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初一全英文说课稿
作为一名教学工作者，总不可避免地需要编写说课稿，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。那么大家知道正规的说课稿是怎么写的吗？以下是小编为大家收集的初一全英文说课稿，仅供参考，欢迎大家阅读。
Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher fromExperimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One.I’ll prepare to say the lesson from four parts.
Part OneAnalysis of the Teaching Material
(一) STATUS AND FUNCTION
1.This is an important lesson in Book One. From this lesson, it starts askingthe Ss to grasp contents of each Sample. To attain “four skills” request oflistening, speaking, reading and writing. To start listing “Word Bank” and tellthe Ss to remember the new words. To start asking the Ss to write the Englishsentences well. Therefore this lesson is in the important position of theteaching material.
2.This lesson is the first one of Unit 2.So if the Ss can learn it well, itwill be helpful to make the Ss learn the rest of this unit.
3.Such a topic is related to daily life, so it is helpful to raise learninginterests of students and it will be also helpful to improve their spokenEnglish.
(二)ANALYSIS OF THESTUDENTS
The Ss has learned English for about one month so far. They can understand somewords and some simple sentences. The Ss have taken a great interest in Englishnow.
(三)TEACHING AIMS ANDDEMANDS
The teaching aims basis is established according to Junior School Englishsyllabus provision.
1.Knowledge objects
(1) To make the Ss know how to use the affirmative sentence “This is. . . .”and the negative sentence “This is not….”Everyday expressions for“Apologies”“Im sorry”“Thats all right”.
(2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learningthe dialogue of this lesson.
(3) To finish some exercises.
2.Ability objects
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To develop the Ss’ abilities of communication by learning the usefulstructures.
3.Moral objects
(1) To enable the Ss to be polite and love life.
(2) To enable the Ss to look after their things well.
(四)TEACHING KEY ANDDIFFICULT POINTS
The teaching key and difficult points’ basis is established according to SampleA of Lesson Six in the teaching materials position and function.
1.Key points:
(1).To help the Ss to communicate with each other.
(2).To enable the Ss to study in groups and co-operate skillfully.
(3).To develop the Ss’ interest in English.
2.Difficult points:
(1) How to make dialogues and act them out.
(2) How to write the right whole sentences.
(五) TEACHING AIDS
Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, schoolthings and so on. They will be needed in this lesson.
Part Two The Teaching Methods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based” teaching method
As we all know: the main instructional aims of learning English in the MiddleSchool is to cultivate students’ abilities of listening, speaking, reading, writingand their good sense of the English language. So in this lesson I’ll mainly use“Communicative” teaching method, “Audio-visual” teaching method and“Task-based” teaching method. That is to say, I’ll let the Ss to get a betterunderstanding of the key structure of the dialogue. I’ll give the Ss some tasksand arrange five kinds of activities: talking, guessing games, watching CAI,acting out Sample A and having a competition.
Teaching special features
To use these methods are helpful to develop the Ss’ thought.
Part Three STUDYING WAYS
1.Teach the Ss how to be successful language learners.
2.Let the Ss pass "Observation—Imitation—Practice " to studylanguage.
3.Teach the Ss how to master dialogues and how to communicate with others.
Teaching special features:
Let the Ss communicate with each other and adopt competition methods to developthe Ss’ keen interest in English.
Part Four Teaching Procedure
I’ll finish this lesson in four steps. First I’ll divide the Ss into fourgroups and bring a competition into the class. At last let’s see which group isthe winner.
Step1 Warm-up
1. Free talk between T and Ss .
Such as: Hi, I’m . . . . What’s your name?
This is ….How do you do?
Who is he/she? How are you?
Who can count from 1to 5?
What’s this in English? etc.
2.A game: Ask the Ss to give T some school things. For example:
T: Give me your book.(ruler, box, pen, table, knife, etc.)
T: This is your book. This is not my book. It’s your book. etc.
In this course I’ll ask them to make a dialogue group by group withoutrepetition. Find out which group will make the most dialogues.
Purpose of my designing: I think it is important to form a better Englishlearning surrounding for the Ss by imitating and at the same time it isnecessary to provide situations to review learned knowledge.
Step2. Presentation
This course is very important. I’ll mainly talk about this step.
I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss
understand Sample A.
First scene: There is a bag on the floor. B is picking it up and get ready toleave. Now A is talking with B.
A: Hi, B. How are you today?
B: I’m fine, thank you. And you?
A: I’m fine, too. Oh, this is my bag.
B: No, this is not your bag. It’s my bag.
A: (Look closely) Oh, I’m sorry.
B: That’s all right.
(At the same time, C is running up and hitting A.)
C: Oh, I’m sorry.
A: That’s OK.
I’ll write the key points on the Bb while they are watching. After watching,I’ll teach them to read the words and sentences on the Bb. Make sure they canread them well.
Purpose of my designing: To present Sample A by CAI is much easier for the Ssto learn and grasp the meanings. CAI can provide a real situation with itssound and picture and it makes the relationships between the Ss better.
Step3.Practice
First play the tape recorder. Let the Ss listen and imitate the dialogue. Payattention to their pronunciation and intonation. In this step the Ss arerequired to practise the Sample in pairs by reading the dialogue aloud. Thisstep is employed to make the Ss grasp the Sample .At last I’ll ask the Ss tothink hard and act it out with a partner according to Sample A. Then find outwhich group will act it out well. I’ll give them red stars.
Purpose of my designing: This step is employed to make the Ss get the generalidea of the dialogue as a whole one. At the same time let the Ss have a chanceto practise their listening and spoken ability.
Step4.Production
In this step I’ll give the Ss a free space to show their abilities.
Second scene: The Ss are having a picnic. It’s hot and they take off theircoats and put them together. They are singing and dancing, laughing andchatting. After the picnic, they begin to look for their coats. D and E aretalking. F and G are talking. etc.
After watching, I’ll give the Ss some tasks to make similar dialogues withoutrepetition and find out which group will make more dialogues.
Purpose of my designing: “Task-based” teaching method is used here to developthe Ss’ ability of communication and also their ability of co-operation will bewell trained. Tell the Ss we should be polite and take good care of our things.We should love our life. I think proper competition can arouse the Ss’ interestin English learning. If the Ss can finish this task well, they will benefit alot in their spoken English.
2.Skill 1 Model 1.
I’ll ask four Ss of the groups to write these sentences on the Bb in the fourlines.
Then check their handwriting, correct their mistakes. Find out who will writewell and whose handing is the best.
3.Finish the Ss’ workbook.
Purpose of my designing: To check the knowledge Ss have learned inthis lesson.
Step5.Homework:
(1)Recite the words as many as possible after class.
(2)Make a dialogue according to Sample A and write it in the exercise book.
Purpose of my designing: I think homework is so important that the Ss shouldspeak English as much as they can in class or after class. It is necessary forthe Ss to do some extensive exercises after class to consolidate the knowledgethey learned.
Blackboard Design
Lesson Six Sample ASix This is my….hey This is not your. . . .sorry It’s my. .. . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.
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