英語說課稿格式

　　英語說課稿格式（一）

　　Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）。 It is made up of four parts.

　　Part 1 My understanding of this lesson

　　The analysis of the teaching material:

　　This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.

　　Teaching aims:

　　1. Knowledge aim: Understand the main idea of the text.

　　2. Ability aim: Retell the text in their own words.

　　3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.

　　Key points / Teaching important points:

　　How to understand the text better.

　　Teaching difficult points:

　　1. Use your own words to retell the text.

　　2. Discuss the pollution of the sea and how to save the sea.

　　Something about the Ss:

　　1. The Ss have known something about the sea and sea life through the Internet and other ways.

　　2. They are lack of vocabulary.

　　3. They don’t often use English to express themselves and communicate with others.

　　4. Some Ss are not active in the class because they are afraid of making mistakes.

　　Part 2 My teaching theories, methods and aids

　　Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.

　　Teaching method:

　　Double activities teaching method

　　Question-and-answer activity teaching method

　　Watch-and-listen activity

　　Free discussion method

　　Pair work or individual work method

　　Teaching aids:

　　1. a projector

　　2. a tape recorder

　　3. multimedia

　　4. the blackboard

　　Part 3. Teaching steps / procedures

　　I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

　　The entire steps are:

　　Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）， Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework

　　Step 1 Greetings

　　Greet the whole class as usual.

　　Step 2. Revision

　　1. Ask students some questions to revise the last lesson（show them on the screen）。

　　a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）

　　b. What is coral? Why are corals not found in deep water?

　　c. Why is the Dead Sea called the Dead Sea?

　　2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）。 Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.

　　Step 3. Lead-in and preparation for reading

　　Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.

　　Purpose: Arouse the students’ interest of study.

　　Bring in new subject: Life in the oceans.

　　Step 4. Fast reading

　　Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:

　　1. Why can living things live in such oceans around the Antarctica?

　　2. What does the whale feed on?

　　3. What is the difference between the sperm whale and other whales?

　　Method: Read the text individually, use question—and—answer activity.

　　Purpose: Improve the students’ reading ability.

　　Understand the general idea of each paragraph.

　　Step 5. Listening（book closed）

　　1. Listen to the tape then do an exercise（wb page 90, part 1）

　　2. True or false exercise.（on the screen）

　　Train the Ss’ listening ability and prepare for later exercises.

　　Step 6. Intensive reading

　　Read the passage carefully again and answer some detailed questions on the screen.

　　1. How much does a whale eat at a time?

　　2. Do all the whales feed on small fish?

　　3. How deep can a sperm whale dive?

　　It is also called depth reading or study reading. It means reading for detailed information.

　　Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.

　　Step 7. Preparation for details of the text on the screen

　　1. …its heart slows to half its normal speed.

　　slow-v. to become / make slower.

　　2. …using sound wave

　　Present participle used as adverbial.

　　3. provide sth. for sb.

　　provide sb. with sth.

　　4. at a time: each time

　　5. grow to a length of…

　　Purpose: Train the Ss’ ability of understanding and using laguage.

　　Step 8. Consolidation

　　1. Find out the topic sentences.

　　2. Retell the passage according to the topic sentences.

　　Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.

　　Step 9. Discussion

　　Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?

　　Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger!

　　I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.

　　Step 10. Homework

　　Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.

　　Part 4. Blackboard design

　　Unit 16    Lesson 63

　　Topic Sentences:

　　1. Some living things can live in Antarctica.（what）

　　2. The whale feeds on small fish.（what）

　　3. The sperm whale feeds on squid.（difference）

　　Discussion:

　　1. The whales are in danger. What’s your opinion about it?

　　2. The sea is being polluted. What should we do?

　　In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.

　　In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.

　　I want to make the design inductive, instructive and artistic.

　　英語說課稿格式（二）

　　Good afternoon , Ladies and Gentlemen !

　　My name is Wu Dan . I come from Yu Hong Primary School .I am very glad to be standing here and talking about Lesson 10 ,which is from Fun with  English Book 3 Unit 2 .

　　My teaching report includes four parts .

　　Part 1 To analyze the book

　　1.There are 3 units in Book 3 . This is Lesson 10 . The central item is how to master another sentence to express " What’s the time ? " and how to buy something. Using " What’s the time ? " hungry , cakes, bread and so on . We’ll study and drill the sentences and the word ’s pronunciation .

　　2. According to the teaching outline and combining the students ’ situation , I make the teaching aims of this lesson as follows .

　　a .The first is the aim of knowledge .

　　It’s to learn and master two sentences. What time is it? I am hungry and then using them to express the time and go shopping fluently and freely

　　b. The second is the aim of abilities

　　The creative spirit is quite important to the students. So I will pay much attention to train it in my class. Otherwise. I will try to train the students listening, speaking, reading and writing abilities, Mainly improve their communicative abilities and encourage them to speak more  English.

　　C. The third is the aim of emotion

　　Make the students have successful feeling and achievement. And make them be in English study.

　　3.Important points

　　The first is to master and use the two sentences. What time is it? I’m hungry. The second is to master the usage of the words hungry, cakes and bread.

　　4.Difficult points.

　　It’s the pronunciation of the two words. hungry, cakes, and how to use them fluently and freely .

　　Part 2 . Teaching and learning methods

　　Make the students take part in class . Ask and answer in pairs and groups . I’ll use communicative method , discussing method and seeing and hearing method to teach this lesson .

　　Part 3 . Teaching aids .

　　In order to interest the students . I’ll use a clock , recorder , cards and some food as my teaching aids .

　　Part 4 . Teaching procedure .

　　Step 1 Revision

　　Before my class , I’ll get the students to sing an English song to keep themselves relax . Then I’ll use a clock to act it . What’s the time ? What’s the time ? It’s eight o’clock . I’ll show three numbers . When the students answer It’s ten o’clock . I’ll say : It’s ten . Today we’ll learn Lesson Ten . Then I'll put the clock on the blackboard .

　　Step 2 Presentation and drill

　　First I’ll point to the clock and ask , what time is it ? Students answer It’s ten . Then I go on moving the hands and ask .What time is it ?Students answer quickly .

　　Second I’ll drill the sentences What time is it ? It’s ----- .pairs in pairs or row by row .

　　Third When the students answer It’s 12:00 o’clock . I’ll point to my stomach and say .Oh I’m hungry .and  I’ll eat a cake . Then I’ll go on saying I’m hungry .and I’ll eat another cake . I’ll act it four or five times . Then I ask a student to act it . I’m hungry , too . I’ll say two cakes , please .and the sentences .I’m hungry . Two cakes ,please.

　　Forth :Listen to the dialogue and answer my questions.

　　1.What time is it?

　　2.How many cakes?

　　Step 3 Consolidation

　　I’ll train the creative spirit of the students.

　　I’ll give them three please. To act the dialogue freely .First at the 219 Park,second fruit shop Third department store.

　　Step4.Homework

　　Encourage my student to the market to buy something with his friends or parent.

　　英語說課稿格式（三）

　　Good morning, ladies and gentlemen . I’m ##. I’m from ## High School. Today, I feel honored to have the chance to share my ideas with you. In the reading process, I will focus on students’ long –term development and enable them to use reading strategies to read efficiently and independently.

　　My teaching plan will include 4 sections. They’re analysis of the teaching material,. Teaching aims , teaching methods and teaching procedures.

　　Section1 . Analysis of the teaching material.

　　The selected teaching material is a magazine aritcle taken from the reading of Module 2 , Unit3 . It is about the curse of the mummy ,which deals with an amazing man who devoted most of his time making discoveries in Egypt and strange things that happened after his finding the tomb of king Tutankhamun.

　　Section 2 Identifying the teaching aims.

　　Based on the analysis of the teaching material, I have chosen the following as the teaching aims,

　　The 1st aim: Train the students’ reading ability reading skills- predicting information.

　　The 2nd aim: Learn some useful words and expressions.

　　The 3rd aim: Develop the students’ creative, comprehensive and consolidating abilities.

　　Section3 Teaching methods and aids.

　　1.    Enjoyment of a short film before reading to make the students interested in what they’ll learn.

　　2.    Fast reading to get the general idea of the text.

　　3.    Careful reading to answer some detailed questions

　　4.    Multi-media

　　Section4 Teaching procedures.

　　Part1 Lead-in

　　Help the students to recall the well –known film TITANNIC by showing them a short flash of the film. The purpose of this activity is to arouse the students’ interest and curiosity to read the passage. （on the screen ）

　　Part 2. Reading comprehension- fast reading and careful reading

　　1.    Reading strategy – predicting information in advance.

　　Before asking the students to skim the passage, direct their attention to reading strategy first. Conduct the activity as follows .（on the screen）

　　2.    Skimming

　　Ask the students to skim the passage and complete the three questions of Part A on page 42.

　　3.    Reread the passage

　　Ask the students to reread the passage and identify which statements are true and which are false. Have the students complete Part C1 i ndividually. Check the answer as a class. Statements in Part C2 are summaries of the paragraphs. Ask the students to match the statements with the paragraphs. Check the answer as a class.

　　4.    Listening for detailed information

　　Evaluate the students’ comprehension by asking them to identify the relationships between these characters. （on the screen）

　　5.    structure reading

　　Ask the students to divide the text into a few parts according to the general idea of each paragraph .（on the screen）

　　According to the diagram,I let the students make a summary of the text or let students fill in the blanks .（on the screen）

　　Part 3. Consolidation

　　Ask the students to complete Part Dand E individually . I can adapt Part D as the example shows . After completing Part D, the students are required to read the article in Part E and then fill in the missin

　　g words, check the exercises as a class.

　　Part 4 Post –reading activities

　　1.    Ask the students to express their opinions on the following questions .（on the screen）

　　2.    Ask the students to write a summary about Howard Carter.

　　3.    Ask the students to focus on Part F and make up a dialogue as the example show. Make sure that all the students participate in the discussion.

　　Ok , So much for my teaching plan ,Thank you for your careful attention

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