初二英语全英文说课稿

Good morning, everyone I’m a student from ChongQing normal university. Now I’ll say Lesson Six in Book three “what are you doing for vacation”. I’ll prepare to say the lesson from six parts.

Part One Analysis of the Teaching Material

(I) Statues and function

1.This is an important lesson in Book three. From this lesson students can be brave enough to communicative with others. This unit deals with the familiar structure “be doing” but the structure has another function. I want to call the students’ awareness that language is complicated that the same form will have several functions and the same function can be expressed by different structures. From this lesson students will have more knowledge of English language and want to learn more about the language.

2. This lesson is the first lesson of this unit, if the students can learn this lesson well, the can be well-prepared for the next study.

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.

(II)Teaching aims and demands

The teaching aims basis is established according to Junior School English syllabus.

1. Instructional aims (language knowledge and language skills)

1) By the end of the class, the student should have a general idea of the new structure and know what the lesson will talk about.

2) By the end of the lesson, students should memorize some new words and the vocabulary have leaned should be reviewed.

3) By the end of the lesson, the students can express these sentences frequently and some students can use the new structure to have short conversations.

(III)Teaching focus and difficulties

The teaching key and difficult points’ basis is established according to section A of Lesson three in the teaching materials position and function.

1. Focal points:

(1).To help the students to know that “be going” can be used to express future plan.

(2).To enable the students to know some new expressions and words.

(3) To enable some students grasp the new form.

2. Difficult points:

(1) How to make conversation according the structure.

(2)How to make the students to change the fixed idea that “be doing” only can be used in present form.

(IV) Teaching aids

Multi-media computer, Tape recorder, Software: PowerPoint, school things and so on. They will be needed in this lesson.

Part Two Analysis of students

My students are relatively good class the students are eagerly to learn English and they can behave themselves very well in class. Several students have a good knowledge and

they are confident and active in class, while a few are shy and not active in class. The Ss has learned English for about one year so far. They are familiar with the “be going” form used as present tense. The students know well about teacher’s teaching style and the teaching process. The students have grasped a number of vocabularies.

Part Three The Teaching Methods

1. Communicative language teaching methods

2. Audio-visual 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. That is to say, I will introduce the class by conversation with the students and ask them to have conversations. So they can have a better understanding of the new structure. I will use computer show some activities (these activities included the new words and the studied words) and let them make conversation. Part Four Study ways

1. Let the Ss pass \"Observation—Imitation—Practice \" to study language.

2. do some exercise to consolidate what have been learned.

Part Five Teaching Procedure

I’ll finish this lesson in four steps.

Step1 Warm-up

1. A free talk between students and teacher

Such as

T: Hello everyone, you know national day is coming.

Ss; Yes!

T: what do you want to do on your vacation?

Ss: I want to do…

In this conversation the students maybe don’t understand some word so I will write the new word on the blackboard. Then I will lead the class to review the use of present progressive tense ”be doing” by doing some exercises. These exercises are main about using the proper forms to fill the blanks.After that I will ask the students look at the picture of the book and try to explain the new use of “be doing”

Step2. Presentation

I will write the sentences “what are you doing for your vacation?” and “I am babysitting my sister”. Then ask the student to read with me. After that ask the students to offer some verbs the have learned and write them on blackboard. And let them look at the picture to find out the activities of these students on the picture. By this way I can expose them to some new words and expressions. During the process I will repeat the sentence so that the students can grasp structure.

Step3.Practice

when the students have known the use well I will use the ppt and some printed picture to show some conversations and write down the important words on the blackboard. In this

way the students can practice the sentence and also can enlarge their vocabularies. Step4.Production

In this step I’ll give the Ss a free space to show their abilities. I will show the students other pictures and ask the some students to make up the similar conversation. And I’ll also write a few sentences with some words missing and ask some shy students to do them to check whether all the students have understood the structure or not.

Step5.Homework:

(1) Review and recite the words as many as possible after class.

(2)Make a dialogue according to what have been learned and preview the lesson.

Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss review what have learned and preview.

Part Six Blackboard Design

Camping -What are you doing for vacation? Surf

Relax -I am babysitting my sister. keep

Babysitting fish

hike ride

Thanks for your attention！

第二篇：全英文说课稿5

Unit 2 What’s the matter?Page 8 Section A 2a~2c

Good morning, everyone. I’m glad to stand here to share my ideas about the lesson with you. I hope that you will give me some advice for my presentation. I will analyze the lesson from the six aspects：analysis of teaching material, student analysis, teaching methods, learning methods, procedures and blackboard design.

Part One ：Analysis of teaching material

1 .Status And Function

This unit focus on a very important grammar point—I have a headache. shouldn’t = should no .The textbook start with the interesting topic -- what's the matter., by this way, it is great helpful to attract the attention of the students.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.

2.Teaching Aims and Demands

Knowledge Objects:

New words; Some advice; Grammar Focus.

Avility Objects

Listening, reading and writing skills. Communicative competence.

Moral Object :

To be a doctor and serve the people heart and soul.

3. Teaching Key Points

toothache fever shouldn’t lie down and rest

hot tea with honey see a dentist drink lots of water

4.Teaching Difficulties

What’s the matter?

I have a toothache.

Maybe you should see a dentist.

That’s a good idea.

He has a stomachache.

He shouldn’t eat anything.

Part Two Analysis of students

The Ss has learned English for a long tome. They can understand some words and some simple sentences. And ,this lesson about health,body , Ss have taken a great interest in English now.

Part Three Teaching aids and methods

Teaching Aids :

A tape recorder; A projector.

Teaching Methods:

Listening,reading and writing methods. Pairwork.

Part Four Learning methods

1. Teach Ss how to be successful language learners.

2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

3. Get the Ss to form good learning habits.

Part Five Teaching Procedures

Step I Greet the class .

Show the new words on the screen.Read the new words to students and ask them to repeat.Talk about the Chinese meanings.

fever lie rest honey dentist water shouldn’t

Step II 2a

Now open your books at Page 8. First read the eight items to students and ask them to repeat.

toothache sore throat stomachache fever lie down and rest hot tea with honey see a dentist drink lots of water

Listen to the recording . Please pay attention to the first one has been done for you . The boy has a toothache and the advice is to see dentist.

Then check the answers on the blackboard.

Step III 2b

First look at the four pictures. Each picture illustrates one of the conversation.Now we’ll listen to the conversations again. This time listen for the missing words. Write the missing words on the blank lines.(Play the recording one time only)Then check the answers.

Step IV 2c Pairwork

First I’ll have two students read the dialogue in the box .

A: What’s the matter?

B: I have a toothache.

A: Maybe you should see a dentist.

B: That’s good idea.

Now practice the conversation in Activity 2b. Take turns having the problems and giving advice. Ask students to work in pairs. After they practice a while, have several pairs of student present their conversations to the class.

Step V Grammar Focus

(Show on the screen)

I have a headache.

He has a toothache.

You should go to bed.

He shouldn’t eat anything.

She should see a dentist.

shouldn’t = should not

Step VI Summary

This class we’ve learnt some advice to people who have health problems. Who wants to be a doctor in future?OK.Serve the people heart and soul.

Step VII Homework:

Practice the conversations and review the Grammar Focus.

Part Six Blackboard design

Unit 2 What’s the matter?

toothache lie down and rest

sore throat hot tea with honey

stomachache see a dentist

fever drink lots of water