中职英语全英文说课稿
中职全英文英语说课稿
中职全英文英语说课稿Explanation for Reading and Writing of Unit 3Good morning, everyone. I’m No.7. My name is . I come from . It’s my great pleasure to be here sharing my teaching plan with you. The content of my lesson is the reading and writing part of Unit3 in Book Two. I’m ready to begin this lesson with seven parts: analysis of teaching material, analysis of students, teaching aims, teaching & learning methods, teaching procedures, blackboard design and teaching reflections.First, let me talk about the teaching material.Part 1: Analysis of the teaching materialI will analyze this part from two sections: Book and Content.Our textbook published by Jiangsu Education Publishing House is English Basic Module Two for vocational schools. It emphasizes improving Ss’four language skills—listening, speaking, reading and writing. It also emphasizes interest and utility.This unit is the third one and the topic is about bargaining at the market. The aims are to understand shopping information and how to buy goods and make abargain.This is the reading and writing part, which is the highlight of the whole unit. It helps students to know what Buy Nothing Day is and understand its origin and the ideas it advocates, which is the theme of this unit.Now, let me have an analysis of my students.Part 2: Analysis of the SsMy students are from Grade One, majoring in electro mechanics. There are 42 students in all, 9 girls and 33 boys. They are quick in thinking and active in class, though they have a weak language foundation and poor ability of communicating in English. Besides, they love shopping, and they want to know something about shopping in western countries. Therefore, they are wiling to participate in interesting activities in class and are brave enough to express themselves.According to the new curriculum standard, the syllabus and my students' situations, I set the teaching aims as follows:Part 3: Teaching aimsKnowledge aims are to enable Ss to master important words , phrases and understand the text and get informationabout Buy Nothing Day in western countries.Ability aims are to enable Ss to improve their reading ability, especially skimming and scanning abilities. And to help them learn to write a complaint letter.Emotion aims are to enable Ss to foster the idea of reasonable consumption and raise environmental protection awareness and know team spirit by cooperating with each other.According to the teaching aims, the key points of this lesson are to enable Ss to grasp important words and phrases and get details about Buy Nothing Day.And the difficult points are to help Ss learn to write a complaint letter and raise the interest of learning English through class activities.Next, let me show you my teaching methods.Part 4: Teaching & Learning methodsThe aims of learning English are to improve Ss’ four language skills: listening, speaking, reading and writing. As we all know, Ss are the real masters of the class, so the teacher should act as a guider, an organizer and a director.Based on my belief that teaching is all for students,I choose the following teaching methods, such as Task-based teaching method, situational teaching approach, student-centered teaching method and so forth.My Ss learn English by means of the following ways such as autonomous study, target learning and cooperative study in pairs or groups and so on.In order to strengthen students' interest and attention, I present the text through the use of multi-media teaching aids. It runs through the whole class.Well, now let me introduce my teaching procedures briefly.Part 5: Teaching procedures.I set 6 steps to finish studying this part in three lessons.Step 1: Lead-inActivity 1: Enjoying a video and telling the story about the film:Purpose: Story telling can check Ss’ preparation for the class and also train Ss’ oral English and ability of speaking.Teaching effect: Actually, my Ss’ did well. They love watching film and have prepared before class, so they wereactive here and willing to have a try.Activity 2: Free talkI use Question & answer teaching method here.I present four questions. My Ss discuss and answer them.Purpose: After discussing the questions, the topic of this passage –“Buy Nothing Day” can be put forward naturally.Teaching effect: Shopping is close to my Ss’ daily life, so they had much to say and a relaxed and active atmosphere was built here.Step 2: Pre-readingRead the new words and phrases, and translate them into Chinese.Purpose: This step can not only check Ss’ grasp of words before class, but also make the word preparation for the next reading.Teaching effect: In fact, my Ss’ reactions achieved my purpose. They mastered the words well.Step 3: While-ReadingI use Task-based teaching method here.Activity 1: SkimmingSkim the whole passage, and tick the answer to the question: What Buy Nothing Day mean?Purpose: Through this task, my Ss can get a general idea of the passage.Teaching effect: Actually, my Ss’ could find the right answer according to itsliteral meaning. They were also interested in having a further understanding about the special day.Activity 2: ScanningListen to the tape and then finish the multiple-choice questions. Ss can discuss in pairs.Purpose: Through this task, my Ss can get more information about the passage and improve their listening ability.Teaching effect: In fact, Ss finished this task well in pair discussion.Activity 3: Careful readingRead the text aloud and find the answers to the questions in group discussion.Purpose: Through this task, my Ss can understand “BuyNothing Day” further in a lively atmosphere.Teaching effect: Actually, most Ss’reactions achieved the purpose. A few Ss had difficulty in answering the questions. But in group work, they solved the problem easily.Activity 4: Self-checkDo T/F questions by themselves without looking back.Purpose: Ss can check whether they have understood the passage completely through this task.Teaching effect: In fact, most Ss could finish the task well. What’s more, a few mistakes could also be corrected by checking.Through the 4 activities, my Ss have a full understanding of the whole passage. By using different reading skills, such as skimming, scanning, their reading abilities are well improved. By different activities, such as individual work, pair work and group work, Ss learn English in a cooperative way.Step 4: Consolidation.Task: Further understandingThink about the advantages and disadvantages thatshopping may bring about, discuss in groups and use their own words to finish the table.Purpose: Through this task, Ss can consolidate what they have learned today and learn to treat shopping in a rational way so that they can consume rationally in the future. This is internalization.Teaching effect: Actually, my Ss have understood the text and had such a heated discussion in groups that they could write down the answers except for some spelling mistakes.By this step, it achieved the teaching aims of understanding the text and fostering the abilities of practice, participation and cooperation.Step 5: ExtensionI use Situational teaching approach here.Activity 1: Having a competitionMy Ss discuss the questions about their different shopping experiences and have a competition to list the shopping problems.Purpose: Competition can arouse Ss’ interest. Through this task, the knowledge about shopping Ss got from the textis combined with their daily life.Teaching effect: In fact, each pair had their own problems, but some groups made mistakes in writing and expressing.Activity2: Having a discussion about how to write a complaint letter to solve the shopping problem.Purpose: This step can help Ss to know the main content and component parts of a complaint letter, preparing for the next step.Teaching effect: Actually, each pair could find the right order according to their real experience.Activity 3: Writing--- completing a complaint letter Purpose: Through this step, Ss can master the key points to write a complaint letter. And it trains Ss’ability of writing.Teaching effect: In fact, most Ss are poor in writing. But they could finish the task based on last activity.This step leads to the emotion aims of this lesson, which are to treat shopping in a rational way, consume rationally, and develop the Ss’interest of learning English.Step 6: Self-evaluation and HomeworkAt the end of the class, I present a form to help Ss review what they learnt in this part and check how much they mastered in the lesson.And then according to the survey, I assign homework to students of different levels: lower students, middle-level students and A-class ones. And I also have homework for group.Purpose: My homework offers Ss tasks of different levels. They can choose according to their own situations. This kind of homework satisfies the needs of different Ss.Teaching effect: The homework for each student has been done well, but the homework for groups had no effect.Well, let me talk about the sixth part--- Blackboard design.Part 6: Blackboard DesignMy blackboard design is just like this. I divide the blackboard into two parts. I use the left part to write the advantages and disadvantages about shopping. Ss use the right part to have group competition. Each group writes the problems they meet when shopping.Part 7: Teaching ReflectionsAt last, as a teacher, I have some reflections.Advantages1. Through different kinds of activities, such as group competition and discussion, Ss’ interest was aroused anda relaxed and active atmosphere was built.2. Through different kinds of tasks, such as exercises, cooperation and participation, Ss mastered more knowledge, and their reading ability and writing skills were improved.3. More attention was paid to the students’ need and Ss trained their ability of cooperation in pair work and group work.Disadvantages1. Rushing to answer made the good students answer more questions. I think the poor students should be given more opportunities.2. Discipline problem. I should improve my ability to control the whole class.So much for my explanation. That’s all. Thank you!。
全套中职英语说课稿模板
全套中职英语说课稿模板尊敬的各位评委、老师，大家好。
今天，我将为大家展示一套中职英语说课稿模板，希望能够为各位老师提供参考和帮助。
一、课程基本信息课程名称：《中职英语》授课对象：中职学生授课时间：40分钟授课教师：[教师姓名]二、教学目标1. 知识目标：使学生掌握本课的核心词汇和句型结构。
2. 技能目标：提高学生的英语听说能力，尤其是听力和口语表达能力。
3. 情感目标：激发学生学习英语的兴趣，培养他们跨文化交际的意识。
三、教学重点1. 核心词汇的掌握与运用。
2. 句型结构的理解和应用。
四、教学难点1. 学生对某些词汇的发音可能存在困难。
2. 句型结构的灵活运用，尤其是在实际对话中。
五、教学方法1. 任务型教学法：通过设计不同的任务，让学生在完成任务的过程中学习语言。
2. 合作学习：鼓励学生分组合作，通过讨论和交流来提高语言能力。
六、教学过程1. 导入（Lead-in）：通过观看一段与本课主题相关的视频或图片，激发学生的兴趣。
2. 新课呈现（Presentation）：教师展示新词汇和句型，并通过例句来解释其用法。
3. 操练（Practice）：学生通过填空、角色扮演等活动来操练新学的语言点。
4. 应用（Application）：设计情景对话，让学生运用所学知识进行实际交流。
5. 总结（Summary）：教师总结本课要点，强调词汇和句型的运用。
6. 作业布置（Homework Assignment）：布置相关的听说读写作业，巩固课堂学习内容。
七、教学反思在教学过程中，我将注意观察学生的反应，及时调整教学策略，确保每个学生都能跟上课程进度。
同时，我会反思教学方法和内容，不断优化教学设计，以满足不同学生的学习需求。
八、结束语感谢大家的聆听，我相信通过我们共同的努力，我们的学生能够在英语学习的道路上不断进步。
如果有任何建议或意见，请随时与我交流。
谢谢大家！[教师姓名] 敬上。
人教版中职英语说课稿
人教版中职英语说课稿尊敬的各位评委、老师，大家好！今天，我将为大家说课的是人教版中职英语教材中的第一单元——“Starting a New Life”。
这一单元旨在帮助学生了解和适应新的学习环境，同时提高他们的英语交际能力。
接下来，我将从教材分析、教学目标、教学方法、教学过程和评价方式五个方面进行详细介绍。
教材分析本单元由三部分组成：听力、阅读和口语。
听力部分通过一段对话引入主题，让学生了解在新环境中如何自我介绍和询问信息。
阅读部分是一篇关于新生适应大学生活的短文，旨在提高学生的阅读理解能力。
口语部分则通过角色扮演和小组讨论，让学生实践在新环境中的交际技巧。
教学目标1. 知识目标：学生能够掌握本单元的核心词汇和句型，了解不同场合下的自我介绍和信息询问方式。
2. 能力目标：通过听力和口语练习，提高学生的英语听说能力，增强他们在实际情境中运用英语的能力。
3. 情感态度与价值观目标：激发学生对英语学习的兴趣，培养他们积极适应新环境的态度和团队合作精神。
教学方法为了更好地实现教学目标，我将采用以下教学方法：1. 任务型教学法：通过设计贴近学生生活的任务，让学生在完成任务的过程中学习和使用英语。
2. 合作学习：鼓励学生进行小组合作，通过交流和讨论，共同完成任务，培养他们的团队协作能力。
3. 多媒体教学：利用PPT、视频等多媒体资源，丰富教学内容，提高学生的学习兴趣。
教学过程1. 导入新课：通过播放一段关于新生入学的短视频，引起学生的兴趣，为听力部分做铺垫。
2. 听力练习：学生听录音并回答问题，训练他们的听力理解能力和信息捕捉能力。
3. 阅读讲解：教师带领学生阅读短文，解释难点词汇和句型，确保学生理解文章内容。
4. 口语实践：学生通过角色扮演和小组讨论，练习自我介绍和询问信息，提高口语交际能力。
5. 总结反馈：教师对学生的表现进行点评，总结本课所学内容，强化学生的记忆。
评价方式1. 过程评价：通过观察学生在小组活动中的表现，了解他们的参与度和合作能力。
全英文中职英语说课稿
全英文中职英语说课稿Explanation for reading II of Unit 10Good 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.Part I Analysis of ssMy students are from Grade One in vocational schools.No.1 They have a poor vocabulary, little motivation to learn initially and no confidence in expressing themselves.No.2 There are distinct individual among them.No.3 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.No.4 In my class, ss will be given a preview plan to understand the reading, progressive tasks in competition to ensure overall participation. Part II Analysis of the teaching materialOur textbook is taken from English Book I for vocational schools. Itemphasizes 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.Part III Teaching aimsNo.1 Teaching aimsAfter studying the teaching material and analyzing ss’present situations, I think the teaching aims are the followings:1. Knowledge aims1) 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 aims1) 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 aims1) To have a general knowledge of differences in table manners, esp. between Chinese and American cultures, and foster the sense of cross-cultural communication.No.2 key & difficult points1. Key Points1) To get the information from the reading;2) To communicate with partners fluently.2. Difficult Points1) 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.Part IV Teaching &Learning methodsA 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 teaching2) Activity teaching3) Delamination teaching4) Question-and-Answer activity teaching2. The learning methods are the followings:1) Cooperative learning2) Autonomous LearningPart V Teaching aidsNo.1 Multi-mediaNo.2 Non-testing evaluation1). A piece of paper to evaluate themselves.Part VI Teaching procedures.No.1 As for the concrete procedures, it includes 5 parts.Task I: 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 attentionquickly. 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 themwhether 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.No.2 Design of writing on the blackboardUnit 10 Reading IIWhen in Rome, do as the Romans doA foreigner stays in China awkwardDo as the Romans doA Chinese in America indirectNo.3 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.No.4 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.,。
中职英语说课稿5篇
中职英语说课稿中职英语说课稿5篇作为一名人民教师，时常需要用到说课稿，借助说课稿我们可以快速提升自己的教学能力。
说课稿要怎么写呢？以下是小编为大家收集的中职英语说课稿，希望能够帮助到大家。
中职英语说课稿1教学目标和要求本课是第2课时，教学目标主要是对课文中的对话进行阅读、巩固和拓展。
要求通过学习，学生能达到以下要求：1.知识目标能够牢固掌握好课文对话中的重点词汇词组；阅读对话并且根据提示完成对话，运用已经学会知识让学生分角色进行口语练习，特别要求记忆Sarah所说的话并能当堂表演对话。
能够拓展对话，根据图片内容创作一段对话。
2.能力目标能够独立阅读课文对话，能够正确理解课文对话并根据提示完成对话，能够用英语表达歉意和接受道歉并学会为工作中所犯的错误致歉。
能够拓展对话，完成看图说话并把每张图片的对话内容连在一起形成一段对话。
3.情感目标通过小组讨论，培养同学们的交际能力和团队合作精神；不同的教学目标和要求A.对于基础相对好的同学，能够阅读对话并且根据提示完成对话，运用已经学会知识让学生分角色进行口语练习，能当堂表演对话，能够拓展对话，根据图片内容创作一段对话。
B.对于基础中等的同学，能够完成课文对话，分角色进行口语练习，能当堂表演对话。
C.程度较弱的同学，要求能够熟练掌握课文中的生词和词组，能够正确完成课文对话。
教学重点英语道歉和接受道歉的词汇及表达；学习英语在工作中犯错误的表达；根据提示完成对话；表演对话；教学难点根据提示完成对话，表演对话，拓展对话，根据图片创作对话。
学情分析该班部分学生英语基础比较好，部分比较薄弱，学习的主动性参差不齐，性格普遍也比较内向。
教学指导思想鉴于以上情况，本人在教学活动中采用任务型教学，充分调动学生学习的主动性，积极性，自觉性，充分体现课堂上学生为主，教师为辅，师生互动的指导思想，让每一个学生都能"动"起来，不同层次的学生都能有一定的提高。
教学活动热身练习：整堂课的教学活动设计是由易到难的。
中职全英说课稿
Speech for the lessonGood afternoon, everyone. It’s my pleasure to share my lesson here. I’m going to talk about Unit 7 of Book 2--- So much to do before we travel. Listening and speaking part. I’ll talk about my lesson from five parts:Part One Analysis of the studentsThe students are in Grade One and major in tourism. Although they are active in thinking and participation, their English level are low and different. And most of the students are interested in major related knowledge.Part Two Analysis of the Teaching MaterialsI. content of the teaching materialThis lesson is the first period of unit 7. The topic is about travel. It is related to students’ major and helpful to inspire their learning interests. By learning this lesson, students are supposed to manage the expressions of things to take before travel and talk about travel planII. Teaching objectives1.Knowledge objectives⑴master key vocabulary about places and objects⑵master sentence structures about giving suggestions and answering2. Ability objectives⑴be able to understand the dialogues about travel plan while listening⑵be able to talk about travel plan using learned expressions3. Emotion objectivesLoving traveling and know more about nature.III. Teaching focus and difficulties1. Teaching focus⑴Master expressions about giving suggestions⑵Understand the dialogues about travel plan while listening⑶Use related expressions to talk about travel plan2. Teaching difficultiesUse related vocabulary and sentence structures to talk about travel planPart Two The Teaching and learning strategiesI. Teaching methodsIn this lesson, two teaching methods are used: situational teaching method and task based teaching method. Ask about students’ holiday plans and travel plans by referring to the Labor Day. Suppose students will be a tour guide, let them make a travel plan to attract more tourists. These two activities create real situations. By finishing some tasks, let students master the language points, such as discussion and make dialogues.II. learning strategiesStudents will use two learning methods in this lesson: cooperative learning and learner autonomy.Part four Teaching ProceduresStep One. Lead in1.Free talkI’ll ask two or three students about their Labor Day plan and which place they will go for a trip. if necessary, Show them some pictures of places （purpose： This step is to lead in the topic-travel naturally and recall their prior knowledge.2. Discuss what activities can be done in these places.（purpose：Asking the reasons of choosing traveling place could inspire students to think about the activities can be done in certain place.3. Looking at pictures and Discuss what to bring when visiting these places(Purpose: Showing many pictures is vivid for students to learn the vocabulary. Master these vocabularies are necessary for the listening part.Step Two. Listening1.Listen to the dialogue and answer questions2.Listen again and tick the items to bring. (Activity 4)3.Listen again and find reasons(purpose：These different listening tasks from easy to hard could improve students’ listening ability of catching key information while listening. Also lay the language base for thespeaking part.Step Three. Speaking1. Let Ss read the dialogue after the tape and underline expressions for giving suggestions and answering.2. Students work in pairs practicing how to give suggestions and how to answer abouttravel plan. Show them some pictures of places, things and activities.3. Let Ss work in pairs and make a dialogue about the three-day travel plan. Purpose: All these steps could make students master the expressions about giving suggestions and answering and could be able to talk about the travel plan step by step. They can also improve their cooperative learning and learner autonomyStep Four . ExtensionGroup work: Interview and reportGive students a situation: As a student major in tour guide, now they have a chance to organize a two-day trip and attract classmates to join it. First, they should make a travel plan. Preparing for a travel plan, they need to interview some studentsin their group and try to get the results.1. Students can interview group members according to given questions.2. After the interviews, students need to make a report about the results as the given report sample(purpose： The students are major in tourism. In the future, they will probably be a tour guide and organize some travels. Designing travel plans is related with students’ major and could better their major knowledge. Interviews and reports could make students know about the steps of how to make a travel plan.Step Five. HomeworkLet students interview more students from other groups and finish a travel plan. Students need to attract other students to take part in their trips by using the sentences for giving suggestions.（purpose：Students finishing the two-day travel plan could strengthen what they have learned in this lesson and put the new knowledge into the real use. It reflects the situational teaching method.Part four blackboard designIn this lesson, I will write the title, sentences structures about giving suggestions and answering on the blackboard to deepen students’ impressions.。
中等职业英语说课稿英文模板范文
中等职业英语说课稿英文模板范文In the realm of vocational education, English stands as a pivotal tool, bridging the gap between theoretical knowledge and practical application. The curriculum designed for middle-level vocational English not only aims to enhance the linguistic capabilities of the students but also to equip them with the necessary skills to thrive in a globalized work environment.The syllabus is structured to cover a broad range of topics pertinent to various vocational fields. It includes technical terminology, industry-specific dialogues, and communication strategies that are essential for effective workplace interaction. The emphasis is on active language use, encouraging students to engage in role-plays, presentations, and collaborative projects that mirror real-world scenarios.One of the key components of the curriculum is the integration of language skills with vocational content. This approach ensures that students are not merely learning English in isolation but are applying it within the context of their chosen professions. For instance, a student in the hospitality sector would learn how to handle customer inquiries, make reservations, and deal with complaints, all within the framework of English communication.Furthermore, the curriculum incorporates a variety of assessment methods to evaluate the students' proficiency. These assessments are designed to be practical and reflective of the students' ability to use English in vocational settings. Oral exams, written reports, and group projects are some of the ways through which students demonstrate their competence.To support the diverse needs of the students, the curriculum also offers a range of resources. Textbooks, online modules, and interactive software provide a rich repository of materials that cater to different learning styles. Teachers are encouraged to utilize these resources to create a dynamic and engaging learning environment.In conclusion, the middle-level vocational English curriculum is a comprehensive program that prepares students for the linguistic demands of the workplace. By integrating language learning with vocational content, the curriculum not only enhances the students' English proficiency but also contributes to their overall professional development. The goal is to produce graduates who are not only proficient in English but also confident and capable in their vocational pursuits. 。
中职英语说课稿5篇范文
中职英语说课稿5篇范文第一篇：中职英语说课稿说课稿Lessons draft 尊敬的各位领导、老师大家下午好！Respect leaders, teachers everybody good afternoon!今天我说课的题目是中职英语第一册第三单元Sunny days, rainy days第三节课。
今天我将从教材分析、学情分析、教学目标、教学重点、难点、教法和学法、教学程序、板书设计以及评价和反思这八个方面来说说我对本节课的理解和设想。
Today I'm going to talk about is the subject of Vocational English book 1 unit third Sunny days, rainy days third class.Today I will from the teaching material analysis, analysis of the situation, the teaching goal, teaching emphasis, difficulty, teaching methods, teaching program, writing on the blackboard design and evaluation and Reflection on these eight aspects to talk about my understanding and ideas of this lesson.一、教材分析A, analysis of textbooks 本课程所选的教材是外研社出版的英语《基础模块》第一册，它是全国中职课程改革国家规划新教材。
Sunny days, Rainy days是本书的第三单元，本单元共分5个课时完成，本节课为第三课时Listening and speaking部分，在前两节的学习后，同学们已经对本单元的内容有所掌握，并且对一些基础知识已经很熟悉了，这为过渡到本节课的内容学习打下了基础。
中职英语说课稿
中职英语说课稿 Document number【980KGB-6898YT-769T8CB-246UT-18GG08】中职英语说课稿BookIIUnit1Lesson2Whatdoesshelooklike一、专业要求和课标英语课程的任务是激发和培养学生的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展的能力和合作精神，使学生掌握一定的英语基础知识和听说读写技能，形成一定的综合语言能力，培养学生的观察、记忆、思维、想想能力和创新精神，帮助学生了解世界和中西方文化的差异，拓展视野，形成健康的人生观，为他们的终身学习和发展打下良好的基础。
新的课程标准倡导任务型的教学模式，让学生在教室的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。
在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
二、教材分析本单元是高教版中等职业教材第二册第一单元，中心话题是学会描述人物，包括描述人物的外貌和人物的性格。
本单元内容非常贴近我们的日常生活，可以说是符合英语来源于生活，同时又服务于生活的原则。
本单元的第一课时是学习描述外貌和性格的，以及描述人物外貌所需要的基本句型。
我所设计的教学内容是本单元的第二课时，Whatdoesshelooklike主要功能项目是结合人物图片，进一步练习用来谈论人物的身高、体重、发型等特点的句型的用法，让学生能用学过的句型及词汇进行相应的交际对话。
并且在培养学生听、说技能为主的基础上，同时呈现语法。
本课中渗透了形容词和副词比较级和最高级的用法。
在教学中结合教学实际，实践情景，通过合作、探究的学习途径，突破教学中的难点，培养学生自主、合作地参与英语课堂教学，更好地提高学生的综合语言运用能力。
语言结构为Sheis…/Shelooks…/Shehas…/Shelooksolderthanyou…./Sheistallerthanyo u…重点是学会运用描述人物外貌的句型，正确使用形容词和副词的比较级和最高级。
英语中职说课稿范文
英语中职说课稿范文尊敬的评委老师，大家好。
今天，我将就英语中职课程的教学设计进行说课。
本课程旨在提高学生的英语应用能力，特别是听说能力，同时培养学生的跨文化交际意识。
一、教学目标1. 知识与技能目标：学生能够掌握本单元的核心词汇和句型结构，能够就日常生活话题进行基本的英语交流。
2. 过程与方法目标：通过模拟对话、角色扮演等活动，提高学生的语言实际应用能力。
3. 情感态度与价值观目标：激发学生学习英语的兴趣，培养他们对不同文化背景的尊重和理解。
二、教学内容本单元的主题是“日常生活”，包括以下几个部分：- 词汇学习：包括日常活动、食物、职业等相关词汇。
- 语法点：现在进行时态的用法。
- 句型结构：询问和描述日常活动。
- 听力练习：理解日常对话中的信息。
- 口语练习：进行日常对话的模拟。
三、教学重点1. 词汇的准确运用。
2. 现在进行时态的掌握和应用。
3. 日常对话的流利表达。
四、教学难点1. 学生对现在进行时态的理解和正确使用。
2. 学生在口语表达中的自信心和流畅度。
五、教学方法1. 情景教学法：通过创设真实或模拟的交际情景，让学生在实际语境中学习和使用语言。
2. 任务型教学法：设计具体的语言任务，让学生在完成任务的过程中学习语言。
3. 合作学习：鼓励学生进行小组合作，通过讨论和互助提高学习效果。
六、教学过程1. 导入阶段：通过播放一段日常生活的短视频，激发学生的兴趣，引入主题。
2. 呈现阶段：展示核心词汇和句型，通过图片、实物等辅助教学，确保学生理解。
3. 练习阶段：通过填空、转换句型、角色扮演等活动，让学生巩固所学知识。
4. 产出阶段：组织学生进行小组讨论或模拟对话，展示他们的学习成果。
5. 总结阶段：回顾本课的重点和难点，强调语言的正确使用。
七、教学评价1. 通过课堂观察、学生参与度和口语表达的流畅度进行评价。
2. 设计小测试，检验学生对词汇和语法点的掌握情况。
八、教学反思课后，我将根据学生的反馈和学习效果，反思教学方法和教学内容，不断优化教学设计，以满足学生的学习需求。
中职英语说课稿[001]
![中职英语说课稿[001]](https://img.taocdn.com/s3/m/53c8f099d05abe23482fb4daa58da0116c171fd8.png)
中职英语说课稿[001]一、教学目标本节课的教学目标主要包括以下几个方面：1.帮助学生学会使用日常交流中常用的英语语句和表达方式；2.培养学生的听、说、读、写的综合语言能力；3.提高学生的阅读理解能力，通过阅读文章来获取信息和思考问题。
二、教学重点和难点本节课的教学重点和难点主要集中在以下几个方面：1.帮助学生掌握日常生活中常用的英语交际用语；2.引导学生进行听说训练，提高口语表达能力；3.帮助学生培养阅读理解技巧，加强对文章的理解和思考能力；4.激发学生学习英语的兴趣，提高学习主动性。
三、教学准备为了顺利进行这节课的教学，我准备了以下教学物料和课堂设备：1.PPT课件，用于展示文本和图片，方便学生理解和学习；2.小黑板和粉笔，用于演示和梳理重点难点内容；3.学生练习册，用于课堂练习和巩固；4.录音设备，用于录制和回放学生的口语练习；5.教材和学生参考书籍，用于备课和辅助教学。
四、教学步骤步骤一：导入与预习（5分钟）1.引导学生回顾上节课的内容，检查他们对于英语交际用语的掌握情况；2.激发学生对本课主题的兴趣，预测本节课可能出现的交际场景。
步骤二：新课讲解和练习（20分钟）1.通过PPT展示常用的英语交际用语，进行讲解和示范；2.分组进行角色扮演，让学生实际运用所学的交际用语；3.让学生从练习册上完成一些口语操练的练习题，让他们更好地掌握交际用语的用法和语境。
步骤三：阅读理解（30分钟）1.向学生介绍一篇有关旅游的短文，并提出几个问题；2.让学生阅读短文，并通过阅读理解题来回答问题；3.分组讨论问题的答案，并由代表进行展示。
步骤四：反思总结（5分钟）1.回顾本节课所学内容，检查学生的掌握情况；2.引导学生思考本节课的收获和不足，给予积极反馈和指导。
五、板书设计根据本节课的内容和重点难点，我设计了以下板书内容：中职英语说课稿[001]教学目标：1. 掌握日常交流中的英语用语；2. 提高听、说、读、写的综合语言能力；3. 加强阅读理解能力。
2中职英语说课稿子
Lesson Plan InterpretationBook1 Unit14Text1 Be careful with firesBy XuLiwen from Financial and Economical Secondary School of ChangShaHello, ladies and gentleman. It’s my honor to talk about my teaching ideas here. My topic is “Be careful with fires”taken from Unit14 of Book1. I'd like to explain my ways of teaching and the reasons from the following six aspects: analysis of the teaching material, teaching methods, the ways of study, teaching procedure, blackboard design and teaching assessment.Part1 Analysis of the Teaching Material(I)Status and function1, This lesson is a reading material. It plays a key role in this unit. It can make the Ss understand the main idea of this unit “ Reminding and warning”2, The Ss can improve their reading ability by learning it. But Some listening and speaking should be given too. Because we learn English in order to communicate with others better.3, The passage is very short and there are not so many new words and expressions. It suits the Ss in the Vocational Technical school.4, Such topic is related to our daily life. Most of the Ss have some experiences on fires. So it is helpful to raise learning interests of the Ss and it is good for their communication.(II) Teaching aims and demands1, Knowledge objects:To get the general idea of the text.To learn how to use the new words and phrases2, Ability objects:To retell the textTo improve reading abilityTo develop the Ss’ communicative ability (When they read the text , they communicate with the writer. When they discuss, they communicate with partners. When they answer the questions, they communicate with the teachers. When they make a survey , they also communicate with others ). 3, Moral objects:To get the Ss to know how to flee their livesTo enable the Ss to love all the life in the world and all the public property. and have the consciousness of safety.To encourage them to deal with the fires unlike this “Mend the fold after a sheep is lost”(III)Teaching important and difficult points:1, To retell the text in their own words.2, To discuss how to prevent the fires(IV) Teaching aids:A multimedia computer, a tape recorder and a projectorPart2 My teaching theories and methodsAs a teacher in vocational technical school, I try my best to develop the Ss’ interests. Because we all know “Interest is the best teacher.”I give them many visual aids and encourage them to perform before the Bb.I make the Ss the real masters in class while the teacher only acts asa director.In this lesson, many teaching methods are employed such as reading, listening, discussing, cooperation, competition and communication.Competition is often used in my class. Because most of the Ss in thevocational technical school have had so many failures in their study or in their life. They are short of sense of success. They are always not self-confident. They also don’t like English. In my class, I give them some simple and interesting tasks to compete between boys and girls or among the groups. They will think that it is not only a competition but also a chance to show their advantages. They will try their best to win it. The Ss’ communicative ability will be improved during the process. Therefore they will be more self-confident and be interested in English.Language points and new words are given during the communication. The Ss can not only remember the meanings of them but also know how to use them.Teaching methods:Communicative approachTask-based approachWhole language approachPart3 The ways of study1, To teach the Ss how to finish the tasks during the given time 2, To teach the Ss how to communicate with others in English3, To teach the Ss how to conclude the reading skills4, To teach the Ss how to combine the material with our real life.5, To teach the Ss how to cooperate with othersPart4 Teaching proceduresStep1 Warming upDuty report (sing an English song, give a weather report, tell a story or read a passage)Step2 Lead-inFree talk with Ss. Is it cold today? ( also use some body language)It’s winter now. If you feel cold, What will you imagine first? The Ss must answer “ Fire”Then, I will say fire can warm us, but it is dangerous for us too.Let the Ss watch a video (A big fire is on. It’s horrific.) and answer two questions?Or let the Ss watch a picture like this.1, What do you think of this fire?2, If you were in that building, what would you do?Ask the Ss to answer these two questions. Maybe the Ss will say they will put out fires by fire extinguisher and by spraying water on them. Maybe they will say they will call Tel. No.119…I point out some new words and phrases, such as fire extinguisher, spray, put out fires, read them and make sentences orally.Then I will say what you said sounds reasonable, any more ideas? (…)This is today’s topic “ Be careful with fires”. Ask Ss to open the books and read the passage to find out whether there are more good ways.Method:Situational teaching Approach( I play the video of a big fire.), Task-based approach(I give some questions to answer.),Communicative approach(There is an interactive process, the Sscan communicate with others.)Purpose: The emotion and the interest will be stimulated. The interactivities can help to activate the atmosphere. Bring in newsubject: Be careful with fires.Step3 Reading and ListeningThere are three parts in this step: skimming, scanning and listening, and intensive reading. During this step, The Ss will be divided into four groups. Each group must finish the given tasks. The winners will be those who answer the most questions and most rapidly. Competition is employed.I encourage the Ss to cooperate with the partners in their groups andcompete with others in other groups.Part1 SkimmingLet the Ss skim the passage and finish one task:What should you do if you are in a burning building?( Crawl on the floor to a door and get out.)What should you do if your clothing gets on fire? (Roll on the ground or wrap yourself in a blanket..)Method: Task-based Approach and Communicative approach. Read the text individually, use question-and-answer activity.Purpose: Ss can finish the text during the given time and get the general idea of the text. The Ss’ reading ability can be improved. Part2 Scanning and Listening (show some pictures)1, Get the Ss to listen to the tape2, Get the Ss to read the text quickly3, Get the Ss to finish the following exercises (T OR F)1). You should rush out of the room when you are in a burning building.2) The smoke and heat from the fire are in the lower part of a room.3) If your clothing is on fire, wrap yourself in a blanket to keep out of the air.4). Firemen sometimes put out fires with water because the water can cool the burning material.5). This text tells us how to protect ourselves from a fire.(FFTTT)Method: Task-based approach; Show some pictures when the listening is given. Here, the pictures can do lots of help.Purpose: Train the Ss’ listening and reading ability and prepare for later exercises. The Ss can understand the text better.Part3 Intensive ReadingTwo tasks will be given in this step.Task1 Answer three questions:1, Why do you crawl on the floor?Because the smoke and heat from the fire are in the upper partof a room.(And the air near the floor is cooler and fresher.)Why do you wrap yourself in a blanket?Because it can shut out the air and with no air, the fire will go out.3, Why are they spraying water on fires?( Because the water cools the burning material so that the fire goes out.)Task2Fill in the blanks according to the text. Then ask Ss to read the answers, try to remember them.You should be careful______ fires. If people are not careful, they sometimes can _______ fires that______ buildings or________. If you are ever in a burning building,_______ on the floor to a door and get out. The smoke and ______ from the fire are in the _______ part of a room. The air near the floor is cooler and _______. If your clothing gets on fire, _______ on the ground or _______ yourself in a ________ to shut out the air. With no air, the fire will go out.Firemen sometimes put out fires by ________ water on them. The water cools the burning _________ so that the fire goes out.(with, cause, burn, forests, crawl, heat, upper, fresher, roll, wrap, blanket, spraying, material)Method: Task-based approach, Communicative approachPurpose: This step is employed to get the Ss to further understand the text and to learn the details of the text. Some new words willbe given during the process, ask the Ss to remember them.Step4 ConsolidationUse ways of competition and cooperation to consolidate what the Ss have learned. The competition will be made between the boys and girls.Choose one of them to act as a judge. The judge will write down the results. The quicker, the better. The winners will get some candies.1, Retell the text in their own words. The Ss can use three sentences starting with“ If…”2, Show a video made by myself (Or give Ss pictures from internet), In them, I give some ways to flee our lives, then ask Ss to tell which way is right, and which one is wrong.Method: Whole language approach, Communicative approach, Task-based approachPurpose: This step is employed to consolidate what the Ss have learned.It is also a good way to practice oral English. Whole languageapproach is used in this class, what the Ss learned can recur intheir minds.Step5 Group discussionJust now, what we deal with the fires is only “Mend the fold after a sheep is lost.”We should prevent the fires before it happens. Discuss how to prevent the fires in four groups. Some pictures will be given as clues.(Background music)Method: Communicative approach, Task-based ApproachPurpose: Develop the Ss communicative ability and strengthen their consciousness of safety.Step6 Free talkTopic1 Ask the Ss talk about an unforgettable experience on fire. Topic2 What should you say if you call Tel. No.119?First, you should call Tel. No. 119.Second, you must tell the firemen your telephone number and which place is on fire.Third, ask sb. to wait for them in the streetMethod: Task-based approachPurpose: Consolidate what they learned. Oral English will be improved.It is another way to strengthen their consciousness of safety.Step7 HomeworkMake a survey.(Write a short passage.)It may be any fires that happened near you. Try to know the reason, loss, and ways of putting out fires.Method: Task-based approachPurpose: Writing ability will be improved. Teach the Ss how to combine the material with our real life.Encourage them to study English after class and arouse their interest in it.Part5 Blackboard designAlthough the blackboard is not used in this class, yet all the contents have been shown on the screen.(There are 9 slides.)Slide1:1, What do you think of this fire?2, If you were in that building, what would you do?Slide2:Be careful with firesWhat should you do if you are in a burning building?( Crawl on the floor to a door and get out.)What should you do if your clothing gets on fire? (Roll on the ground or wrap yourself in a blanket..)Slide3:True or false1). You should rush out of the room when you are in a burning building.2). The smoke and heat from the fire are in the lower part of a room.3).If your clothing is on fire, wrap yourself in a blanket to keep out of the air.4). Firemen sometimes put out fires with water because the water cancool the burning material.5). This text tells us how to protect ourselves from a fire.(FFTTT)Slide4:Task1Answer the following questions:1, Why do you crawl on the floor?Because the smoke and heat from the fire are in the upper partof a room.(And the air near the floor is cooler and fresher.)Why do you wrap yourself in a blanket?Because it can shut out the air and with no air, the fire will go out.3, Why are they spraying water on fires?( Because the water cools the burning material so that the fire goes out.)Slide5:You should be careful______ fires. If people are not careful, they sometimes can _______ fires that______ buildings or________. If you are ever in a burning building,_______ on the floor to a door and get out. The smoke and ______ from the fire are in the _______ part of a room. The air near the floor is cooler and _______. If your clothing gets on fire, _______ on the ground or _______ yourself in a ________ to shut out the air. With no air, the fire will go out.Firemen sometimes put out fires by ________ water on them. The water cools the burning _________ so that the fire goes out.(with, cause, burn, forests, crawl, heat, upper, fresher, roll, wrap, blanket, spraying, material)Slide6:1, Retell the text in your own words. You can use three sentences starting with“ If…”2, Tell which way is right, and which one is wrong.Slide7:Discuss how to prevent the fires in four groups. Some pictures will be given as clues.Slide8:Free talkTopic1 Talk about an unforgettable experience on fire.Topic2What should do if you call Tel. No.119?First, you should call Tel. No. 119.Second, you must tell the firemen your telephone number and which place is on fire.Third, ask sb. to wait for them in the streetSlide9:HomeworkMake a survey.It may be any fires that happened near you. Try to know the reason, loss, and ways of putting out fires.Part6 Teaching assessment.I want to make the design is inductive, instructive and artistic.I think my teaching method suits the Ss in Vocational Technical school. But I will try my best to find the better way .。
中职英语说课稿范文
中职英语说课稿范⽂中职英语说课稿范⽂ 英语课在现代社会当中越来越重要，下⾯就是⼩编为您收集整理的中职英语说课稿范⽂的相关⽂章，希望可以帮到您，如果你觉得不错的话可以分享给更多⼩伙伴哦！ 中职英语说课稿范⽂ 各位评委⽼师：⼤家好 我说课的题⽬是Unit 2 How do you do?本课为⼝语课，整个说课我将分六个部分进⾏讲述。
⼀、说教材 我们所⽤的教材是中职课程改⾰国家规划新教材《英语》（基础模块-预备级）。
本套教材共10个单元，每个单元都是围绕某⼀话题进⾏听、说、读、写的多种教学活动。
本单元的教学重点为：招呼⽤语，听懂并掌握询问和提供个⼈信息的词汇、句型。
本单元处于本册书较为靠前的位置，它属于⽇常⽣活话题，是学⽣较为常见到且⽐较感兴趣的内容之⼀，既贴近⽣活，⼜是训练学⽣⼝语表达能⼒的良好素材。
本课的知识点是学⽣⾮常熟悉并乐于学习的，他们对本课的学习充满期待和兴趣。
1、教学⽬标 根据教材教学⼤纲以及学⽣的实际情况，将本课时的教学⽬标确定如下： ⑴掌握与个⼈信息相关的词汇 ⑵掌握提供或询问个⼈信息时所使⽤的句型 学⽣能听懂、编写关于询问和提供个⼈信息的对话，辨别⽇常⽣活中不同的介绍和询问⽅式的使⽤对象、时间及场所。
1. 在真实情景交流中，师⽣间、⽣⽣间建⽴融洽的关系，主动参与、相互赏识。
2.培养学⽣对英语的正确态度，提⾼对英语的兴趣。
师者，教书育⼈。
在实现前⾯三个⽬标的同时提倡礼貌待客，强调礼貌礼仪的重要性，⿎励学⽣⾔⾏⽂明，适时地将德育融进英语课堂。
2、教学重点 根据教学⼤纲要求及学⽣实际情况，本节课的教学重点是：打招呼⽤语，听懂并掌握询问和提供个⼈信息的词汇、句型。
3、教学难点 长期以来，传统的外语教学注重书本知识的讲授，⽽忽视了学⽣交际能⼒的`培养，使许多学⽣不敢开⼝，羞于在众⼈前表达，因⽽⼝语⽐较薄弱。
所以，我采⽤引导、激励、合作讨论等⽅法，⿎励学⽣⼤胆开⼝，运⽤所学句型与他⼈进⾏基本交流并获取信息，做到学以致⽤，这是本课的难点。