Good morning, everyone! It’s my great pleasure to be here sharing my lesson with you. I’ll talk about this lesson from five parts：Analysis of the teaching material and objects, the teaching methods, the studying methods, the teaching procedure.
Part1. Teaching material and objects
the content of my lesson is new senior English for China, student’s book 1, unit__. This unit is about ____________. I will finish part1 and part2. This lesson plays an important part in the English teaching in this unit. Following the new national English curriculum, after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are as the followings:
1.Knowledge objects:
a) The Ss can understand the content of the lesson.
b) The Ss can understand and use the grammar points.
c) The Ss can use the sentence patterns to express their thoughts in the proper situation.
2. Ability objects:
a) To develop the Ss’ abilities of listening, speaking, reading and writing.
b) To train the Ss’ ability of working in pairs.
c) To improve the student’s reading ability, especially their skimming and scanning ability.
3. Moral objects:
a) By completing the task, the Ss increase their interest and set up self-confidence in ________
b) Cultivate Ss’ awareness of keeping a harmonious friendship, put the moral education in the language study.
Important points and difficult points：________________
Part2. Teaching Methods
According to the analysis of the teaching material and the students’ learning background, I
will mainly use the Communicative Approach(交际教学法), Whole language teaching(整体语言教学法)and Task-based language teaching(任务教学法)
Part3. Studying Methods
Our students are relatively lack of the cultural background of English. As senior students they have a certain ability to read, but they are poor in cooperative learning skills. Some students are not active enough in class. Therefore I’ll have Ss study in a relaxed atmosphere. Ss understand the new knowledge through the mental process of hearing, saying, observing and thinking. That is to say, let the Ss study language by "Observation—Imitation—Practice "approach.（观察—模拟—实践三步教学法）
Part4. Teaching procedures
StepⅠ Warming up （3minutes)(Pair work)
Brainstorming: Get students to find out the names of ______ according to the pictures given and tell “When, where and why were ________________happened?”
Then some pictures of _________will be shown on the screen and the teacher will tell the students that they will get to know more about ______________.引入主题
Step Ⅱ Prediction (3minutes) (Group work)
1. Get students to read the title “In search of the Amber Room” and guess what the article will mainly tell about？ Teacher will write the key words of their answers on the blackboard.
2. Students will get the answer after the first reading.预测主题，让学生在思考后带着疑问阅读全文。
Step Ⅲ Reading
I. Skimming for fist (8minutes)
1
of______.
（The writer tells the history of _________ room according to the order of time）
跳读全文，获取必要信息填写表格。再根据表格内容，引导学生填写课文结构图，让学生明晰全文的结构。
II. Scanning for specific information (10minutes) (Group work)
Read the passage for the second time and answer the following questions.
1. What were used to decorate ________?
2. Where was the_______ first put after it was given to the Czar?
3. What changes happened to _______ in _______?
4. Why did________ hide ________ away when the Nazis army came?
5. Why did the people rebuild a new ________?
5个细节问题的设计，由浅入深，能够照顾不同层次学生的思考，使所有学生都有所收获。
III. Thorough comprehension and discussion (4+6=10minutes) (Group work)
1. Get the students to read the passage between the lines and finish the multiple choices below and tell the reasons.
1) What does the word “reception” in paragraph2 mean?
A. meeting B. dinner C. speech D. welcome area (in a hotel)
2) We can infer from the passage that____
3) What's the writer's attitude towards _________?
A. negative B. neutral C. positive D. indifferent
2. Get students to tell the answers as well as the reasons.
三个选择题的设计，训练学生猜词，推测和对作者观点态度理解的阅读思维。
Step Ⅳ Conclusion and questions from students (2+3minutes)
Ask 2 students to draw a conclusion of what he has learned in the passage and other students to raise some questions that they can't understand in the passage.
学生对本课所学内容的总结和提问，也是对学生个体学习的尊重。
StepⅤ Homework (1minute)
I Teaching Aims:
1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)
2. To encourage Ss to practice, participate, and co-operate in the classroom activities.
3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think …
II Teaching Approaches
Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).
So during this lesson, emphases are to be laid on:
1. Student-centered teaching
2. Task-based learning
3. Activity-based teaching (individual work; pair work; group work; class work)
III Teaching Aids:
1. a projector
2. a multi-media computer system
They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks. 2
IV Teaching Procedure
Step 1 Warming-up & lead-in
Activity 1 Free talk (class work)
I will invite Ss to answer the following Qs.
Q1: Who do you think looks coolest in our class?
Q2: Do you like him/her?
Q3: If so, why? If not, why?
…
Activity 2 Picture-talking /Music-talking (individual work)
Download some pictures/music from the Internet. Guiding Qs may be:
Q1: Who’s she/he?
Q2: Do you like him/her?
Q3: If so, why? If not, why?
Q4: Do you think he/she is perfect?
…
Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Step 2 Pre-reading
Activity1 Look and guess (class work)
In this activity, Ss are required to look at the title/subtitle and guess what they will read.
Activity2 Brain-storming (class work)
In this activity, Ss are encouraged to think of as many words as possible to describe the picture/…
Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …
Step 3 Reading
Activity 1 Skimming (class work)
Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of each Para.)
Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible.
Activity 2 Scanning (group work)
Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form:
Title
Part/Para.
Main idea
Detailed information
1 a. topic sentences/introduction
b. examples/supporting ideas
c. conclusion
Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.
Activity 3 Report (class work)
Invite some group members to report their work to the whole class.
Goal: To overcome Ss’ shyness and stimulate Ss to speak in public.
Activity 4 Further understanding and word study (pair work)
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Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and multiple choices.)
Q1: What does the word “this” in the last Para. but 3 refer to?
A. B. C. D.
Q2: What is the Chinese equivalent for the phrase “investing in loss”?
A. B. C. D.
Q3: The word “flawless” in Line 5 of Para.2 can be replaced by ___
Q4: Which of the following statements is true or not true?
…
Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly.
Step 4 Post-reading
Activity1 Role-play(pair work)
Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview.
Activity2 Discussion (Group work)
Topics may be :
Q1: Do u want to be perfect?
Q2: Do u think there is anyone in the world that is perfect?
Q3: Look at the subtitle/title “Remind yourself ”, remind yourself of what? …
Activity3 Poster-designing/Cartoon-designing/…(group work)
Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of …
Step 5 Homework
Task 1 Write a summary of the passage (about 100 words) (Individual work)
Goal: To spur Ss to consolidate what they have learned.
Task 2 Look up some more information about … (Individual work)
Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic.
Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills.
As for my blackboard-design, since time is limited, I’d like to give a brief introduction. Title
Here is the form Here are some new words for Ss So much for my presentation. Thank you very much. Bye-bye.
说课稿
冀教版八年级下册 Lesson 29 Unit 4
南安六中 许小为
一、教材分析
㈠、教材的地位及作用
本单元的中心话题是“研究科学”——Look into Science,整个单元围绕“科学研究”展开，而本课是关于复活节庆祝活动的内容，从内容来看，它在本单元中是孤立的，既不承前，也没启后。但它在本单元衔接前后两个抽象的科学实验，像课间的十分钟，能调节学生疲惫的神经，放松紧张的气氛，激发他 4
们的学习热情，为他们学习后半单元做准备。而且，在知识结构方面，它也与本单元的前几课联系密切，进一步巩固一般将来时的用法和表示肯定的语法功能，是知识功能的延续。
㈡、教学目标
1、知识目标
⑴掌握重点单词：basket, hide ,everywhere。
⑵区别find ,look for与hunt for的用法。
⑶掌握和运用一般将来时及表示确定的语言功能。
2、能力目标
⑴、听懂简单故事的情节发展，理解其中主要人物和事件。
⑵、在教师的指导下参与角色扮演等活动。
⑶、从简单的文章中找出有关的信息，理解大意。
3、德育目标
使学生更多地了解西方文化，深刻理解节日的历史和现实意义，培养多元文化知识，提高文化修养。培养学生学会制定计划的好习惯，使学生开始做任何事情之前，能提前制定一个计划，掌握做事情的方法或顺序等有关事项。
㈢、重点与难点
重点：学习掌握单词basket, hide, everywhere, 能运用一般将来时和表示确定的语言功能。
难点：find,look for与hunt for的区别。
二、学生情况分析
总的来说，我班学生趋于内向，羞涩感较强，自我表现不积极，能主动回答老师问题的学生不多，课堂学习气氛较不强烈。但是整个班级的知识结构相对扎实，英语成绩呈橄榄行，尖子生和差生相对较少，中等生占绝大多数。加上天气原因，学习情绪一般。
三、教学思路与方法
遵循英语教学规律及学生的基本情况，主要采用如下的教学策略：
⒈情景教学法
借助现代电解手段——多媒体辅助教学，使学生身临其境，也增加直观性和趣味性，调动了学生的积极性和主动性。
2．讲授法
本课的重难点较多，加上我班学生的特点，为了能在短时间里成功地完成教学工作，我在新课的讲解过程中采用讲授法，配合多媒体演示以及提问等方法，使学生在有限的时间里获得较多的系统知识。
3．角色表演法
培养学生运用英语交际的能力，激发他们学习英语的兴趣，充分调动学生的积极性，提高他们的口语水平，寓教于乐。
四、学法指导
“授人以鱼”不如“授人以渔”，所以我经常在“教”的过程中渗透“学”，在“学”的过程中体现“导”，达到“教”与“学”的统一，使学生能在短暂的45分钟里获得最佳的学习效果。
1、培养学生的语感。无论是单词、句子或课文，我都要求学生大声朗读，而且要求他们多听、多背，使学生在每一节课尽可能处于英语思维状态，达到学英语的目的。
2、培养学生学会归纳。这是一种行之有效的学习方法，比如学习了本课，要懂得归纳一般将来时三种用法及其区别：shall do, will do 及 be going to do ，这也是本单元的重点语法。
3、培养学生运用英语思维的方法，我在课堂中尽可能用英语来表达自己的教学，让学生在交流和协作中愉快地学习。
五、教学过程
1、新课的导入（5分钟）
首先让学生做duty report ,接着播放28课的歌曲Fill My Plate,听完之后，当学生还浸在优美的音乐中时，我抛出一个有关于这首歌的问题：Why isn't Danny say when his plate is empty?学生回答之后，又问：Do you know Danny's favourite food is? Donuts,ice cream??当学生在兴高采烈时，我就变魔术般的拿出了4个彩蛋，说“Stop talking ,boys and girls.Look at me .What are these?”,他们一个个奇怪地看着这些 5
色彩缤纷的彩蛋，没有回答，我笑着说，“They are Easter eggs.”导入新课-----An Easter Egg Hunt.
2、新课的讲解（25分钟）
① 结合“Think About It”里的前两个问题，介绍一下本课有关于复活节的文化背景。然后让两个学生回答这个问题。
② 教学本课的新单词，确保学生懂得单词的形、音、义及运用。
③接着让学生合上课本，听录音，并让他们以work in pairs的方式来回答下列问题
a.Where is Danny?
b.What is he doing for his cousin?
c.What did Brian buy for Debbie?
d.Where do they put the eggs?
e.Does Debbie arrive?
f.What does she do at last?
④翻开书本，放第二次录音，让学生看课文跟读，视听同步进行，注意模仿正确的语音、语调。并检查上面的答案。
⑤处理本课重要语言点，借助多媒体进行教学，采用讲授法，创设语境让学生理解运用。
3、反复操练和巩固练习（5分钟）
给出两分钟的时间让学生准备一下，接着让四个同学分角色扮演Danny,Brian,Jenny 及Debbie。他们在黑板前表演这个故事，旁白部分由其他学生来完成。这样，既能锻炼学生的速记能力，又能提高他们的口头表达能力，还能活跃课堂气氛，使学生处于积极思维的状态之中。
4．反馈练习（5分钟）
本课的又有一次做游戏与练习的机会，融为一体。结合“Let’s Do It ”，利用我刚才展示过的彩蛋，让六个学生来做Easter Egg Games游戏。其中四个学生走到教室外，把门关上。另两个把那五个彩蛋藏在教室里的任意角落，边藏边说：I am going to/will/shall hide an egg in the desk/under the teacher’s desk/behide the door??.I am sure they can’t find it.藏好之后，打开教室的门，让这四个学生进来找蛋，边找边说：I am sure it is in the desk/under the teacher’s desk??./I am not sure where it is??. 看谁能在最短的时间里找到最多的彩蛋，谁就是赢家。寓教于乐，极火地激发了学生的学习兴趣，同时巩固了一般将来时和Certainty and Uncertainty的表达法。
5归纳总结（1分钟）
参照大屏幕上的内容对本课的重点难点进行复习巩固。
六、作业
1． 课堂作业（3分钟）
用适当的介词填空：
①I have lost my book.Can you help me hunt______it ?
②The bottle is full ______sand.
③They are playing football_____the playground.
④They are making a party ____the little boy.
2.课外作业（1分钟）
⑴熟读并背诵课文。
⑵用下列的短语造句：
have fun doing, look for, I’m sure??,I am not sure??,fill??with??
七、板书设计（略）
Said the Class Manuscript（冀教版英语九年级上册Lesson1）
Lesson One Higher, Faster, Stronger
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Yong’an Middle School Guo Xinzhi
Good morning, everyone. I’m Guo Xinzhi. I’m an English teacher from Yong’an Middle School, Congtai District, Handan. Now I’ll say Unit One Lesson One in Book Five. I’ll prepare to say the lesson from five parts. Part One Analysis of the Teaching Material
(一) STATUS AND FUNCTION
1. This is an important lesson in Book Five. From this lesson, students learn interesting facts about the Olympics and the interesting English that describe them. The students use this language to complete the unit project." a classroom Olympics". It has articles about Chinese athletes, designed to interest Chinese students. To attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.
2. This lesson is the first one of Unit 1.So if the Ss can learn it well, it will 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 learning interests of students and it will be also helpful to improve their spoken English.
(二)TEACHING AIMS AND DEMANDS
The teaching aim's basis is established according to Junior School English syllabus' provision.
1. Knowledge objects
(1) To study the new words “modern, gold, record, event, twentieth,” and the phrases “win a gold medal, break the world record”.
(2) Know about: ancient, Athens, medal, shooting, athlete, silver, bronze, sprint.
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 useful structures.
3. Moral objects
(1) Through different teaching methods to make students be interested in study.
(2) Dare to express their opinions in English.
(3) Love to know more knowledge about Olympic Games. Make an effort to contribute to Beijing Olympics.
(三)TEACHING KEYS AND DIFFICULT POINTS
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The teaching key and difficult points’ basis is established according to Lesson One in the teaching material's position and function.
1. Key points:
(1).Be able to express words，phrases and sentences in English.
(2). Know about the history of the Olympics and amazing Olympic athletes.
2. Difficult points:
Be able to talk about Olympics in oral English.
Part Two The Teaching Methods
1. Communicative teaching method 2. Audio-visual teaching method
3. Task-based teaching method 4. Classified teaching method
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and 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 and “Classified” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structures. I’ll give the Ss some tasks and arrange some kinds of activities: talking, guessing games, watching CAI .
Part Three Studying ways
1. Teach the Ss how to be successful language learners.
2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.
3. The courseware collect image sound writing in a body, make the course content to be more lively.
Part Four Teaching steps
I’ll finish this lesson in six steps.
Step1 Warm-up
Play a song about Olympics, lead in class. Talk about the title “Higher, Faster, Stronger.”
Free talk about questions:
Have you watched the Olympics on TV? What’s your favourite Olympic sport?
Do you think the Olympics are important? Why or why not?
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Purpose of my designing: Draws out this class study content with the song, stimulates the students’ study interest.
Step2. Presentation
Learn new words in groups:
Places: Greece, Athens, Sydney, Mexico City, Los Angeles
Time: ancient, modern, BC, AD
Medals: gold, silver, bronze
Sports and events: race, sprint, long jumping, shooting.
I’ll use CAI to present the whole text. 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 can read them well.
Purpose of my designing: To present the text by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound 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 text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.
Purpose of my designing: This step is employed to make the Ss get the general idea of the text. At the same time let the Ss have a chance to practise their listening and spoken ability.
Step4. Play a guessing game.
Divide the class into several large groups. In each group students will take turns miming a sports activity and the other students will take turns guessing. Instruct the groups to choose a timekeeper and scorekeeper. Answers should be specific and both give the name of the game and describe the action.
Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.
Step5. Knowledge development
The 2008 Olympics had been successfully held in Beijing. What do you know about the emblem of Beijing Olympics? What does it stand for?
Show CAI and watching.
The emblem of the Beijing 2008 Olympic Games. The emblem has a single Chinese character on a red seal and means "Chinese seal-dancing Beijing. "Below it, there are the words "Beijing 2008."The character in the emblem is "jing." It means "capital" of China and it is also like a runner or a dancer. The running figure of the emblem shows the spirit of the Olympic -faster, higher and stronger.
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Purpose of my designing: Raises student's feeling of national pride.
Step6. Homework:
Give the homework with the song 《阳光体育之歌》 playing.
(1). Search for more information of the Olympics on the Internet.
(2). If you’re a volunteer of Beijing Olympics. What can you do for our country?
Purpose of my designing: Realizes the textbook and the life link, develops student's study space.
Part Five Blackboard Design
Lesson One Higher, Faster, Stronger
Places: Greece, Athens, Sydney, Mexico City, Los Angeles
Time: ancient, modern, BC, AD
Medals: gold, silver, bronze
Sports and events: race, sprint, long jumping, shooting.
Purpose of my designing: Presents the text key content clearly on the blackboard, favors the student to knowledge grasping.
课题：Unit 13 Lesson50 Standing Room Only
各位领导老师：大家好
我说课的题目是初中英语第三册第50课，本课为口语阅读课，整个说课我将分三部分进行讲述，即教材分析、教学环节的设计、教学程序。
一、教材分析
（一）教材的地位和作用：
第50课以详实准确的数据围绕本单元的中心话题----当代人类最关注的人口问题，对学生进行了深刻的人口教育，不仅在本单元占据主导地位也是训练学生口语表达能力的良好素材。根据新课标对学生交际能力的培养尤其对学生口语及阅读能力的要求不断提高，以及我校要突出英语优势打造枫叶品牌的实际情况，我将本课设计为一堂口语阅读课。
（二）教学目标的确立和依据
为了不仅要完成正常的教学任务，还要有效地培养学生的创新精神和实践能力，确定如下教学目标：
1、知识目标： 熟练掌握数词的表达法。
2、能力目标：
a.有效提高阅读速度和理解材料的准确度
b.能自如表达本课重点话题人口增长问题。
c.能灵活运用所学知识并展开丰富地想象力流畅地表达其他相关内容。
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3、情感目标：
通过一些有力地事实、数据和图片使学生深刻地认识到人口问题的严重性，使他们意识到我们只有一个地球爱护我们的家园人人有责！
（三）重点和难点
1、重点：根据新课程标准对阅读能力的要求，我确定本课重点为提高学生快速阅读的水平。我采用英语趣味i教学法，采取图片导入、方法解析和逐步检验的方法使其掌握快速阅读的技巧。
2、难点：口语水平的提高。我班的学生都来自公立学校，长期以来，传统的外语教学注重书本知识的讲授，忽视交际能力的培养使许多学生不敢开口、羞于在人前表达因而口语薄弱。我通过创设引人入胜的情境和师生共同讨论、记者采访专家等新颖方式，以及不断鼓励的方法突破难点。
二、教学环节的设计
学生具有无限的潜力，需要教师适时、适当地引导。本节课中我尤其侧重训练学生通过合作探索来获取知识的过程，并注重改变学生以往的学习方式，通过设计有效问题激发学生的兴趣使他们始终处于主动寻求知识去学习而不是被动地接受知识的状态。我充分放手让学生发挥其主体地位使其真正成为课堂的主人，本节课我讲解的时间不超过五分钟。
国家新课程标准特别强调了要由过去只注重知识的传授结果向注重知识发展及知识的传授过程而转换。课前我给学生布置了预习作业，让他们查找相关的资料，学生在预习中就接触了大量的信息，他们必须具有相应的选择能力和重组知识，构建知识网络的能力，这恰恰正是新课程标准的要求.
三、.教学程序
1、课前对话：
师生问候之后，让学生两人一组围绕数字进行自由对话。每天3-5分钟口语练习时为了提高学生的交际能力，新课标指出口语是在人与人交流时即兴脱口而出的，会话双方都必须对听到的语言快速做出反应，才能使谈话继续。同时由于口语具有很强的交互性，合作学习的成效对口语水平的提高至关重要。这些都要求为学生的口语学习创造必要的条件，提供良好的训练。
两人一组是为了每个学生都有足够的机会去说，而数字的表达法是本单元的知识要点，我可以提示学生讨论一些世界之最，如珠穆朗玛峰的高度、亚马逊河的长度、马里亚纳海沟的深度、南极冰川的后度、中国人口的总数、伊拉克战争的时间等等，这些既丰富了学生的知识，又达到了对数字表达法的巩固。
给学生展示这样两幅图片：
一个平衡的杠杆上，一些人在左，我们的地球在右；第二张图上左边新增的人使杠杆不再平衡。之后问学生：看了这两幅图，你会想到什么？又是什么引发了这个问题？学生会表达一些自己的见解，这时不论他们的见解是否正确都要给与鼓励和表扬，然后问学生：是否知道每一天每小时每分钟每秒钟全世界会新增加多少人口？学生会很有探究答案的欲望，这时很自然地让学生打开书去阅读50课的文章STANGDING ROOM ONLY 并找出我给出的这张表格的答案。由于本课是以大量数据为主反映人口问题的，因此如果学生能顺利完成此表，那么全文的重点内容就迎刃而解了。而且我认为采用图片导入法远比直接让学生翻书阅读更能激发学生的兴趣使其由被动学习变为主动获取知识。
3、拓展与巩固
通过讲解我指导学生快速阅读的方法，如猜词悟意法、略读扫读法、找中心句和关键词等方法，之后要检验一下学生是否掌握此方法，于是我问学生世界人口的持续增长会引发那些严重问题呢？在学生发表一些个人看法后为，我再给学生一篇文章进行快速阅读，这也是本节课的课堂检测，我会当堂进行面批面改。然后对于这篇关于人口急速增长带来的一些后果的文章，我让学生来进行讲解，这样可以了解学生的阅读现状和存在的问题。
4．合作与发展
接下来我会通过多媒体展示给学生一组关于由于人口太多而导致资源匮乏、污染严重、食品短缺、空间拥挤等的图片，看着这些图片问学生：你们对哪一方面感触最深？你还想到了其他那些方面？想不想了解其他同学的想法？又想不想知道在座老师们的看法？以这种方式充分把学生们的积极性调动起来后将其分成6个小组，先组内讨论发表个人见解然后鼓励他们去采访在场听课的英语老师。这样设计的目的是
（1）先让学生自行讨论可以避免受教师的想法所局限没有自己的见解。（2）采访老师既可以让学生能够用英语去实际交流，达到学以致用。有可以让学生从英语教师那里获得更多信息和掌握更多的英语表达方 11
式（事实上，有些表达如果让他们完全国独立进行是有些难度的），有由于这样的学习方式平时机会不多，因此会让学生感到很新鲜很有趣味性，在与老师交流时也会让学生产生成就感。（3）我认为学生合作精神的培养尤为重要，学生通过这一环节既能够有自主学习的机会有锻炼了与他人的合作，并在探索中有其个性思维发散的空间。
5、交流与分享
让学生推选各组代表组成专家团坐在教室前，选一名同学以记者的身份采访“专家们”，使其把个小组的讨论结果与大家交流共享，其小组成员可以作为后援团补充些观点，这样既可以使口语较好的同学有更多的机会展示起到拔高作用，又可以让口语较弱的学生也有参与的机会并能向他人学习。最后按事实丰富、语言准确、表述清晰程度评出最权威专家和最积极后援团，通过这种方式可让学生有很强的集体荣誉感。
6、最后一个环节是作业，当学生慷慨激昂地探讨完这些现状后，我会问他们，面对这种现状，我们能做些什么呢？以此为题写一篇作文。我布置这项作业的依据是新课标的要求。新课标指出：写作需有明确的动机和积极的态度，写作的题目应结合学生的实际需要，是他们具有写作的愿望这样他们才能了与写作才能重返自己的思维能力，而不是为了应付教师而做的作业。
本节课教学效果的预测
100%的学生能够积极参与教学，90%的学生能流利的表达自己的思想，并通过课下的反馈了解学生对本课的掌握情况
各位老师：大家好!
让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。多年来，我为实现自己的梦想和追求不懈地努力着。今天，借此平台，希望各位老师指导我的说课，使我更快的成长。
我说课的内容是PEP Book 4 Unit 5 B Let’s talk.。主要从教材分析、教学策略、教学程序 、板书设计、教学评价等方面作具体的阐述。
下面我先来说第一个板块——教材分析中的第一环节——说教材
本单元的话题是shopping. 购物与我们的生活息息相关，本课的知识点是大部分学生乐于学习和接受的，相信他们对本课的学习充满期待。
第二环节——说教学目标
根据《英语课程标准》的教学理念，教材特点以及四年级学生的实际情况，将本课时的教学目标确定如下：
[认知目标] 能够听、说、认读本课时的主要句型：A pair of ?for? What size? How much are they? We’ll take them.
[能力目标] 能够跟录音朗读对话，并能分角色进行表演。能够较好地完成Group work中的调查表格.
[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。
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在仔细研究教材和分析学生的心理和生理特点的基础上，我认为本课重点是掌握有关购物的句型：如How about this pair? Are they nice? How much are they? They are yuan.等价格的复数表达法。难点是A pair of ?for? 中for的含义;What size? size的发音;We’ll take them. them 的发音以及理解这句话的含义。
第二个板块——说教学策略
本课主要采用情景教学和交际功能法以及多媒体计算机辅助课堂教学，充分发挥教师的主导作用和学生的主体作用，利用现代教育技术优化教学过程，通过课件为学生创设更多生动活泼的语言环境，把学生吸引到活动中去，并激发他们主动参与学习的欲望内。努力培养学生的自学能力，把学习的钥匙交给学生，在传授知识的同时授以科学的思维方法。不仅要使学生学会，更要使学生学会学，因此，在课堂教学中巧妙运用教学艺术，适当安排自学、小组讨论、全班讨论、游戏、竞赛等活动，鼓励学生开口就说，提高运用语言的能力，变“讲堂”为“学堂”，变“要我学”为“我要学”，从而从根本上打破传统的课堂教学方法，建构一种新型的现代教育模式，使学生在更轻松更愉快的环境下实现更多的信息交流，真正做到快快乐乐学英语，扎扎实实打基础，向四十分钟要质量，向课堂教学要效益的最终目的。
第三个板块——说教学程序
遵循人类认识过程的普遍规律和学生认识活动的主要特点，我把教学过程分为以下几个环节：
导入设计、新课呈现、巩固操练、拓展延伸以及课后作业五个环节。教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，兴趣是推动学生学习的强大动力，是学生参与教学活动的基础，激发学生的兴趣是新课导入的关键。”“Well begun， half done”良好的开端是成功的一半。
第一环节 导入设计分三块：
①唱一唱本单元的歌曲“The coat in the window”(How much is that coat in the window? )一首优美的英文歌，全班同学在教师的带领下，边拍手边唱，营造良好的英语氛围，使学生能自然地进入到一个良好的学习状态中。
②Let’s do Put on your sneakers. Run in the park. Put on your sandals. Wiggle your toes. 通过TPR活动，让全班学生能够做起来，动起来。在复习旧知的基础上为新课的学习起到一个呈上起下的作用。
③Free talking：What’s the weather like today? 聊一聊天气，为后面创设明天开运动会，John需要一双新的运动鞋的情境埋下伏笔。同时也营造一种民主、和谐、宽松的英语氛围，为学生架设一座由中文思维向英文思维过渡的桥梁。
第二环节 新课呈现分两部分：
① 利用课件，出示不同的鞋子，引出shoes shop。操练chant： sneakers ， sneakers， a pair of sneakers ， a pair of sneakers for my friend.
② 创设妈妈和John去鞋店买鞋的情境，教师扮演assistant，引出句型What size? How about this pair? Are they nice ? Are they all right?等等。
第三环节 巩固操练分五部分：
①玩一玩，鲁迅说过：“游戏是儿童的天使。”本节课我设计“我猜，我猜，我猜猜”的游戏来操练句型 How much are they? They are .
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②说一说，利用教学卡
片，在黑板上制作一个简易的鞋子商店，操练句型Can I help you? How about this pair? We’ll take them等
③听一听，听课文录音，完成教师提问A： What size? B： How much are the sneakers? 让学生带着问题去听，养成良好的倾听习惯。
④读一读，我们都知道，磁带是最好的老师，让学生跟着磁带朗读课文，正确的语音语调的形成是学生学习英语的基础，因此教师要有意识地培养学生的模仿能力。
⑤演一演，利用头饰，分角色三人小组合作演一演本课对话，教师要鼓励学生进行大胆的表演。
第四环节拓展延伸分两部分：
①完成调查表格，了解班里同学鞋子的尺寸大小和价格。教师渗透文化知识：不同国家，不同鞋子大小的表达方式不同，如：美国常用6、8、9这样的数字，而我们和欧洲基本相同，用36、38、40这样的数字进行表达。
②活动：“自由市场”
5月14日母亲节快到了，给学生一定数目的钱，请他们为妈妈买一样最需要的礼物，让学生学会理性购买。通过在“自由市场”内学生之间的买卖活动，充分发挥学生的创造性思维，让学生学以致用;通过讨价还价，发展学生当家理财的经济头脑和对生活的适应能力。
第五环节 课后作业也是两部分：
①了解家里人的鞋子尺码并了解市场上不同规格，不同种类鞋的价格。
②根据询问同学的衣物和鞋子，了解班里同学的消费水平，小组之间合作完成此项任务。
第四个板块——说教学板书
PEP Book 4 Unit 5 How much is it?
B Let’s talk
How about this pair? Are they nice?
How much are they?
They are yuan.
第五个板块——说教学评价
综观整节课，为了达到新课标所要求的小学英语课程的要求， 我主要通过创设教学情景进行师生互动，充分激发学生学习英语的兴趣，培养英语学习的积极态度，把情感、态度与价值观目标的实现融合在 14
知识与能力、过程与方法目标实现的过程之中，努力为学生进一步学习英语打下坚实基础。
苏霍姆林斯基说过：没有也不可能有抽象的学生。因此，我们要鼓励孩子们，让他们知道“English， I can”.
That’s all. Thank you!
冀教版初中英语(七年级下) Unit6-lesson43说课稿
一、教材分析
１、教材的地位及作用：
第一册（下）第六单元43课，本单元围绕表述有关天气和季节，对了解有关圣诞和春节的习俗，学会谈论不同季节的活动开展多种教学活动，学习将来时态和感叹句。本节课是本单元第三课，它通过前几节课的学习，进一步加深对be going to的语法理解和运用。同时通过对Canada Winter的描述，学习感叹句的表达方法，从而进一步提高学生听、说、读、写的综合素质能力。
２、教学目标：（知识目标、能力目标、情感目标、学习策略目标）
知识目标：
(１)掌握词汇及短语：holiday, water, together, person, Christmas
(２)识别词汇及短语：Easter, special, roll, stone, nation, festival, dance, SunDance
(3)掌握句子：Winter will be over.
I’m going to talk bout Christmas.
How interesting!
能力目标：提高学生听、说、读、写及知识自学的综合能力。
情感目标：
①通过形象、生动的教学使学生能较好地保持深厚的学习兴趣和较高的学习动机。
②培养学生遇到问题时，能主动向老师或同学请教，取得帮助。
③通过对话交流，学会与小组成员或伙伴合作。
学习策略目标：
①能意识到自己的语言表达错误并自觉纠正；
②能积极地创造学习英语的机会；
③善于抓住用英语进行表达和交流的机会；
④注意观察生活或媒体中使用的简单英语。
文化意识：
①了解英语国家中重要的节假日及主要庆祝方式；
②了解自然现象在英语中可能具有的文化涵义。
确立教学目标的依据：
根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
３、重点与难点：
重点：学会用将来时态和感叹句
难点：文章中较难句子的理解及应用。
确立重点与难点的依据：根据课程标准的要求，及本课在教材中所处的地位和作用。
二、说教法
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为了更好地突出重点，突破难点，我主要采用了：
1.任务型教学法：新课标倡导的"玩中学，学中玩"的理念也很受学生欢迎。
2.竞赛教学法：根据初中生争强好胜的性格特征，我每堂课都进行俩俩对话，激发学生兴趣，给学生创造外语语言氛，培养学生集体荣誉感。实践证明这是个复习巩固旧知识的好办法。
三、说学法
1.善于抓住用英语交际的机会，充分感知，积极体验，大胆实践。例如，在复习环节，学生可以利用很多机会：One minute dialogue（每组都有一次机会），Revise words and phrases（每人至少一次），Act out the conversation（每组一次）。
2.积极参于，善于合作。例如，本课设计了几个任务，操作简单，学生一定很感兴趣并且积极地参与其中，从而合作完成任务，培养了团队精神。
四、说流程
1.总体设计及依据
课前准备和复习（10分钟）－Presentation（5分钟）－Practice(20分钟)－Let’s do it（8分钟）－作业布置（1分钟）
依据：
⑴遵循人类认识过程的普遍规律和学生认识活动的特点。
⑵教师为主导，学生为主体。
2.分步设计及依据
StepⅠ 课前准备和复习（10分钟）
1.FreeTalk.一分钟俩俩对话。自由选择已学过或未学句型进行一分钟限时比赛。创设英语氛围，引进竞争机制，活跃课堂气氛，调动学习积极性。同时促进预习的开展，为新课导入做准备。
2.用卡片复习本单元重点词汇与短语。直观教学，加深印象，促进单词记忆，为新课的活动做准备。
3.通过“What Day Is It?”,“SpellIt”两个游戏来复习前两节课学过的知识。
StepⅡ Presentation(5分钟)
ShowsomepicturesorslidesofChristmas,Easter,SpringFestival,SunDance.Talkaboutthem.
StepⅢ Practice(20分钟)
1. Play the audio tape as the students follow along in their books.
2. Present. All for volunteers to read in front of the class.
3. Make up a new dialogue.
4. Discuss.
Do you invite friends to your house on Christmas Day?
Do they bring gifts?
What do you do during Christmas Day?
What else do you know about Christmas?
StepⅣ Let’s do it（8分钟）
Ask and answer.
What is your favourite holiday or festival? Write a paragraph about it and present it to your classmates. What is it? Why do you like it? What do you do with your family?
对本堂课所学知识进行了综合运用，培养了学生听说读写能力。教师要引导学生从中学会欣赏别人，享受与人交往的乐趣。。
StepⅤ 作业布置（1分钟）
为了巩固课堂上所学知识，给学生布置课外作业：继续完成写作并完成自测部分练习。
3.板书设计（根据本课的重难点）
Unit6 Lesson43
① Winter will be over.
② I’m going to talk about Christmas.
③ How interesting!
本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用任务型教学，从听、说、读、写 16
等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力
Unit 3 Amazing Animals
Lesson 19 The Zoo Is Open !
说课稿
我说的是冀教版八年级英语第四册第三单元第19课，这一课，我将从以下几个方面谈谈：
一 教材分析
本单元的主要话题是谈论动物，此课为本单元的第三节课，主要讲述Danny, Jenny and Brian 去动物园的计划，教学内容与学生的实际生活密切相关，易与引发学生运用简单的英语进行交流和交际，通过学习使学生提高保护动物和保护大自然的意识。
二 教学目标
1、知识与技能：使学生学会本课的生词及短语：zebra, somewhere, a kind of, all kinds of, protect, open, lake, gorilla, extinct, scientist等词汇及go extinct, protect...from...和谈论ZOO的话题.通过对Is it good for animals to live in the zoo?的辩论，进一步提高学生的英语运用能力及合作精神。
2、过程方法：精讲巧练,由易到难,由浅入深,循序渐进地深化教学内容
3、情感目标：通过教学使学生懂得爱护动物，珍惜生命从而树立环保意识 保持生态平衡 。
三、教学重、难点
重点：1,somewhere、anywhere、everywhere的用法比较
2,a kind of/all kind of 的用法
难点：1,protect的用法 2,open的词性变化及应用
四、学生分析
本课的教学对象为八年级学生，在设计教学过程中，抓住学生感兴趣的话题、利用学生爱表现的特点，通过说一说，比一比，辩一辩，将知识融入到活动中，并充分给予鼓励和肯定，让学生说有回报，比有收获。开放教学思想，在教学中给每个学生以重要感和成就感。
五、教学设想及设想依据
设计本课时，在学生学习基础知识，训练运用技能的基础上，着重考虑了兴趣和能力的培养。在生活中寻找体裁，在学科中寻找融合点。以学生感兴趣的图片入手，通过各项活动，让学生在完成各项任务中，掌握新知。通过自主探索，发现问题，解决难点, 提高学生的语言运用能力。
七、教学方法
主要以现代化教学手段---多媒体辅助教学，贯穿整个教学过程，增加了直观性和趣味性，达到了教育教学目的。同时，展开以教师为主导,以学生为主体的师生双边活动。
八、学法指导
1 学习积极性的调动---我在教学过程中创设了一种和谐的、积极互动的语言氛围,让学生在乐中学。 2 学习方法的指导---用生动的课件调动学生的感官,培养学生观察力,想象力,记忆力以及思维能力。 3 学习策略的指导---我让学生观察课件画面,回答问题,让学生学会认知策略; 让学生表演对话,实现交际策略;充分利用多媒体,录音是资源策略;引导学生学以致用是调空策略的体现。
九、教学过程设计:
Step 1 Greeting and a duty report (锻炼学生口头表达能力与写作能力,其次也是一个积极主动学习的过程。让学生做热身运动，实践证明不仅提高了学生的听说能力，也激发了他们的参与意识。)
Step 2 Lead-in ( 采用直观式导入新课,为学生创造轻松愉快的学习气氛,激发学生的好奇心,为学习新课做好铺垫。)
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In last lesson we learnt people love pets .Most of you have been to the zoo ，haven’t you ? Why do we want to go to the zoo ? Of course , we can see more animals there .
Tomorrow is Saturday .The zoo is open . Danny, Jenny and Brian don’t have classes .They are going to somewhere .Now they are making a plan .The following dialogue will tell us.
Step 3 Presentation
Play the tape for the students to listen and ask the following questions :
﹡Where will they go tomorrow ?
﹡What plan are they making ?
﹡What will Danny need to take ?
Then show the answers on the screen so that students can check the spelling and other details of their answers .
(本环节是听力活动,听的环节是“输入”的过程，让学生带者问题去听，目的是让学生在听的过程中有的放矢，有效地捕捉信息，提高学生听力水平。同时获取信息后总体感知课文的大意。)
Step 3 Listening and Reading :
Books open . Play the audiotape again and have the class follow along in their dialogue . Then teach new words.
(由上一个环节自然过渡到课文内容的学习,学生在不知不觉中感知新知识;多媒体采用形象生动的动漫图片,保持学习新知识的兴趣，使学生在轻松活泼的气氛中学习和掌握知识。 )
Step 4 Explanation and Discussion :
Explain the key and difficult points and let students write them on their notebook .
(精讲精练,扫除学生的语言障碍,培养学生边听边做笔记的学习策略。之后播放有声有色的图片展示了同学们熟悉的话题，易于激发学生对活动的欲望，生活就是知识，对于他们熟悉的话题会信心百倍更积极的参与到课堂活动中。) Divide the class into small groups and ask each groups to discuss the following questions ,using as much English as possible .
﹡Have you visited the zoo ?
﹡Who went to the zoo with you ?
﹡Did you buy tickets for the zoo ?
﹡What animals did you see ?
﹡What animals did you like best ? Why ?
﹡Did you feed any animals ?
﹡Is it good for animals to live in the zoo ?
Ask the class to talk about each other .Using these sentences :
It is good for animals to live in the zoo .
It is not good for animals to live in the zoo .
（在这项活动中，我通过设计不同的问题，让所有学生全面参与，使学生思维一直处于积极活跃的状态，让他们在小组中交流、合作、竞争。每个问题都存在着一定的信息差，易于激发学生表达欲望和急于知道答案的心情，在活动中一定会表现自己，做到最好。同时也培养了学生解决问题的能力。把Is it good for animals to live in the zoo ?作为辩题，分为两队，
正方：It is good for animals to live in the zoo .
a It is easy for people to see all kinds of animals .
b The workers in the zoo can protect .
c They have enough food to eat .They won’t get hungry .
d Zoos can help people to stop animals from going extinct .
反方：It is not good for animals to live in the zoo .
a They are not free .
b Animals like to live in the nature .
c The zoos are not their own home .
d Some animals may be eaten by others .
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将新的知识与学生感兴趣的话题融入其中，改变学生被动听的局面，学生的好胜心理较强，将枯燥的语言知识练习暗藏其中，不但是学生情绪饱满，而且提高了学生的语言运用能力。
Step 5 Summary and Homework
A Write a story about your trip to the zoo .
B Try to remember the news words and useful expressions learned today .
（在布置作业上我一直采取分层次布置作业，重在让每个同学都感受到完成作业的成就感，A类作业重能力，B类作业重基础知识。
十，板书设计
Lesson 41 A Phone Friend
I’ll prepare to say the lesson from four parts.
Part 1. Analysis of the teaching materials.
1. The status and function
This lesson is an important lesson in Unit 6. From this lesson we can learn about how to deal with the language difficulties in communication. It tells the students how to speak English on the phone, Such a topic is related to daily life, so it is helpful to raise learning interests of the students and it will be also helpful to improve their spoken English. These are my analysis of the status and function.
2.Analysis of the students
As we all know, students are the most important part in the class. So we must make our teaching atmosphere relaxing and happy to make the students as hosts in the class. They are young beginners in English learning, their English is still poor, but they are active. So I must try my best to improve their abilities of listening, speaking reading and writing. These are my analysis of the students.
According to the above analysis, I’ll say teaching aims and demands from the following three parts.
3.Teaching aims and demands.
(1).Knowledge objects:
Enable Ss to master some important words: encourage, follow, repeat, idea, understand
Enable Ss to master some important phrases: speak English with, have an idea, tell sb. a lot about
(2).Ability objects:
I want to develop the students’ abilities of speaking English on the phone and improve the students’ communicate ability.
(3).Moral objects:
After learning this lesson, I hope my students will be interested in communicating in English.
4.Teaching key and difficult points.
According to all the above, I think key points of this lesson are how to speak English on the phone, and the difficult points of this lesson are how to let the students summarize phone language.
5.Teaching aids.
I’ll use the tape recorder and a phone to help me finish this lesson.
Part 2.The teaching method
According to the students’ abilities, I’ll use the following teaching methods: student-centered teaching method, task-based teaching method and activity-based teaching method.
Part 3. Studying ways.
As we all know, Ss have learnt English for about two years, and they can speak simple English, so I’ll 19
ask the students to have a full preparation before the class, find out how to speak English on the phone and Lead the students to take part in all the activities to communicate, express and think in English.
Part 4. Teaching procedures
I’ll finish this lesson in seven steps. First, I’ll divide the students into four groups, and bring a competition into the class . At last, let’s see which group is the winner.
Step 1: Warm-up
To improve the spoken English of my students , First, I’ll greet the class as usual, and let the students sing the song “ No Matter What” of Lesson 36. I think singing a wonderful song can heat the classroom’ atmosphere. Next, I’ll ask them to make dialogues as many as possible within one minute group by group without repetition. Find out which group will make the most dialogues.
Step2: Free talk (task 1)
I hope students can communicate with each other and practice speaking and listening in this activity. So I’ll ask the students to talk about why they learn English in small groups. Then I will let some volunteers share their opinions with the whole class. Maybe they will give me many different opinions: we must have tests. People all over the world are learning English…
Step 3: Lead in
In order to raise students’ interests, before the class read the text, I’ll show them a map of the world and ask some of the students to pretend to make phone calls from different contries to each other in English.
Step 4: Listening
To improve their listening abilities and skills, I’ll play the audiotape, ask the students to close their books and listen carefully with some simple questions, I’ll play the tape twice. Find out which group will answer the questions correctly.
(1) Does Wang Mei understand Jenny?
(2) What does Jenny say when she doesn’t understand?
(3) Have Jenny heard of Wang Mei before?
Step 5: Acting (task 2)
To improve the students’ expression ability ,I’ll give the students some time to practise the dialoge in groups. Then ask the four groups to act out the dialoge again. Find out which group will be the best.
Step 6: Let’s do it (task 3)
To improve the students’ writing and communication abilities ,I’ll let them make up a dialogue with a partner. Act out a phone call between two friends. One is in China, the other is in the U.S. Try to use the expression they have learnt in this lesson.
Step 7: Class closing
(1) summarize (key words and sentences)
(2) I think homework is so important that the students should do some extensive exercises after class to consolidate the knowledge they learnt. So I’ll let them do the following homework:
A. write a dialogue according to the text.
B. Learn the new words and expression by heart.
C. Preview the next text
Blackboard design
Lesson 41 A Phone Friend
Language notes Important sentences
1. speak English with …… May I speak to ……?
2. have an idea This is …… speaking.
3. tell sb. a lot about …… Who is it/ this/ that?
Is that/ this ??？
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This is my blackboard design. It is clear and Ss can know the key and difficult points easily.
轩子青：各位领导、老师:
大家好!
让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的目标。多年来，我为实现自己的梦想和追求不懈地努力着。今天，借此平台，恳请各位领导、老师指导我的说课，使我更好地成长。
我说课的内容是人教版九年级Unit6. I like music that I can dance to . Section A ( 1a-1c). 整个说课我将分成五个大部分进行讲述：即教材分析、教学方法、学习方法、教学程序、教学效果。
第一个板块：教材分析
(一)说教材
本单元以music为中心话题，让学生学会用定语从句谈论自己所喜爱的艺术，学习表达自己的爱好。从结构内容上说，定语从句是初中阶段必须了解的一种句法结构。本单元将通过一系列的练习（句型结构练习、听力练习、精读写作练习、自我检测、泛读练习）来达到学习目的，完成学习任务。共需要七个课时。本课时所进行的是基本的句型结构和部分听力练习，是整个单元的双基——基本和基础。其重点任务是导入新的语言, 即New function presenting. 因此，这一节课我分为两个部分：第一部分引入定语从句的学习；第二部分围绕I like music that I can dance to. 这一话题展开思维（1a）、听力（1b）、口语（1c）训练进行授课，最终完成本课时的教学任务。
(二)教学目标
根据《英语课程标准》的教学理念，教材特点以及学生的实际情况，将本课时的教学目标确定如下：
1、Knowledge Objects
(1) Key Vocabulary
prefer, lyric
(2) Target Language
What kind of music do you like?
I like music that I can sing along with..
What about you?
I prefer music that has great lyrics.
2、Ability Objects
(1) Train the students to express preferences.
(2) Train the students listening skill.
3、Moral Objects
Let’s enjoy music. It always brings us happiness. Let’s enjoy English class: Beautiful pictures、group work and games make us be interested in English. Let’s speak、listen、communicate even play games actively. 第二个板块：说教法
由于英语是一门综合性与实践性相结合的科目，根据本文内容，结合创新教育理论，本课主要采用任务型教学法、情景教学以及多媒体计算机辅助课堂教学，充分发挥教师的主导作用和学生的主体作用，利用现代教育技术优化教学过程，通过课件为学生创设更多生动活泼的语言环境，把学生吸引到活动中去，并激发他们主动参与学习的欲望，努力培养学生的自学能力，把学习的钥匙交给学生，在传授知识的同时授以科学的思维方法。不仅要使学生学会，更要使学生学会学，因此，在课堂教学中巧妙运用教学艺术，适当安排自学、小组交流、全班讨论、游戏、竞赛等活动，鼓励学生勇于说，乐于说，提高运用语言的能力，变“讲堂”为“学堂”，变“要我学”为“我要学”，从而从根本上打破传统的课堂教学方法，建构一种新型的现代教育模式，使学生在更轻松更愉快的环境下实现更多的信息交流，真正做到快快乐乐学英语，扎扎实实打基础，从而达到向四十五分钟要质量，向课堂教学要效益的最终目的。 21
第三个板块：说学法
初三的学生已具备一定的认知能力，有自我的观点和看法，不满足于教科书的内容，而希望通过学习获取更多的知识和信息，开拓视野。而现代的教育理念认为“获得知识的过程比获得知识更重要”。因此，在本节课的教学中，我不是把知识直接交待给学生，而是引导学生自主参与学习、交流合作，倡导体验、实践和自主探究的学习方式，注重学生实际与课文文题的结合，激发学生学习兴趣，使他们自主地寻找信息，获取信息，使用信息，激发学生潜能，使学生在自主与合作的学习方式中获取知识，形成正确的学习方法，实现英语能力的提高。
第四板块：说教学程序
步骤1
①用多媒体向学生出示几张动物图片，引导学生make a conversation: “A. What kind of animals do you like best? Why? ” “ B. I like?because?, How about you?” “ A: ?”请同学对话表演后，师适时用含有定语从句的句子归纳总结。如：“Oh ,I see, A likes animals that are friendly best but B likes animals that are clever best.”
②用多媒体出示中央电视台四位著名主持人的图片及要求“They are famous hosts in CCTV. Do you know Who they are? Which one do you like best? Why? Make up a conversation with your partners.”在学生对话交流后,师再与两生对话,并引导学生们说出 “B likes the host who is humor but C likes the host who is smart.”等之类含有定语从句的句子。
步骤2
通过以上练习，使学生对定语从句有了初步的印象，然后趁热打铁，通过图示
I have an apple.
An apple is red.
I have an apple that is red.
定语从句修饰先行词an apple
I like the friends.
The friends like sports.
I like the friends who like sports.
定语从句修饰先行词friends
使学生对定语从句的构成有了进一步的了解，在此基础上，出示定语从句的rules(包括定语从句的构成、关系代词who／that的作用以及关系代词在从句中做主语时，定语从句中的谓语动词应与先行词在人称上保持一致的规则)，就可谓水到渠成了。通过以上教学环节的设计，既激发了学生的学习兴趣，又循序渐进地巧妙突破了难点。
步骤3
为了帮助学生更好地理解定语从句的rules,再出示几幅图片及含定语从句的图片说明，然后安排一个智力抢答的活动。要求用定语从句把下列的每两个句子重组成一个句子。
1、The man is my brother. He is standing under the tree.
__________________________________________________________________
2、I like music. I can sing along with them.
____________________________________________________________________
3、He missed the train. He usually catches this train.
_____________________________________________________________________
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4、Do you know the girl? She is talking with the teacher.
_____________________________________________________________________
5、Liu Li likes music. Music has great lyrics.
_____________________________________________________________________
步骤4
以 “Do you like music? What kind of music do you like best?”的问题过渡到下一环节的教学。再用多媒体出示配有乐声的pop music、jazz music、country music、dance music、classical music的图片，然后开展“我唱你猜”的小组游戏活动。即一个学生哼出自己最喜爱的音乐旋律，小组的其它同学猜出该学生最喜爱什么类型的音乐。
步骤5
用多媒体出示配有声音的课本1a中的画面，用鼠标点图中的人物便自己说出：“I like music that isn’t too loud.” “I love music that I can sing along with.” “I like music that I can dance to.”学生听后，师问：“What did they say? Can you say them in Chinese?”再引导理解prefer这个词的意思及用法，并请学生用prefer说句子。
步骤6
引导学生完成听力练习1. Listen and check the kinds of music. Tony and Berry like.
步骤7
Pairwork: Talk about the music you like.
为了拓展学生的思维，帮助学生更好地表达，师可利用多媒体补充出示一些句子，如“I like music that is written in China.” “I like music that sounds sweet.” “I like music that we can easily sing along with.”“ I like music that is educational”等。使其对话内容更丰富，以避免千篇一律。
步骤8
质疑问难，学生提出不懂的问题，师点拨引导全班讨论交流，为其排疑解惑。
步骤9
Homework: Please finish a task.
如果你是学校广播站的广播员，学校委派你去购买一些学生们喜爱的歌曲光碟，请你先做一个调查，看看学生们喜欢什么样的歌曲、什么样的歌手以及什么样的乐队。并可试着将调查结果整理成一篇英文材料。
第五板块：说教学效果
纵观整节课，我主要通过创设教学情境进行师生互动、生生互动，充分激发学生学习英语的兴趣，培养英语学习的积极态度，把情感、态度与价值观目标的实现融合在知识与能力、过程与方法目标实现的过程之中，努力为学生进一步学习英语打下坚实基础。正如我们常说的那样，“没有学不好的学生。”因此，我们要鼓励孩子们，让他们知道“English, I can.”
That’s all. Thank you!
Lesson One Higher, Faster, Stronger
Yong’an Middle School Guo Xinzhi
Good morning, everyone. I’m Guo Xinzhi. I’m an English teacher from Yong’an Middle School, Congtai District, Handan. Now I’ll say Unit One Lesson One in Book Five. I’ll prepare to say the lesson from five parts. Part One Analysis of the Teaching Material
(一) STATUS AND FUNCTION
1. This is an important lesson in Book Five. From this lesson, students learn interesting facts about the Olympics and the interesting English that describe them. The students use this language to complete the unit project." a classroom Olympics". It has articles about Chinese athletes, designed to interest Chinese students. To 23
attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.
2. This lesson is the first one of Unit 1.So if the Ss can learn it well, it will 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 learning interests of students and it will be also helpful to improve their spoken English.
(二)TEACHING AIMS AND DEMANDS
The teaching aim's basis is established according to Junior School English syllabus' provision.
1. Knowledge objects
(1) To study the new words “modern, gold, record, event, twentieth,” and the phrases “win a gold medal, break the world record”.
(2) Know about: ancient, Athens, medal, shooting, athlete, silver, bronze, sprint.
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 useful structures.
3. Moral objects
(1) Through different teaching methods to make students be interested in study.
(2) Dare to express their opinions in English.
(3) Love to know more knowledge about Olympic Games. Make an effort to contribute to Beijing Olympics.
(三)TEACHING KEYS AND DIFFICULT POINTS
The teaching key and difficult points’ basis is established according to Lesson One in the teaching material's position and function.
1. Key points:
(1).Be able to express words，phrases and sentences in English.
(2). Know about the history of the Olympics and amazing Olympic athletes.
2. Difficult points:
Be able to talk about Olympics in oral English.
Part Two The Teaching Methods
1. Communicative teaching method 2. Audio-visual teaching method
3. Task-based teaching method 4. Classified teaching method
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and 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 and “Classified” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structures. I’ll give the Ss some tasks and arrange some kinds of activities: talking, guessing games, watching CAI .
Part Three Studying ways
1. Teach the Ss how to be successful language learners.
2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.
3. The courseware collect image sound writing in a body, make the course content to be more lively.
Part Four Teaching steps
I’ll finish this lesson in six steps.
Step1 Warm-up
Play a song about Olympics, lead in class. Talk about the title “Higher, Faster, Stronger.”
Free talk about questions:
Have you watched the Olympics on TV? What’s your favourite Olympic sport?
Do you think the Olympics are important? Why or why not?
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Purpose of my designing: Draws out this class study content with the song, stimulates the students’ study interest.
Step2. Presentation
Learn new words in groups:
Places: Greece, Athens, Sydney, Mexico City, Los Angeles
Time: ancient, modern, BC, AD
Medals: gold, silver, bronze
Sports and events: race, sprint, long jumping, shooting.
I’ll use CAI to present the whole text. 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 can read them well.
Purpose of my designing: To present the text by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound 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 text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.
Purpose of my designing: This step is employed to make the Ss get the general idea of the text. At the same time let the Ss have a chance to practise their listening and spoken ability.
Step4. Play a guessing game.
Divide the class into several large groups. In each group students will take turns miming a sports activity and the other students will take turns guessing. Instruct the groups to choose a timekeeper and scorekeeper. Answers should be specific and both give the name of the game and describe the action.
Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.
Step5. Knowledge development
The 2008 Olympics had been successfully held in Beijing. What do you know about the emblem of Beijing Olympics? What does it stand for?
Show CAI and watching.
The emblem of the Beijing 2008 Olympic Games. The emblem has a single Chinese character on a red seal and means "Chinese seal-dancing Beijing. "Below it, there are the words "Beijing 2008."The character in the emblem is "jing." It means "capital" of China and it is also like a runner or a dancer. The running figure of the emblem shows the spirit of the Olympic -faster, higher and stronger.
Purpose of my designing: Raises student's feeling of national pride.
Step6. Homework:
Give the homework with the song 《阳光体育之歌》 playing.
(1). Search for more information of the Olympics on the Internet.
(2). If you’re a volunteer of Beijing Olympics. What can you do for our country?
Purpose of my designing: Realizes the textbook and the life link, develops student's study space.
Part Five Blackboard Design
Lesson One Higher, Faster, Stronger
Places: Greece, Athens, Sydney, Mexico City, Los Angeles
Time: ancient, modern, BC, AD
Medals: gold, silver, bronze
Sports and events: race, sprint, long jumping, shooting.
Purpose of my designing: Presents the text key content clearly on the blackboard, favors the student to knowledge grasping.
英语说课
8B Unit 3 Online Travel
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Reading Around the world in eight hours
Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.
Part One: Analysis of the Teaching Material
(一) Status and Function
This is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.
(二) Analysis of the students
Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer .Without much knowledge ,you won’t be able to learn computer well.
(三)Teaching aims and Demands
1.Knowledge objects
To understand the aim of an educational CD-ROM and what the character can do
To infer meaning from keywords, context and existing knowledge.
To master the Passive voice.
2.Ability objects
To develop the Ss’ abilities of listening, speaking, reading and writing.
To train the students how to use their own words to express their ideas.
(四)Teaching key and Difficult point
1. Key points
To review the Present perfect tense.
To learn the Passive voice.
To tell more about the CD-ROM.
To retell how the game is played
To understand the whole passage and answer teacher’s questions
2. Difficult points:
The Passive voice.
To retell how the game is played
(五) Teaching Equipment
Multi-media computer, Tape recorder, Software: PowerPoint 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 Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and 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.
To use these methods are helpful to develop the students’ abilities.
Part Three: Studying Procedures
Step 1
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Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the world
Step 2
Tell students that the first paragraph of the reading passage explains the background to the game .Listen to the tape. Ask some questions to check understanding, eg.
What’s the name of the new educational CD-ROM?
What can it help you to do?
Who is the designer?
Step 3
Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.
Who is the main character of the game?
How old is he?
What does he like doing?
What was he doing when he fell asleep?
Step 4
Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41
Step 5
Ask some questions to check understanding, eg.
How can you earn a point?
What will happen if you have earned a point?
What will happen if you have earned enough points?
How many levels does the game have?
How long does it take you to finish the game?
What do the questions test?
What will you see on the screen when you reach a new place?
What can you learn about when you reach London?
What will you see when you pass a level?
What happened to the places you have visited?
Step 6
Read the whole passage and then ask some students to retell how the game is played(in 5steps)
1 See a golden cloud with instructions on it
2 See clouds with information about different places; See clouds with questions on them
3 Get a point every time you answer a question correctly
4 A cloud will come down and carry you off to a new place
5 See a world map. The old place is marked in bright purple
If possible, ask students to discuss what they have learned from the passage.(with their own words) Step7 Use the following keywords to try to retell the passage.
Paragraph1.
a new educational CD-ROM, Around the world in Eight Hours.
Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM
Paragraph2.
Main character, love traveling, lie on the grass, fall asleep
Paragraph3.
be written on, different colors with questions on them
Every time you answer a question, earn enough points, come down, Carry off
Pargraph4
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Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example
Paragraph 5
Be the best , get it in sold out
Step 8 Homework
1 Translating the following phrases:
1)同时 2) 过一关
3) 扮演?角色 4) 光盘的设计者
5) 一直广受欢迎的游戏 6) 得到足够的分数
7) 睡着 8) 英语语法和词汇
9) 在你的屏幕上 10) 检验知识
11) 在市场上 12) 例如
13) 掉下来 14) 售完
2 Try to recite the text.
Design of the blackboard
1) The Present perfect tense. A new educational CD-ROM has just come out.
When you have earned enough points,….……..Carry you off to a place you have never visited before. The places you have visited are marked…
2) The Passive voice.
It is designed by Nancy Jackson. These words were written on it.
The places you have visited are marked in bright purple.
Get it now before it is sold out
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