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范文为教学中作为模范的文章，也常常用来指写作的模板。常常用于文秘写作的参考，也可以作为演讲材料编写前的参考。那么我们该如何写一篇较为完美的范文呢？以下是我为大家搜集的优质范文，仅供参考，一起来看看吧
表里的生物说课稿 生物说课稿一等奖篇一
analyzing teaching material
the teaching methods
the studying methods
the teaching procedures
and while presenting these parts i will do the blackboard writing properly. ok now i am going to start from the first part “analyzing teaching material”
this unit is about it is made up of paragraphs.
the teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.
the ability aim is to improve the students’ organizing and using skills of english and to retell the whole text in their own words.
the emotional aim is to help students understand and to develop
students’ sense of cooperative learning.
then the teaching key points is to help the students get a general idea of the whole
and the teaching difficult points is to make students use their own words to express
according to the analysis above, i’ll try my best to carry out the following theories
while dealing with this lesson:
to make students the real masters of the class while i just act as a director.
to combine the language structure with the language functions.
and to make students receive some moral education while they are learning language. in order to achieve my goal, i will use the following teaching methods:
the first teaching method i will use is communicative approach, since language is
used for communication. communicative approach is learner-centered and emphasizes communication and real-life situations.
the second teaching method i would like to use is task-based approach. a task
resembles activities which our students or other people carry out in everyday life.
learners should be given opportunities to reflect on what they have learned and how well they are doing.
the third teaching method i want to use is computer assisted language teaching.
computer plays an important role to make the materials attractive. it can also help the learners to understand the language and then produce comprehensible output.
and in order to practice my teaching methods better, the following teaching aids will be used:
a projector, a tape recorder, multimedia and of course the blackboard.
and then, i would like to talk about the studying methods. as students are poor in
cooperative learning skill, many students are not active in english class, and even
some of them don’t like english. therefore, i will have the students learn english in a much more relaxed atmosphere. the learning process of students is from seeing,
thinking, and speaking. so, to make the students get the knowledge actively,
cooperative learning and task-based learning will be used.
next, i will talk about the teaching procedure. to train the students’ ability of listening, speaking, reading and writing, i have designed the following steps.
step 1 lead-in
at the very beginning of the class, i will make the students have a free talk about and then discuss the questions in pre-reading on page . the purpose of this step is to arouse the students’ learning interest. after a discussion about the questions,
the students will be eager to know something about and it’s the very time to naturally lead the class into
step 2 listening comprehensions
in this step, i will write several questions before listening to the text:
and then i will make the students answer the questions after listening to the tape. the purpose of this step is to train and improve the students’ listening ability .
step 3 skimming and scanning
in this step, i will give the students two tasks . the first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in english. the second task is to get the main idea of each paragraph. i will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. the purpose of this task is to improve the students’ fast reading skill and cooperate with each then guide ss to read the material carefully and take some important notes, then answer the following questions in p.
step 4 retelling the passage
language is learned by communicating. it’s my job to creat an atmosphere for students to use the language. the students discuss in their group and then choose a reporter to share to the whole class.
step 7 consolidation
in this activity, i will ask some students to read each paragraph, and then do the exercise following the text.
step 8 make a summary
i will go through the important points and difficult points of this lesson with the students once again. and of course, the language points on the blackboard will be mentioned as well.
and now let’s move to the last step
step 9 homework
1. read the passage as frequently as you can
2. find out some words and sentences you think are beautiful and recite them.
purpose of my design: homework is so important and necessary for to master the knowledge they learned after class. it will check whether the ss achieve the teaching aims.
that’s all of my teaching ideas about this lesson. thanking you for your listening.
表里的生物说课稿 生物说课稿一等奖篇二
good morning, everyone,
today, it’s a pleasure for me to stand here and i’m very pleased to have such an opportunity to share some of my teaching ideas with you. first, let me introduce myself. my name is guo xinzhi, and i am working as an english teacher in yong’an middle school, congtai district of handan.
my topic today is taken from lesson 37 of unit 5 in student book 4. the main content of this unit is “go with transportation”, and the topic of lesson 37 is “flying donuts”. i have decided to say the lesson from six parts:
one: status and function
1. this unit tells us the improvement of traffic transportation and the related stories. besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. in lesson 37, danny will introduce a new type of transportation to us, it is imaginary.
2. to attain “four skills” request of listening, speaking, reading and writing, i will have the students do some exercise about the text.
3. such a topic is very important in this unit. i will lead the students to use their imagination and encourage them to be creative. for example, helping them use english to describe their imaginary transportation. so i think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.
4. while teaching them, i will also encourage them to say something about what they think the future transportations will be like. in a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.
two: teaching aims and demands
the teaching aims basis is established according to junior school english syllabus provision.
1. knowledge objects
(1) to study the new words “fuel”, “oil” and “coal”.
(2) to learn and master the phrases “think of, on the way to …, have fun”, etc.
2. ability objects
(1) to develop the students’ abilities of listening, speaking, reading and writing.
(2) to train the students’ ability of working in pairs.
(3) to develop the students’ abilities of communiation by learning the useful structures.
3. moral objects
(1) through different teaching methods to make students be interested in study.
(2) love to know more knowledge about tranportation and dare to express their opinions in english.
(3) encourage the students to be more creative and try to make contributions to making new inventions in the future.
three: teaching keys and difficult points
the teaching keys and difficult points’ basis is established according to lesson 37 in the teaching materials position and function.
1. key points:
(1).be able to express words, phrases and sentences in english.
(2). know about the improvement of transportation and danny’s invention.
2. difficult points:
be able to talk about their imaginary future transportation in oral english.
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 students get a better understanding of the key structures. i’ll give the students some tasks and arrange some kinds of activities, like talking, watching cai, and reading in roles.
in a word, i want to make the students the real masters in class while the teacher himself acts as director. i also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the english language.
1. teach the students how to be successful language learners.
2. make situation and provide meaningful duty, encourage the students to study the text by themselves.
as this lesson plays an important part in the engish teaching of this unit, i have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.
the entire steps are:
step1 warm-up and lead-in
show the students some pictures of common transportations, like car, bike, train and so on. ask the students: what can you see from the picture? is there another kind of transportation around us?
purpose of my designing: in this part, have the students say more about what they see or what they don’t see. in this way, they will know today’s leson has something to do with their discussion.
step2 presentation
1. learn new words in groups. the new word in this lesson are fuel, oil and coal. show them pictures of these things and teach them these new words.
purpose of my designing: after seeing the pictures, the students will know what they are and they can learn them quickly and easily.
2. play the tape recorder. let the students 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 students get the general idea of the text. at the same time let the students have a chance to practise their listening and speaking ability.
3. text learning and a quiz
i’ll use cai to present the whole text. i’ll write the key points on the blackboard 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.
after teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. get the students to try and say out some phrases on the screen, like i don’t think so, have fun, a new kind of, on the way to school, and so on.
purpose of my designing: to present the text by cai is much easier for the students to learn and grasp the meanings. cai can provide a real situation with its sound and picture and it makes the relationships between the students better.
4. key structures and difficult points learning
first, i will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. then encourage them to try to understand the whole text, know what the difficult points are, and so on. at last, i will help them to master them all.
for example, i teach the students know the differences between phrases think of, think about and think over. i will show them some sentences and get them to know the use of these phrases. encourage them to do some exercise about these phrases.
purpose of my designing: by practising using these new words and similar phrases, the students will know how to use them in english and master the use of them better.
5. read and say
give the students two or three minutes to prepare, and then get them read the text together in three groups. tell them to read aloud.
then help the students say something about the future transportation or their imaginary transportation. encourage them to say more.
purpose of my designing: by reading the text and saying such things, get the students to practise their reading and speaking ability again.
ask the students such questions:
what have we learned from this lesson? what does danny say about his new kind / type of transportation? do you like his idea? what new phrases have we learned today? do you have enough confidence to finish these exercises? now, let’s try!
then show them some exercises and help them to finish them.
at last, tell the students what today’s homework is. while doing this, the teacher can have the boys and girls have a competition to see who are better.
purpose of my designing: presents the text key content clearly on the blackboard, favors the students to knowledge grasping.
ok. that’s all. thanks for listening to me and helping me.
表里的生物说课稿 生物说课稿一等奖篇三
the introduction of the teaching plan
for section b(1-2c) unit 5 (go for it)
i have the honor to reveal my analysis of english lesson
here. i’d like to say i’ll try my best not to let all of you down. as teachers ,if you want to have an excellent class of english ,especially an open class to many experts like all of you, we should have to dig into the teaching material ,analyze the teaching material. however, i think we should take these parts
into consideration. ①teaching material and the students ②teaching methods ③learning methods④procedures ⑤blackboard design and assessment .ok, let me say something about my teaching plan for unit 5 section b. today the first i’ll talk about is the first part “analysis of the teaching material and students”
part one: analysis of the teaching material and students
(一) status and function
the topic of this unit is about decision making. such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken english. this unit is divided into two parts: section a and section
b. section b is divided into two periods. this period is the first lesson of unit5 section b. it introduces new vocabulary while recycling the language presented in section a. all activities help students integrate the new target language with the language studied in section a. this recycling reinforces previous language learning while providing additional practice with newly learned language. it also increases the students listening and speaking ability by listening practice and pair work talking
(二) teaching aims and demands
the teaching aims basis is established according to ju
nior school english syllabus provision. in accordance with the analysis of teaching material and the requirements of “go for it＂ english teaching syllabuses. the focus of teaching should be laid on grasping key vocabulary and structures, and developing the students’ ability of communication. so i’vedesigned the following aims and demands
1. knowledge objects
key vocabulary: agent; make money;
travel around the world; get an education
target language:
i think you should go to college
but if i go to college, i’ll never become a great
soccer player.
2. ability objects:
to train students’ ability of listening and speaking
to train students’ ability of communication
3. moral objects:
money isn’t everything.
to be interested in taking part in activities in english class
(三)teaching key points and difficult points
1. key points:
key phrases:
travel around the world; make money; get an education key structures: i think you should …。if i… i’ll never…
2. difficult points:
how to train and improve students’ listening ability.
(四) analysis of the students
the ss has learned english for about two years so far. although they are all from the rural area, they can understand some words and some simple sentences. the ss have taken a great interest in english now.
1. the students don’t have large vocabulary.
2. the students seldom communicate in english
in normal times.
3. the students are lacking in listening and speaking skills.
4. the gap of the ss’ knowledge level in the same class is quite wide
(五) teaching aids
multi-media computer, tape recorder, some money and so on. they will be needed in this lesson.
part two the teaching methods
1. communicative teaching method
2. listening and speaking methods
3. task-based teaching method
as we all know，the main instructional aims of learning english in the junior middle school is to train 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” ,“listening and speaking teaching method ” and “task-based” teaching method. that is to say, i’ll let the ss get a better understanding of the key structure of the dialogue. i’ll give the ss some tasks and arrange some activities: free talking, listening and answering , oral practice, acting out and having a competition. above all, i will let the ss learn in real situations, finish a task by making a survey to help the ss to get a better understanding of the key structure of the conversation.
part three the learning method─cooperation
the students will finish some tasks in limited time to improve their listening and speaking skills. the students will take part in some activities like working in pairs, discussing in pairs. each unit in “go for it” contains pair work, group work and games. the students who sit at the same table and groups can make a discussion and learn each other. it makes each student be relaxed. they needn’t worry about making can arouse students to think and to say what they want to say. study will become more relaxed and pleased in this kind of environment.
part four teaching procedure
一teaching steps
step 1 leading in
t: good morning, boys and girls!
ss: good morning, sir!
t: (take out a piece of bill) look! what’s this?
ss: money.
t: who likes it? hands up?
ss: (ss all put up their hands)
t: (kiss the money) me, too. (put the bill in the pocket)
ss: (ss all laugh)
t: (show a man who is holding plenty of money)
ss: wow.
t: if i have so much money, i will give some to the poor students in our class, and if they work hard, i will give them more. if you have so much money, what will you do? work in pairs and talk
about it.
(students are talking about it in pairs; they have enough words to say)…
(talk about the question with many students.)
t: s1, if you have so much money, what will you do?
s1: if i have so much money, i will give some money to my
parents.
t: you are so kind. don’t you want to travel around the world?( translate into chinese if necessary; teach: travel around the world)
s1: i think i will.
t: s2, what about you?
s2: if i have so much money, i will buy some new clothes for my parents. they are very hard-working.
t: that’s a good idea. don’t you want to get an education? (translate into chinese if necessary; teach: get an education) s2: yes, i am sure i will go to college.
t: if you work hard, i think you will go to college.
s2: i think so.
t: s3, if you have so much money, what will you do?
s3: i will open up a company and make more money.
t: that’s great. may you success!
s3: thank you.
( ask more students to talk about it )…
t: if we have so much money, we will do a lot of things with the money. so money is very important for us; s4, do you think money is everything? (translate into chinese if necessary)
s4: i think money isn’t everything.
t: i agree with you. money isn’t everything.
purpose of my designing: i think it is important to form a better english learning surrounding for the ss and at the same time it is necessary to provide situations to review learned knowledge for the next step and present some new words and phrases.
step 2 study the phrases
t shows the phrases in activity 1 and let ss read and learn.
step 3 circle and survey
1. t: look at the things in activity 1, which of the things are the most important to you? circle three things.
(ss circle. wait for a moment)
t: what is the most important thing to you?
s5: to go to college.( help if necessary)
t: what’s the second?
s5: …
t: what’s the third?
s5: …
(ask more students to say)
2. t: please work in groups of six, and count up the number of
show the most students in each item.
_____ think _____ is the most important thing to them, ______ think _____ is the second important thing to them, and _____ think _____ is the third important thing to them.
purpose of my designing: to provide situations to review learned knowledge for the next step listening and make sure the ss can grasp the key words and phrases and learn to express their own opinion
step 4 listen and write “a” or “p”
t: look at the pictures in activity 2a, we can see two pictures, the first picture is about michael and a soccer agent (teach: agent), and the second picture is about michael and his parents. and we will hear two conversations, conversation one is about michael and the soccer agent, conversation two is about michael and his parents. listen to the recording and write “a” or “p” in the blanks.
a----- a soccer agent
p----- michael’s parents
(make sure they know the letters’ meaning)
(t plays the recording for the first time, ss listen. t plays the recording for the second time, ss write “a” or “p”)
correct the answers with the students.
purpose of my designing: to give students practice n the target languages in spoken conversation
step 5 listen and complete
t: look at the sentences in activity 2b, read the sentences first. (students read loudly)
t: listen to the recording, listen to the first sentence as a model. (play the recording; let them know the first sentence) now.
表里的生物说课稿 生物说课稿一等奖篇四
ladies and gentlemen, good morning.
it’s a great pleasure for me to be here sharing my lesson with you. my name is .
firstly, i’ll introduce my teaching material to you. the content of it is unit 1 of module 3,book this unit we’ll talk about the numerals. by studying this unit, the students will know how to ask and answer the quantities. the way to ask “how many’and the numbers from 1 to 10 are the key and difficult points of this unit.
as we know, our students are pupils, boys and girls are exposed to english for a short time, so it is very important to develop their intreset in english. as for this, i made my teaching aims as follows.
teaching aims:
on knowledge:
1) the students can hear,read and use the sentence “how many?’ to ask questions.
2) the students can hear, read and use the words from 1 to 10 to answer the questions on numerals.
2. aims on abilities:
1) to develop students’ abilities of listening and speaking.
2) to foster students’ abilities of communicating skills.
on the emotion:
1) to set up students’ self-confidence in language study.
2) to form happy english learning situations for the students.
4. key points:
1) to help students ask and answer the question: how many?
2) to develop students intrest in english.
point:
the right pronunciation of the numerals from 1 to 10.
secondly,i’ll introduce my teaching methods.
we all know that the main instructional aims of learning english in primary schools to cultivate pupils’ basic abilities of listening and speaking and their good sense of the english language. so in this lesson,i’ll mainly use “task-based” teaching method. i’ll let ss learn in real situations,finish some simple tasks to help the students to get a better understanding of the lesson. and i will arrange many kinds of activities for them.
in this class, i’ll use a recorder and some pictures as my teaching assistance.
teaching process
ⅰ. warm-up
1. greetings
2. say the chant “bob. bob. bob…
3. the teacher can choose some students,to do a simple dialogue such as what’s your name? how are you?and so on.
(for this step, we should practice chant can arouse exciting motion. so it is important to form a happy part of the dialogue can make ss review the knowledge in the last lesson.)
g in
1. after chant,the teacher shows a pencil and ask students :what’s this?lead the students to answer ‘pencil’.then the teacher says:yes, it’s one pencil. then the teacher shows two pencils and says: there are two pencils. the teacher can lead in the numerals by this way (this part to lead the numbers quickly.)
activities for the to 4,we should clap our hands; after 4,we should change to stamp our feet;after 8 we should shake our bodies. that is to say, ask students to clap when teaching numbers 1-4, ask the students to stamp when teaching numbers 5-8, ask the students to shake their bodies when teaching numbers 9-10.
(we count the ten numners by different ways, ss would like to do things like this. we’ll have a happy beginning)
2. the teacher shows the pictures about the students read the pictures and follow the teacher to practise,and put the numerals on the blackboard.(this part is the important part to make students learn the numerals)
game to practice the numerals.
ask students to do the counting one by one, they should line up first, then count from 1-10.
(for this step, i will correct their pronunciation ).
ⅲ. new lesson
1. the teacher shows the pictures quickly, and ask them to guess how many?
and students say the answers.
after some time, ask little teachers to do this.
then the teacher shows and teaches the new sentence ‘how many?’
2. guessing game
in this part, we can play two games. first, guess the pictures; second, guess how many students.
(to drill the questions and answers with the help of the game.)
3. listen to the tape.
t should play the tape three times, first, ss just listen;second, ss read the story after the tape; third, ss listen carefully and find 1 to 10 on the book.
( it is necessary for ss to listen to the tape in our class, it will form a good habit of listening.)
idation
a task of memory. the teacher shows a big picture with some boys and girls on it. have the students look at this picture for 5 seconds. then the teacher closes this picture and asks: how many boys or girls? the students will try to give the right answers.
( this is a transitional part for unit 2)
ment
let the students to count all the things arround them after class. then to tell their friends or to mark on the paper.
(revision is so important that ss should speak english as much as they can in class)
above is my lesson,i try my best to make my students happy in class. so i use different kinds of activities and games to deepen my instruction in order to let children acqire new knowledge through arousing their interest.
but, the weakness of this lesson is the students might not grasp the hole story and sentences pattern because of lack of enough training in these two parts, story-teaching and sentence pattern-teaching.
that’s all! thank you!
it’s my great honor to be here sharing my lesson with you.
the content of my lesson is《new standard english 》book4 module8 unit1 i was two. then i’m going to talk about it through the following six aspects: teaching material, students, teaching aims, teaching points, teaching preparation and teaching process.
一、teaching material
the topic of this module is “changes”. the language function of this unit is throughing the photos of lingling’s grandparents and her own to describe the things past with “was/were”. the main patterns “they were young.” and “i was two.” are close to ss’ daily life. therefore, they would show their great interests in this lesson and try to use what they have learnt in their real lives. by studying this unit, ss can discuss the things that occurred in the past to themselves with “was/were”.
二、students
the ss in grade four have got some english foundations. they also have higher learning enthusiasm and lively personalities. as a result, the activities full of fun and relaxation are offered in order to let the ss learn english more freely. meanwhile, the abilities of observing and self-study , the habits of independent thinking and positive participation are fostered in the class.
三、teaching aims
（一）aims on the knowledge
1．the ss can understand and speak the words: who, grandparents, then, me, hair, so.
2．the ss can understand and speak the sentence patterns: they were young. i was two.
（二）aims on the abilities
1．the ss can read the dialogue fluently.
2．the ss can communicate with “was/were” according to the photos.
（三）aims on the emotion
through the ss’ comparison the old life with the new one, they will not only cherish the life nowadays, but also improve emotion between the families.
四、teaching points
（一）key points
1．the ss can understand and speak the new words and the sentence patterns.
2．the ss can describe the things past with “was/were”.
（二）difficult points
1．the ss know the usage and relationship between “am/is/are” and “was/ were”.
2．the ss can discuss the real life with the sentence patterns freely and creatively.
五、teaching preparation
tape, recorder, photos, multimedia, cards, stickers.
六、teaching process
step 1 .warming-up
1. greetings
2. enjoy the song “the family”.
3. free talk
t: here is a family photo. let’s describe it.
in this photo, father is … (choose the appropriate adjectives)
s: ….
t: mother/brother/sister/baby is…
…
[design intent] the song can adjust the ss’ thought, arouse their interest in learning english, let them enter the atmosphere of learning english free talk can help them review the adjectives which are used to describe the personalities and characters.
step
1. leading- in
t: here is another family photo. do you know who the baby is?
s: …
t: it’s me! ( teach the word “me” at this moment.)
i was two, then. now i am 30. (show ss the current photo.)
t: our friend lingling has got some photos, too. do you want to have a look?
[design intent] through the new and old photos show, bring out the topic of the text smoothly and make a good preparation for the text learning.
2. text
(1)listen and try to find out the words they don’t know. study them in groups. then t consolidates the meaning of “who, grandparents, then, hair, so”.
(2)listen read and underline the sentences with “was/were”.
t: what’s the difference between “am/is/are” and “was/ were”? （explain it under the help of the photos.）
[design intent] through the listening and underlining, ss can have the deeper understanding to the text. explain the past tense appropriately and design the blackboard writing reasonably. let ss know the meaning and usage of “was/ were” clearly.
（3）listen and read the dialogue again.
step
1．look, listen and guess.
show ss four pairs of pictures, choose the correct one after listening to t’s description.
2．do activity 3 on page 31. discuss the answers in groups.
[design intent] through the activities, let ss practice the sentence patterns step by step. cultivate ss abilities of cooperation and participation by group-working.
step 4 consolidation
the passage of the cartoon “the ugly duckling”. discuss the changes of the little duckling according to the t’s reminder.
2. show ss some photos of new and old yantai, let them realize the great changes of our life.
[design intent] the cartoon can make ss show more interests in learning english. through the photos show, ss will love and cherish the new life more.
step 5 summary
ask ss themselves to summarize what they have learnt today.
step 6 assignment
1．listen and repeat the text.
2．describe ss’ own photos with the sentence patterns in groups and prepare to show in next class.
[design intent] making lots of listening and speaking exercise is able to train ss’ comprehensive language abilities and strengthen their confidence. in addition, extending the knowledge in class to the real life effectively can finally achieve the purpose of communication using language.
design of blackboard writing
moduel 8 changes
unit 1 i was two.
(then) (now)
i was two, then. now i am 30.
they were young, then. now they are old.
she/he was…, then. now she/he is….
表里的生物说课稿 生物说课稿一等奖篇五
the footsteps of the 20xx world expo is getting closer and closer to us, civilized and harmonious call is still ringing in my ears. shanghai, china obtained the right to host the world expo 20xx, expo 20xx shanghai china will be a world event, the development of shanghais new round of golden opportunity, as it is an important embodiment of our national spirit.
world expo is a great influence and a long history of international activities, is the largest gathering of human beings. people from around the world gathered in one place display their products and skills, boast of their hometown and motherland. expo set the culmination of human civilization, which has a unique appeal, make you feel surging.
world expo is a platform, we are the masters. she put up a platform for us to let the world know us; she built a bridge for us, so we better communicate with the world. this platform may let us display self wantonly. we are the masters here, we have to landlord, let guest experience enthusiasm and happiness.
everyone to contribute for the expo, we are no exception, as a living piece of fertile land in pudongs teachers, we are proud and pride. in the vision of a better tomorrow, we have to do for the world expo will own a wonderful ability, we have through our hands, warm heart and sincerity to practical action to achieve the commitment of shanghai to the world. we should educate the many students: do not throw garbage anywhere, no spitting, no jaywalking ... ..., hello, thank you frequently mention, let the material on this city with the new york comparable to the spiritual civilization. educate our students to exciting 20xx, willing to shanghais future by copies of power, if only planted a small tree, participants in the shanghai world expo foreign guests feel: this is a forest city, pollution-free city, ancient and civilized city. better city, better life! until the time of the 20xx expo, then, we want to become a glorious volunteers, to changing our foreign friends in shanghai and chinas long history, a
bout our education for the world expo will contribute their efforts.
we expect the majority of teachers will be great enthusiasm for the world expo into practical action to meet the world expo, the expo will be a total growth, and the city of development, the development of shanghai devote their efforts to advance hand in hand with shanghai.
表里的生物说课稿 生物说课稿一等奖篇六
1. content of teaching materials
this section focuses on festivals and focuses on how people usually spend their class requires students to master the national, day, halloween, christmas, spring, festival and what do people usually do at of...i?...and free to talk about how to spend the this class, did leads to general questions and answers as well as new the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.
2. status of teaching materials
the selected course in this class is english 6a unit 6 in oxford primary teaching of this unit revolves around this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and arrangement reflects not only the progressive meaning of teaching materials, but also the students knowledge level and cognitive how people spend their holidays, especially in western festivals,.students are required to collect information in time after the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.
say target:
1. teaching objectives
the new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, i set the following teaching objectives: three.
[objective] to students cognitive spoken phrases and words: visit relatives and friends, go to parties, dress up in costumes, ware masks, make pumping lanterns, eat lots of delicious food, national day, christmas, halloween, spring, festival, favourite; can use whens s...what, do, people, usually, do, at...did you?....last...yes, i, did./, no, i, didn, t. and so on.
ability to communicate in english on holidays, and some students can introduce the festival in english fluently.
[objective] through activities and games, students are interested in learning english. students are encouraged and willing to talk and participate actively in let students cultivate their sense of cooperation and competition in the process of learning.
2. teaching difficulties
the focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language.
doctrine of teaching:
1. teaching method design
according to the characteristics of this english class itself and the sixth grade students interest, i through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use.
2. learning method guidance
to guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning english "use" the necessity, to encourage students to think actively, bold attempt.
3. teaching means
according to the teaching content, teaching objectives, students age characteristics and psychological characteristics, in order to better stimulate students interest in learning, so as to actively participate in courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case.
say process:
1. warm up (warm up)
(1) announce the way of study in this lesson: group seats are divided into four teams, each of which is based on the class performance of each student. at the end of the class, winner is , begin "one sentence for each class". the sentences taught in this class are "lite is long if you know how to use it.""
[design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the groups performance."one sentence for each class" is an essential part of every class i started in grade section mainly teaches students some clever words and sentences not only enrich students vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in as to create a good atmosphere for learning english.
2. take the old with the new [lead in]
provide topic birthday, free communication between teachers and students, and then use the "how do you your birthday spend" to draw the new sentence pattern of this lesson "what do you on your birthday do", and then import "did you"..."last birthday?" and use the colour topic to elicit the sentence pattern my favourite....
[design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching new students, students can master the sentence patterns more the same time, combine the new sentences with the old helps to cultivate students open thinking ability.
表里的生物说课稿 生物说课稿一等奖篇七
good afternoon, everyone. i’m zhou yan. i’m an english teacher from experimental 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 one analysis of the teaching material
（一） status and function
is an important lesson in book one. from this lesson, it starts asking the ss to grasp contents of each sample. to attain "four skills" request of listening, speaking, reading and writing. to start listing "word bank" and tell the ss to remember the new words. to start asking the ss to write the english sentences well. therefore this lesson is in the important position of the teaching material.
lesson is the first one of unit if the ss can learn it well, it will be helpful to make the ss learn the rest of this unit.
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）analysis of the students
the ss has learned english for about one month so far. they can understand some words and some simple sentences. the ss have taken a great interest in english now.
（三）teaching aims and demands
the teaching aims basis is established according to junior school english syllabus provision.
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 learning the dialogue of this lesson.
（3） to finish some exercises.
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.
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 and difficult points
the teaching key and difficult points’ basis is established according to sample a of lesson six in the teaching materials position and function.
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.
points:
（1） how to make dialogues and act them out.
（2） how to write the right whole sentences.
（五） teaching xxx
multi-media computer, tape recorder, software: powerpoint or authorware, school things 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. that is to say, i’ll let the ss to get a better understanding of the key structure of the dialogue. i’ll give the ss some tasks and 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
the ss how to be successful language learners.
the ss pass "observation—imitation—practice " to study language.
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 develop the ss’ keen interest in english.
part four teaching procedure
i’ll finish this lesson in four steps. first i’ll divide the ss into four groups and bring a competition into the class. at last let’s see which group is the 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.
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 without repetition. find out which group will make the most dialogues.
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.
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 to leave. 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 can read them well.
purpose of my designing: to present sample a 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.
first play the tape recorder. let the ss listen and imitate the dialogue. pay attention to their pronunciation and intonation. in this step the ss are required to practise the sample in pairs by reading the dialogue aloud. this step is employed to make the ss grasp the sample .at last i’ll ask the ss to think hard and act it out with a partner according to sample a. then find out which 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 general idea of the dialogue as a whole one. at the same time let the ss have a chance to practise their listening and spoken ability.
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 their coats and put them together. they are singing and dancing, laughing and chatting. after the picnic, they begin to look for their coats. d and e are talking. f and g are talking. etc.
after watching, i’ll give the ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.
purpose of my designing: "task-based" teaching method is used here to develop the ss’ ability of communication and also their ability of co-operation will be well 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’ interest in english learning. if the ss can finish this task well, they will benefit a lot in their spoken english.
1 model 1.
i’ll ask four ss of the groups to write these sentences on the bb in the four lines.
then check their handwriting, correct their mistakes. find out who will write well and whose handing is the best.
the ss’ workbook.
purpose of my designing: to check the knowledge ss have learned in this lesson.
:
（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 should speak english as much as they can in class or after class. it is necessary for the ss to do some extensive exercises after class to consolidate the knowledge they 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 ’s=that is that’s all right/ok.
表里的生物说课稿 生物说课稿一等奖篇八
first class; teaching suggestion
1 teaching material analysis
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 lets practise section is part of the lets talk part of the game, which provides students with an opportunity to actually use the 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 suggestions
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, 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... 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 , 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 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 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 of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students interest and enthusiasm for learning 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 use animation courseware to present new 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 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", "under", "vest", "violin", "window", "wind".the lets do section reviews and consolidates the letter "a-w" through rhythmic, rhythmic preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language is the teaching content of this book unit 1 through unit 4.
2 teaching methods
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 understanding the meaning of 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 / 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 materials.
2 teachers prepare let s talk part 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.
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...
teachers or students say words such as "pencil", and teachers and students say show, me, the, pencils., teachers and students put up this way, practice other stationery words in the same 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.
表里的生物说课稿 生物说课稿一等奖篇九
1.描述生物圈的范围。
2.说出生物圈为生物生存提供的基本条件。
3.认同生物圈是所有生物共同的家园，我们应当了解和爱护这个家。
生物圈为生物生存提供基本条件。
教学难点：
生物圈是所有生物共同的家园，我们应当了解和爱护这个家。
多媒体演示、对比法。
(导入新课)上节课我们调查了校园里面的生物，知道了生物无所不在，那你们知道，这么多的生物都共同生活在哪个共同的家园中呢?(地球)很好(打开课件，展示地球图片)这就是我们的地球，那我们是生活在地球的内部还是生活在表面这一层呢?(表面)很好，外面这一圈就是我们生物共同生活的地方，科学家们把它叫做生物圈，很多同学对生物圈不熟悉，我们今天这节课就是学习关于生物圈的知识。
(课件中打出生物圈的定义)我们科学家们早就对生物圈下了定义，哪位同学帮老师读一下生物圈究竟是什么?包括哪两个方面?(定义：地球上适合生物生存的地方，其实只是地球表面的一薄层，科学家把这一薄层叫做生物圈.包括地球上一切生命有机体及其赖以生存和发展的环境)。那我来问一下你们生物圈除了包括生物之外，还包括什么?(生物生活的环境)很好，那我们的生物圈究竟有多大，能包含这么多东西呢?我们先来看看我们地球的厚度是多少?(12750千米)那生物圈呢?(20千米)看来我们生物圈只占了地球的一小部分，却有那么多生物生存着。所以生物圈中的生物不是都生活在同一上层面中的，而是我们的生物圈分为三大部分，就是包括大气圈的底部，岩石圈的表面，水圈的大部。那三大圈中各生活着什么生物?这三大圈是否绝对分开?(小组讨论两分钟)有的生物可以到达生物圈的各个圈层，例如人，还有没有别的例子?我们世界的人口将近60亿，而我们地球的空间是有限的，科学家们设想能否把我们人类和其他生物移居到其他星球上?比如月球，火星?(不可能，因为那里没有水，氧气，温度太低或太高…)那为什么我们的地球又能生活着各种各样的生物呢?(因为生物圈有满足生物生存的各种条件)讨论书本p5~6六幅图片，看各幅图片中生物圈满足了它们的哪些条件。完成书本练习：1、向日葵生长需要什么条件?长颈鹿的生活需要什么条件?2、向日葵和仙人掌，牛和海豚的生存条件有什么不同?3、为什么干旱使粮食严重减产?分析图片：熊猫频临灭绝的原因?蕉树枯萎原因?得出结论：动物、植物等所有生存所需要的基本条件是一样的，它们都需要营养物质、阳光、空气和水，还有适宜的温度和一定的生存空间。
1、生物圈为其中的生物提供的生存条件有x。
2、下列关于生物圈的说法正确的是
a.生物圈仅由植物、动物及其中的微生物构成
b.生物圈包括地球的全部，即地球内部也有生物
c.生物圈指生物活动能达到的范围，包括月球
d.生物圈是指地球上生物及其生存空间的总称
3、有人说：“只要有充足的牧草和水，牛羊就能正常生活”，你认为这种看法对吗?如果不对，说说你的理由。
布置下节课准备的内容：如果你翻动花园、庭院中的花盆或石块。，常常会看到一些身体略扁、长椭圆形、灰褐色或黑色的小动物在爬动，这就是鼠妇又叫潮虫。下节课每小组至少要抓到五只回来做实验，抓好时要把它们放在湿的土中养着，而且避免光照，不然很容易死。
同学们对于一些熊猫，蕉树等接近生活的图片比较感兴趣，以后可以多举这方面的例子。
因为这节课的理论知识比较多，而且知识点相对简单，只是介绍生物生存的基本条件，学生很容易精神不集中，应该考虑多用一些有趣的事例或者图片供学生思考，像讲到为什么其他星球没有生物，应该多找一些其他星球的资料告诉学生，让学生更深刻地理解到目前为止，我们的地球只有一个，要保护地球的意识。学生对于做练习比较感兴趣，如果时间允许，也可以考虑每讲完一个知识点安排一至两题练习，加强学生知识点的同时也能活跃学生的思维，调动他们的积极性。
表里的生物说课稿 生物说课稿一等奖篇十
good afternoon, teachers. it’s my great pleasure to be here sharing my lesson with you. the content of my lesson is the second reading of unit 10, book i. i’ll be ready to begin with this lesson from six parts: analysis of the students, analysis of the teaching material, the teaching aims, the teaching & learning methods, the teaching aids and the teaching procedures. first, let me talk about my students.
my students are from grade one in vocational schools.
they have a poor vocabulary, little motivation to learn initially and no confidence in expressing themselves.
there are distinct individual among them.
they are quick in thinking and long for victory. they may raise interest in the topic because of its familiarity, and are eager to know these differences.
in my class, ss will be given a preview plan to understand the reading, progressive tasks in competition to ensure overall participation.
our textbook is taken from english book i for vocational schools. it emphasizes on interest and utility.
since some information about cultural differences has been mentioned in previous units, this unit will focus on introducing individual differences and building the sense of cross-cultural communication.
reading ii will demonstrate cultural differences further and occupies an important position. it will take up two periods, and i’ll deal with the second period for reading comprehension, and concentrate on ss’ abilities of reading and using english fluently.
teaching aims
after studying the teaching material and analyzing ss’ present situations, i think the teaching aims are the followings:
1. knowledge aims
1) to master some key words and expressions: awkward, courtesy, direct, misunderstand, as soon as, keep doing sth, etc..
2) to understand the gist of the reading, work out the writer’s opinions after reading, and complete relevant tasks.
3) to retell the reading and try to talk with partners about differences in table manners with the purpose of using the language fluently.
2. ability aims
1) to better reading strategies to promote reading ability with the help of skimming, scanning and other reading techniques.
2) to improve ability of using english fluently as well as logical thinking after dealing with tasks.
3) to foster the ability of cooperation in group activities.
3. emotion aims
1) to have a general knowledge of differences in table manners, esp. between chinese and american cultures, and foster the sense of cross-cultural communication.
key & difficult points
1. key points
1) to get the information from the reading;
2) to communicate with partners fluently.
2. difficult points
1) how to improve the reading abilities because my students are weak in english, esp. in reading strategies.
2) how to help ss put their learning into practice with references.
a good method requires that the teacher act as a guide while ss as the real masters in class. in my class, ss are mainly guided by tasks progressively.
1. so according to the analysis of the teaching material and the students’ learning background, i will use the following teaching methods.
1) task-based language teaching
2) activity teaching
3) delamination teaching
4) question-and-answer activity teaching
2. the learning methods are the followings:
1) cooperative learning
2) autonomous learning
multi-media
non-testing evaluation
1). a piece of paper to evaluate themselves.
as for the concrete procedures, it includes 5 parts.
task ii:checking words & answering questions. ss will have a matching for words and meanings to check words and then they may pose any questions they met in preview. ss finish it before class and present keys on the blackboard. some music will be played to calm ss down and create a situation to learn english.
purposes: the easy item may help them build confidence.
task ii: lead-in. ss may watch a video about cultural differences, and then finish the sentence with brainstorming. this item is open to answers. as far as students get to the point, their group may get marks.
purposes: brainstorming may activate ss and catch their attention quickly. at the same time, it may act as a foreshadowing for the reading.
task iii: presentation with tasks. it includes two items.
item i: (skimming) ss look through the reading in 2 minutes, and then finish the multiple choices on their own.
purposes: this task will train ss to get quick information and foster a good reading habit.
item ii: (careful reading) in order to cope with the reading clearly, there are three portions. portion a is for para1. it is about the writer’s experience in china, and then there are some questions. portion b is for para2. it is about a chinese staying in america, and then there are some multiple choices. portion c is for para3. it is about solutions, and then ss rectify the table. similarly, they read individually, and then discuss in groups to get an agreed answer. representatives will be sent to the bb to present keys.
purposes: the three portions will help ss work out the writer’s opinions clearly. cooperative learning will help them overcome difficult words or sentences and find the feeling of success when they can get keys without too much guide from the teacher. and praise goes first no matter how they do. till now, ss may realize cultural differences further.
task iv: consolidation in time. it includes 3 items: five statements for ss to check their understanding about the reading, a dialogue to check how they can transfer input to output and a short passage to tell them whether they have made progress in reading. similarly, ss do them on their own, and then discuss problems in groups.
purposes: the three items will give a clear reflection to ss.
last task, i will make a conclusion of this period, encourage ss to build the sense of cross-cultural communication, and then do some extension: watch another video about differences between china and the west, and discuss whether the points from the video are reasonable or not. the item is also open to keys. ss are encouraged to write down notes.
purposes: this task will help ss dare to speak because of the good input about cultural differences from the reading. each one may have a chance to express them, and experience the feeling of success. in the process of communicating, they help and encourage each other, and use the language gradually. it will help ss transfer passive learning into active acquisition and see the meaning of learning.
design of writing on the blackboard
when in rome, do as the romans do a foreigner stays in china awkward.
do as the romans do.
a chinese in america indirect.
after class, to ss, they have two assignments:
1. ss finish the table to evaluate themselves.
2. ss surf the internet for more information about cultural differences, such as sending and accepting gifts, introducing people, etc., and then write down answers.
purposes: the first one may help ss to reflect themselves, and the latter one may help ss extend their learning of cross cultures. writing actually is necessary for all steps. after class, they may do it more relaxed. when finishing it, they may pay more attention to the written language and then improve their english.
reflection after teaching.
on the one hand, ss can be guided by tasks progressively, and act well. they also have foster cooperation in group activities. on the other hand, the teacher needs to pay more attention to individual differences and ensure overall participation. the teacher also needs to improve the ability of monitoring the class efficiently.
表里的生物说课稿 生物说课稿一等奖篇十一
the teaching design i’m going to talk about is for unit 10, from fun with english for primary school, book 1a. it mainly deals with colors , i’ll describe it mainly in 5 parts.
1. analysis of ss
most of the first-grade ss haven’t learned english. but some of them have learned some basic knowledge about english in the kindergarten. they are eager to learn and are interested in english. all these are to the advantages of english learning.
analysis of the textbook
the ultimate goal of oxford english is to develop the comprehensive ability to use the language. that is to develop their four skills, listening, speaking, reading and writing.
objectives
firstly, knowledge objective. in this unit, ss are required to master the five words ( red, green, yellow, brown, white) and sentence structure “ what color?”
secondly, skill objective. ss are going to learn how to apply the words and expressions they’ve learned in their daily life. the good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.
thirdly, emotional objective. we should make ss become aware of their own advantages and disadvantages in learning. and also teach them to be willing to cooperate with others. in this way to help them develop a healthy and positive character.
points
the key points of this lesson are the five words ( red, green, yellow, brown, white) and sentence structure “ what color?”
the difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.
approaches.
表里的生物说课稿 生物说课稿一等奖篇十二
good morning, ladies and gentlemen. it’s my great honor and pleasure to be here sharing my lesson with you.
i have been ready to begin this representation with five parts. analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.
the content of my lesson is new senior english for china book___ unit____________________. this unit is about____________________ (topics). by studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. at the same time, let the students learn how to____________________ (functional items). from this lesson, it starts___________________________(structures). (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.) therefore, this lesson is in the important position of this unit. if the ss can master it well, it will be helpful for them to learn the rest of this unit.
according to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:
objects
(1)the ss can master the usage of the important words and expressions.
(2)the ss can use the __________________ (grammar) in the proper situation.
(3)the ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.
objects
(1) to develop the ss’ abilities of listening, speaking, reading and writing
(2) to guide ss to set up effective studying strategies.
(3) to improve the student’s reading ability, especially their skimming and scanning ability.
(4) to train the ss’ abilities of studying by themselves and cooperating .
or moral objects
(1)by completing the task, the ss increase their interest in ____________________and set up self-confidence in _____________________.
(2)teach the ss_________________________, put the moral education in the language study.
based on the requirement of the syllabus.
the important points are__________________________ such as ______________.
the difficult points are_________________________ for example_____________.
as is known to us all, a good teaching method requires that the teacher should help ss develop good sense of the english language. for achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) i will use the following methods according to the modern social communication teaching theories.
approach
language teaching
language teaching
situational action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the ss. at the same time, cai can provide a real situation with its sound and picture, it can develop the ss creativity in learning english.
step 1. lead-in. (_____min)
___________________________________________________________________
purpose of my design: (1) to catch ss’ attention about the class/topic/passage.
(2) to set up suspense/develop interest in _______________.
step 2. pre-reading
task 1. (individual work, pair work, group work, class work; _____min)
let ss _____________________________________________________________
task 2. (individual work, pair work, group work, class work; _____min)
___________________________________________________________________
now, let’s see what happened to the_______________/ let’s check whether it is right or not.
purpose of my design: (1) to get to know something about the _________________.
(2) to have a better understanding about the importance of ___________________.
step 3. while-reading
task 1. (individual work, pair work, group work, class work; _____min)
skimming: ss should read the material fast to find out the main idea/topic sentence for each paragraph.
para 1 ___________________
para 2 ___________________
para 3 ___________________
task 2. (individual work, pair work, group work, class work; _____min)
scanning: listen to the tape part by part to finish ___________________________.
task 3. (individual work, pair work, group work, class work; _____min)
scanning: guide ss to read the material carefully and take some important notes, then answer the following questions.
task 4. (individual work, pair work, group work, class work; _____min)
scanning: ask ss to read the material carefully and find out the correct answers to finish the following chart.
purpose of my design: enable students to understand the given material better by using different reading skills. and proper competition can arouse the ss’ interest in english learning. “task-based” teaching method is used here to develop the ss’ ability of communication and also their ability of co-operation will be well trained.
step 4. post-reading
task 1. (individual work, pair work, group work, class work; _____min)
(task1)ask ss to close books and finish the summary according their notes.
(task2)retell the story /sum up the passage in ss’ own words according to the chart.
task 2. (individual work, pair work, group work, class work; _____min)
discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.
purpose of my design: i think if the ss can finish this task well, they will benefit a lot in their spoken english. most ss can take their parts in the activities, especially for the ss who have trouble in english study.
step 5. homework
purpose of my design: homework is so important and necessary for to master the knowledge they learned after class. it will check whether the ss achieve the teaching aims.
表里的生物说课稿 生物说课稿一等奖篇十三
good afternoon, everyone. i’m zhou yan. i’m an english teacher from experimental 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 one analysis of the teaching material
（一） status and function
is an important lesson in book one. from this lesson, it starts asking the ss to grasp contents of each sample. to attain "four skills" request of listening, speaking, reading and writing. to start listing "word bank" and tell the ss to remember the new words. to start asking the ss to write the english sentences well. therefore this lesson is in the important position of the teaching material.
lesson is the first one of unit if the ss can learn it well, it will be helpful to make the ss learn the rest of this unit.
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）analysis of the students
the ss has learned english for about one month so far. they can understand some words and some simple sentences. the ss have taken a great interest in english now.
（三）teaching aims and demands
the teaching aims basis is established according to junior school english syllabus provision.
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 learning the dialogue of this lesson.
（3） to finish some exercises.
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.
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 and difficult points
the teaching key and difficult points’ basis is established according to sample a of lesson six in the teaching materials position and function.
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.
points:
（1） how to make dialogues and act them out.
（2） how to write the right whole sentences.
（五） teaching xxx
multi-media computer, tape recorder, software: powerpoint or authorware, school things 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. that is to say, i’ll let the ss to get a better understanding of the key structure of the dialogue. i’ll give the ss some tasks and 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
the ss how to be successful language learners.
the ss pass "observation—imitation—practice " to study language.
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 develop the ss’ keen interest in english.
part four teaching procedure
i’ll finish this lesson in four steps. first i’ll divide the ss into four groups and bring a competition into the class. at last let’s see which group is the 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.
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 without repetition. find out which group will make the most dialogues.
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.
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 to leave. 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 can read them well.
purpose of my designing: to present sample a 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.
first play the tape recorder. let the ss listen and imitate the dialogue. pay attention to their pronunciation and intonation. in this step the ss are required to practise the sample in pairs by reading the dialogue aloud. this step is employed to make the ss grasp the sample .at last i’ll ask the ss to think hard and act it out with a partner according to sample a. then find out which 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 general idea of the dialogue as a whole one. at the same time let the ss have a chance to practise their listening and spoken ability.
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 their coats and put them together. they are singing and dancing, laughing and chatting. after the picnic, they begin to look for their coats. d and e are talking. f and g are talking. etc.
after watching, i’ll give the ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.
purpose of my designing: "task-based" teaching method is used here to develop the ss’ ability of communication and also their ability of co-operation will be well 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’ interest in english learning. if the ss can finish this task well, they will benefit a lot in their spoken english.
1 model 1.
i’ll ask four ss of the groups to write these sentences on the bb in the four lines.
then check their handwriting, correct their mistakes. find out who will write well and whose handing is the best.
the ss’ workbook.
purpose of my designing: to check the knowledge ss have learned in this lesson.
:
（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 should speak english as much as they can in class or after class. it is necessary for the ss to do some extensive exercises after class to consolidate the knowledge they 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 ’s=that is that’s all right/ok.
表里的生物说课稿 生物说课稿一等奖篇十四
background of english teaching in primary school: it is not a long history that english is as a subject in primary school in our country and the main instructional aims of teaching english in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the english language. our boys and girls are exposed to english for the first time, so it is very important to develop their keen interest in english.
i. contents:
today i’m going to talk about part b of unit 2, pep primary english, book 3. this lesson includes two parts: let’s talk and let’s practice. in section 1, it mainly deals with the dialogue about what’s in the schoolbag? and the answers. and in section 2, it provides a real situation for the ss to prastise the pattern: how many n.(pl.) do you have? and the answer: i have 23 n.(pl.)
ii. teaching aims
1. aims on the knowledge
(1) to enable the ss to understand and speak: my schoolbag is heavy. what’s in it? thank you sooooooo much. make sure that ss can use these sentences in real situations.
(2) to help ss to finish the survey.
(3) let ss finish the assessment of let’s check in this unit.
2. aims on the abilities
(1) to develop ss’ abilities of listening and speaking.
(2) to train the ss’ ability of working in groups.
(3) to foster ss’ abilities of communication and their innovation.
3. aims on the emotion
(1)to foster ss’ consciousness of good co-operation and proper competition.
(2) to lead ss to show their loveliness to the poor.
iii. key-points of this lesson
(1) to help ss ask and answer the question: what’s in it?
(2) to enable ss to study in groups and co-operate skillfully.
(3) to develop ss’ interest in english.
iv. difficult points
(1) to help the ss ask and answer the question what’s in it? and make sure they can use the plural nouns correctly.
(2) to finish the survey by themselves.
v. teaching methods
as we all know: the main instructional aims of learning english in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the english language. so in this lesson i’ll mainly use task-based teaching method. that is to say, i will let the ss learn in real situations, finish a task by making a survey to help the ss to get a better understanding of the key structure of the dialogue. i will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. and in this lesson a recorder, cai, school things and a printed form will be needed. students should prepare some school things.
表里的生物说课稿 生物说课稿一等奖篇十五
first class; teaching suggestion
1 teaching material analysis
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 lets practise section is part of the lets talk part of the game, which provides students with an opportunity to actually use the 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 suggestions
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, 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... 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 , 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 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 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 of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students interest and enthusiasm for learning 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 use animation courseware to present new 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 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", "under", "vest", "violin", "window", "wind".the lets do section reviews and consolidates the letter "a-w" through rhythmic, rhythmic preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language is the teaching content of this book unit 1 through unit 4.
2 teaching methods
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 understanding the meaning of 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 / 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 materials.
2 teachers prepare let s talk part 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.
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...
teachers or students say words such as "pencil", and teachers and students say show, me, the, pencils., teachers and students put up this way, practice other stationery words in the same 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.
