中职英语说课稿[2]
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。
中职英语说课稿
中职英语说课稿一. 教材分析本次教学使用的教材是《中职英语教程》第一册。
该教材按照职业领域和语言技能分为七个单元，包括了从健康生活、就业与工作、商业与金融、餐饮服务、旅游出行、文化娱乐到教育科技等七个方面的内容，涵盖了孩子们未来职场中可能用到的英语知识。
本节课的教学内容为第二单元的“Interviews”, 主要是涵盖英语面试的一些基本技巧和规范，针对中职学生提出共性问题并给出解决方法。
二. 教学目标1. 知识与能力目标•学生了解英语面试方法技巧，培养实际用语的能力；•阅读并理解与英语面试相关的文章，提高阅读和理解能力；•通过课堂讨论和角色扮演等活动提高表达和沟通能力。
2. 过程与方法目标•采用以学生为主体的教学方法，授课内容生动有趣；•加强师生互动，通过课堂反馈促进教学；•提供大量的实践机会，增强学生使用英语的信心。
3. 情感态度目标•通过学习英语面试等实践技巧，培养学生积极自信的态度；•引导学生理解英语的实用性，并且提高学生对英语学习的兴趣。
三. 课堂教学安排1.热身活动 (5 分钟)学生进行热身活动，包括一些适当的口语练习和轻松的互动游戏，帮助学生进入学习状态。
2.教师讲授 (20 分钟)–介绍英语面试的基本模式；–分析面试中可能出现的问题及其应对方法；–授课结束前加强课堂互动，引导学生提出问题和进行讨论。
3.小组活动 (15 分钟)分组讨论，让学生在小组中分享自己的经验和心得。
然后回归大班，老师带领学生分享各自的体验，以轻松的方式巩固所学知识。
4.角色扮演 (20 分钟)在本节课结合学生日常生活经验，进行角色扮演练习，提高学生实际应用能力。
5.总结反馈 (5 分钟)总结教学过程，收集学生反馈，检测教学效果。
同时记录下学生可能存在的问题，对下一堂课进行改进。
四. 教学重难点1. 教学重点•英语面试的基本模式；•面试中可能遇到的常见问题及其应对方法；•学生掌握英语面试中常用的语言表达。
2. 教学难点•表达准确度；•学生的英语自信心问题；•学生不善于表达的现状和解决方法。
中职英语教学说课设计[2]
![中职英语教学说课设计[2]](https://img.taocdn.com/s3/m/756cba5983c4bb4cf6ecd128.png)
说课稿大家好！今天我说课的题目是中职英语第一册第三单元Canyoustartit第三课时。
今天我将从教材分析、教学目标、教学重难点、教法和学法、教学程序、板书设计以及评价和反思这七个方面来说说我对本节课的理解和设想。
一、教材分析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。
Canyoustartit是本书的第三单元，本单元共分5个课时完成，本节课为第课时Readingandwriting部分，在前两节的学习后，同学们已经对本单元的内容有所初步的掌握，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。
二、教学目标1、知识于技能目标：（1）掌握本节课出现的重点单词、短语和句型。
（2）根据初步掌握的一般过去式的基本用法，能够用一般过去式谈论工作经历。
（3）能根据阅读的目的在阅读材料中获取所需材料。
2、过程于方法目标：（1）用快速阅读的方法提取阅读材料中的主要信息。
（2）用精读的方法列举出阅读材料中的主要语言点。
3、情感态度于价值观目标：通过本节课的学习能够读懂简单的英文说明书，谈论自己的学习和经历，增强团队小组合作意识，培养学生的积极参与和创新能力，并不断激发学生的学习兴趣。
让学生们爱英语，爱生活，同时培养细心的工作态度。
三、教学重点和难点1、教学重点：掌握本节课出现的重点单词、短语和句型。
2、教学难点：在熟练掌握和运用重点单词、短语和句型的基础上，能够用一般过去式谈论工作经历。
四、教法和学法（一）说教法：依据学生的基本情况，为了突出重点，突破难点，有效的实现知识的巩固和迁移，采用了以下几种教学方法：1、多媒体教学法：通过多媒体的演示，使整节课的教学内容更加的生动，气氛更加的轻松活跃。
2、任务型教学法：在讲解本节课的文章时，在不同环节给学生们分配不同的任务，这样在完成“任务”的过程中，同学们始终处于一种积极的、主动的学习心理状态。
3、情景教学法：在本节课的内容讲完之后，给学生情境模拟的机会，这样能够提高学生的参与能力和创新精神。
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。
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.。
中职全英文英语说课稿
中职全英文英语说课稿Good morning。
everyone。
My name is [Name] and I am from [Place]。
I am delighted to be here to share my teaching plan with you。
Today。
I will be discussing the reading and writing nof Unit 3 in Book Two。
My lesson will consist of seven parts: analysis of teaching material。
analysis of students。
teaching aims。
teaching and learning methods。
teaching res。
blackboard design。
and teaching ns.Let's start with the teaching material.Part 1: Analysis of the Teaching MaterialI will analyze the teaching material in two ns: the book andthe content。
Our textbook。
English Basic Module Two for nal schools。
is published by Jiangsu n Publishing House。
It focuseson improving students' four language skills: listening。
speaking。
reading。
and writing。
as well as promoting interest and utility.This unit is the third one and the topic is bargaining at the market。
中专英语英语说课稿
尊敬的各位评委老师：大家好！我说课的题目是《Time〃时间》。
下面我就从教材、教法、学法、教学过程、课后反思这五个方面进行我的说课。
一、说教材（一）教材的地位和作用1、地位：《时间》这节课选自中等职业教育课程改革国家规划新教材英语基础模块上册第四单元第四部分Speaking（口语）。
教学内容承接了上一单元《Campus Life》（《校园生活》）这一话题，是学习数词后的延续，又是接下来学习英语日记书写的预备知识。
2.作用：本节课是教材中的口语训练部分，从学习钟表的读法，到训练学生结合语境进行对话，可以培养学生的英语口语交际能力，活跃学生的思维，增强学习信心。
（二）学情分析我所任教的班级为13级对口升学班，虽然绝大多数学生都有较端正的学习态度，但也同时有着一些不足之处：基础知识不够扎实、学习兴趣不够浓厚、自控能力需要加强、团队意识有待提高。
因此，在本节课的设计上，我力求夯实基础，激发学生的学习兴趣。
（三）教学目标及重、难点分析1、教学目标基于以上教材的地位和作用，依据《中等职业学校英语教学大纲》要求及本节课教学内容，联系我所教学生的认知基础及教学实际，我将本节课的教学目标设定为：（1）知识目标：学会时间表示法，记住表示生活起居、日常活动的短语，掌握询问时间的句型及相关回答。
（2）技能目标：能够利用本节课所学交际用语进行会话，简述一日学习、生活安排。
（3）德育目标：通过学习“时间”这一话题，教育学生养成珍惜时间，合理利用时间的好习惯。
2、教学重、难点根据教学目标的设定和学生的认知基础，我将本节课的教学重点设为时间表示法；教学难点为用英语简述自己的日常起居活动。
二、说教法根据本节课的内容，结合学生心理发展特点及认知要求，为了实现课堂的有效性，我采用“引、试、点、练、思”五步教学法，并用小组竞赛、布置任务、创设言语情景加以辅助，注重知识的连贯性、趣味性、应用性，采用由易到难，循序渐进的方式，尊重学生在学习过程中的独特体验，利用精美的多媒体课件及钟表实物教学，调动每一个学生融入课堂，参与学习。
中职英语面试说课稿模板
中职英语面试说课稿模板尊敬的考官，大家好。
今天我将就中职英语课程进行说课。
我将从教学目标、教学内容、教学方法、教学过程、教学评价和教学反思六个方面进行阐述。
一、教学目标本节课的教学目标是使学生能够掌握基本的英语日常会话，提高学生的英语听说能力，同时培养学生的跨文化交际意识和团队合作精神。
二、教学内容本次课程的教学内容主要包括以下几个部分：1. 基本日常会话用语的学习和练习。
2. 英语听力训练，包括对日常对话的理解和模仿。
3. 角色扮演，模拟不同场景下的英语交流。
4. 跨文化交际的基本知识介绍。
三、教学方法为了实现教学目标，我将采用以下教学方法：1. 任务型教学法：通过设置具体的语言使用任务，激发学生的学习兴趣。
2. 合作学习：鼓励学生分组合作，共同完成学习任务。
3. 情景模拟：创造真实的语言使用环境，让学生在模拟情景中实践英语交流。
4. 多媒体教学：利用视频、音频等多媒体材料，丰富教学内容，提高学生的学习效率。
四、教学过程1. 导入（5分钟）：通过一段简短的英语日常对话视频，引起学生对本节课内容的兴趣。
2. 新课呈现（15分钟）：介绍并教授基本的日常会话用语，通过PPT展示和板书辅助。
3. 听力训练（10分钟）：播放英语对话录音，让学生练习听力理解并模仿发音。
4. 角色扮演（15分钟）：学生分组进行角色扮演，模拟不同场景的英语对话。
5. 跨文化交际知识讲解（10分钟）：介绍不同文化背景下的交际习惯和礼仪。
6. 总结反馈（5分钟）：总结本节课的学习要点，鼓励学生进行自我反思和评价。
五、教学评价本节课的教学评价将采用形成性评价和总结性评价相结合的方式。
形成性评价主要通过课堂观察、小组讨论和角色扮演的表现来进行；总结性评价则通过课后的英语会话练习和听力测试来完成。
六、教学反思在课后，我将根据学生的反馈和课堂表现进行教学反思，调整教学策略，以更好地满足学生的学习需求。
最后，我相信通过本节课的学习，学生们能够在轻松愉快的氛围中提高自己的英语交际能力，并增强跨文化交流的意识。
中职英语高教版基础模块2说课稿
中职英语高教版基础模块2说课稿
一、教材分析
本课选自高教版中职英语基础模块第二册Unit 2，该单元的主
题是“家庭”，主要介绍了家庭成员的称谓以及相关的表达方式。
本
课的教学目标是通过学习，使学生能够掌握家庭成员的英文表达方式，并能够运用这些表达方式进行简单的对话。
二、学情分析
授课对象为中职二年级学生，他们已经具备了一定的英语基础和家庭成员的中文表达方式，但英语表达尚显不足。
因此，需要通过实例教学、互动教学等方式，帮助学生掌握英语家庭成员的表达方式。
三、教学方法
1. 实例教学：通过展示家庭成员的照片或视频，引导学生学习
家庭成员的英文表达方式。
2. 互动教学：组织学生进行小组讨论，分享各自家庭成员的照
片或视频，并尝试用英文表达。
3. 归纳总结：通过课堂练习和作业，帮助学生归纳总结家庭成
员的英文表达方式。
四、教学过程
1. 导入：通过展示家庭成员的照片或视频，引导学生学习家庭
成员的英文表达方式。
2. 呈现：通过实例教学和互动教学的方式，帮助学生掌握家庭成员的英文表达方式。
3. 实践：通过小组讨论和课堂练习的方式，帮助学生将所学知识运用到实际生活中。
4. 归纳总结：通过课堂练习和作业，帮助学生归纳总结家庭成员的英文表达方式。
五、教学反思
通过本次教学，我发现实例教学和互动教学能够更好地帮助学生掌握家庭成员的英文表达方式。
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[2]
![中职英语说课稿[2]](https://img.taocdn.com/s3/m/8ed1c8acaa00b52acfc7ca8f.png)
说课稿大家好！今天我说课的题目是中职英语第一册第三单元Canyoustartit 第三课时。
今天我将从教材分析、教学目标、教学重难点、教法和学法、教学程序、板书设计以及评价和反思这七个方面来说说我对本节课的理解和设想。
一、教材分析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。
Canyoustartit是本书的第三单元，本单元共分5个课时完成，本节课为第课时Readingandwriting部分，在前两节的学习后，同学们已经对本单元的内容有所初步的掌握，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。
二、教学目标1、知识于技能目标：（1）掌握本节课出现的重点单词、短语和句型。
（2）根据初步掌握的一般过去式的基本用法，能够用一般过去式谈论工作经历。
（3）能根据阅读的目的在阅读材料中获取所需材料。
2、过程于方法目标：（1）用快速阅读的方法提取阅读材料中的主要信息。
（2）用精读的方法列举出阅读材料中的主要语言点。
3、情感态度于价值观目标：通过本节课的学习能够读懂简单的英文说明书，谈论自己的学习和经历，增强团队小组合作意识，培养学生的积极参与和创新能力，并不断激发学生的学习兴趣。
让学生们爱英语，爱生活，同时培养细心的工作态度。
三、教学重点和难点1、教学重点：掌握本节课出现的重点单词、短语和句型。
2、教学难点：在熟练掌握和运用重点单词、短语和句型的基础上，能够用一般过去式谈论工作经历。
四、教法和学法（一）说教法：依据学生的基本情况，为了突出重点，突破难点，有效的实现知识的巩固和迁移，采用了以下几种教学方法：1、多媒体教学法：通过多媒体的演示，使整节课的教学内容更加的生动，气氛更加的轻松活跃。
2、任务型教学法：在讲解本节课的文章时，在不同环节给学生们分配不同的任务，这样在完成“任务”的过程中，同学们始终处于一种积极的、主动的学习心理状态。
3、情景教学法：在本节课的内容讲完之后，给学生情境模拟的机会，这样能够提高学生的参与能力和创新精神。
中职英语说课稿
中职英语说课稿一、教学目标本节课的教学目标主要包括以下几个方面： 1. 学生能够学习和掌握一些基本的英语词汇，如家庭成员、家具、动物等； 2. 学生能够通过对话的方式，熟练运用所学词汇进行简单的交流； 3. 学生能够听懂并掌握一些基本的英语句子，如问候语、日常用语等； 4. 学生能够通过听力训练，提高听力理解能力。
二、教学重点本节课的教学重点主要有以下几个方面： 1. 英语词汇的学习与记忆； 2. 听力训练和听力理解能力的提高； 3. 对话的表达能力的培养。
三、教学难点本节课的教学难点主要有以下几个方面： 1. 学生对一些新的词汇的理解和记忆；2. 学生对听力材料的理解能力的提高；3. 学生对对话的灵活运用。
四、教学准备为了顺利开展本节课的教学活动，我需要准备以下教学资源： 1. PPT课件，包括教学内容的呈现和练习题目的展示； 2. 学生课本，供学生进行课堂练习和跟读；3. 录音机和听力材料，用于听力训练；4. 黑板和粉笔，方便进行板书。
五、教学过程本节课的教学过程将分为以下几个部分进行：1. 导入（5分钟）首先，我会通过提问的方式，引导学生回顾上节课所学内容，如家庭成员、家具等。
同时，我也会简单介绍本节课的教学主题和目标。
2. 新课呈现（15分钟）接下来，我会通过PPT呈现一些新的词汇和句子，如家庭成员的英文表达、问候语等。
同时，我会结合图片和动作来帮助学生理解和记忆。
3. 听力训练（20分钟）为了提高学生的听力理解能力，我会播放一段与本节课内容相关的录音材料，并配上相应的练习题目。
学生将在听力材料播放完毕后，完成相应的练习。
同时，我会逐个评价学生的听力表现。
4. 对话练习（20分钟）为了培养学生的对话表达能力，我会组织学生进行对话练习。
首先，我会给学生分发一份对话练习材料，然后组织他们两两进行对话练习。
在对话过程中，我将会给予学生适当的指导和帮助。
5. 小结（5分钟）最后，我会对本节课的教学内容进行简单的总结，并再次强调本节课的重点和难点。
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。
中职英文获奖优秀说课稿
中职英文获奖优秀说课稿一、说课目标本次说课的主要目标是通过教授《英文课堂中的生词研究》这一语言点，培养学生的词汇研究能力和自主研究能力。
二、教学内容分析本节课主要包括以下几个部分：1. 介绍生词研究的重要性及研究策略；2. 提供实用的生词研究方法；3. 组织学生进行生词研究活动。
三、教学重点与难点1. 教学重点：- 研究生词的重要性；- 生词研究的策略；2. 教学难点：- 激发学生对生词研究的兴趣；- 培养学生的自主研究能力。
四、教学过程及方法1. 导入（5分钟）通过与学生互动，引起学生对生词研究的兴趣。
例如，让学生分享他们最近学到的新词，并问他们对新词的研究感受。
2. 介绍生词研究的重要性（10分钟）通过示例和实际生活场景，向学生展示研究生词对英语研究的重要性。
例如，讲解研究生词的好处，如扩大词汇量、提高阅读理解等。
3. 研究生词的策略（15分钟）教授学生实用的生词研究方法，并解释每种方法的使用场景。
例如，教授单词拆分、词根词缀分析和上下文推测等方法。
4. 组织生词研究活动（20分钟）让学生分成小组，进行生词研究活动。
例如，给每个小组分发一份课文，要求他们找出生词并互相讲解。
5. 总结与拓展（5分钟）对本节课的内容进行总结，并引导学生探索更多的生词研究方法。
鼓励学生积极参与生词研究，提高英语研究效果。
五、板书设计- 生词研究策略：- 单词拆分- 词根词缀分析- 上下文推测六、教学反思通过本节课的教学，学生对生词研究的重要性有了更深刻的认识，并学会了一些实用的生词研究方法。
但在组织生词研究活动时，有些学生参与不够积极，需要进一步激发学生的参与意识。
在以后的教学中，可以多加强学生的实际操作，增加学生的互动性，提高教学效果。
七、课后作业要求学生根据所学的生词研究方法，选择一篇英文文章，并使用相应的方法进行生词研究，并写一篇反思报告。
以上为本次说课稿的简要内容概述，谢谢！。
职高中全英文说课稿范文
职高中全英文说课稿职高中全英文说课稿范文作为一位优秀的人民教师，时常要开展说课稿准备工作，说课稿有助于提高教师理论素养和驾驭教材的能力。
说课稿应该怎么写呢？下面是小编收集整理的职高中全英文说课稿范文，欢迎大家借鉴与参考，希望对大家有所帮助。
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.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. It emphasizes on interest and utility.Since some information about cultural differences has been mentioned in previous units, this unit will focus on introducingindividual 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 II:checking words & answering questions. Ss will have a matching for words and meanings to check words and then theymay 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, ssmay 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.No.2 Design of writing on the blackboardWhen in Rome, do as the Romans do A foreigner stays in China awkward.Do as the Romans do.A Chinese in America indirect.No.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, introducingpeople, 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.。
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 .。
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说课稿
大家好！
今天我说课的题目是中职英语第一册第三单元Can you start it?第三课时。
今天我将从教材分析、教学目标、教学重难点、教法和学法、教学程序、板书设计以及评价和反思这七个方面来说说我对本节课的理解和设想。
一、教材分析
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。
Can you start it? 是本书的第三单元，本单元共分5个课时完成，本节课为第课时Reading and writing部分，在前两节的学习后，同学们已经对本单元的内容有所初步的掌握，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。
二、教学目标
1、知识于技能目标：
（1）掌握本节课出现的重点单词、短语和句型。
（2）根据初步掌握的一般过去式的基本用法，能够用一般过去式谈论工作经历。
（3）能根据阅读的目的在阅读材料中获取所需材料。
2、过程于方法目标：
（1）用快速阅读的方法提取阅读材料中的主要信息。
（2）用精读的方法列举出阅读材料中的主要语言点。
3、情感态度于价值观目标：
通过本节课的学习能够读懂简单的英文说明书，谈论自己的学习和经历，增强团队小组合作意识，培养学生的积极参与和创新能力，并不断激发学生的学习兴趣。
让学生们爱英语，爱生活，同时培养细心的工作态度。
三、教学重点和难点
1、教学重点：掌握本节课出现的重点单词、短语和句型。
2、教学难点：在熟练掌握和运用重点单词、短语和句型的基础上，能够用一般过去式谈论工作经历。
四、教法和学法
（一）说教法：依据学生的基本情况，为了突出重点，突破难点，有效的实现知识的巩固和迁移，采用了以下几种教学方法：
1、多媒体教学法：通过多媒体的演示，使整节课的教学内容更加的生动，气氛更加的轻松活跃。
2、任务型教学法：在讲解本节课的文章时，在不同环节给学生们分配不同的任务，这样在完成“任务”的过程中，同学们始终处于一种积极的、主动的学习心理状态。
3、情景教学法：在本节课的内容讲完之后，给学生情境模拟的机会，这样能够提高学生的参与能力和创新精神。
这些常见教学方法的采用，能够培养学生的合作探究能力和自主学习能力，使同学们在真正意义上成为会学习的人。
（二）说学法：指导学生转变学习方式，既要主动富有个性的学习，
在玩中学，锻炼学生的英语口语表达能力，又提倡合作与交流运用新知识进行语言表达，促进学生创新意识的形成与英语基本技能的培养。
五、教学过程
首先通过第一部分课文重点词汇和短语的学习巩固，起到课前热身，对课文学习打下良好的基础。
（要说明主要的内容---Use the past tense to talk about your work experience ）。
在课文讲授阶段，首先播放PPT，让学生跟读，（这是一个让学生模拟语音的过程），完成练习（4），然后让学生用自己喜欢的方式快速阅读课文，并在小组内讨论回答课文中提到的问题。
之后让学生细读课文，教师引导学生就课文中出现的一些目标语言进行分析，请同学们以小组为单位共同找出阅读中的疑难点，相互答疑，教师巡视并协助学生解决阅读中的困难。
并进一步让学生查找课文中出现的一般过去式的句子，之后完成练习3和5；在完成练习6的基础上，让学生进行角色扮演，完成本课主要语言点从输入到输出的转变。
明确如何用一般过去时谈论自己的工作经历。
最后总结本节课出现的短语和句型。
根据本节课知识的学习内容，设置了以下两个作业任务。
1、Pair work: Talk about what happened on Tony’s first day work.
2、Finish“An English instruction of reading”
六、板书设计
Unit 8 Can you start it?
Listening and speaking
＊Some phrases:
Start and stop the machines show different functions
Be excited by pay enough attention to because of Make a mistake press the wrong button break down Feel sorry for take more care in the future
＊verb past tense:
Started---start showed---show had---have was---is Saw---see did---do made---make pressed---press Broke---break helped---help started---start
七、评价和反思
为了体现学生为主体和教师为主导的教学思想，在整节课的讲授过程中，我为学生创设了很多情景，安排了好几个环节，不同环节有不同的教学任务，这样能够让学生始终处于一种积极的、主动的学习状态。
既激发了兴趣，又能够很容易的掌握本节课的知识点，同时这些任务的设置，也能培养学生的合作和创新能力，提高学生的听说技能，以及培养他们爱英语和爱生活的良好的行为习惯。
以上这就是我的说课内容，对于一些不足，恳请各位领导和老师给予指正，谢谢。