全英文初中英語說課稿說課稿

1、-WORD格式-可編寫-專業(yè)資料-全英文初中英語授課稿要說好課，就必定寫好授課稿。認真擬訂授課稿，是授課獲取成功的前提，是教師提高業(yè)務(wù)素質(zhì)的有效路子。下面是橙子為大家收集的關(guān)于全英文初中英語授課稿，歡迎大家閱讀!全英文初中英語授課稿Goodmorning，ladiesandgentlemen!Iamverypleasedtohaveanopportunitytotalkaboutsomeofmyteachingideas.ThetopicofthisUnitis“WhatshouldIdo?”fromthetextbookgoforitbook8unit2forjuniormiddlescho

2、olstudents.Idliketosayitfrom5partsasfollows：Thereareteachingmaterials，teachingmethods，learningstrategies，teachingproceduresandblackboarddesign.Now，LetscometothefirstpartTeachingmaterials.Itincludestwoparts，statusandfunctionsofthematerialandtheteachingcontent.Thethingsinthetextbookareappropriatetostu

3、dentsinterests，experiencesandknowledge;providethestudentswithopportunitiestousethetargetlanguageandstimulatestudentstoseekfurtherinformation.Inunit2，Studentswilllearntotalkaboutproblemsandlearntogiveadvicetoothers.Soitishelpfultoimprovetheircommunicativecompetence.Ok，second，teachingcontent，whichincl

4、udesfouraspects，thekeyvocabulary，thetargetlanguage，importantanddifficultpoints,andtheteachingaims.Abouttheteachingaims，inthisunit，students-完滿版學習資料分享-WORD格式-可編寫-專業(yè)資料-willtalkaboutproblemswhichstudentscomeupwithintheirdailylivesandlearntousemodalverbs“could”and“should”tomakesuggestions.Thesecondisabil

5、ityaims，toimprovethestudentsabilitiesoflistening，speakingandreadingbyprovidingvarioustasks.Thelastistheaffectionaims，thatis，tohelpeachotherandlearntocooperate.Next，letscometothesecondpartteachingmethods.Whiledealingwiththislesson，Iusuallyadopt“Task|based”teachingapproach.Itaimsatprovidingopportuniti

6、esforthelearnerstoexplorebothspokenandwrittenlanguagethroughlearningactivities.So，Iwillletthestudentslearninrealsituations，fulfillseveraltaskssuchaspairworkorgroupwork.Andinthisunitthecommunicativeapproachandthesituationallanguageapproachwillbeadopted.Andthefocusisonfunctionallanguageusageandtheabil

7、ityoflearnerstoexpresstheirownideas，feelings，attitudes，desiresandneeds.Socombinethesemethodstogether，enablethestudentstoreceive，processandretainnewinformationthrough“multipleintelligences”.NextIdliketotalkaboutpartthreeLearningstrategies.Iusuallytellthestudentssomelearningstrategies.Forfourlanguages

8、kills，Ialsotellthestudentstolearnefficientlythroughstrategies.Saylistening，inmyclassItrainthestudentstogetthegeneralideals，makeprediction，makeareference，identifykeywords-完滿版學習資料分享-WORD格式-可編寫-專業(yè)資料-andsignalwords.Abouttheword|formationandtheexploitationarealsoveryimportantstrategies.Eachstudentcanbein

9、volvedintheclassbyusingthestrategieswhicharesuitableforthem.Oknow，letscometothefourthpartTeachingprocedures.Illfinishmylessonin7steps，theyareWarmupLeadinPre-|taskTaskcyclePost-taskHomeworkSelf-assessment.Thisstep-by-stepprogressionallowsstudentstobuildaccuracyandgainconfidencewiththenewlanguage.Step

10、1?WarmupWatchamoviecalledLetsPlay.ThemoviewillofferthestudentsarelaxingatmosphereanddevelopstudentsinterestinEnglish.Step2?LeadinBrainstorming，lookatthis，funnypicture.Helooksveryblueanddepressed，whatswrongwithhim?Whatshouldhedo?Thisbrainstormingstageishelpfulinprovidingideasforactualspeaking.Bydiscu

11、ssingwithpeerstheycangetalotofinformationconcerningthenewtopictheyaregoingtolearn.Step3?Pre-taskInthisstepIintroducethetopicandgivethestudentsclearinstructionsonwhattheywillhavetodo.SofirstIwillpreparesomevividandbeautifulpicturestopresentthemthenewwords.Thestudentsassociatethemeaningofthevocabulary

12、andtheformofit，-完滿版學習資料分享-WORD格式-可編寫-專業(yè)資料-andtheyalsopracticethespeakingandthelistening.Illgetthestudentstodoaproblem|solvingactivitytohelpthestudentstorecallsomelanguagethatmaybeusefulforthetask.IwillmakeasummarytogiveadetailedexplanationabouttheGrammarpointsentencestructure“should/could”.Iusuallyt

13、rytocultivatethelearnersunconsciouscompetence，givethestudentsmoreexamples.Inthisway，IthinktheywillgetafurtherunderstandingoftheGrammar.Step4?Task-cycleTask1Pairwork.Illaskthestudentstoworkwiththeirpartnerstolearntogiveadvicetodifferentproblemsusingthekeywordsandthegrammaticalpoints.Task2Listeningpra

14、ctice?Idesignedthe(1)Pre-listeningactivities(2)While-listeningactivities(3)Post-listeningactivities.Task3Groupwork.Illgetthestudentsactouttheconversationinsmallgroups.Step5?Post-taskInthisstep，Ipreparedtwoactivities.FirstisLetsthink.Michael，comingfromUSA.HewantstopracticehisPutonghua，Butheisveryshy.

15、Socanyougivesomeadvicetohim?Isuggestthatheshouldgetatutor，canyougivemore?Makealistofyoursuggestions.ThesecondisDiscussion.Letstakealookatthescreen，fromthepicturewecanseethechildrenarestudyingandlivingintheverypoorcondition，1.Whatsthematterwiththese-完滿版學習資料分享-WORD格式-可編寫-專業(yè)資料-children?2.Whatcouldtheyd

16、o?3.Whatshouldwedo?(showingpictures)Puttheknowledgeintotherealsituations，elicitthestudentstofindoutthemostefficientwaystotheprobleminourcountry.Step6?Homework，Trytogiveadvice.2.Makeasurveyaboutwhoarestillintroubleandtrytofindsomesolutions.Step7?Self-assessmentIntheprocessofteachingandlearning，teachersneedtoknowwhathasbeendonewellandwhatneedstobeimprovedfurther;wherethestudentsperformwellandwheretheystillfeelconfused.Thediversitiesofclassroomactivities，andawelcomingandengaginglearningenvironmentwillmakethestudyeasyandhappy.