English Lesson Presentation

英文说课稿 篇1

Good afternoon, everyone, It's my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. The content of my lesson is Senior English for China Book1B Unit 16 Scientists at 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 methods, and the teaching materials. The content of my lesson is Senior English for China Book1B Unit 16 Scientists at 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 about the teaching material.

Part 1 Teaching Material:

This unit is about science and scientists. By studying of this unit, we'll Enable the students to know the serious attitude towards science and develop the interest By studying of this unit, we'll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage.

Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all 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, after studying the teaching material and analyzing the rule of children's growing mind, I think it's time for us to learn the rest of this unit. 's growing of mind,I think the teaching aims are the followings:

1.Knowledge objects:

a) The Ss can hear, read, and use the

a) The Ss can hear, read, and use the main sentence patterns

b) The Ss can understand the content of the lesson.

c) The Ss can use the patterns to express their thoughts in the Ability objects:

(1) To develop the Ss' abilities of listening, speaking, reading and writing.

(2) To train the Ss' abilities of listening, speaking, reading and writing.

(3) To develop the Ss' abilities of listening, speaking, reading and writing. p> (2) To train the Ss' ability of working in pairs.

(3) To Improve the student's reading ability, especially their skimming and scanning ability.

3. Emotion or moral objects:

a) By completing the task,the Ss increase their interest and set up self-confidence in science;

b) By completing the task,the Ss increase their interest and set up self-confidence in science. By completing the task,the Ss increase their interest and set up self-confidence in science;

b) Teach the Ss what is "science", put the moral education in the language study.

now,let's come to

Now, let's come to the Important points and the Difficult points.

Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points?

Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all, The modern teaching demands the teacher should improve the students' ability. A good teaching method requires that the teacher should have the leading effects.

Part 2 Teaching Methods:

In my opinion, the main instructional aims of learning English in the Middle School is to develop the students' abilities of listening, speaking, reading and writing. In my opinion, the main instructional aims of learning English in the Middle School is to develop the students' abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I'll mainly use "Communicative" Approach, "Whole language teaching" and "Task-based" language teaching (任务教学法). That is to say, I'll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories (现代社会交交教 theories)（现代社会交交教 ?35? modern social communication teaching ?34? communication teaching theories, I adopt the TSA method (情景教学) and TBLT method (语言任务教学) in my teaching, namely Total Situational Action and Task-based Language Teaching. The former is a "scene - activity" teaching method .It establishes a real scene and the interaction between the teacher and the Ss . It establishes a real scene and the interaction between the teacher and the Ss . It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want. At the same time, I'll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.

Part 3 Studying Methods:

Our students are almost from the countryside. They are almost from the countryside. They are lack of geography knowledge and the cultural background of those foreign countries. As senior students ,they have a certain ability to read . And the beautiful places are most attractive and easily arouse students learning emotion.As for the learning methods, they are poor in cooperative learning skills. As for the learning methods, they are poor in cooperative learning skills.Some students are not active in the class ,and some students don't like English.therefore, I 'll have Ss Some students are not active in the class ,and some students don't like English. Therefore, I 'll have Ss study in a relaxed atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc. And make preparation for completing the new study task.After feeling and understanding the language points, let Ss get the knowledge actively by probe study and cooperative study. After feeling and understanding the language points, let Ss get the knowledge actively by probe study and cooperative study. In a word,we'll

1.Teach the Ss how to be successful language learners.

2. the Ss pass "Observation-Imitation-Practice" (观察-模仿-实践三步教学法) to study language.

3. Teach the Ss how to master dialogues and how to communicate with others.

Part 4 Teaching Procedure:

Step 1 Lead-in.

As we all know , Benjamin Franklin is a famous politician and writer.But today, we will read a passage about him as a scientist. His serious attitude to science . 's see how Franklin made his famous electricity experiment by flying a kite.

1). Group competition

In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and science. In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.

2). Group work

A match competition. Match Column B with Column A correctly.give more examples to make Ss get information.

Purpose of my design :To get to know something about the story of famous scientists.

To have a better understanding about the importance of experiments in science. is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin's famous kite experiment.

English Lecture Notes 篇2

First class; teaching suggestion

1 teaching material analysis

The Lets talk part of the textbook is a situational conversation where students The Lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, Wheres, Its, in / on / under, and can be used naturally in actual situations. practise section is part of the Lets talk part of the game, which provides students with an opportunity to actually use the language.In the two part of The Lets practise section is part of the Lets talk part of the game, which provides students with an opportunity to actually use the language. In the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under.

2 teaching

This class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the sentence, so that students understand in a certain situation the location of the sentence. so that students understand in a certain situation, will say and understand the sentence Wheres.... Its in / on / under.... The teacher asks the students to prepare the stationery class words before class. When they teach the new sentences, they can use the game "hide and seek" to import sentence patterns Wheres.... When they teach the new sentences, they can use the game "hide and seek" to import sentence patterns Wheres.... Its in / on / under... .On the basis of understanding the new sentence patterns, use the courseware to learn the new dialogue, so as to recognize the words in the class. Finally, once again, through the game, tin and consolidate the content of the Lets talk, the game can be divided into collective and group game game two, and will find Finally, once, through the game, tin and consolidate the content of the Lets talk, the game can be divided into collective and group game game two, and will find stationery extended to find toys or other things around.

Second hours teaching suggestion

1 teaching material analysis

This session is divided into two sections: Lets, learn, and Lets play. The Lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and taxi. The Lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phrase "Look out". Lets play is part of the Lets talk part of the first class, to provide students with an opportunity to use language in real life.

2 teaching suggestions

The main lesson to learn several express transport words: bus, bike, jeep, taxi, students, and the language of transportation. The main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students' interest and enthusiasm for learning activities. In the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to learn the new lessons. In the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize students. Then use animation courseware to present new knowledge. In the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves. In the training session the teacher may design the interesting activity, lets the student consolidate in the play, moves.

Third hours teaching suggestion

1 teaching material analysis

This session includes two sections: Lets, say and Lets do. The Lets say part is to train students to listen, say, read and write letters Uu, Vv, Ww, and to make the students understand and speak the letters at the beginning of the word "umbrella". The Lets say part is to train students to listen to, say, read and write letters Uu, Vv, Ww, and to make the students understand and speak the letters at the beginning of the word "umbrella", "under", "vest", "Violin", "window", "wind".The Lets do section reviews and consolidates the letter "A-W" through The Lets do section reviews and consolidates the letter "A-W" through rhythmic, rhythmic instructions.And preliminary understanding of the list of action words show, point, type, color, say, but also for students to And preliminary understanding of the list of action words show, point, type, color, say, but also for students to provide a basis for language learning.A-T is the teaching content of this book Unit 1 through Unit 4.

2 teaching methods

When teaching A-T is the teaching content of this book Unit 1 through Unit 4.

When teaching letters and words, the teacher uses letters, words and actions to present letters and words at the same time, so that students can learn on the basis of Such as: umbrella, vest, window, can be explained in kind; violin, wind explained by action. Such as: umbrella, vest, window, can be explained in kind; violin, wind explained by action. (according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape.

[Topic] Unit, Five, Where, is, my, ruler?

[emphasis on teaching] everyday expressions Where 's... .And its' It 's in. .And its' It 's in / on / under....

[teaching difficulties] sentences: Where, is, my, car, In, the, toy, box, understanding

[teaching aid preparation]

1 the teacher prepares the tapes for teaching.

1 the teacher prepares the tapes for teaching materials.

2 teachers prepare Let's talk part of the courseware.

3 teachers and students are ready for pen, pencil, ruler, eraser, etc.

3 teachers and students are ready for the teaching of the courseware.

3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys.

4 teachers prepare cards and pictures of the words they learn.

4 teachers prepare cards and pictures of the words they learn.

5 students prepare white paper and watercolor pen, ready to draw.

6 students prepare patches for the group.

[teaching process]

1 warm up and review (Warm-up/Revision)

(1) students practice everyday expressions.

(2) games Show, me, the...

(1) students practice everyday expressions. the...

Teachers or students say words such as "pencil", and teachers and students say Show, me, the, pencils., teachers and students put up pencils. this way, practice other stationery words in the same way. Teachers and students play games together to improve game effectiveness and communication between teachers and students. Teachers and students play games together to improve game effectiveness and communication between teachers and students.

(3) the teacher plays the recordings of book Unit, 2, B, part Let, s, chant, and the students listen and clap and chant rhythmically.

The teacher plays the recordings of book Unit, 2, B, part Let, s, chant, and the students listen and clap and chant rhythmically. The three-dimensional view of teaching in the new curriculum standard is to integrate the development of students' five qualities of language skills, language knowledge, affective attitudes, learning strategies and cultural awareness, and to cultivate students' comprehensive use of language. It is pointed out that: "Teachers should interact actively with students and develop together in the process of teaching. Teachers should respect the personality of students, pay attention to individual differences, meet the learning needs of different students, create an educational environment that can guide students to participate actively, stimulate students' learning enthusiasm, cultivate students' attitudes and abilities to master and apply knowledge, so that each student can be fully developed. Therefore, the design of this lesson focuses on: helping students to form an independent, cooperative, inquiry mode of learning, mastering some of the basic skills of reading, so that each student in the original basis of learning.

Second, the teaching materials

(a) The status of the teaching materials and teaching content analysis This lesson is the first compulsory module 1, unit 4 of the reading class, this unit around the earthquakes this theme to carry out a variety of teaching activities, listening, speaking, reading and writing. reading designed for the unit's second class time. Reading is designed as the second lesson of this unit. It is an important part of the overall teaching of the unit, which provides a carrier for students' language learning and grammar learning, and is the main source of information for students. "READING--- A NIGHT THE EARTH DIDN'T SLEEP" Specifically describes the 1976 Tangshan Earthquake before, during and after the earthquake. This text is vocabulary-rich, utilizes a large number of verbs, complex figures, has many definite clauses, is long, and employs a number of rhetorical devices, which puts higher demands on students' language reading skills. However, the structure of the article is more obvious and it is easier to summarize the central words of each part.

(II) Teaching Objectives

1. Language Knowledge Objectives:

a) To enable students to understand the vocabulary related to natural disasters and to master the expressions of complex numbers.

b)To learn and master the vocabulary related to earthquakes, such as: shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake Rescue, Electricity, Disaster, Army, Organize, Bury, Coal, Mine, Shelter, Fresh, Percent, etc., as well as right away, at an end, dig out, give out, thousands of as well. Some beautiful sentences are appreciated.

2. Language Skills Objectives:

a) Reading Skills Training: Let students learn to overcome the obstacles of vocabulary, summarize the general idea of the article through skimming; through close reading, sort out the general framework and pulse of the article, summarize the central words of each part; through checking and reading, capture important details of the article, and cultivate the students' ability to obtain and process information.

b) Let students retell the text, analyze and feel the author's writing intention.

c) Let students use the vocabulary and knowledge learned in this lesson to conduct group activities by interviewing the survivors of the Tangshan earthquake, and improve their ability to communicate creatively in English.

a) To learn about earthquakes and be able to understand the emergency escape during earthquakes, how to save people scientifically after earthquakes and the general knowledge about the formation of earthquakes and the reduction of damages caused by earthquakes through learning and discussion.

b) Understand that earthquakes are merciless, even if the occurrence of a terrible disaster, the country and the People's Liberation Army officers and soldiers will disregard their own safety and danger, to rescue, and cultivate the students on one side of the disaster, the eight sides of the spirit of mutual help and love.

c) Understand that natural disasters can bring serious and destructive consequences to human beings, so that students can further realize and appreciate that human beings should live in harmony with the natural world ****.

d) Cultivate students' sense of cooperation and the habit of "cooperative learning".

e) Appreciate the beautiful sentences in the text, understand some English rhetorical devices, so that students get a beautiful enjoyment after learning the text, a pleasure and sublimation of the soul.

(3) Teaching key points and difficulties:

1. Key points

1) Let the students know about the Tangshan Earthquake, the causes of the earthquake, the omens, the damage caused by the earthquake, the emergency life-saving during the earthquake and the rescue after the earthquake.

2) Train students' reading skills and improve their reading ability. Focusing on cultivating students' grasp of the overall structure of the text and digging into the author's intention to write, highlighting the cultivation of students' ability in the following three areas:

a. The ability to grasp the center words of the article paragraphs.

b. The ability to quickly capture the key details of an article according to the theme.

c. The ability to summarize and generalize.

3) Focus on mastering the vocabulary about earthquakes, especially shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter. 4) Appreciate and comprehend the beautiful sentences in the text, so that students can master some English rhetorical usage.

2. Difficulties

1) How to make students develop scientific reading habits and improve their reading comprehension and language level.

2) How to make students learn to extract, filter and reorganize the information in the text and apply it flexibly in language practice to achieve the expansion and improvement of language practice ability.

Teaching Methods

1. Task-based Language Teaching (TBLT) TBLT believes that the process of using language is a process of accomplishing various tasks. Task-based learning emphasizes "learning by doing", "learning to do", so that students in the process of completing the task of language acquisition. In this lesson, students are organized into groups of four to five to conduct a visit to the survivors of the earthquake. The design is based on the content of the text, but not limited to the scope of the text, and aims to implement the strategy of "learning by doing" and "learning by doing", attracting and organizing students to actively participate in the task, and to complete the task in a natural and authentic situation through discussion, communication and cooperation.

2. Intuitive method (audio-visual teaching method) Fully utilize the multimedia teaching means, through the playback of film and television clips, and the text theme related to the pictures, charts and other intuitive means, in the full mobilization of students' interest in learning. At the same time, reduce the learning difficulty, break through the key points.

3. Cooperative Learning Teaching Method Cooperative Learning Teaching Method is a group activity as the main teaching activities, a kind of cooperation and interaction between peers. Cooperative learning teaching method is conducive to improving the psychological atmosphere of the classroom, large-scale improvement of students' academic performance, promote the development of good non-intellectual qualities of students, and adjust the students' language anxiety. Therefore, this class breaks the traditional one-way instillation by the teacher and adopts the classroom teaching structure of "four to five people forming a learning group" to organize teaching, aiming at creating a relaxed learning atmosphere, providing favorable conditions for active learning, and letting the students reduce their language anxiety through mutual communication in the process of completing the tasks and obtaining pleasant learning experiences, so that they can have a better understanding of learning itself and the learning process. The students can reduce their language anxiety and have a pleasant learning experience by communicating with each other in the process of accomplishing the tasks, thus creating a sense of interest in the learning itself and in the content of what they learn.

The Teaching Process

STEP1 Introduce lead-in At the beginning of the class, I will play an excerpt from the movie Tangshan Earthquake directed by Feng Xiaogang for the students to understand and appreciate the great disasters brought by natural disasters to human beings through the movie. Let directly into today's topic. This can inspire students to understand the interest of this article, actively join the classroom.

Step2 pre-reading Before reading In this link I will give students a few questions before reading the article. But I don't ask the students to give the answers right away. Instead, they are asked to find out the answers in the next part of the reading.

Step3 while reading In this session, I designed three activities. The first activity activity1 fast reading Give students a few minutes to let the students read the article quickly and find out the answers to the questions given in the pre-reading, after reading the article, let a few students to answer. The second activity activity2 scanning Play the recording, let the students follow the recording fast reading, and ask the students to find out the central sentence of each paragraph, and after reading, ask to come up with the overall general idea of this article. And let the students get up to answer Third answer: acrtivity3 task In this session I will design a task. In this section I will design a task. The type of task will be a knowledge quiz. First, I will divide the class into groups of seven to eight students each. I will choose a leader for each group. In this session, I designed ten right or wrong questions, (true or false), requiring students to work in groups to answer. And make a record of the score, and finally to select the first place. In the quiz process, I am not only in the form of a game to complete the task, just simply complete the right and wrong questions, I will ask each group in the process of quizzing, to explain the answers they have chosen to explain why. Let the students in the process to really play something.

Step 4 post-reading this link I will read the article designed as a reading questions model, design five multiple-choice questions, with a slide show, and let the students choose. The questions will be designed to test the main idea and some details of the article. This allows students to consolidate what they have just learned in this session.

Step5 summary In this part I will do a short summary of the whole lesson, and once again emphasize the key points of the lesson. Let the students clear the focus of the lesson, once again clear classroom objectives. And guide the students to sublimation of the emotional attitude of the article.

Step6 homework Homework

1. Ask the students to memorize the key vocabulary and phrases of this lesson

2. Ask to complete the corresponding contact.

3. Ask students to look up general knowledge about earthquakes through various ways after class and go to learn some