大学英语说课比赛教程文件
大学英语英文说课教案
Subject: College EnglishGrade Level: FreshmanCourse Title: English for Academic PurposesDuration: 2 hoursTeaching Objectives:1. Knowledge Objectives:- Students will be able to understand and use key vocabulary related to food and culture.- Students will be able to recognize and analyze the structure of expository texts about food and culture.- Students will be able to discuss the influence of food on culture and vice versa.2. Ability Objectives:- Students will be able to engage in conversations about food and culture.- Students will be able to write a short essay comparing and contrasting two different food cultures.- Students will be able to present their findings on a chosen food culture to the class.3. Emotional and Moral Objectives:- Students will develop an appreciation for diverse food cultures.- Students will understand the importance of cultural sensitivity when discussing food-related topics.Teaching Aids:- Projector for showing multimedia content (slides, videos, etc.)- Whiteboard and markers- Handouts with vocabulary and exercises- Internet access for real-time researchTeaching Procedures:Part 1: Introduction (10 minutes)- Begin with a warm-up activity: Ask students to name their favorite foods and explain why they like them. This will encourage students to think about their own food preferences and how they are influenced by culture.- Introduce the topic of the lesson: "Food and Culture."- Show a brief video clip or slide show that highlights different food cultures around the world.Part 2: Vocabulary and Structure (20 minutes)- Present key vocabulary related to food and culture, such as "cuisine," "gourmet," "diet," "cultural heritage," and "foodie."- Use the whiteboard to write examples of sentences using the new vocabulary.- Conduct a vocabulary exercise where students match the English words with their meanings in Chinese.Part 3: Reading and Analysis (25 minutes)- Distribute a handout with a short expository text about a specific food culture.- Ask students to read the text individually and then in pairs to discuss the main points.- Facilitate a class discussion on the structure of the text,identifying the introduction, body, and conclusion.- Highlight key points about the food culture discussed and how it reflects the cultural values of the people.Part 4: Writing (20 minutes)- Assign a writing task: Students will write a short essay comparing and contrasting two different food cultures, focusing on the following aspects:- The main dishes and ingredients- The cooking methods and techniques- The cultural significance and traditions- Provide a sample essay outline and a list of transition words to help students structure their essays.Part 5: Speaking and Presenting (15 minutes)- Divide the class into small groups and assign each group a specific food culture to research.- Instruct students to prepare a short presentation on their chosen food culture, including visuals and speaking points.- Each group will present their findings to the class, and the rest of the students will act as judges, rating the presentations based on content, clarity, and delivery.Part 6: Conclusion (5 minutes)- Summarize the key points discussed during the lesson.- Encourage students to reflect on what they have learned about food and culture and how it has broadened their perspectives.- Assign homework: Students will write a reflective journal entry on their personal experiences with food and culture.Assessment:- Participation in class discussions and activities- Completion of vocabulary exercises- Quality of the written essay- Engagement and effectiveness of the group presentationsFeedback:- Provide constructive feedback on students' essays and presentations.- Encourage students to seek feedback from their peers and to reflect on their own performance.。
大学英语说课比赛优秀模板
目录
1 2 3 4 5
定位与目标 教学内容 教学实施 教学条件 课程特色
1.定位与目标
1
性质、作用
2
课程目标
1.1 课程定位：性质与作用
大学英语
专业方案
课程体系
必基 修础
职业生涯
个人发展
工拓 具展
传授
语言知识 文化知识
培养
语言技能 交际能力
提升
职业能力 个人素养
1.2 课程目标
模块
视
1
听
说
读
2
写
译
合计
交际功能 交际情景 涉外活动
阅读
写作 翻译
情境与项目
介绍、问候、邀请、道歉 爱好、计划、建议、协议 天气、食物、晚会、旅游 购物、网络、健康、面试 建立贸易关系、产品介绍、参观工
厂、交易会、商务谈判
接待客户、商务宴会、投诉理赔
科技、文化、天文、地理等一般题 材的阅读材料 图表、使用说明书、产品介绍等应 用文的阅读材料 信函、通知、个人简历等英语应用 文 翻译技巧、翻译练习
学时 8×2 8×2 8×2
16×3 16 24 136
2.3 教学内容的表现形式
教材的分析
掌握一定的英语基础知识和技能
互补
21世纪大学
大学实用英语
实用英语
视听说教程
互促
具有一定的听、说、读、写、译的能力
3. 教学实施
1 构建有效的的教学模式 2 使用多元化的教学方法 3 应用现代化的教学手段 4 采用合理化的评价方式
听 说
交际 教学
录展 像示
口 语
情景
听 力
教学
课堂 讲授
大学英语课程说课稿（全英文）
Unit 3. T ext A Thank Y ou，Mom，for All Y ou Have Done. Speech Contents：Teaching MaterialTeaching MethodsTeaching ProcedurePart One: Analysis of the Teaching MaterialI. Status and FunctionIt is an intensive reading lesson.From this lesson , the students are required to develop “four skills”of listening, speaking, reading and writing. The theme of the text is close to students’lives, and the language is practical, so it is helpful to raise their learning interests and to improve their oral English.II. Analysis of the students and treatment of teaching materialThe English levels and personalities of students differ from each other，so it is natural to teach them according to their different abilities.Some students are required to talk about a topic freely; some need to make up sentences; and some should read more.Generally speaking, the whole teaching process focuses on the improvement of student s’listening and speaking ability. Therefore, the practical words and expressions become the key points in teaching and learning.Ⅲ.T eaching Objects1.Knowledge objects▪To study the new expressions such as tend to do, get caught up in, and on the occasion of.▪To introduce the history of Mother’s Day to the students.▪To help the students finish oral exercises.2.Ability objectsTo develop the Students’ abilities of listening, speaking, reading and writing. The focus is on the development of speaking.3.Moral objectsTo enable the students to realize more about how great mothers’love is, and are willing to take the time to care for their mothers after learning.Ⅳ. T eaching PointsKey points:1. the usages of language points of this part.2. oral practice in the class.3. the structure of a private letterDifficult points:1.To develop the students’interest in English.2.To make the students understand the theme of the text deeply.Ⅴ.T eaching AidsMulti-media computer ;OHP (over head projector) ;Software: PPTPart Two: Teaching MethodsAsking questions & Interacting with studentsShowing picturesOral practicePart Three: Teaching ProcedureI. Lead-in:★Question:What is the most precious and everlasting thing in the world?★Picture Discussion.II. Detailed AnalysisKey words and expressions:get caught up intend to doIt’s none of your businesstake the time to do sth. & spend time doing sth.on the occasion ofIII. Background KnowledgeIt’s necessary for students to improve their culture quality when they are mainly working on listening and speaking English. In this way, the proper background information is introduced.1. The history of Mother’ s Day2. The English expressions of some other festivalsIV. Writing Part: Review the Structure of a Private Letter.Even if the improvement of students’ writing ability isn’t put into the first place, it can not be neglected. This part helps the students’ to review the general structure of writing a private letter. It will be helpful to prepare for the study next time.V. Assignment:Due to the special form of this text, it’s necessary for the students to preview the rest part of the text--- the letter. And detailed study of writing a private letter will be carry out next period.。
大学英语说课稿详细教案
课程名称：大学英语授课班级：英语专业二年级授课时间：2课时教学目标：1. 知识目标：- 学生能够理解并运用本节课的词汇和短语。
- 学生能够理解并掌握本节课的语法点。
2. 能力目标：- 学生能够进行简单的日常对话。
- 学生能够通过听力、阅读、写作和口语练习提高综合语言运用能力。
3. 情感目标：- 培养学生对英语学习的兴趣和自信心。
- 增强学生的跨文化交际意识。
教学内容：1. 词汇：introduce，popular，culture，traditional，customs，festival2. 语法：过去式动词的构成和使用3. 课文：《Festivals around the World》教学过程：第一课时一、导入（5分钟）1. 通过PPT展示世界各地的节日图片，激发学生的兴趣。
2. 提问：Do you know any festivals in the world? 引导学生思考。
二、新课导入（10分钟）1. 引导学生回顾上一节课的内容，复习相关词汇和短语。
2. 介绍本节课的词汇和短语，如introduce，popular，culture，traditional，customs，festival。
3. 通过例句让学生理解词汇和短语的意义。
三、语法讲解（15分钟）1. 讲解过去式动词的构成和使用。
2. 通过例句和练习，让学生掌握过去式动词的用法。
3. 分组练习，让学生运用所学语法进行对话。
四、课文讲解（15分钟）1. 朗读课文，让学生初步了解课文内容。
2. 分析课文结构，讲解重点句子和段落。
3. 引导学生思考：What are the main ideas of this text?五、课堂活动（10分钟）1. 分组讨论：Which festival is your favorite and why?2. 学生代表分享自己的观点。
第二课时一、复习（5分钟）1. 复习上一节课的词汇和短语。
2. 复习过去式动词的用法。
大学英语说课教案模板
---一、课程名称：大学英语二、教材版本：（例如：全新版大学英语综合教程第二版）三、授课班级：（例如：2019级英语专业1班）四、授课时间：（例如：第5周星期二第3节课）五、教学目标：1. 知识目标：- 掌握本节课的关键词汇和短语。
- 理解课文的基本结构和内容。
- 学习并运用一定的语法结构和句型。
2. 能力目标：- 提高学生的阅读理解能力。
- 培养学生的口语表达能力。
- 增强学生的写作能力。
3. 情感目标：- 培养学生对英语学习的兴趣。
- 增强学生的自信心。
- 培养学生的团队合作精神。
六、教学重点与难点：1. 教学重点：- 课文中的核心词汇和短语。
- 课文的主旨大意。
- 课文中的语法结构和句型。
2. 教学难点：- 复杂的语法结构。
- 课文的深层含义。
- 阅读和写作的技巧。
七、教学方法：1. 讲授法：针对教学重点，教师进行系统的讲解。
2. 讨论法：鼓励学生积极参与课堂讨论，发表自己的看法。
3. 练习法：通过大量的练习，巩固所学知识。
4. 多媒体辅助教学法：利用PPT、视频等多媒体手段，提高教学效果。
八、教学过程：1. 导入（5分钟）：- 教师简要介绍本节课的主题和内容。
- 引导学生回顾上节课所学知识。
2. 新课导入（10分钟）：- 阅读课文，了解课文大意。
- 教师讲解课文中的关键词汇和短语。
3. 讨论与练习（20分钟）：- 学生分组讨论课文内容，分享自己的观点。
- 教师布置相关练习，巩固所学知识。
4. 语法讲解（10分钟）：- 教师讲解课文中的语法结构和句型。
5. 写作指导（10分钟）：- 教师指导学生如何根据课文内容进行写作。
6. 课堂小结（5分钟）：- 教师总结本节课的重点内容。
- 学生提出疑问，教师解答。
7. 作业布置（5分钟）：- 布置课后作业，巩固所学知识。
九、板书设计：1. 课文标题2. 关键词汇和短语3. 语法结构和句型4. 写作要点十、教学反思：1. 教学过程中，是否达到了教学目标？2. 学生的学习效果如何？3. 教学方法是否合适？4. 课后如何改进教学？---本模板仅供参考，具体内容需根据实际情况进行调整。
大学英语说课面试教案模板范文
课程名称：大学英语综合教程授课对象：大学一年级学生教学目标：1. 知识目标：学生能够熟练掌握本节课的核心词汇和句型，如“furthermore”、“therefore”、“consequently”等。
2. 能力目标：学生能够通过阅读、听力、口语和写作等环节，提高英语综合运用能力。
3. 情感目标：学生能够增强学习英语的兴趣，培养良好的学习习惯，提高团队合作意识。
教学重点：- 核心词汇和句型的运用- 阅读理解能力- 口语表达流利度教学难点：- 在实际语境中运用所学词汇和句型- 提高听力理解能力，准确捕捉信息教学准备：- 多媒体课件- 教学辅助材料（如单词卡片、练习题等）- 学生分组准备教学过程：一、导入（5分钟）1. 利用多媒体展示与课文主题相关的图片或视频，激发学生的兴趣。
2. 通过提问引导学生思考，引出课文主题。
二、阅读理解（15分钟）1. 学生阅读课文，了解文章大意。
2. 教师提问，检查学生对文章内容的理解。
3. 学生小组讨论，深入分析文章结构和语言特点。
三、词汇学习（10分钟）1. 教师讲解课文中的核心词汇和句型，并举例说明其用法。
2. 学生跟读并模仿，加强记忆。
3. 学生完成词汇练习题，巩固所学知识。
四、听力训练（10分钟）1. 学生听课文录音，注意捕捉关键信息。
2. 教师提问，检查学生对听力材料的理解。
3. 学生复述听力内容，提高口语表达能力。
五、口语练习（10分钟）1. 学生分组进行角色扮演，模拟课文中的场景。
2. 教师巡回指导，纠正发音和语法错误。
3. 学生展示练习成果，互相评价。
六、写作训练（10分钟）1. 教师给出写作题目，学生进行写作练习。
2. 学生展示写作成果，教师点评并给予修改建议。
七、总结与作业布置（5分钟）1. 教师对本节课进行总结，强调重点内容。
2. 布置课后作业，巩固所学知识。
教学反思：- 教师在教学过程中要注意关注学生的学习情况，及时调整教学策略。
- 鼓励学生积极参与课堂活动，提高学习兴趣。
大学英语说课比赛课件最终版
Objective 3
Understand the role of language and communication in society and culture
Objective 4
Improve students' public speaking and presentation skills
Teaching evaluation and feedback
01
Clear evaluation criteria
Develop clear evaluation criteria to evaluate student learning outcomes.
02
Timely feedback
Provide students with timely feedback to help them understand their learning situation and adjust their learning strategies.
Reflection and Outlook on Teacher Professional Development
Encourage all students to actively participate in classroom activities and improve learning outcomes.
Response to unexpected situations
Properly handle unexpected situations in the classroom, such as technical malfunctions, student issues, etc.
大学英语说课稿教案模板
一、课程名称：大学英语综合教程二、授课班级：XX级XX班三、授课教师：[教师姓名]四、授课时间：[具体日期]五、教学目标：1. 知识目标：- 理解并掌握本节课的生词和短语。
- 熟悉并理解课文内容，提高阅读理解能力。
- 掌握课文中的语法点。
2. 能力目标：- 培养学生的英语听说能力，提高口语表达能力。
- 培养学生的英语写作能力，提高写作水平。
- 培养学生的自主学习能力，提高学习效率。
3. 情感目标：- 激发学生对英语学习的兴趣，培养学生良好的学习习惯。
- 培养学生的跨文化交际意识，提高学生的综合素质。
六、教学重点：- 本节课的生词和短语。
- 课文内容中的关键信息和细节。
- 课文中的语法点。
七、教学难点：- 生词和短语的运用。
- 课文的深入理解。
- 语法点的灵活运用。
八、教学过程：1. 导入（5分钟）：- 利用多媒体展示与课文相关的图片或视频，激发学生的学习兴趣。
- 提出与本节课内容相关的问题，引导学生进行思考和讨论。
2. 新课导入（15分钟）：- 预习课文，引导学生总结课文大意。
- 针对课文中的生词和短语进行讲解，帮助学生理解和记忆。
- 分析课文中的语法点，讲解语法规则。
3. 课堂活动（20分钟）：- 进行小组讨论，让学生在合作中学习，提高口语表达能力。
- 设计课堂练习，巩固学生对课文知识的掌握。
- 进行角色扮演，让学生在实际情境中运用所学知识。
4. 课堂小结（5分钟）：- 总结本节课的重点内容，帮助学生梳理知识。
- 鼓励学生在课后进行复习和巩固。
5. 作业布置（5分钟）：- 布置课后作业，包括课文背诵、单词记忆、语法练习等。
九、教学反思：- 教师应根据学生的实际情况调整教学策略，提高教学效果。
- 注重培养学生的自主学习能力，提高学生的综合素质。
- 关注学生的情感需求，营造良好的学习氛围。
十、教学资源：- 教材、多媒体课件、网络资源等。
十一、教学评价：- 通过课堂提问、小组讨论、作业完成情况等评价学生的学习效果。
大学英语说课面试教案模板范文
课程名称：大学英语综合课程授课对象：大学一年级新生教学目标：1. 知识目标：学生能够熟练掌握本节课的核心词汇，如：career planning, job interview, professional development等，并能够运用这些词汇进行简单的交流。
2. 能力目标：学生能够通过课堂活动提高听、说、读、写四项技能，特别是口语表达能力。
3. 情感目标：培养学生对职业规划的兴趣，激发他们积极面对未来的学习态度。
教学重点：1. 熟练掌握职业规划相关词汇。
2. 能够运用所学词汇进行简单的职业规划讨论。
教学难点：1. 学生能够将所学词汇正确、流畅地应用于实际情境中。
2. 学生能够积极参与讨论，并能够提出有见地的观点。
教学过程：一、导入 (5分钟)1. 利用多媒体展示一些与职业规划相关的图片或视频，激发学生的学习兴趣。
2. 提问：“What is your dream job? How do you plan to achieve it?” 引导学生思考职业规划的重要性。
二、新课讲授 (20分钟)1. 词汇教学：引导学生通过图片、例句等方式学习核心词汇，如：career planning, job interview, professional development等。
2. 语法讲解：简单介绍与职业规划相关的常用句型，如：I am planning to major in…；I hope to work in… after graduation等。
3. 情景模拟：分组进行模拟面试，让学生运用所学词汇和句型进行实际交流。
三、课堂活动 (15分钟)1. 小组讨论：将学生分成小组，讨论以下问题：- What are the key factors to consider when making a career plan?- How can we improve our English skills for future job interviews?2. 角色扮演：让学生扮演面试官和应聘者，进行模拟面试，提高学生的口语表达能力。
高等院校英语说课教案模板范文
课程名称：高等院校英语综合课程授课教师： [教师姓名]授课班级： [班级名称]授课时间： [具体日期]一、教学目标1. 认知目标：- 学生能够理解并掌握本节课的核心词汇和短语。
- 学生能够正确运用所学语法知识进行句子构建。
2. 技能目标：- 学生能够通过听力、口语练习，提高英语听说能力。
- 学生能够通过阅读、写作练习，提升英语阅读理解和书面表达能力。
3. 情感目标：- 激发学生对英语学习的兴趣，培养跨文化交流的意识。
- 增强学生的自信心，提升团队协作能力。
二、教学内容1. 单元主题： [本节课主题]2. 教学重点：- [重点词汇及短语]- [重点语法知识]3. 教学难点：- [语法难点解析]- [词汇难点解析]三、学习者特征分析1. 学生背景：高等院校本科生，具备一定的英语基础。
2. 学习风格：逻辑思维强，喜欢通过讨论和互动学习。
3. 学习动机：对英语学习有较高热情，希望提高英语综合运用能力。
四、教学策略与设计1. 教学方法：- 互动式教学：通过小组讨论、角色扮演等活动，激发学生的学习兴趣。
- 任务型教学：设计贴近实际生活的任务，让学生在完成任务的过程中学习。
- 多媒体教学：利用PPT、视频等多媒体手段，丰富教学内容。
2. 教学步骤：- 导入：通过图片、音乐等手段，导入本节课主题。
- 新授：1. 教师讲解重点词汇和短语，并进行示范。
2. 学生跟读并模仿，巩固所学内容。
3. 教师讲解重点语法知识，并进行例句分析。
- 练习：1. 学生进行听力练习，巩固听力理解能力。
2. 学生进行口语练习，提高口语表达能力。
3. 学生进行阅读练习，提升阅读理解能力。
4. 学生进行写作练习，提高书面表达能力。
- 总结：教师对本节课所学内容进行总结，并对学生的表现进行点评。
五、教学过程1. 导入：教师通过图片、音乐等手段，导入本节课主题，激发学生的学习兴趣。
2. 新授：- 教师讲解重点词汇和短语，并进行示范。
- 学生跟读并模仿，巩固所学内容。
英语大赛说课稿范文模板
英语大赛说课稿范文模板尊敬的评委老师，各位同学，大家好！今天，我有幸在这里与大家分享我的英语教学理念和方法。
我将从教学目标、教学内容、教学方法、教学过程、评价方式以及教学反思六个方面，对即将进行的英语课程进行说课。
一、教学目标本节课的教学目标是让学生掌握一定数量的英语词汇和基本句型，提高他们的英语口语表达能力，同时激发他们学习英语的兴趣。
二、教学内容本节课的教学内容主要包括以下几个部分：日常用语的学习、简单对话的练习、以及英语文化背景的介绍。
三、教学方法为了达到教学目标，我将采用情景教学法、任务型教学法和合作学习法。
情景教学法可以让学生在模拟的语境中学习语言，任务型教学法则通过完成具体的任务来提高语言运用能力，而合作学习法则鼓励学生之间的交流与合作。
四、教学过程1. 导入新课：通过播放一段与本节课主题相关的视频，激发学生的兴趣，并引入新课的主题。
2. 词汇教学：通过图片、实物和动作演示，教授新词汇，确保学生能够正确发音和理解词义。
3. 对话练习：设计情景对话，让学生在小组内进行角色扮演，练习使用新学的词汇和句型。
4. 文化介绍：简要介绍与本节课相关的英语国家文化，拓宽学生视野。
5. 课堂小结：总结本节课的重点内容，鼓励学生进行自我反思。
五、评价方式本节课的评价方式将包括课堂表现、小组合作情况、以及课后作业的完成情况。
通过多元化的评价方式，全面了解学生的学习效果。
六、教学反思课后，我将根据学生的反馈和课堂表现，对教学方法和内容进行反思和调整，以期达到更好的教学效果。
最后，我相信通过本节课的学习，学生们不仅能够学到实用的英语知识，还能够提升自己的跨文化交流能力。
谢谢大家！（结束语）再次感谢各位评委老师和同学们的聆听，我期待与大家共同探讨和进步。
谢谢大家！。
大学英语讲课比赛教案
课程名称：大学英语授课对象：大学一年级学生授课时间：1课时教学目标：1. 培养学生对英语学习的兴趣，提高英语口语表达能力。
2. 通过比赛形式，锻炼学生的自信心和团队合作能力。
3. 增强学生的跨文化交际意识，提升英语综合应用能力。
教学重点：1. 比赛形式及内容2. 口语表达技巧3. 团队合作与沟通教学难点：1. 比赛中的心理调节2. 高效的团队合作教学过程：一、导入（5分钟）1. 教师简要介绍比赛背景及意义，激发学生参与热情。
2. 学生自由分组，每组推选一名组长，进行初步讨论。
二、比赛规则讲解（10分钟）1. 教师详细讲解比赛规则，包括比赛形式、评分标准、时间限制等。
2. 学生提问，教师解答。
三、口语表达技巧培训（15分钟）1. 教师讲解口语表达的基本技巧，如发音、语调、节奏等。
2. 学生跟随教师练习，教师个别指导。
四、团队合作与沟通技巧培训（10分钟）1. 教师讲解团队合作的重要性，以及如何在比赛中进行有效沟通。
2. 学生分组进行角色扮演，模拟比赛场景，教师现场指导。
五、比赛实践（20分钟）1. 学生按照比赛规则进行模拟比赛，教师巡回指导。
2. 学生互相评价，提出改进意见。
六、总结与反思（5分钟）1. 教师总结本次课程的重点内容，强调口语表达和团队合作的重要性。
2. 学生分享比赛心得，教师点评。
教学评价：1. 学生参与度：观察学生在课堂上的参与情况，包括提问、回答问题、分组讨论等。
2. 口语表达能力：通过比赛实践，评估学生的口语表达水平。
3. 团队合作与沟通能力：观察学生在比赛中的团队合作情况，以及沟通效果。
教学反思：1. 课堂氛围：关注学生在课堂上的情绪变化，调整教学策略。
2. 学生反馈：收集学生对课程的反馈意见，改进教学方法。
3. 教学效果：根据教学评价结果，总结教学经验，为以后的教学提供参考。
教学资源：1. 比赛规则2. 口语表达技巧资料3. 团队合作与沟通技巧资料4. 角色扮演剧本教学延伸：1. 鼓励学生在课后进行口语练习，提高英语口语表达能力。
10分钟大学英语说课稿范文8篇
10分钟大学英语说课稿范文8篇10分钟大学英语说课稿范文8篇说课稿是教师在备课时编写的一份文稿，用于向教研组、同事或评审者详细解释自己的教学设计和教学思路。
通常包含一份整体的教学设计，包括教学目标、教学内容、教学方法、教学过程等方面的详细说明。
现在随着小编一起往下看看10分钟大学英语说课稿范文，希望你喜欢。
10分钟大学英语说课稿范文精选篇1一、说教材(Textbook)在人教版高一英语的下册的Unit 19，曾经谈论过一些关于农业的话题，学生对中国早期的出名的农业家贾思勰有了一定的了解。
人教版高三英语的Unit 4这个单元以Green World 为话题，让学生初步了解一些植物学方面的内容，如植物的分类、栽培以及植物学的发展的历程等等;语言技能和很多的语言点几乎都是围绕介绍绿色世界这一中心话题而展开的。
要求学生能够运用所学的内容对相关话题进行流利的表述。
在READING部分，介绍了植物学正式成为一门科学的历史形成过程。
重点介绍了两个为植物学发展做出过卓越贡献的重要人物林厄尼斯与班克斯。
他们以独特的归类的方式对植物进行分类，从而征服了整个世界。
在POST-READING 部分，针对READING部分的相关内容设计了5个练习。
第1个练习以选择填空的形式考查学生对课文细节内容的了解。
第2-5小题以问句的形式进一步考查学生对课文重点内容的了解。
二、说教学目标(Teaching goals)1、让学生了解植物这一学科的形成，并了解一个学科的形成需要经过漫长的时间及几代的科学家的努力和奋斗。
2、使学生了解科学家为科学事业所作的努力及其奋斗精神。
3、培养学生查找细节，分析主题从而提高学生的阅读理解能力。
4、学习一些有用的词汇和短语。
5、加深对阅读技巧(Scanning and skimming method)的理解及运用。
1、Target language语言目标1)、Learn some important words and phrases(学习一些有用的词汇和短语)merely, classify, identification, male, promote, botanical, privilege, cosy, wealth, expense reward, appetite output, accumulate, abandon, dtinguh, appoint, calculate , astronomy, enterpre, settlement, abandon, on a large scale, look out for2)、Learn some important sentences(学习一些重要句子)A、Attempts had been made by others to classify plant species into groups, but the breakthrough came with the work of Carl Linnaeus、P30B、In 1768, the Royal Navy appointed James Cook as the commander of the Endeavor to take members of the Royal Society on an expedition to Tahiti、P31C、He also looked out for new economic species: plants that couldbe grown in England or other parts of the world to produce crops that could be sold、P31D、Banks was the first to move crops from one continent to another on a large scale, helping to develop local economies with these new imports、P312、Ability goals 能力目标Enable students to talk about “Botany” and say something aboutthe development htory of botany、Help the students to know the contribution of the three important persons to the science ofbotany、Try to improve the reading ability of the students、www、dakao8、com/三、Teaching important and difficult points说教学重点及教学难点Help students to understand the whole passage、Help students toknow how to use some key words and understand the meaning of some difficult sentences、四、说教学方法和学法指导Teaching methods and study guide在本单元的Reading当中,文章比较长,有很多有的新单词,个别的句子非常难理解,学生在阅读当中一定会遇到一定的困难。
大学英语一等奖说课稿演示文稿
大学英语
专业英语
第二十四页，共30页。
3.3 学生风采
高中英语
学习
大学英语
专业英语
第二十五页，共30页。
3.3 学生风采
高中英语 学习
大学英语
专业英语
第二十六页，共30页。
3.4 课程管理
1.实施集体备课，统一教案编写； 2.合理安排教学进度
包括：课程介绍；教学大纲及考试大纲；教学方 法高及中教英语学手段；授课计划；授课教案；电子教案 ；作学业习 习题；试题库大；学英课语程考核。 专业英语
第十页，共30页。
2.4 教学条件
1.师资：博士1名、副教授2名 ，讲师8名，其中海归教师3 名，基本实现全硕士 2.硬件设备：语音室、多媒 体教室、自主学习室
3.图书馆 4.资料室
第十一页，共30页。
2.5 内容定位
知识点 高中英语
学习
能力点
大学英语
素质点
专业英语
第十二页，共30页。
２.6 重点、难点
第十三页，共30页。
2.7教学方法
1.交际教学法 2.任务型教学法
3.角色表演法 4.多媒体辅助教 学
第十四页，共30页。
教学活动掠影
第十五页，共30页。
教学活动掠影
第十六页，共30页。
教学活动掠影
第十七页，共30页。
2.8 课程考核
平时成绩
30％
出勤、课堂表现 、课外自主学习
和作业
考试成绩
重点:
1.传统英语教学法与当代英语教学法相结合。区别对 待教学中的大量语言材料。 2.教学过程中，以学生为中心，让学生积极参与课堂教学
活动，增强学生独立思考与解决问题的能力，培养他们的 创新意识与创新能力。
英文授课比赛教案大学生
Objective:The primary objective of this teaching plan is to enhance the English proficiency of college students through interactive debate and discussion sessions. The aim is to improve their speaking, listening, reading, and writing skills in an English-speaking context, while also fostering critical thinking and collaborative learning.Target Audience:This lesson plan is designed for undergraduate students in a college-level English language course.Duration:Two hoursMaterials:- Projector and screen for presentations- Whiteboard and markers- Handouts with debate topics and research materials- Microphones for student presentations- TimerLesson Structure:I. Introduction (10 minutes)1. Greet the students and review the agenda for the session.2. Briefly explain the importance of debate and discussion in language learning.3. Introduce the topic for the debate: "Should colleges increase the number of online courses?"II. Research and Preparation (15 minutes)1. Divide the class into small groups (4-5 students each).2. Assign each group a specific perspective on the debate topic (proponents and opponents).3. Provide handouts with research materials and guidelines on how to prepare their arguments.III. Group Discussion and Argumentation (20 minutes)1. Allow each group 10 minutes to discuss their arguments and prepare their presentations.2. Encourage students to use formal English and structure their arguments logically.3. Monitor the discussions and provide guidance if necessary.IV. Student Presentations (20 minutes)1. Assign a timekeeper to ensure each group stays within their allocated time.2. Each group will present their arguments, supported by evidence from their research.3. Use a microphone to ensure clarity and engagement from the audience.V. Class Debate and Discussion (15 minutes)1. After all presentations, open the floor for a class debate.2. Encourage students to actively participate, asking questions and challenging each other's arguments.3. Monitor the discussion to ensure it remains respectful and focused on the topic.VI. Reflection and Feedback (10 minutes)1. Ask students to reflect on their performance and what they learned from the debate.2. Provide constructive feedback on their speaking, listening, and critical thinking skills.3. Discuss the importance of research and the use of formal language in academic settings.VII. Conclusion (5 minutes)1. Summarize the key points discussed during the lesson.2. Highlight the importance of debate and discussion in language learning.3. Assign a follow-up writing task, such as a reflective essay or a research paper on the debate topic.Assessment:- Evaluate students' participation in group discussions and presentations.- Assess the quality of their arguments and the use of formal English.- Monitor their engagement in the class debate and discussion.- Grade the follow-up writing task based on the criteria of coherence, argumentation, and language proficiency.Conclusion:This teaching plan aims to provide a comprehensive and interactive approach to enhancing English proficiency in college students. By engaging them in debate and discussion, students will not only improve their language skills but also develop critical thinking and collaborative learning abilities.。
大学说课教案模板英语
#### IntroductionThis template is designed for college-level teachers to create comprehensive lesson plans. It includes essential elements that help in structuring a lesson effectively. The template is divided into several sections, each focusing on a different aspect of lesson planning.---#### 1. Course Information- Course Title: [Insert Course Title]- Course Code: [Insert Course Code]- Instructor: [Insert Name]- Department: [Insert Department]- Date: [Insert Date]- Class Time: [Insert Time]- Class Duration: [Insert Duration]---#### 2. Lesson Overview- Lesson Title: [Insert Lesson Title]- Objective: Briefly describe the main objective of the lesson.- Rationale: Explain the importance of the lesson within the course framework.---#### 3. Learning Objectives- Knowledge: List what students should know by the end of the lesson.- Skills: List the skills students should be able to demonstrate.- Attitudes: Describe the attitudes or values students should develop.- Knowledge: Students will understand the historical context of the Renaissance.- Skills: Students will be able to analyze primary source documents.- Attitudes: Students will appreciate the significance of the Renaissance in shaping modern society.---#### 4. Teaching Objectives- Cognitive: Students will be able to...- Affective: Students will be motivated to...- Psychomotor: Students will be able to...#### Example:- Cognitive: Discuss the major contributions of Leonardo da Vinci to art and science.- Affective: Develop an appreciation for the creativity and innovation of the Renaissance period.- Psychomotor: Create a collage representing their understanding of Renaissance art.---#### 5. Teaching Strategies- Direct Instruction: Explain the concept using lectures, slides, or visual aids.- Student-Centered Learning: Encourage group discussions, case studies, or role-playing.- Problem-Based Learning: Present a real-world problem and guide students to find solutions.- Direct Instruction: Use a PowerPoint presentation to introduce key concepts.- Student-Centered Learning: Divide the class into groups to research specific Renaissance artists.- Problem-Based Learning: Have students create a presentation on how the Renaissance influenced their chosen field of study.---#### 6. Materials and Resources- Textbooks and Handouts: List any required readings or handouts.- Technology: Identify any technology needed, such as projectors, computers, or online resources.- Supplementary Materials: Include any additional materials that may enhance the lesson.#### Example:- Textbooks and Handouts: Provide a handout summarizing the key points of the lesson.- Technology: Use a smartboard to display images and videos related to the Renaissance.- Supplementary Materials: Distribute copies of Renaissance paintingsfor analysis.---#### 7. Assessment- Formative Assessment: How will you monitor student understanding during the lesson?- Summative Assessment: What will be the criteria for evaluating student performance at the end of the lesson?- Formative Assessment: Ask questions and provide feedback during group discussions.- Summative Assessment: Assign a short essay or project based on the lesson content.---#### 8. Teaching Process- Introduction: Begin the lesson with an engaging activity or question to capture students' attention.- Development: Introduce new concepts and facilitate student learning.- Conclusion: Summarize the key points and reinforce learning.#### Example:- Introduction: Start with a discussion on famous Renaissance figures.- Development: Present the historical context and key concepts.- Conclusion: Ask students to reflect on the impact of the Renaissance.---#### 9. Time Management- Activity 1: [Duration]- Activity 2: [Duration]- Activity 3: [Duration]- ... [Continue for each activity]#### Example:- Activity 1: Introduction and discussion (10 minutes)- Activity 2: Direct instruction (20 minutes)- Activity 3: Group research (30 minutes)---#### 10. Reflection and Evaluation- Self-Evaluation: Reflect on the effectiveness of the lesson.- Student Feedback: Consider feedback from students to improve future lessons.---This template serves as a guide for creating a structured and comprehensive lesson plan. Adjustments may be made based on the specific needs of the course and the preferences of the instructor.。
大学英语说课比赛
1 中学英语
2 大学英语
3
社工英语 管理英语 电子英语 商务英语 文秘英语 Type D
计算机英语
2. 建设思路（建立在学情分析之上）
学生特征分析
年龄个性特征
学Cl生ick大t部o 分ad是d9t0ex后t， 以独生子女为主，有较 强的交际意识，对事物 的兴趣不稳定。
学习类型
学生的学习类型主要 分为四种：厌学型、刻 苦型、兴趣动力型、目 标任务型。
1课时1invitations邀请有关的日常交际表达学术邀请信网络有关的交网络有关的交际表达新编实用英语第二册实践教学系统安排2emails电子邮件3communicationbyphone打电话有关的交际表达电话留言签4makingreservations预约房间登记入住结账离开有关的日常交际表达酒店登记表5atarestaurant餐馆用餐有关的交际表达菜单6shoppingandsightseeing购物与观光有关的交际表达旅行社广告新编实用英语第二册实践教学系统安排7farewell告别有关的交际表达告别信8applyingforajob面试有关的交际表达简历与求职信评价考核体系4
40 岁的 5 人， 30-39 岁的 4 人， 30 岁以下 的 21 人， 思想活跃，
教改创新性 强。
31 名教师均 毕业于国内 重点高校的 相近专业， 具师与 辅导教师按 1 ： 10 的比 例配置，主 讲教师与学 生的比例为 1 ： 30 ，比 例合理
2.方法手段
解决措施
坚持改革总方针 组织形式多样化 教学方法多样化
教学资源多元化化
派对、社会活 动有关的交际
表达
通知
8
Keeping healthy and seeing a doctor
大学英语说课及部分教案.doc
试讲/说课思路与布骤Take the example of text A, unit 3, in New HorizonTextbook II for college studentsI.Teaching Principle教学思路College English course is compulsory for college students, with the aim to improvestudents ’integral language competence. Tothis end, teachers should enlarge class language input, ask students to conduct lots of reading and listening practices,and at thesame time guide and encourage students to actively output their writtenand spoken language.II.Teaching Material 教材As far as I am concerned, I have a high opinion of this textbook. Each unit is arranged to compass comprehensive languagepoints, including vocabulary, sentence structure, text structure analysis, and reading and writing skills. In the long run, studentswouldcommandEnglishsystematically.Mostimportantly,itcontainsmoreorala ndidiomaticexpressionsthanmanyothertextbooks.However, since textual knowledge is important for students to get a better understanding of reading materials, I personally thinkthat this textbook lacksvariation in text type. For example, most texts in this book belong to narration.III. Teaching Subjects教学对象Our students are non-English-major freshmen. In their current ages, cognitiveability and self-esteem are basically mature.Inmyteaching,Iwilltrytomakeuseoftheseadvantages.Forexample,letthemtogeneralizel anguagephenomenonorsummarize a text. Also, we can organize various competitions among students in the form of dictation, test, student teaching,and student presentation.IV. Teaching Objectives教学目标(1) Above all, students should command words and sentence structuresrequired in this text; which serves the foundation fortheir later studying and output;(2) Students should be familiar with the structure and main idea of the text; in addition, they are required to restate the text;(3) Students should also be familiar1 / 5with the kind of argumentation pattern in the text: presenting an idea, then denial ofit byexamples or reasoning, next presenting a new idea. Note that a narration may dominate by narration, quotation, and descriptionbut may also be developed by argumentation;(4) Students can talk and write about love, marriage, and mixed marriage;V. Methodology 教学方法(1) Under the mainstream Communicative Method, teaching activities center on students, and their language performance.(2) According to heuristic teaching, I encourage students to think, to guess, and to generalize by asking heuristic questions;(3)Task-driving.Wemustappointappropriatetasksforstudents.Notethattasksshouldbesuitablef orthetextitselfandstudents;(4) Reading model based on relevance theory, which is my postgraduate paper title, and I have applied successfully this modelin my reading-instruction for one year;(5) For the above objectives, I will conduct a series of reading, listening, speaking and writing activities related to the topic andlanguage points of the unit.VI Studying MethodPedagogy determines studying method. Students should get their knowledge from their own thinking and practices, as well aslearning with and from their peers.VII. Teaching plan/Teaching procedures教案After a dictation review of last text, we will study a new one. As usual, this textwill take 6 classes, with the firsttwocentersonvocabularystudy,andthemiddletwoontextanalysis,andthelasttwoondoin gexercisesandreview/dictation. Today ’s teaching demo mainly involves text learninat the same timeroughly exhibitthe idea andmethod of vocabulary teaching.1. Lead-in导入Warming-up questions:2 / 51) What kind of person is your Mr. Right or Miss Right;2) Talk about advantages and problems of a cross-cultural marriage;3) A funny word game ---a way of understanding the words below by spellingthem (Wife, husband, family).E.g. wife: W--- washing, I-ironing, f --- food, e --- entertainmentHusband: H-humorous, U---understanding, S---supportive, B---brilliant, A---and,N---never, D---demandingFamily: F---father, A---and, M---mother, I, L---love, Y---you2. Vocabulary studyIn my opinion, 3 points need to be stressed when teaching words to students:(1) to deepen and consolidate words learning byderivational words, homophone, synonym, antonym, and high-frequency phrases; (2) to explain usage and meaning by examplesentences. And it is better to offer interesting sentences or quote classic and elegant sentences.Remind: let student tomakesimplesentencesthemselves;(3)sometimes,intermsofwordswithcomplicatedusage,trytoofferanexplanation.Forexample, when teaching the word“defend ”First,we present the following related words: fend/offend/defend;offender/defender; defendant/plaintiff; defensive/offensive;Then,offer a classic sentence, “I disagreewith what you say, but I will defend to the death your right to sayit ”quoted fro伏m尔泰Voltaire.Andthe difficulty of the word lies in that it can act as both transitive and intransitive. When is it transitive or intransitive?Next,ask students to makesentences, “We defend our country. ”“We defend against enemy attacks. ”“We defend our country against enemy attacks.Remarks:when we use the wordto mean “protect ”, even in Chinese, an action verb of such a meaning needs to be completedby an object; while when we use it to mean “make a defens防e 御”，this meaning itself is to some degree complete, for instance,we say, “when enemy attack, wemustdefend ”.3 / 53. Text Learning(1) the first stage--To snatch a general understanding of the text in an eagleeyesLet ’s firstly see the title “Marriage across nations ”. From it, we knBut we cannot decide its type. Just by the title,the text may be an exposition, or a narration.Let ’s go on by skipping and scanning, that is, look at the first and the last paragraphs, and the first sentences in each paragraph.From four characters, lots ofdirect quotations, time order, and past tensewe know it , whic’h is a u n s u a a r r l a l y t i o n developedin time order. So now we can grasp the main idea of the text and divide itinto three parts.We can help students get the above understanding by interrogating questions,like Q1: who are the characters mentioned in thearticle? Find out the briefinformation about them. Q2: can we divide the text by characters-shift, and how todivide it?(2) the second stage--To understand the whole text carefullyIn this phase, we need pay more attention to heavy sentences and sentenceswith implied meanings. Moreover, ask four studentsto vividly read the text byrespective roles in the text.(3) the third stage--To analysis the textIn the end, we need to distinguish the main idea and support details; facts and opinions. Most importantly, we summary the textand draw a structure graph of thetext. We can also guide students to perform these tasks by asking questions.VIII Blackboard LayoutTopic: MarriageQuestionsKeywords in Students' answers4 / 5Q1:⋯Mr.RightorMissRight →beautiful,handsome,honescto,rnicshid,erate,industrious(industrial),humorous,filial,tender, lovely, and tolerant ⋯.Q2: ⋯advantages and problems of mixed marriages →newand rich experien language learning, communication problems,differences in diet, lifestyle, religion,and other cultu ral and social aspects ⋯Text AnalysisTitle: Marriage across Nations1. Gail and Mark ’reason for the marriage plan ⋯2. Gail's mother ’sresponse by argumentation ⋯3. Gail's father ’sresponse by direct quotation/dialogue ⋯4. Structure graph of para.7 ⋯5. Text summary⋯VIIII Homework1.Exercises after text;2.Summary recitation and words dictationMaking sentences of important words by students on the blackboard3.5 / 5。