英语— — — Did you have a nice holiday?说课稿
Good morning/ afternoon,my dear judges! I am. . . It is a great honor to have the opportunity to share my
teaching ideas with you. The content of my lesson today is Did you have a nice holiday? I will present my lesson
from five parts,namely analysis of the teaching content,teaching objectives,teaching key and difficult points,
teaching methods,and teaching procedures.
Part One Analysis of the teaching content
Today I’m going to talk about the Module 9 Unit 2,the second volume of Grade Four,FLTRP Primary
English. In today’s class,we are mainly going to learn about the position words and how to use them correctly.
Part Two Teaching objectives
1. Knowledge objective
Students learn the position words,and know about China and America.
2. Ability objective
Students can introduce some cities by using the position words.
3. Emotion objective
Students learn to respect the cultural differences between China and Western countries.
Part Three Teaching key and difficult points
1. Teaching key points
Students can master the key words and phrases:north,south,Beijing is the capital of China,etc.
2. Teaching difficult points
Students learn the position words and know about China and America.
Students can introduce some cities’ positions.
Part Four Teaching methods
As primary school students often have strong interest in all things around them,in this class,I will use varieties
of activities to enrich my class. By displaying songs,showing pictures and setting authentic situations,students’
attention can be attracted to the learning content. Students can have a clear understanding of the position words by
watching some visual pictures. Also,they will know how to use the position words correctly by doing practice in
authentic activities.
Part Five Teaching procedures
I will finish this class in five steps.
Step 1 Lead? in
Sing a song together.
Let students choose their favorite countries and describe them (position,capital,etc. ).
Teacher shows the pictures of Beijing,Sanya,Washington,and San Francisco on screen.
Step 2 Presentation
T:Do you like Beijing? And look at it. (showing a map on the screen)
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Ss:(describe its position in the map)
T:There is a famous city in China,and it’s very hot. What is it?
Ss:Sanya(and describe its position).
Use the same way to show Washington (to teach north,south,east and west).
Then let students listen to some sentences and find out which cities are described in the listening materials.
Step 3 Practice
Point,ask and answer.
Teacher shows a map of the United States on screen and lets students work with their partners to
make dialogues.
E. g.
A:Where is New York?
B:It’s in the east.
Then teacher shows a map of China. Ask students to draw their favorite cities and describe them to
their partners.
E. g.
My favorite city is Beijing. Beijing is the capital of China. And it is in the north of. . .
Step 4 Production
Students write a short passage to their foreign pen pals about the position of their cities. After the writing,share
it with other students.
Step 5 Homework
1. Students need to read and remember the new words. (look at the phonetic symbols and say them out)
2. Students can introduce one city to their families by using the new sentences.
That’s all. Thank you.
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英语— — — Flying Donuts说课稿
Good morning,everyone!
It’s a pleasure for me to stand here and I’ m very glad to have such an opportunity to share some of my
teaching ideas with you.
My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With
Transportation”,and the topic of Lesson 37 is “Flying Donuts”. I decide to present the lesson from six parts.
Part One— Analysis of the Teaching Material
First:Status and Function
This unit tells us the improvement of traffic transportation and the related stories. I will lead the students to use
their imagination and encourage them to be creative. I will encourage them to say something about what they think
the future transportation will be like. In this way,students’ learning interest will be aroused and their oral English
can be improved.
Second:Teaching Objectives and Demands
1. Knowledge objectives
(1)Students can master the new words“fuel”,“oil” and “coal”.
(2)Students can understand and know how to use the phrases“think of,on the way to. . . ,have fun”,etc.
2. Ability objectives
(1)Students can develop their abilities of listening,speaking,reading and writing.
(2)Students can improve the ability of working in pairs.
(3)Students can develop their abilities of communication by learning the useful structures.
3. Emotion objectives
(1)Students’ interest in study can be developed.
(2)Students can know more about transportation and dare to express their opinions in English.
(3)Students can improve their creative awareness.
Third:Teaching Key and Difficult Points
1. Key points:
(1)Students can master the new words,phrases and sentences in this lesson.
(2)Students can know about the improvement of transportation and Danny’s invention.
2. Difficult points:
Students are able to talk about their imaginary future transportation in oral English.
Part Two— Teaching Methods
1. Communicative teaching method;
2. Audio? visual teaching method;
3. Task? based teaching method;
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4. Classified teaching method.
As we all know,the main instructional aim of learning English in Middle School is to cultivate students’
abilities of listening,speaking,reading,writing and their good sense of English language. So in this lesson I’ ll
mainly use communicative teaching method,audio? visual teaching method,task? based teaching method and
classified teaching method. I’ll let the students get a better understanding of the key structures. I’ll also give the
students some tasks and arrange some kinds of activities,like talking,watching CAI,and reading in roles.
Part Three— Learning Methods
1. Teach the students how to be successful language learners.
2. Make genuine situations and provide meaningful duty, encourage the students to study the text
by themselves.
Part Four— Teaching Steps
Step 1 Warm? up and Lead? in
Show the students some pictures of common transportations,like car,bike,train and so on. Ask the students:
What can you see in the pictures? Is there another kind of transportation around us?
Purpose of my designing:In this part,the students will say something about what they see or what they don’t
see in the pictures. In this way,their interest in this lesson will be aroused.
Step 2 Presentation
1. Learn New Words in Groups
The new words in this lesson are fuel,oil and coal. Show students pictures of these things and teach them these
new words.
Purpose of my designing:After seeing the pictures,students will have a clear knowledge about these words and
can learn them quickly and easily.
2. Play the Tape Recorder
Let the students listen to and imitate the text,pay attention to the pronunciation and intonation,and then finish
the exercises on the computer.
Purpose of my designing:This step is aimed at making the students get the general idea of the text. At the
same time,let the students have a chance to practise their listening and speaking abilities.
3. Text Learning and a Quiz
I’ll use CAI to present the whole text. And I’ll write the key points on the blackboard. After writing,I’ll
teach them to read the words and sentences on the blackboard. Make sure they can read them correctly.
After teaching them the whole text,including the meanings of new words,the use of similar expressions and so
on,I’ll ask the students to try and speak out some phrases on the screen,like I don’t think so,have fun,a new
kind of,on the way to school,and so on.
Purpose of my designing:To present the text by CAI is much easier for the students to learn and grasp the
meaning. CAI can provide a real situation with sound and picture and it makes the relationships between the
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students better.
4. Key Structures and Difficult Points Learning
First,I will divide the students into three groups and tell them to have a discussion about what they have learnt
in this lesson. Then encourage them to try to understand the whole text,know what the difficult points are,and so
on. At last,I will help them to master them all.
For example,I teach the students to know about the differences among phrases “think of”,“think out”and
“think over”. I will show them some sentences and get them to know the use of these phrases. Then encourage
them to do some exercises about these phrases.
Purpose of my designing:By doing exercises,the students will know how to use these similar phrases correctly.
5. Read and Say
I’ll give the students two or three minutes to prepare,and then get them to read the text together in three
groups. Tell them to read aloud.
Then I will encourage the students to say something about the future transportation or their imaginary
transportation. Encourage them to say more.
Purpose of my designing:By reading the text and describing their opinions,the students can practise their
reading and speaking abilities again.
Part Five— Summarize and Homework
Ask the students such questions:
What have we learned in this lesson? What does Danny say about his new kind/ type of transportation? Do you
like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises?
Now,let’s try! Then show them some exercises and help them to finish. At last,tell the students what today’s
homework is.
Part Six— Blackboard Design
Lesson 37 Flying Donuts
Language points:
1. think of认为,想起; think over仔细考虑; think out想出
2. at/ in the front of在… …前面(部) / in front of在… …前面
3. on the way to school在上学的路上/ on one’s way home在回家路上
4. with用… …
Purpose of my designing:Presenting the key contents clearly on the blackboard is beneficial to students’
knowledge grasping.
OK. That’s all. Thanks for your listening.
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英语— — — Earthquake说课稿
Good morning,ladies and gentlemen! I am very happy to have an opportunity to talk about some of my
teaching ideas. The topic of my lesson today is “Earthquake” from the textbook— Unit 4,Book 1,New Senior
English for China. I’ d like to present it from 5 parts as follows: teaching material,teaching methods,learning
strategies,teaching procedures and blackboard design.
Now,let’s come to the first part— teaching material. It includes three parts,namely status and functions of the
material,teaching objectives,the important and difficult points.
Firstly,let me say something about status and functions. As we know,this lesson is from the textbook“New
Senior English for China”. Briefly speaking, things in the text book are appropriate to students’ interest,
experiences and knowledge;they also provide opportunities for contextual language use and practice to enrich
students’ general knowledge. And the most important feature is that the textbook provides the students with
opportunities to use the target language to achieve communication goals and stimulates students to seek
further information.
Secondly,about the teaching objectives. I’d like to say them from three aspects: the first aspect is knowledge
objectives. In this unit,students will learn to talk about earthquake. The second one is ability objectives,including
improving students’ listening,speaking,reading and writing abilities. The last is the emotion objectives,that is to
say,my students will care more about the environment we are living in and care about all the living things on the
earth,including people,animals and plants.
Thirdly,let me deal with the important and difficult points. It is important for students to understand the
danger people face in an earthquake. It is difficult for students to realize what things can be done to minimize the
damages caused by quakes.
Next,let’s come to the second part— teaching methods. While dealing with this lesson,I usually adopt the
following ideas: English class should be a student? centered class,that is to say,make students real masters in
class while the teacher himself a director and students should receive some moral education during learning. So in
this lesson,I’ll mainly use the task? based teaching approach. The task? based approach is aimed at providing
opportunities for the learners to experiment with and explore both spoken and written language through learning
activities which are designed to engage learners in the authentic,practical and functional use of language for
meaningful purposes. So,I will let the students learn in real situations and fulfill several tasks such as pair work or
group work. And in this unit the communicative language teaching approach is also adopted. As we all know,
language is used for communication. For this reason,the communicative language teaching approach aims to develop
students’ communicative competence,which includes both the knowledge about the language and the knowledge
about how to use the language appropriately in communicative situations.
Then,let’s come to the third part— learning strategies. While teaching in class I usually train the students to
use some learning strategies. They will cooperate with each other to finish several tasks. When they finish some
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tasks they can learn to communicate better with each other. Before they do listening or reading activities,they must
learn to predict the words or sentences which they are going to hear or read.
OK now,let’s come to the fourth part— teaching procedures. I’ ll divide my lesson into 7 steps,they are
warming up,lead in,pre? task,task cycle,language focus,homework and self? assessment. This step? by? step
progression allows students to build up confidence in learning English.
Step 1 Warming up
The purpose of the warming up section is to introduce the topic to the students in an interesting way,remind
them of what they have already known and let them think about it. To“warm up”means to do a bit of preparation for
the learning tasks.
I will let the students watch an amusing flash called “earthquake”. This flash will offer students a relaxing
atmosphere and stimulate students’ interest in English learning.
Step 2 Lead in
I will show my students two vivid pictures. When they look at the first picture,I will ask them some questions.
Such as“Where does the city of Tangshan lie?”“Have you ever heard of the earthquake in Tangshan?”“Do you
know when the earthquake happened?”“What happened to the city after the earthquake?”
Please look at the second picture. Then,I will ask my students some questions,such as “Can you tell me
anything you know about San Francisco? Can you imagine what the city of San Francisco was like after
the earthquake?”
Then I divide my students into groups,and let them discuss these questions.
Step 3 Pre? task
I will introduce the topic and give the students clear instructions on what they will have to do at the task stage.
So at the very beginning I will let them review the words which they have learned,then teach them the new words
and phrases in the unit including cracks,roads and canals,fall down,lie in ruins and destroy. I will encourage them
to conclude the signs before an earthquake,such as,chickens are flying and dogs are barking,and pigs and cows are
too nervous to eat,fish jump out of the pond,and mice run wildly out of the fields.
Step 4 Task cycle
I divide my students into some small groups,and then ask them some questions. For the first question,students
must consider what is of most value to them in an earthquake.
The second question asks students to guess about what might happen before an earthquake. Of course,I will
encourage students to look at the pictures and discuss whether they think such behaviour or result is likely.
Encourage them to think of a reason why such things might happen. Again,it is not important whether their guesses
are accurate or not. What matters is that they have given careful thought to the situation.
Step 5 Language focus
In this step,students do practice activities to consolidate the knowledge which they have learned,so I prepare a
task that allows students to design a newspaper. I will explain to students what a newspaper needs. Then divide
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students into small groups,ask them to think of some ideas for their articles. They should identify: a special event,
why it was special,what happened and the situation. Then I’ll ask the students to list the events in sequence in
which they will write about them.
Step 6 Homework
Task 1 Remember all the new words.
Task 2 Write a passage about earthquake.
Step 7 Self? assessment
I want to talk about self? assessment. The most important and difficult role that the teacher has to play is to be
an organizer. Nowadays many approaches and methods advocate task? based learning activities. So one of the
teacher’ s major responsibilities is to design and organize tasks that students can carry out in the class. The
teacher’s role is the same as the role of instruction materials. However,when students are supposed to work on
their own,the teacher should hold his readiness to provide help.
And the last part is blackboard design. I will write the new words on the left,and on the right I write the target
language. If possible,I will draw some pictures. OK,that’s all. Thank you.
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