中职英语说课稿
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!。
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。
中职英语说课稿模板求职信
中职英语说课稿模板求职信【中职英语说课稿模板】一、开场白尊敬的各位评委，大家好。
我是来自XX学校的英语教师XX，今天我要说的课题是《Unit X: Toic Y》。
我将从教材分析、教学方法、学习策略和课堂教学秩序四个方面进行阐述。
二、教材分析本单元围绕主题Y展开，旨在通过具体情境的学习，让学生掌握相关词汇和语法结构，提高听说读写的综合运用能力。
教材内容贴近学生生活，便于激发学生的学习兴趣。
三、教学方法在教学过程中，我将采用任务型教学法，通过分组合作学习，让学生在完成特定任务的过程中，自然而然地使用英语进行交流。
我还会结合多媒体教学工具，使课堂更加生动有趣。
四、学习策略针对中职学生的特点，我会引导学生采取有效的学习策略，如自主学习、合作探究等，培养学生的学习兴趣和自主学习能力。
五、课堂教学秩序在确保课堂纪律的基础上，我会营造一个轻松愉快的学习氛围，鼓励学生积极参与课堂活动，充分调动学生的学习积极性。
六、总结通过本次课程的教学，学生不仅能够掌握相关的英语知识，还能在实际交流中灵活运用。
我相信，通过不断的实践和反思，我们能够不断提高教学质量，为学生的全面发展奠定坚实的基础。
【求职信范本】尊敬的XX学校校长：您好！我通过贵校官网了解到，贵校正在招聘英语教师。
作为一名具有扎实英语教育背景和丰富教学经验的教师，我怀着极大的热情和诚意，写下这封信，希望能够加入贵校的教师团队。
我毕业于XX大学英语教育专业，取得了教师资格证，并在XX中职学校担任英语教师三年。
在此期间，我深入研究教材，设计了多份说课稿，并在实际教学中不断优化教学方法，取得了良好的教学效果。
我热爱教育事业，对待工作认真负责，善于与学生沟通，能够根据学生的不同特点制定个性化的教学计划。
我相信，我的加入能够为贵校的英语教学工作带来新的活力。
感谢您阅读这封信。
我期待着有机会与您面谈，共同探讨如何为学生提供更优质的教育。
请您考虑我的申请，期待您的回复。
此致敬礼！[您的全名][日期]。
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。
人教版中职英语说课稿范文
人教版中职英语说课稿范文尊敬的各位评委、老师，大家好！今天，我将为大家说课一节人教版中职英语课程，本节课选自《人教版中职英语》教材第一册，Unit 4 “Working World”中的Reading部分。
本单元的主题是“职场世界”，旨在通过语言学习帮助学生了解职场文化，提高他们的职业英语交际能力。
一、教学目标在开始本节课之前，我们首先明确教学目标。
根据中职英语课程标准，结合本单元的特点，我设定了以下三个维度的教学目标：1. 知识与技能：- 学生能够掌握与工作相关的基本词汇和表达方式。
- 学生能够理解并复述课文内容，提高阅读理解能力。
- 学生能够运用所学语言知识进行简单的职场对话。
2. 过程与方法：- 通过小组讨论、角色扮演等活动，培养学生的合作学习能力。
- 通过问题引导，培养学生的批判性思维和解决问题的能力。
3. 情感态度与价值观：- 培养学生对职场文化的兴趣和尊重，激发他们学习英语的动力。
- 通过讨论职场中的道德和责任，引导学生形成正确的职业道德观。
二、教学内容与学情分析本节课的主要内容是一篇关于职场新人如何适应工作环境的短文。
文章通过一个新员工的视角，描述了他在工作中遇到的挑战以及如何克服这些挑战的过程。
学生群体普遍对职场生活充满好奇，但缺乏实际经验，因此，这篇文章能够引起他们的共鸣，激发他们的学习兴趣。
三、教学方法与手段为了提高教学效果，我将采用以下教学方法和手段：1. 导入新课：通过提问和讨论的方式，引导学生分享他们对职场的理解和期望，为课文学习做好铺垫。
2. 阅读教学：采用快速阅读和细读相结合的方式，帮助学生把握文章大意，并深入理解文章细节。
3. 互动活动：通过小组讨论、角色扮演等活动，让学生在模拟真实的职场情景中运用所学语言。
4. 反馈与评价：通过课堂小测验和同伴评价，及时了解学生的学习情况，并给予反馈。
四、教学过程接下来，我将详细介绍本节课的教学过程：1. 导入（5分钟）- 开场提问：询问学生对职场的看法和期待。
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。
中职英文说课稿范文
中职英文说课稿范文中职英文说课稿前言与教材解说Lesson Plan InterpretationBook1 Unit14Text1 Be careful with firesBy XuLiwen from Financial and Economical Secondary School of ChangShaHello, ladies and gentleman. Its my honor to talk about my teaching ideas here. My topic is Be careful with firestaken from Unit14 of Book1. Id 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.(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 warning2, 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.中职英文说课稿目标(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 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 projectorAs 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 as a 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 the vocational technical school have had so many failures in their study or in their life. They areshort of sense of success. They are always not self-confident.They also dont 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.中职英文说课稿方法与流程Teaching methods:Communicative approachTask-based approachWhole language approach1, 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 others Step1 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) Its winter now. If you feel cold, What will you imagine first The Ss must answer FireThen, 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. Its horrific.) and answer two questionsOr let the Ss watch a picture like this.1, What do you think of this fire2, If you were in that building, what would you doAsk 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.119I 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 todays 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-basedapproach(I give some questions to answer.), Communicative approach(There is an interactive process, the Ss can communicate with others.)Purpose: The emotion and the interest will be stimulated. The interactivities can helpto activate the atmosphere. Bring in new subject: 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 and compete 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 textindividually, use question-and-answer activity.Purpose: Ss can finish the text during the given time and get the general idea of thetext. 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 canunderstand the text better.Part3 Intensive ReadingTwo tasks will be given in this step.Task1 Answer three questions:1, Why do you crawl on the floorBecause the smoke and heat from the fire are in the upper part of aroom.(And the air near the floor is cooler and fresher.)Why do you wrap yourself in a blanketBecause 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.)Task2 Fill 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 learnthe details of the text. Some new words will be 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 If2, 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-basedapproachPurpose: This step is employed to consolidate what the Ss have learned. It is also agood way to practice oral English. Whole language approach is used in this class, what the Ss learned can recur in their 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.119First, 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 anotherway 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.Although 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 fire2, If you were in that building, what would you doSlide2: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 burningbuilding.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)Slide4:Task1 Answer the following questions:1, Why do you crawl on the floorBecause the smoke and heat from the fire are in the upper part of a room.(And the air near the floor is cooler and fresher.)Why do you wrap yourself in a blanketBecause 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 If2, 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.119First, 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.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 .看过中职英文说课稿的人还：。
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。
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.。
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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。
难点是对于不同人物的外貌特征，应如何实践句型在生活中的应用
三、学情分析：
1.知识基础：学生在初中时已经学习和掌握了一些关于描述人物外貌的一些单词，比如short,tall,heavy,thin,big/smalleyes等。
能够使本节课描述人物外貌特征的话题顺利展开。
2.心理技能：学生有的热情和兴趣，有一定的求知欲望和表现欲望，但由于基础差等各方面的原因，缺乏科学的学习策略和良好的学习习惯。
3.学习需要：描述人物外貌特征的话题在日常生活中经常遇到，也是学生感兴趣的话题。
交际表达的需要和学生知识储备缺乏的矛盾邹城本节课的学习需要。
四、结合本课的教学内容和生活的实际，将教学目标设定如下：
语言知识目标：
1、通过问答的形式对人物外貌进行描述。
2、学会使用形容词、副词的比较急和最高级来比较人或物。
语言技能目标:
能根据画像或真实人物谈论人物的外貌，培养学生的观察理解力，交际运用的能力，即培养学生的综合语言运用能力。
情感态度价值观：
学会简单的表达自己的观点和喜好。
教学方法：任务型语言教学法、直观教学法、合作、探究法
（1）我设计多种任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习（为用而学，在用中学，学了能用）。
（2）开放性：我开放性地处理教材，结合教材插入学生感兴趣的卡通图片，采用创设情景，问题牵引，主动探究，综合提高的教学模式。
丰富学生知识，拓宽他们视野，实现知识的整合。
2.学法
（1）：能根据需要进行有目的预习，使其对教师的教学内容起补充作用。
（2）合作探究学习：在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。
五．评价设计
本节课是学习如何对人物进行外貌描写和形容词比较级和最高级的使用。
评价也是围绕学生就这两方面重点内容的学习展开的。
主要是任务型评价体系。
评价的主体有老师评价、同学评价，采用不同的方式对他们学习的结果进行评估。
在教学中，我非常重视过程性评价，针对不同学生的不同特点，设置不同的评价标准，评价的形式有量化的表格，课堂的表现情况在表格中都有体现。
在课堂中还重视语言评价，对他们在学习对话过程中的表现给予即时的适当的激励性评价，来激发他们学习的积极性。
六、教学流程：
来描述人物体型。
以此类推，在屏幕上显示大眼睛（bigeyes）,小眼睛（smalleyes）,蓝眼睛（blueeyes）等，让学生学习怎样来描述人物的眼睛。
最后，把刚才学习到的有关人物头发、体型、个头、眼睛、面貌描写的总结起来，老师领读，让学生进一步掌握。
Step4、Dialogue.
1.第一步是，在这一部分要做一个巩固练习。
书上给了几个人物的图片，进行简单描写。
我在这里只是展示刘翔的照片，对刘翔进行描写，给学生做一个示范。
然后让学生即兴对老师进行描述。
这样更能激发学生的积极性，而且老师是和他们面对面的，更加直观。
接着就乘兴让学生在本班选择一个学生进行描述，让老师和同学猜他所描述的人是谁。
因为所描写的人物是他们熟悉的，他们会踊跃参加。
Step7、RolePlay.
本节课的对话内容囊括了本课所需要掌握的知识点和句型。
在进行分段练习巩固之后，需要进行一个完整的运用练习。
RolePlay就是根据所学内容给学生设置一个语言环境，让学生活学活用。
为学生设置的情景是：妈妈说上午一位同学来找过你，你能通过提问知道这位同学是谁么
为了降低难度，让更多的同学可以参与进来，此处为学生设置了对话当中需要的几个问题。
例如：
WhatdoeshelooklikeHowoldisheIshethinIshetallWhatdoeshishairlooklikeWh atclothesdoeshewear等等。
六、板书设计：
在黑板上板书本节课的课题
Unit1DescribingPeople
Lesson2.Whatdoesshelooklike
教学内容板书的是词组inhertwentiesinone’sthirties
和句型Shemustbemysister.
这两个地方，是对话当中学生可能不太理解的地方，所以板书下来，讲解一下，帮助他们更好地理解对话，掌握本课有关描述人物外貌的语句。
其它的在课件当中都展示很清楚，不安排板书。
七．作业设置
围绕本节课的重点内容，为学生设置能够进一步巩固所学内容的作业。
A:Reviewwhatyoulearntinclass.
B:Describeamemberofyourfamily.。