文说课稿11
说教材：
1. 教材内容
本节教材重点围绕节日展开，围绕人们经常如何度过节日展开话题。本课时要求学生能掌握四个节日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at …? I… .并能自由交流如何度过假日。在本课中did引导的一般疑问句及回答也是新知之一。因为在前面第三单元己出现了be 动词的过去式，所以学生在学习的时候这方面比较容易掌握。
2.教材的地位
本节课所选的教学内容是牛津小学英语6A Unit 6。本单元教学围绕节日儿展开的。在询问节日这部分，学生已有了前面第三单元的知识铺垫，比较易于深入与扩展。这样的安排，既体现了教材循序渐进、由难到易的编排意思，又符合学生的知识水平和认知水平。关于人们如何度过节日这一话题，特别是西方的节日，。则需要学生课后及时收集资料。在实际教学中，本课采用旧话题先教新句型，再用句型引新知的方式展开，这样既便于学生接受掌握，也体现了教学内容之间的连贯性。
说目标：
1. 教学目标
新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我制定如下教学目标。
[认知目标] 学生能听、说、读短语及单词：visit relatives and friends , go to parties, dress up in costumes, ware masks , make pumping lanterns, eat lots of delicious food , National Day, Christmas, Halloween, Spring Festival , favourite ; 能运用 When's … ? What do people usually do at …? Did you…last …? Yes , I did./ No, I didn't.等进行口语交际。
[能力目标]能用英语交流在假日中的活动，部分同学能用英语流利介绍节日的有关情况。
[情感目标] 通过活动、游戏使学生产生学习英语的兴趣;让学生敢于、乐于开口，积极参与交流。并让学生在学习的过程中，培养他们的合作意识和竞争意识。
2. 教学重难点
教学的重点是让学生掌握词组，能够熟练的运用词组进行交流，初步锻炼学生运用词组描述节日的能力;难点是让学生认识时态的变化，及意识到词组的不同运用能造就语言的丰富性。
说教法：
1. 教法设计
根据英语这门课本身的特点及六年级学生的兴趣，我通过了设计具体形象的情景，以旧带新，不断滚动知识点，以此来分散教学难点，让学生直观地感知与理解。同时创设数个任务活动，从单词到短语到句子到对话到片断，使学生在师生、生生之间的多向交流中进行有意义的练习与实践，充分发挥他们的学习主体性，培养他们学习致用的能力。
2. 学法指导
引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能，让学生在多层次的练习中体会到学习英语时“运用”的必要性，鼓励学生积极思维，大胆尝试。
3. 教学手段
根据本课的教学内容、教学目标、学生的年龄特征和心理特征，为了更好地激发学生的学习兴趣，从而能积极主动参与学习。教学中运用多媒体课件、图片等教学辅助手段，置抽象的句型于一个个生动的情景、游戏之中，不仅使学习过程自然轻松，更能较好地启智开思。
说过程：
1.热身( Warm up)
(1)宣布本节课的学习方式：小组竞赛。以座位分成四个参赛小组，按每个同学的课堂表现为本组加星，课末评出WINNER。然后，开始“每课一句”，本节课所教授的句子是“Lite is long if you know how to use it.”
[设计意图] 学习方式的宣布让学生对本节课充满了兴趣，激起了他们的斗志和为本组争星的表现欲。“每课一句”是我在六年级开始每堂课上设置的一个必备环节。这个环节主要教学生一些妙言警句。这些句子既丰富了学生的词汇量，提高了他们的表达能力，同时也让他们学到了地道的英语表达方式。从而为学习英语创设一个良好的氛围。
2.以旧带新 [lead in ]
提供话题Birthday，师生自由交流，然后用“How do you spend your birthday?”引出本课的新句型“What do you do on your birthday?” 进而再导入“ Did you … last birthday? ”及回答。然后用Colour 话题引出句型My favourite …
[设计意图] 通过旧知识滚出新知识，是我常用的教学方法之一。以旧带新，学生可以比较轻松地掌握本课的句型。同时把新的句型和老话题融合一起。有助于培养学生的语言思维能力的开放性。
3.呈现、操练(Presentation, Practice)
承接Colour话题，引出第一个节日：National Day。利用课件呈现中国国旗。教师引导的话如下：
T:My favourite is red . Because Chinese flag is red . The main colour in China is red on important days. I love China , so I like red. I like red , because I'm from china. Do you like China? Do you like red now?
S: Yes…
T： Do you know my country's birthday?
S: The first of October.
T: What holiday is on that day?
S: National Day.
[设计意图] 找到话题与所授新知的契合点，让学生很自然地从一个话题向另一个话题过渡，从而开始了本节课Holiday的话题。同时英语并不是仅仅是一种工具，它是能够表现出情感的。在此由红色引出中国，由中国引出它的生日，简单的几句带有感染力的话就能激发学生的爱国热情。
接着用在谈论生日时所学的`句型让学生谈论一下国庆节，使所学知识处于不断的滚动复习巩固之中。用Guess 猜下一个节日Halloween.猜出来之后，利用谜面锻炼学生听与说的能力。
[设计意图]因为Halloween节日在5A的书上有专门的一单元的介绍，所以虽然它是一个外国的节日，可是学生对它并不陌生。利用谜面，让学生读一读，说一说，谈一谈。在此环节充分锻炼学生的口语表达能力。
圣诞节的出示用一首轻快明了的CHANT作为引入，同时让学生看一段配上音乐的介绍资料，然后用今天要掌握的句型来问一问。之后，出现了一个有关圣诞节的小故事，让学生自由的阅读，然后完成后面的题目。
[设计意图] 在课中关注学生的注意力的放松。高输入量的学习会让学生很快有疲劳的感觉，从而降低学习效率。在此环节，设计了CHANT 和一段了解性文字的阅读，就是给学生创设了一段休息的时间。然后再根据高年级学生的英语阅读能力的培养需要，适时进行一篇短文阅读。
圣诞节后进行春节的教学。用一封来自外国朋友的信引出春节。这是一个美国的朋友，她先介绍了一下人们如何过圣诞的情况，然后向中国的朋友问了三个有关春节的问题：What holiday is the popular holiday in China? When is it ? What do people do on that day? 教师让学生四人一组讨论后再反馈回答。
[设计意图] 在这儿出现了一封的书写方式，同时很好地导出了下面的内容，教师给学生提供了广阔的自由想像和发挥的空间，让学生运用所学的语言进行扩展性的练习。
4. 拓展、巩固(Extension , Consolidation)
(1) Listen and number
(2) Say out the holiday
将一些没有学过的节日收集在一起，让学生猜测出意思，并能说出时间。
(3) Try your best
按自己的能力选做一题，题目要求由难到易，选择不同程度的题所获得的加星也不断增加。
[设计意图] 检查一节课的教学效果，课外知识的拓展，丰富学生的知识面。选做题的设置，再次调动起学生的积极性。本来无望获胜的小组，此时又有了一次机会，不甘失败的心理会让他们充分发挥潜能;而本来胜利在望的小组，此时又有了危机感，让他们不敢掉以轻心。于是一场比拼实力的竞争又在无形之中展开了。他们不断调动出潜能，能于同学互帮互助，一种为本组争光的主人翁意识也在不断膨胀中。从而形成了一个积极的参与氛围。
5 课后作业(Homework)
(1) Look and write
(2) 用至少五句话介绍一个节日。
[设计意图] 巩固所学，将课内的学习延伸到课外。
英文说课稿12
Good morning, everyone! It’s my honor to present my
lesson plan here. The teaching material comes from PEP Go for it 8B U6. The title of the reading part is I’ve been studying history in China. History is the topic of this passage. The story is narrated by an Australian, Leo, who tells his life in China, his family history and his study of history. This reading mainly focuses on developing Ss’ reading skill, especially scanning. So this is one of the language focuses. As for the content, because of many new words and phrases in the context and Ss’ lack of the knowledge about “history”, it is a little difficult for them to understand the passage. So the Ss may have a bit difficulty in retelling the passage in the last activity role-play. Thus I rearrange the material like this: The 3 questions in pre-reading are modified. I’ll choose some easier and funnier questions to lead Ss into the topic History. The grammar review in Exercise 3b, 3c is not the language focus in this lesson, thus it’s considered as the homework. According to the New English Curriculum, the teaching should not only focus on the development of Ss’ reading strategy, also the Ss’ interest in English. So I apply communicative approach, making use of real-life situations to motivate their desire to communicate in meaningful ways about meaningful topics. Ss will enjoy their participation in this lesson by discussion and role-playing. As for the teaching aids, PPT, blackboard and audio tape are needed. Based on those analyses, I set the following 5 teaching objectives. By the end of the class, Ss will be able to: 1. Linguistic knowledge Master new words and expressions, such as emperor, dynasty, capital etc. (this is the language focus) Be familiar with the topic history. 2. Language skills Develop their reading skills, especially scanning. (This is the language focus I’ve mentioned before.)
Tell Mike Leo’s life in Harbin during the role-playing. (This is the anticipated difficulty.) 3. Affects Love our country by learning more about Chinese history. 4. Cultural awareness Know more about history of other countries. 5. Learning strategy Learn to get more information both from books and the Internet. Ok, now let’s move to the most important part: teaching procedure. I adopt 3-stage model: pre-reading, while-reading and post-reading. The duration is 45 minutes. In pre-reading stage, there’re 2 activities for 9mins. I’d like to introduce Leo to Ss as a new friend. The first activity is Leo’s self-introduction through a short record. The record is prepared before the class with some key information about Leo. As a foreigner, Leo loves Chinese history very much, so he has many questions to ask Ss. The first one is about the emperors and the dynasties. Ss should be able to do the match between them. Those emperors are all famous characters in the Chinese history, such as Tang Taizong, Cheng Jisihan, Kang Xi and so on. The second one is about the famous capitals in the history. Ss should pick out the city which was not the capital in the history. By the way, I will provide some information about Harbin, which is the city where Leo lives. This introduction can also build Ss’ knowledge structure. This kind of lead-in could be funnier and easier, and the comfortable atmosphere can help Ss’ to acquire new knowledge easily. In the second stage while-reading, there are 2 steps; they are fast-reading for 6mins and careful-reading for 15mins. There’re 2 activities in fast-reading: skimming for the main idea of each paragraph and scanning for the specific and important information to fill in the blanks. These tasks can help them get the general idea of the passage.
In careful-reading step, I’ll guide them to learn the passage paragraph by paragraph, from Leo’s introduction to Leo’ s family history, and Leo’s study of history, the last is Leo’s dream. Different tasks are designed for Ss: For the first paragraph, Ss are asked to find some key words about Leo: Australian, Jewish, etc. For the second paragraph, Ss are required to fill in the time table about Leo’s family history. As for Leo’s study, Ss are asked to make a comparison between Leo and his friends. The last is Leo’s dream, I’ll ask Ss several simple questions. I will make sure that Ss won’t be bored by the tasks and participate in all the activities actively. In post-reading, there’re 2 activities for 14mins: discussion for 5mins and role-playing for 9mins. I’ll ask Ss two questions: Q1: Why are some old buildings in Harbin built in Russian style? Q2: Why does Leo want to go to Beijing for the Olympic Games in 20xx? What can we infer from that? Ss are supposed to learn more about the history of China and other countries, and develop their patriotic feeling. The role-playing is Leo’s talking with his friend Mike. They are talking about Leo’ life, work and the future plan. What Ss have learned in this lesson is needed in the talking. In order to lower the degree of the difficulty, I’ll provide some sentence structures, some questions and key words. So this can be considered as a review of the whole lesson. And this is the right time to practice Ss’ oral English and they should talk in the correct tense to practice the grammar we have learned before. The last minute is for explaining homework: Suppose that Leo’s friend Mike is coming China for the Olympic Games, we should give him some tips. Ss are asked to get more information through the books and the Internet, and then write down at least 3 tips in the following structure: If you want to go to the Great Wall, you will have to take No.15 bus…. This task comes from Exercise 3b, 3c. Ss can not only review adverbial clauses of condition introduced by If according to the requirements of the teaching material but also enjoy learning with the given situation. As time’s limited in the class, the task is left as the homework.
Finally, making a good use of the blackboard can help Ss learn better. So this is my blackboard design: the title is in the middle of the blackboard, the left part is for some information related to Leo and also the structure of the whole passage, the right part is for some new words and expressions. 【有关英文说课稿模板锦集10篇】
英文说课稿13
设计意图:
英语是口语表达方式的另一种语言,想让幼儿喜欢参加本节课大胆的表达自己的口语能力要寻找合适的英语教材是至关重要的。内容《drinks》中的单词切合生活实际句子生动简单而富有情趣!在我与幼儿扮演游戏的时候是他们情绪最高的时候!内容由浅入深使这节课成为孩子们学习有感情的好教材。
一、说教材
教材来源:《纲要》指出:教育内容的选择既要贴近幼儿的生活，又要有助于开拓幼儿的经验和视野。此活动选材来源于生活，又能服务于幼儿的生活。《Drinks》活动中所涉及的英语单词都是日常生活中孩子们经常看到、接触到和尝过的饮料。这些在孩子们经验范围之内，能够引起他们的兴趣，同时孩子们生活中也会有很多机会练习。根据小班孩子的年龄特点，考虑到我班幼儿的英语发展水平，我设计了这一教学活动。
二、说目标
活动的目标是教育活动的起点和归宿，对活动起着导向作用。根据我班幼儿实际情况及对教材的分析，制定了以下目标:
1、通过轻松、自然、愉快的英语游戏设计，让幼儿积极参与英语活动，大胆用英语进行表达，并感受英语活动带给他们的快乐与自信;
2、让孩子能听懂、说出、认读water，tea，coffee，cola四个单词，知道它们的英语名称;
3、学会用句型:“Please drink some……进行简单交际，在图片或场景下进行简单的英语交流和表达;
三、说重点难点
通过分析教材，考虑到我们班孩子的英语学习实际情况，我确定了教学重点和难点:
重点是掌握饮料的英语名称，会用句型，“Please drink some……进行交际;
难点是运用句型进行主动表达并作出相应的回应;
针对重难点我设计了以下教学环节。
四、说准备
为了使教学活动生动有趣，我作了如下活动准备:
空间准备:让幼儿围成半圆形入座;
物质准备:单词卡片若干张;实物饮料:桔子汁，茶水、咖啡，可乐各一杯;
经验准备:了解了各种饮料的名称。
五、说教法
《纲要》指出:“教师应成为学习活动的支持者、合作者、引导者。”活动中应力求形成“合作探究式”的师幼互动。因此，本次活动我除了用饱满的情绪影响孩子，以自己的形态感染幼儿外，还要采用了适宜的方法组织教学，采用的教法有:
1、游戏法:游戏是幼儿的基本活动，它具有教育性、娱乐性、创造性。幼儿又有好动的特点，所以在教学过程中穿插适当的游戏，使幼儿能在快乐的游戏中轻松学习。
2、直观教学法:利用各种形象图片、实物，让孩子直观形象的去认识单词。
3、操作法 通过让幼儿看一看,说一说，亲自动手操作、观察来获得获得感知。我让孩子们亲自闻一闻，尝一尝来说出饮料的`英语名称。
4、情境教学法:在教学过程中，给孩子创设真实的教学情境，让孩子投入的学习英语。本次教学活动，我引入了幼儿喜欢的服务生游戏，让幼儿参与到这一活动中，通过推销饮料的情境，使幼儿主动运用句型:“Please drink some……，提高孩子的英语口语听说能力。
六、说学法
体现以幼儿发展为本，把“要我学”变成“我要学”，设计了以下学法：
1、多通道参与法:新《纲要》科学领域中的目标明确指出,(幼儿)“能用多种感官动手动脑,探究问题，因此,活动中我引导幼儿看一看,闻一闻、尝一尝中获得感知,不知不觉就对各种饮料发生了兴趣。
2、体验法:为了让幼儿对各种饮料更深的印象,我采用了幼儿亲自尝一尝的体验法,在品尝中学说英语单词。
七、说教学过程
其活动流程为： 温故而知新—热身活动--新内容呈现--游戏巩固
1、复习上节课内容2、Warm-up(热身活动，营造学习英语的活动氛围)
精彩的课堂开头，不仅能使学生迅速兴奋起来，而且会使学生把学习当成一种自我需要，自然的进入学习新知的情景。因此，在热身的时候，我首先和孩子做律动，这样的导入很快会让孩子进入英语学习的情境，然后进行英语交际问好，使孩子对语言的领会更加自然。
2、presentation(新课呈现)
（1）通过平时的英语小游戏：“look,look,what can you see?依次呈现water、coffee、tea、cola、的图片，引导孩子说出饮料的名称。
我根据本课单词的特点和所准备的实物和图片，采用了情景假设法:我扮演饭店的服务生，孩子扮演顾客，走到孩子中去。服务生说：“please drink some coffee,你要喝咖啡吗？drink some tea.
顾客说：“thank you.
服务生：Here you are.
顾客:thank you. 这样还锻炼了幼儿简单的英语表达能力！
3、practise(活动操练）。
请4名孩子上台，手里分别端着水、茶水、咖啡、可乐，老师发出指令，“please drink some……”孩子根据提示做出动作，听说，巩固句型。
Game 3:listen and draw a line to the right picture.
4、一起欣赏歌曲《drinks》（英语光盘）
反思：在这节课中，我始终关注学生的情感，创造教学氛围，围绕任务型的教学活动，联系学生生活实际，通过提供趣味性较强的活动和内容，激发幼儿的学习兴趣和学习动机。创设各种学习活动，使幼儿通过自身体验与实践，快乐轻松地学习英语知识。
今天我所展示的这个活动肯定还存在着许多不足之处，希望在座的各位领导、老师能给予批评指正，让我在以后的教学实践中，在新的教育历年熏陶下，和孩子一起探索，一起成长！谢谢！
英文说课稿14
Unit 4 Unforgettable experiences
The 1st Period listening &Speaking
Good morning, ladies and gentlemen. It is my great honor to interpret my lesson here and the lesson plan I am going to talk about is from SEFC Book 1 A, the first period of Unit 4 Unforgettable experiences. To make my presentation clear, I’ll explain it in the following 5 aspects: My teaching principles; my understanding of the teaching material; teaching methods and learning ways; teaching procedure; blackboard work.
Ⅰ. My teaching principles
First I’d like to talk about my teaching principles the New Curriculum of senior middle school, the speaking and listening is emphasized and the audio-lingual method is adopted in English teaching. We should offer more opportunities for students to be exposed to more authentic English. And listening at a suitable level is one of the best ways. We should also concern about how to create and present good situations with suitable topics for practicing and learning. So in such a teaching case, the governing guideline is to input enough information to the Ss and to activate the Ss to talk in English by providing them with live situations. The main feature is to combine speaking with listening, observing, reading and writing. The good point is that the Ss will know not only how to speak but also what to speak about.
Ⅱ understanding of the teaching material
In my understanding of the teaching material, there are three parts: teaching aims & demands, the important functional items and also teaching important & difficult points. According to these, the purpose of the listening material is to help student get familiar with how to talk about personal experience, especially disasters. It demands Ss to pay attention to the detailed information about the material. The purpose of the speaking material is to help the Ss master some useful expressions when they want to show their emotions. In addition , I’d like to divide this lesson’s objectives into three categories.
① Knowledge objective
Students should know some background information about disasters, some names of disasters and also learn some words and expressions used to describe the disaster such as earthquake. And they should do some speaking practice to grasp some useful expressions about showing their emotions, such as Help! /I’m afraid to …/Don’t be afraid. /It’ll be ok. /Well done. And so on.
② Ability objective
Because this period combines listening with speaking, the Ss’ speaking ability and listening ability should be trained. So in my class I’ll play a story about Hankstam trapped in the earthquake , and teach them a few listening skills. Besides, in order to cultivate their ability of discussion, dialogue and even performing. Students should be asked to talk freely in English with partners by using the useful expressions and then act their dialogues out.
③ Moral objective
The speaking exercises help teach students to express their feelings when they are having difficulties and how others would say to encourage or comfort them. So through the dialogue and acting, the Ss are enabled to understand the importance of friendship and love between human beings.
Ⅲhing methods and learning ways
Now come to the part of teaching methods and learning ways. In my class, I will take advantage of the situational method and “3 P” teaching method, that is “Presentation” “Practice” “Production”. Besides, I’ll use a tape recorder and some pictures as my teaching aids.
Ⅳhing procedure
Now, I’d like to talk about my teaching procedure. I want to carry it out in the following 5steps: lead-in; listening; speaking; consolidations; homework
Step 1 lead-in
According to the schema theory, I will ask Ss to recall their own experience of disasters and share it with each other. Get them familiar with what is going to learn and prepare for the listening part.
Step 2 listening
According to Krashen’s input hypothesis that learners acquire language as a result of comprehending input addressed to them. So a moderate input is necessary. Therefore I will play a story about earthquake to them for understanding. Before listening, Ss are asked to see some pictures and guess what happened in the pictures. A reasonable guess is conductive to their master of the listening material. Then they should finish the questions and fill in the blanks in the book. They can have a discussion when come across some difficulties, finally I will check the answer and make a conclusion by teaching some listening skills.
Step 3 Speaking
As far as I concerned, speaking is the most important section of my lesson so it should be paid more attention to. And at this stage, I adopt the “3 P” teaching method and situational method.
First I will invite them to a situation of being Hankstram in the earthquake encouraging them to give out as many expressions as possible ,which is used to express worries and also guess what the doctor will say to comfort and encourage him. They are also asked to read a dialogue to find some expressions for encouragement. After that I will list out more relative expressions on the blackboard. What I am going to do next is to produce half-controlled speaking activity. A student is invited to talk with me about a picture about fire. Here I play a leading role, so my questions are designed to activate him to use these expressions spontaneously. Then the whole class is divided into groups to talk about the pictures separately. Ss are familiar with the situations in these pictures ,for they directly come from our daily life; I will make Ss talk freely, so that they can get full involved in the activity. Before they start, I’d like to remind and encourage them to use those useful expressions. After preparing for several minutes, they are asked to act their dialogue out.
Step 4 Consolidation
In this step, students should try their best to recall the useful expressions they have learned in this lesson without looking at their books.
Step 5 Homework
Since the next lesson is the reading course for Ss to improve their reading ability and it is a little difficult, I will ask them to preview the reading part and find out some important words and expressions ,especially verbs in the text. It’ll ensure them to take an active role in the reading course.
Ⅴkboard work
The last aspect of my lesson plan is the blackboard work. On the left is the answer of the listening part; in the center is a form about useful expressions about showing people’s emotions when they are having troubles, comforting or encouraging someone. On the right is the word s and expressions about disaster, earthquake. They should be listed clearly to draw the Ss’ attention again. That’s all for my presentation. Thank you！
英文说课稿15
Lesson Plan Presentation
Hello, Everyone! It’s my honor to present my lesson here. You see (show the material), the material is the Reading part from Go for it! Book 8B Unit1 Will people have robots? The topic of this unit is about opinions on the future. The passage is clearly organized because Ming’s predictions are written one by one from the following 5 parts—job, places, pets, sports and clothes. So it’s not difficult for students to understand the passage and the passage itself can serve as a good writing modal for the Ss to imitate.
As we know, reading is an interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, of the world. Therefore, I will follow the interactive principle and adopt Three-Stage and Seven-Step Reading-Writing Teaching Mode. The three stages are reading, speaking and writing. In order to help my students to fully understand the whole passage, I will use Multimedia devices and PPT documents as my teaching aids.
According to the analysis of the teaching material, the learning condition, and the theory of teaching reading, the following learning objectives are to be achieved in the period：by the end of the lesson, the students will improve their reading skills such as predicting and scanning in the process of reading and will develop their writing skills through writing about their life in 20 years. They will be able to make predictions about their life in 20 years. Besides, they will grasp some key words and sentence patterns such as “fall in love with, probably.” What’s more, by learning the passage, students will become more hopeful about the future and work hard to realize their dream about their future life.
In order to achieve the learning objectives, several activities are designed for the three stages. The teaching procedures are as follows:
In reading stage, I designed three steps. Step 1 is to enjoy the music “Whatever will be” and talk about the future. It aims to arouse the students’ interests in the topic and to activate students’ old knowledge. Step 2 is prediction. Ss circle the words that they think will appear in the passage based on the topic of the passage and the picture. T tells what the passage mainly about and gives out the paper in which there’re the words for Ss to predict before the start of class. By circling the words that they think will appear in the passage, Ss will concentrate more on the text in the fast reading step to check their predictions. Step 3 is to read the passage quickly and try to find out some specific information so as to complete the following chart. Ss can have a clear understanding of Ming’s prediction from the 5 parts—job, pets, sports, places and clothes
In speaking stage, Ss predict their life in 20 years from the following aspects: appearance, job, family, places, clothes and so on. Ss discuss their predictions in pairs and then give an oral report. By discussion, Ss can widen their ideas of making predictions about their life in 20 years. And the oral output can give Ss plenty of inputs for writing the draft, thus getting Ss fully prepared for writing in writing stage, I design 3 Steps. Step 1 is Pre-writing by reporting their predictions. Step 2 is While-writing. Ss write a passage about 60 words to describe their life in 20 years according to the given situation. The situation can stimulate Ss to write about their life in 20 years. And the draft serves as the output of the class. Step 3 is Post-writing, T guides Ss to do peer evaluation of the draft. Ss evaluate the drafts of their partners and have a reflection on their own writings. The evaluation can stimulate Ss to be aware of the mistakes in their writing and learn how to improve their draft.
Finally I’d like to show my blackboard design.
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