英语说课稿知识树说课标说教材.ppt
三年级英语上册知识树PPT教案
重难点：用It’s+颜色的语句介绍事物的颜色 用I’m a…语句介绍自己的身份。
会说基本的几种颜色并运用 What's your name?询问姓名
能力目标
Sentences:I’m a…, It’s…，My name is …
知识目标
培养学生热爱大自然， 爱护动物的高尚道德情操
情感目标
Words:red yellow blue green black now等
鼓励学生要主动进入大自然，
第
仔细观察身边发生变化的任何事情，
四
模
块
外研版三年级英第5页语/共上18页册 第四模块
Write and remember the new letters and words.
Difficulties&Importences: 能会说one – eight这八个数字 能用“How many?”询问事物的数量。
somebody has got.
能力目标
Sentences:Have you got a book? Yes,I have.\No, I haven’t.
知识目标
情感目标
Talk about something that you and other people have got.
激发学生学习英语的兴趣
am hello/hi
语句
goodbye./ bye-bye
词汇
are
good/ morning Thank/ you
Ask and answer
知
Introduce yourself and
识
say hello to sb.
目
标
英语三年级上册 第2第页/共一18单页 元知识目标图解
英语说课稿_ppt
Senior High English Module 2
Unit 6 Design
Lesson 1 A Matter of Taste
说课者：kate
说课的内容 ：
一、说教材
二、说教法 三、说教学程序
一、说教材
1．教材分析
1、This lesson is a reading passage. It plays a very important part in the English teaching of this unit. 2、This lesson is the first part of Unit 6 w the Ss learn the rest of this unit, for the task in the unit is to practice reading and there are some sentences which can be used to introduce the grammar about preposition. 3、Of course, the Ss should receive some moral education. Let the Ss appreciate Chinese painting art .
一、说教材
2．教学目标
1 Knowledge aim: Understand the main idea of the text. 2. Ability aim: Retell the text in their own words. 3. Emotional aim: Make the Ss pay attention to improve their EQ, which is the same important as IQ.
英文说课稿(共10张PPT)
partners in the learning process. Teaching is not merely a job but a passion for me and I
will always seek ways to improve mys believe students are most successful when they feel valued as individuals, supported, and motivated to learn. My role as a teacher in the classroom is not to control but to facilitate. I think the role of a foreign language teacher is not merely to deliver the language facts but to motivate students to seek information about the language and culture that interest them.
• 讲课是指基础知识的传授和基本能力培养的具体教学过程， 即 “怎么教.
• 说课是阐述讲授基础知识和基本能力培养的教学过程及其理论依
据，即既要说出“怎么教” 又要说出“为什么这么教”, 是系统的 研究活动。 • 3. 活动方式不同: • 讲课是以学生为主体, 老师为主导的师生双边活动
• 说课是教师自圆其说的单一活动
English.
• part2. students analysis • The middle school student's abstract thinking ability is relatively low, the thinking
英语模块知识树说课稿
英语模块知识树说课稿各位评委、老师们，大家好！我要进行的是英语学科模块知识树说课。
下面我将以“新课标小学英语三年级下册第四模块”为例，从“对知识树的认识、选择使用知识树的原因、知识树的构建过程、知识树的使用及使用成效和注意事项”等六个方面来进行说明。
一、对知识树的认识：知识树的本质就是具有系统性、直观性、层次性的知识框架图，就是用“树”的形式来体现知识的结构及方法的内在联系，用树干、树枝、树叶、果实等元素将识记材料依据其从属关系，直观明了、层次分明地反映出整个知识系统。
二、选择使用知识树的原因英语作为一种语言学科，无论是字母、单词、还是短语、句子，其中存在着千丝万缕的联系。
我之所以选择使用知识树是因为它不但有利于我的日常教学，而且方便孩子们系统认识，条理分层，掌握一门外语的精髓并能够活学活用。
引用魏书生老师的话说，知识树就是学生学习的“地图”。
有了它，学生思维的汽车在知识的原野上奔驰时目标才明确，才能少走冤枉路，才能少在“天真”的问题上兜圈子。
学生走的路程越远，地图就显得越重要。
三、知识树的构建过程：我是沿着以下四步来构建知识树的：1、通读教材，整体把握。
要想有驾驭知识的能力，就必须对整个模块的内容甚至是整册书的内容、整个学段的内容都有通盘了解。
只有这样，才能明确知识在整个模块、整册数、整个学段中的地位，也才能为后面理顺知识之间的联系、把握知识之间的规律打下基础。
（1）Module4的教学内容有：a、单词、句型、对话以及文化差异b、讨论并询问对方或者他人是否喜欢，并作出回答（2）教学重点及难点：能够正确拼读食物的名称；如何用“Do you like +不可数名词”和“Does he/she +可数名词的复数”做出询问和回答。
2、深研教材，明确目标教学目标是教学的根本，明确目标是进行创造性教学的前提。
本单元的知识目标：掌握有关食物的单词；能用“Do you like +不可数名词”和“Does he/she +可数名词的复数”做出询问和回答。
大学英语说课讲稿课件PPT
大学英语说课讲稿课件PPT大学英语说课讲稿课件PPT大学英语说课讲稿课件PPT一、Introduction（导言）英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。
二、说课的基本原则1. 遵循教学大纲要求，明确说课内容。
把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的.误区。
2. 以教师为主导，学生为主体，体现先进的教学理念。
3. 详略得当，重点突出，体现说课的完整性。
4. 与教案相结合，体现其可操作性。
三、说课的基本程序1. 说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。
2. 说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。
3. 说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。
4. 说学法：谈谈学习方法的运用以及将要实现的目标。
5. 说教学程序：说为什么要设计该程序？目的、意图何在？结果如何？6. 说板书设计：谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。
四、注重说课信息和反馈与总结说课的对象可以是专家、同行甚至是学生。
向说课对象征询意见、获取信息，力求不断改进和提高。
五、附SB 2B U16 Lesson 63说课稿Unit 16 Lesson 63Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）. It is made up of four parts.The analysis of the teaching material:This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.Teaching aims:1. Knowledge aim: Understand the main idea of the text.2. Ability aim: Retell the text in their own words.3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.Key points / Teaching important points:How to understand the text better.Teaching difficult points:1. Use your own words to retell the text.2. Discuss the pollution of the sea and how to save the sea.Something about the Ss:1. The Ss have known something about the sea and sea lifethrough the Internet and other ways.2. They are lack of vocabulary.3. They don’t often use English to express themselves and communicate with others.4. Some Ss are not active in the class because they are afraid of making mistakes.Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director；Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method:Double activities teaching methodQuestion-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTeaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are:Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 GreetingsGreet the whole class as usual.Step 2. Revision1. Ask students some questions to revise the last lesson （show them on the screen）.a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）b. What is coral? Why are corals not found in deep water?c. Why is the Dead Sea called the Dead Sea?2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.Step 3. Lead-in and preparation for readingShow them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on. Purpose: Arouse the students’ interest of study.Bring in new subject: Life in the oceans.Step 4. Fast readingRead the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:1. Why can living things live in such oceans around the Antarctica?2. What does the whale feed on?3. What is the difference between the sperm whale and other whales?Method: Read the text individually, use question—and—answer activity.Pur pose: Improve the students’ reading ability.Understand the general idea of each paragraph.Step 5. Listening（book closed）1. Listen to the tape then do an exercise（wb page 90, part 1）2. True or false exercise.（on the screen）Train the Ss’ listening ability and prepare for later exercises.Step 6. Intensive readingRead the passage carefully again and answer some detailed questions on the screen.1. How much does a whale eat at a time?2. Do all the whales feed on small fish?3. How deep can a sperm whale dive?It is also called depth reading or study reading. It means reading for detailed information.Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.Step 7. Preparation for details of the text on the screen1. ...its heart slows to half its normal speed.slow-v. to become / make slower.2. ing sound wavePresent participle used as adverbial.3. provide sth. for sb.provide sb. with sth.4. at a time: each time5. grow to a length of...Purpose: Train the Ss’ ability of understanding and using laguage.Step 8. Consolidation1. Find out the topic sentences.2. Retell the passage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.Step 9. DiscussionShow them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger!I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.Step 10. HomeworkWrite an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.Unit 16 Lesson 63Topic Sentences:1. Some living things can live in Antarctica.（what）2. The whale feeds on small fish.（what）3. The sperm whale feeds on squid.（difference）Discussion:1. The whales are in danger. What’s your opinion about it?2. The sea is being polluted. What should we do?In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.I want to make the design inductive, instructive and artistic.。
英语说课稿讲课ppt课件
To be able to apply the theories and methods learned in practical teaching and improve teaching effectiveness
Emotional goal
To cultivate students' interest and enthusiasm for learning English, and enhance their awareness of cross-cultural communication
Classroom Activity Design and Implementation
要点一
Warm up activities
Through songs, games, and other relaxed and interesting activities, stimulate students' interest in learning and lay the foundation for new lesson learning.
Scenario teaching method
Create vivid and vivid English scenes to stimulate students' interest in learning and help them understand and remember language knowledge.
Teaching objectives and requirements
Knowledge objective
Master basic English teaching theories and methods, understand the characteristics of different teaching genres
PEP小学英语说课课件-PPT课件
教学重难点
a. 重点： 1. 能正确熟练地认读表示颜色的新单 词：white, black, pink, orange, brown 并能用英语描述不同颜色的物 品。 2、能听懂指示语 Stand up! Sit down! Touch the ground. Touch your head. Turn around. 并能按照指 令做出相应的动作。 b. 难点： 单词 black brown and ground, turn around 的发音。
3.
教学手段
依据英语教学的直观性 ,趣味性和
实践性原则,结合本课的教学内容，主 要利用课件来辅助教学.
• 说教材
• 说目标 • 说教法
• 说教学过程
• 说板书设计 • 说反思
一.导入设计
1. 新课导入──歌曲开篇，引入情境 .
2.问候 师生进行简单的日常问候,拉近师生距 离，为上课做准备。
二. 2. 新课的讲解──启发诱导，教学新知。
。
小学生对色彩有着较强的敏感程度,色彩鲜 明的教具有助于激发学生学习英语的兴趣。 首先，让学生用 TPR 的形式复习颜色；其 次利用蜡笔、颜色卡、颜色转盘等色彩鲜明 的教具，使学生眼前一亮，吸引了全体学生 的注意力，教授新单词。每学一个颜色单词 时，都用TPR动作表示出来，让学生也跟着 动一动，说一说，还通过师生问答，适当扩 展句型，这样学得活、用得活，学了就会说， 学生学起来感到亲切有趣，享受到学习的兴 趣。教学中以看、听、说为主，要求学生敢 于开口说话，培养英语学习的兴趣及听说能 力。
四. 巩固和延伸
1.“快速反应”游戏 全班分五大组，各组分别命名为 太阳、乌云、水蒸气、河流和雨，教师提 问，小组的成员应迅速起立并回答。
英语说课稿PPT
04
说教法、学法
说教法
1 ➢ 情景教学法
2
➢ 主题教学
3
➢ 启发式教学
说学法
英语教学目的不是知识的积累而是发展学生的英语思维能力与交际 能力。在本课时，学生通过听、说、看、猜等游戏途径提高了合作学习 的能力、口语交际能力。让学生在多层次的练习中体会到学习英语时 “运用”的必要性，鼓励学生积极思维，大胆尝试。
说教学过程
教学过程
2.Presentation ➢ 3.Practice
1.Warm-up
➢ 4.Extension ➢ 5.Homework
1.Warm-up
2.Presentation
Step 3 Practice
4.Extension& Summing up.
06
说板书设计
Unit 2 Colours Part A Let’s learn & Let’s do
01
说教材
说教学目标 02
03 说教学重点、难点
目
录
说教法、学法 04
05
说教学过程
说板书设计 06
01
说教材
本课时主要通过Let's learn中的I see red/ yellow / green / blue.和 let's do部分中的Show me red/yellow/green/blue.简单的指示语来描述 所见物品的颜色。进一步将所学新单词用于交际中，并要求学生听懂并按 照指令做出相应的动作。体现了教材循序渐进的编排思想，又符合学生的 知识水平和认知水平;也体现了编写者倡导“学习与生活相结合”，“学以 致用”的教学思想。
英语课说课指导(共11张PPT)
(Blackboard Designs)
第10页，共11页。
谢谢大家！，共11页。
一 说课的含义
说课是教师主要用口头语言对自身学 设计、教学实施等情况进行分析和说明的 教学行为。它作为教师职业活动中的基本 构成，是课堂教学行为的延伸和扩展，是 教师总结教学经验、发现教学问题、提升 教学智慧的重要手段和桥梁。
第2页，共11页。
第一，说课主要用“口头语言”进行，否则就不能称之为“说”。
• 能力目标 (Ability Aims) 教学的重点、难点(Important points and difficult points)
第一，说课主要用“口头语言”进行，否则就不能称之为“说”。 它作为教师职业活动中的基本构成，是课堂教学行为的延伸和扩展，是教师总结教学经验、发现教学问题、提升教学智慧的重要手段和桥梁。
b. 情感目标 (Emotion Aims)
3.教学目标（Teaching Aims） 二 说课与备课、上课的关系
教学目标（Teaching Aims）
• 知识目标 (Knowledge Aims) 教学目标（TeachingAims）
(Teaching Procedures) 第二，说课是一种教学行为。
2. 说课与上课
a.目的
b.内容 c.对象
第5页，共11页。
三 说课的类型
1.按说课的作用分为：
• 检查性说课
• 示范性说课
• 研究性说课
• 评价性说课
第6页，共11页。
2.按说课的内容分为
• 说教材
• 说教法、学法
• 说教学程序
第7页，共11页。
3.按说课的时序分为
• 课前说课
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Cross-culture communicative consciousness
Culture
understanding
Culture knowledge
Culture
Learning strategy
consciousness
Resource Motive
Confidence
Emotion Cooperation attitude
Compare
qualities
Unit 7 Complains
Unit 9 Fun places
Make requests apologize
Past experiences
Unit10 Small talk
Make Small talk
2a,2b,ses
Section B
4Groupwork
3a, 3b Grammar Focus
Read& Write
Self Check
Section A
1b, 2a, 2b
1a
2.2 Structures Within Each Unit
2.3 The Comparison Between Book A & B
BOOK TAext
Unit 8 Past simple tense Unit 5 can you……？
Unit3 present continuous tense
Unit2 what’s the matter? unit 1 simple present tense
comparison
BOOK B
Unit 4 Retelling story Unit 7 Would you mind…？ unit3 Tpeaxstt continuous tense
Unit 2 what should I do? Unit 1 simple future tense
2.3The Features and Status of the Textbook
More training on skills,
more knowledge,
higher requirement on learning strategies, emotion and attitude
Confident—be able to learn
Long passage, more grammar
Make predictions
Unit 2 Advice
Report what Consequences someone said
Talk about Problems and advice
Unit 3 Telling a story
Past events
Grade 8 Text Book B
How long Have you been doing
The characteristics of Grade 8 students
Students center& evaluate all the
students
The variability &flexibility of evaluation
Structures of Presentation
New Curriculum Standard
Textbook
Suggestions
Ⅰ. New Curriculum Standard
General Goals of the New Curriculum Standard
Content Standards
1.1General Goal of New Curriculum Course
Knowledge B
Skills A
Integrated ability of language application
C Emotion &attitude
Culture
E
consciousness
D Learning strategy
A key transition & connection
Easy listening，simple grammar，short passages
Word→Easy Sentence
Conversation→ Passage
More Grammars
Task-based Combination of several methods
Ⅱ.Textbook
Arrangement of the Textbook
Content Structure
Features and Status of the Textbook
Ⅲ.Suggestions
Teaching Advice
Evaluation Advice
Exploitation and Application of Resource
Self -check
Section B
Expand& learn more
2.2 Structures Between Units
Unit 5 Hobbies
Unit 4 Decision making
Unit 6 Interesting events
Unit 8 Gift giving
Unit 1 Opinions
Students Goals
Feasible methods
From teacher
From students
Good
preparation
Reflection
3.1 Teaching
Advice
Emphasize on the integrated ability of language application
2.1 The Arrangement of the Textbook
All students’ integrated development
Process& integrated development
Task&experience&
participation
Methods &
communication
Pronunciation
Knowledge
vocabulary
Grammar Function
Topic
Integrated ability of language application
1.2
will
Skills
Listening, speaking, reading, writing
Content Structure