口语课-Friends试讲稿(1)
雅思口语Part1范文：Friends朋友
Friendship is of great importance to me because I believe that it lays solid foundation for many of our relationships. Husbands and wives, for example, should be friends. In addition, I need friends to help me when I am in trouble. I know this sound selfish, but I feel that it is one of the reasons why I have friends, and they would not mind me saying so. In turn, my friends know that I willalways be available if they turn to me.59. Do you have a lot of friends? ( 5 - 8 )Yes, I have a lot of friends. Some of them are only casual friends like my friends at work, but I also have some best friends who I have known for many years. I will do anything to help them when they need me, and I know they would do the same for me.60. Do you prefer to be alone or to be with friends? ( 5 - 6 )I prefer to be alone. Please allow me to explain. I like reading, which takes a lot of my time. Reading to me is a way of studying, so I have to do it alone. I often have to check the meaning of unfamiliar words in my dictionary, which is a slow process taking a lot of time.60. Do you prefer to be alone or to be with friends? ( 5 - 6 )I prefer to be with my friends. Please allow me to explain. At work I spend most of my time alone in my office. So after work I like the company of other people. I often invite some of my friends over, and we listen to our favorite music, or just chat the whole evening.60. Do you prefer to be alone or to be with friends? ( 7 - 8 )It depends. Sometimes I prefer to be alone. For example, after a hard day at work I just want to relax without anybody disturbing me. Those are the times that I might meditate on the meaning of life for example, or just savour some fond memories. On the other hand, sometimes I want to be with my friends. For example, over weekends, I like to go out with them and enjoy their stimulating company.61. What do you usually do with your friends? ( 5 - 6 )We do a lot of things together. Visiting net bars is one of them. We go there to play computer games or surf the net to have a chat with young people abroad. We often spend hours there at a time. The other interest we share is to play basketball. We usually challenge another group to play against us.61. What do you usually do with your friends? ( 7 - 8 )We usually go to the movies. My friends and I like cartoons very much, so we find out in the newspaper where a new cartoon is being showed and go and watch it. In addition, we like to watch a good action movie from time to time. We find the spectacular crashes and explosions very exiting. These movies are from Hong Kong or Hollywood, and have famous actors like Arnold Schwarzenegger and Tom Cruise playing in them.。
[英语]【英语试讲】《MyFriends》优质教案
![[英语]【英语试讲】《MyFriends》优质教案](https://img.taocdn.com/s3/m/84b2ae6a0a4c2e3f5727a5e9856a561253d32158.png)
[英语] 【英语试讲】《My Friends》优质教案一、教学内容本节课，我们将学习英语教材《My Friends》这一单元。
具体内容包括：Unit 1Section A，其中详细介绍如何用英语描述朋友外貌特征，性格特点以及通过一些简单对话来解彼此。
我们还将学习一些新词汇和短语，如“friendly”, “outgoing”, “tall”, “short”等。
二、教学目标1. 让学生掌握描述朋友外貌和性格特点基本词汇和句型。
2. 培养学生在实际情景中运用英语进行交流能力。
3. 培养学生团队合作精神，提高他们课堂参与度。
三、教学难点与重点1. 教学难点：如何正确运用词汇和句型描述朋友特点。
2. 教学重点：掌握基本词汇和句型，并能将其运用于实际情景。
四、教具与学具准备1. 教具：PPT、卡片、录音机、磁带。
2. 学具：英语课本、练习本、彩色笔。
五、教学过程1. 实践情景引入（5分钟）播放一段关于朋友之间互相介绍短视频，引导学生关注外貌和性格特点。
学生观看视频后，邀请他们用自己话简要描述视频中朋友。
2. 例题讲解（10分钟）通过PPT展示例句，如：“My friend is tall and friendly.”，解释句型结构，并引导学生学习新词汇。
分组练习，让学生互相描述对方外貌和性格特点。
3. 随堂练习（10分钟）每组挑选一名代表，用英语介绍自己朋友，其他同学认真听，并做好记录。
教师挑选几位同学进行展示，纠正发音和语法错误。
4. 小组活动（15分钟）学生分组，每组设计一段关于介绍朋友对话，尽量使用新学词汇和句型。
各组进行展示，评选出最佳创意奖、最佳口语奖等。
学生分享自己在课堂中收获和困惑，教师进行解答。
六、板书设计1. 《My Friends》2. 主要内容：描述外貌词汇：tall, short, fat, thin, handsome, beautiful描述性格词汇：friendly, outgoing, funny, quiet, kind基本句型：My friend is七、作业设计1. 作业题目：用英语写一段关于介绍自己朋友文章。
教师招聘面试小学英语Unit5 Friends说课稿
教师招聘面试小学英语Unit5 Friends说课稿Part1: the analysis of teaching materialFirst of all, I’d like to give some analysis of the teaching material. The lesson is the first period of Unit 5, Oxford Primary English, book 5A. The content is about friendship, after learning this lesson, students will know some words and expressions to talk about their friends and they can cherish friendship more in the future.Part2: the analysis of studentsStudents in Primary school have learned English for just few years, they have some basic simple English surroundings, but it is still vary difficult for them to memorize some knowledge in short time. At the same time, they are curious and active，but their attention can be scattered easily, so I will design some interesting activities to attract their attention.Part3: the analysis of teaching objectives(1)Knowledge objective: Students will be able to be familiar with the topic today, and master(2)Ability objective: By practicing, students will know how to describe their friends.(3)Emotional objective: By doing various activities, students’ interest of learning English will be fostered.Part4: the analysis of teaching key&difficult pointsKey point: the understanding and the spelling of the dialogue.Difficult point: the use of the language into daily life.Part5: the analysis of teaching methodsAs we all know, by using teaching method, students can learn better and be the real host in class, so in this class, I will mainly use Situational teaching Method and Communicative Approach to arouse their interest.Part6: the analysis of teaching proceduresStep1: Warming-upThis song is closely related to today's topic, so in this way I can lead in the lesson today. At the same time, a nice learning atmosphere will be created.Step2: presentation。
《Friends》 说课稿
《Friends》说课稿尊敬的各位评委、老师：大家好！今天我说课的内容是《Friends》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析《Friends》是教材版本中的一篇重要课文。
这篇课文以生动有趣的方式描绘了朋友之间的相处和友谊的重要性。
从教材的编排来看，它处于具体单元，在整个教材体系中起到了承上启下的作用。
通过学习这篇课文，学生不仅能够巩固已有的语言知识，还能进一步提高语言运用能力和阅读理解能力。
教材中的文本语言简洁明了，贴近学生的生活实际，容易引起学生的共鸣。
同时，文中配有丰富的插图，有助于学生理解课文内容，激发学习兴趣。
二、学情分析我所教授的学生为年级学生，他们已经具备了一定的英语基础知识和语言技能，能够进行简单的日常交流。
但是，这个阶段的学生在阅读理解和语言表达方面还存在一定的不足，需要进一步的引导和训练。
同时，他们正处于青春发育期，对友谊等话题充满了好奇和渴望，这为我们开展教学提供了良好的契机。
三、教学目标基于对教材和学情的分析，我确定了以下教学目标：1、知识目标学生能够掌握文中的重点词汇，如 friend、helpful、kind 等。
学生能够理解课文内容，把握文章主旨。
2、能力目标能够运用所学词汇和句型描述自己的朋友。
提高学生的阅读理解和语言表达能力。
3、情感目标引导学生珍惜友谊，学会与朋友友好相处。
四、教学重难点1、教学重点掌握文中的重点词汇和句型。
理解课文内容，回答相关问题。
2、教学难点能够运用所学知识描述自己的朋友。
培养学生对友谊的正确认识和价值观。
五、教学方法为了实现教学目标，突破教学重难点，我将采用以下教学方法：1、情景教学法通过创设生动的情景，让学生在实际情境中学习和运用语言，提高语言的实际运用能力。
2、任务驱动法布置各种任务，如小组讨论、角色扮演等，让学生在完成任务的过程中提高语言能力和合作能力。
小学英语friends教案
小学英语friends教案教案标题：小学英语《Friends》教案教学目标：1. 通过学习《Friends》这首英语歌曲，学生能够掌握一些简单的日常用语和表达方式。
2. 帮助学生培养对英语音乐的兴趣，激发学生学习英语的积极性。
3. 通过歌曲的学习，培养学生的听力和口语能力。
教学重点和难点：重点：学习《Friends》歌曲的歌词和旋律，掌握相关的日常用语和表达方式。
难点：学生可能会遇到一些生词和发音困难。
教学准备：1. 《Friends》的音乐录音2. 课件或图片，展示歌曲中的一些情景和词汇3. 单词卡片和图片卡片4. 学生练习用的歌词卡片教学过程：Step 1：Warm-up播放《Friends》歌曲，让学生先听一遍，感受音乐的节奏和情感。
然后，让学生谈谈他们对这首歌曲的第一印象。
Step 2：学习歌词通过课件或图片，展示《Friends》歌曲中的一些情景和词汇，并逐句教学歌词。
老师可以先朗读，然后让学生跟读，最后一起合唱。
Step 3：歌曲理解让学生用自己的话描述歌曲中所表达的情感和故事。
老师可以提问，引导学生谈谈歌曲中的友谊和情感。
Step 4：角色扮演将学生分成小组，让他们根据歌曲内容进行角色扮演，表演歌曲中的情景和对话。
Step 5：歌曲创作鼓励学生根据自己的理解和感受，创作一些类似的英语歌曲，可以是关于友谊、家庭或其他日常生活中的话题。
Step 6：作业布置作业，让学生继续听歌曲，背诵歌词，并写一篇关于歌曲的感想或者自己创作的歌词。
教学反思：通过学习《Friends》这首英语歌曲，学生不仅能够学习到一些日常用语和表达方式，还能够培养对英语音乐的兴趣，激发学生学习英语的积极性。
同时，通过角色扮演和歌曲创作，也可以锻炼学生的口语表达能力和创造力。
在教学过程中，老师要注重引导学生，激发他们的学习兴趣，让他们在轻松愉快的氛围中学习英语。
MY FRIENDS第一课时说课稿
PEP四年级英语上册第三单元MY FRIENDS第一课时说课稿各位领导、老师们：大家午好！今天，我说课的内容是PEP小学英语四年级上册Unit 3 My friends第一课时。
一、说教材1、教学内容分析本课时是本单元的第一课时，重点是学会通过常见词汇和句子简单的描述人物（第三人称）的外貌特征。
这些词汇是人的基本器官名称和描述词，紧密贴近学生生活实际。
2、教材所处的地位和作用在刚刚学过介绍教室（lesson1）和书包（lesson2）的基础上，很自然的引入本单元的学习。
本单元重点介绍如何简单描述他人（friends）的基本特征和爱好，因为三年级已经接触过一些介绍人物的知识，学生对本单元相对容易接受。
3、教学目标：（1）知识目标能听、说、认读friends、long/short hair、strong、quiet、thin 等词汇和词组。
（2）水平目标能够使用“My friend is strong. He has short hair…”等句子向别人简单介绍自己的朋友及其特征。
（3）情感目标培养学生学习英语的兴趣和在实际生活中使用所学知识的水平，注重培养学生严谨的学习态度和与人交往的水平。
4、说教学重、难点（1）教学重点：词汇：hair, thin, strong, quiet，friends.句型：My friend is strong. He has short hair（2）教学难点：quiet的发音初步掌握如何简单介绍朋友及其特征。
二、说学情1．因为在三年级增强了基本元音、辅音和字母组合拼读规律的教学，所以学生对单词的学习有一定的基础，比较容易掌握。
2．句型掌握有一定的难度，涉及到has的用法和名词复数的概念，需要让学生简单了解。
三、说教学流程1．激趣导入(1)猜谜语(2)通过出示big/small、short/long两组图片，让学生愉快的进一步熟悉这四个单词。
[设计意图]：通过猜谜语和游戏激趣法，激发学生的学习兴趣，复习了旧知识，并为新课的学习做好铺垫。
小学 英语 试讲稿《My friends》
《My friends》T: Hello! Boys and girls.S: Hello! Teacher.T: We are happy today because there are many friends coming to our class, let’s welcome!T: Who is she?S: Sara.T: Yes. Sara is our friend. And today is Sara’s birthday. Many friends came to her birthday party. She also invites us, and prepares a big birthday cake for us. Ok, Group1, Group2, Group3, let’s see which one is the best. The winner can get a big piece of cake.T: Let’s see Sara’s friends. Who are they?S: They are Da Xiong, Doraemon, Jing Xiang, Pang Hu and Xiao Fu.T: Yes, they are Sara’s friends. Pang Hu is tall and strong. Ok, read after me, tall and strong, tall and strong.S: tall and strong, tall and strong.T: Well, what about Xiao Fu? Is he tall and strong?S: No!T: Xiao Fu is short and thin, short and thin, short and thin.S: Short and thin, short and thin.T: Look! Here comes Jing Xiang, she is cute and she doesn’t like talk too much, so she is quiet, but we all like her, right?S: Yes, I like her very much.T: Ok, quiet, quiet, she is quiet.S: Quiet, quiet, she is quiet.T: Da Xiong and Doraemon are coming, they like making friends, right? So we can say they are friendly. Friendly, friendly, they are friendly.S: Friendly, friendly, they are friendly.T: Ok, boys and girls, let’s play a game, say the opposites, for example, I say tall, you say short. Now, let’s do it!T: Tall, tall.S: Short, short.T: Strong, strong.S: Thin, thin.T: Well done! Next, I will describe some of our classmates; let’s guess who is he/she?The winner will get a piece of cake from Sara. Are you ready?S: Yes.T: He is strong and tall, but he doesn’t like speak, so he is quiet in our class.S: He is Mike.T: Yes, you can get a cake. Let’s go on. She is short and thin, and she like to make friends with others, she is friendly.S: She is Lily.T: Exactly, a cake for you. Now, work with your partner to describe each other by using the new words we have learnt today.S: You are tall and strong, and friendly.S: …T: V ery well, ok, since we have learnt the words to describe people, after class, you can draw a picture of your friend，and write a short passage to describe him/her, then introduce him/her to our classmate next class. Class over, goodbye!S: Goodbye, teacher!Blackboard DesignQuestion 1: What’s the emotional aim of this class?Arouse s tudents’ awareness of willing to make friends, and we should be friendly to our friends and help others when they need our help.Question 2: Please talk about the teaching difficult points in your class.The difficult point of this class is to help the students to use the new words and phrase to describe people in their life.。
friends说课稿
friends说课稿尊敬的各位评委老师：大家好！今天我说课的内容是“Friends”。
一、说教材“Friends”这个主题在我们的教材中占据着重要的位置。
它不仅仅是一个简单的词汇，更是一种情感的纽带，一种人生中不可或缺的陪伴。
咱们的教材通过生动有趣的故事、丰富多彩的图片以及贴近生活的实例，引导学生去理解朋友的真正含义，学会如何与朋友相处，如何珍惜和维护友谊。
比如说，教材中有这样一个小故事：小明在学校里遇到了困难，他的作业不会做，心情很糟糕。
这时候，他的好朋友小红主动过来帮助他，一起讨论问题，最终完成了作业。
这个小小的故事，让学生们能够直观地感受到朋友之间互相帮助的力量。
二、说学情咱们面对的学生正处于成长的关键时期，他们对友谊有着强烈的渴望和好奇。
在这个阶段，他们开始有了自己的小圈子，有了自己认定的好朋友。
有的学生性格开朗，很容易就能交到朋友；但也有一些学生比较内向，不太善于主动与人交往。
所以，通过这堂课，我们要让所有的学生都能明白朋友的重要性，并且掌握一些交朋友和维护友谊的方法。
我就观察到过这样一个场景，有一次班级组织活动，要求分组完成任务。
性格活泼的小李很快就找到了自己的伙伴，而性格稍微腼腆的小王却一个人站在角落里，不知道该找谁。
这让我意识到，我们的教学必须要关注到每一个孩子的个性差异，帮助他们建立起自信，勇敢地去结交朋友。
三、说教学目标基于对教材和学情的分析，我制定了以下教学目标：知识目标：让学生掌握与“朋友”相关的词汇和句型，比如“good friend”“best friend”“make friends”等等。
技能目标：能够运用所学的知识，描述自己的朋友，分享和朋友之间的故事。
情感目标：培养学生珍惜友谊的意识，学会关心和帮助朋友。
四、说教学重难点教学重点：掌握与“朋友”相关的重点词汇和句型，并能熟练运用。
教学难点：如何引导学生理解友谊的真正内涵，并且在实际生活中践行。
五、说教法为了实现教学目标，突破教学重难点，我采用了以下教学方法：情景教学法：通过创设各种与朋友相关的情景，让学生在真实的语境中学习和运用语言。
牛津8A UNIT1 friends说课稿
牛津版初二英语上unit1 Friends 说课稿Good morning, everyone! Today I will talk about how to teach the first period of reading Friends for the students of grade 8 and it is divided into five parts: Teaching Material Analysis, Teaching Aims, Teaching Methods, Teaching Procedures and Teaching Reflection.Part 1: Teaching Material Analysis1.Status and FunctionThe materials are three short passages, all of them are descriptions about friends. Such a topic is closely related to students’ daily life and make them think of their own friends. Through learning, students are required to be able to use some adjectives to describe one of their friends for the passage sets a good example for them. What matters most is the use of adjectives, since adjectives play an essential part in English learning, especially the comparative degree and the superlative degree which also appear in the text. These are the foundation use of adjectives.2. Key points and teaching difficultiesKey points: to master the basic vocabulary.to be able to use some adjectives and phrases to describe their friend, Teaching difficulties:To master the different forms of adjectives to describe people’s appearance and character.To master the right strategies of reading a passage.Part 2: Teaching Aims(1) Knowledge Object:students should basically grasp the vocabulary, phrases and sentence structures in the text.(2) Ability Object:Through learning of the text, students should know the basic information about the three person by focus more on the words and phrases used to describe them, and then use some phrases to describe their own friends. Also, they should be able to master reading strategies.(3) Moral ObjectAfter learning, students should know friendship is a kind of treasure in one’s life, and learn to treasure friendship and cherish everyone around them.Part 3: Teaching Methods1. Communicative teaching method2.. “Task-based” teaching methodPart 4: Teaching ProceduresStep1: Greeting the class and revision(2mins)Greet the whole class and review what we have learned last class.Step2: Leading in( story-telling) （5mins)Show some pictures about Yu Boya and Zhong Ziqi, at the same time, ask the students to appreciate the music of Gaoshangliushui to stimulate students’ interests in today’s topic, and also make all of them focus on the class activity. After this, teachercan ask some students to say something about the music, and then tell them the story of Yu Boya and Zhong Ziqi. Then the teacher will describe one of her friends by using the new words which will appear in the text, such asshoulder-length, slim, tall, be willing to, have a good sense of humor, feel boredIn this way, students can have a basic understanding of friendship and the new words, and then overcome the obstacles appearing in reading.Step3: Skimming (5mins)Ask students to skim the whole text, and finish the task of finding out the main qualities of Betty, May, and Max.So students can develop the skills of skimming in reading an article and how to gain the main points.Step4: Detailed- reading (8mins)Ask students to read the passage once more, and pay more attention to their personalities and characters, then complete the table below.Name Betty Max MayAppearance slim, short hair Tall, poor eyesight(wear glasses)Short, small, straight, shoulder-length hair, prettyPersonality generous, helpful have a good senseof humortrue, kindWhat does she/ he do?Be willing toshare things withready to helppeopletell funny jokes andmake others happy,long legs do not fitunder the schooldeskscan keep a secret,never say a bad wordabout anyoneIn such a way, students can develop the skills of scanning and get the ways to get the details.Step5:Post-reading (9mins)Since the students have read the article carefully, ask them to say something about Betty, May, and Max. Give them several minutes to discuss with their deskmate, then ask two or three to retell.So students can develop the skill of retelling and grasping the main ideas.Then the teacher should give a summary, when one wants to describe someone, what kinds of adjectives can we use?Eyes: big, small Face: round, squareNose: big, small Body: thin, strong, slim, fat, tall, shortHair: short, long, straight, circled, shoulder-lengthPersonality: generous, kind, helpful, humorous, funny, trueTo give students a clear idea of how to describe a friend, and develop the ability ofsumming up information.Step6: Group discussion (8mins)1.Ask them if they have a such an intimate friend in their life and have a discussion with their deskmate, and then ask some of them to describe their friends, using the words and phrases that we have learned today.2. Pointing out that friendship is one’s treasure in one’s life, ask students to cherish their friendship and everyone besides them.In this way, what the students have learned will be strengthened, and meanwhile the teacher can know how much students have grasped. What’s more, students can get a better understanding of friendship, and learn to treasure them.Step7: Assigning homework (3mins)Ask students to review what we have learned today, and use some simple expressions to write a short essay about their one of their friends in 60 words. And the student who writes well can get some small presents from the teacher.The purpose of this step is to stimulate their interests and make all the students can have chance to express their own idea for the time in class are always limited.Part5: Teaching reflectionSince the topic is so related to students’daily life, the whole class are sank in a active atmosphere. Everyone wanted to express his own opinion. I also encouraged every one of them to speak loudly and practice actively. By making full use of students’ interests, and designing some tasks, most of them could master the skills of reading and learn the new words and phrases naturally.。
口语课-Friends试讲稿(1)讲课稿
FriendsGood morning/afternoon, boys and girl. How was your day? Pretty good? That’s nice. Ok, let’s start our English journey today. Different person has different characteristics. As for me, I am not very tall and I am a gentle. What’s your character? Tom? You said you are a little bit shy. Try to be brave, ok? And what about you Lucy? She said she always want to help others. So she is a very kind person. Right? Class, we have a brainstorm now. Try to think as many words as possible to describe a person and then write them down on your paper. One minutes for you. Finished? Four students as a group to have a discussion, you are asked to make decisions whether all those words you think about are proper to describe a person. Delete the wrong ones. Clear? Ok, stop here. Group one, what are the words your group think to describe a person? Funny, shy, and short? Are all these proper to describe a person? Yes. Good. Group three? What’s you r opinion? Quiet, humorous and tall? Are they right? Yes, but pay attention the two words, humorous, humorous, quiet, quiet. Repeat after me. Humorous, quiet. And don’t mix quiet with quite. Ok?Next let’s listen to a tape. After listening you will answer two questions. The first one is “What are the two girls talkingabout?” and the second one is “What is Peter like and what is Lucy like?” Here we go. The tape is over. Who can tell me the answer to the first question “What are the two girls talking about?” Joey? You said that they are looking at a photo book and talking about friends in the photo. Is he right? Yes, exactly. He grasp the main idea the whole passage. But who are the person the two girl talking about? Yes, Peter and Lucy. And then the second question? What is Peter like? John. He is clever and humorous. Why? Because he often tells us funny jokes. And what’s Lucy like? Linda. She is shy and quiet. And what does she look like? You don’t know? It’s ok. Who can help her? Jolin, please. She is small with a ponytail. Very good. Just like you. Sit down please. So much for the questions. Now listen to the tape again and read after the tape. Pay attention to the pronunciation and intonation. Ok after the reading, we have a whole understanding of this passage. Now who would like to come to the stage to have a role play? Wow, so many students want to have a try. Ok, Kate, you play as Sandy. And Olivia you act as Helen. Come here. Their show is over. What do you think of their performance? They speak very f luently, right? Let’s applaud for them. Go back to your seat. Do you want to play a game? I know you all love games. Let’s play a guessing game.One student will come to the stage to describe a student in the class, the other students will ask him by what is he/she like and guess what the student on the stage is describing. Clear? Ok, who would like to describe? Eason. Good boy, come to the stage. He said the one he is describe is a boy and he is tall. He is very humorous in our class. Guess who is he? Yeah. It’s our monitor Rogan. Next, He said it’s a girl. She is a little bit short with a ponytail and she is quiet. Who is she? Lily? Is it right? Eason? No? Then give us more information about her. Eason said she is clever in math. Then who is she? Yeah, she is Emma. Very good. Go back to your seat.My class, I was told this morning that a student lost his wallet and finally found it in the Lost and Found office. He was told that another student is the one who gives the wallet back. Now work in groups to find out who is the great helper. Try to use the key words and sentences patterns we have learned.Five minutes for you. // I can see that all of you have finished. Which group would like to show your result? Group 3, yes, please. Come to the stage. They have finished. Are they good performer? Yes, we can see that they have done a lot of preparation and the conversation is very smooth. And they find the great helper is David. He is very kind. Let’s applaud for them. Please go backto you seat. Now, Candy? Can you find the key words and sentence patterns in their dialogue? Yes, words are humorous, quiet, shy and so on and sentence pattern is what is he/she like? he/she is…. Exactly. You know in life we should see the good in someone. And know someone’s characters and make good friends with them. While in class, we should learn to work with others closely. Always remember that ok?After class, how about you going home and interviewing your parents to see what are they like. Next class we are going to invite someone to report his/her interview result in front of the class.Let’s call it a day. See you next class.That’s all for my presentation. Thanks for your attention.。
myfriends说课稿
基于对教材的分析和学生的实际情况，我制定了以下教学目标：
1、知识目标：学生能够掌握与朋友相关的词汇，如“friend”“tall”“short”“thin”“fat”等，以及句型“He/She is”“He/She has”。
2、能力目标：学生能够运用所学词汇和句型来描述自己的朋友，提高口语表达能力。
2、游戏教学法：通过有趣的游戏，激发学生的学习兴趣，提高学习积极性。
3、合作学习法：组织学生进行小组合作学习，培养他们的合作意识和交流能力。
比如说，在课堂上我会组织一个“猜猜我的朋友”的游戏。让一个学生描述自己朋友的特点，其他同学来猜猜是谁。有一次，一个小朋友这样描述：“My friend is a girl She has long hair and big eyes She is very kind”其他同学纷纷举手猜测，有的猜是班上的小红，有的猜是隔壁班的小花，场面十分热闹。最后，当答案揭晓的时候，大家都开心地笑了。
3、情感目标：培养学生珍惜友谊、关爱朋友的情感。
三、说教学重难点
教学重点：掌握描述朋友外貌和性格的词汇和句型。
教学难点：如何让学生在实际情境中灵活运用所学知识进行交流。
四、说教法
为了达成教学目标，突破重难点，我采用了以下教学方法：
1、情景教学法：创设真实的语言环境，让学生在情景中感知、理解和运用语言。
2、新授
（1）呈现单词
利用多媒体展示教材中的图片，依次呈现“tall”“short”“thin”“fat”等单词，结合图片进行讲解，让学生直观地理解单词的含义。比如，指着一个高个子的小朋友说：“Look, he is tall”再指着一个矮个子的小朋友说：“And he is short”
牛津译林版八年级上册Unit1《Friends》(Integratedskills)说课稿
牛津译林版八年级上册Unit 1《Friends》（Integrated skills）说课稿一. 教材分析《Friends》是人教版牛津译林八年级上册Unit 1的一篇阅读文章，主要讲述了四个朋友在周末的计划以及他们之间的友谊。
通过本节课的学习，学生可以掌握一般将来时态的运用，提高阅读理解能力，并培养与人相处的良好品质。
二. 学情分析八年级的学生已经具备了一定的英语基础，对一般将来时态有一定的了解。
但他们在阅读理解方面还存在一定的问题，如词汇量不足、阅读策略不明确等。
因此，在教学过程中，需要关注学生的个体差异，充分调动他们的学习积极性，提高他们的阅读能力。
三. 说教学目标1.知识目标：学生能掌握一般将来时态的运用，正确运用相关词汇描述将来的计划。
2.能力目标：学生能提高阅读理解能力，快速获取文章主旨大意。
3.情感目标：学生能学会与人分享，培养友善、和谐的品质。
四. 说教学重难点1.重点：学生能掌握一般将来时态的运用和相关词汇。
2.难点：学生能在实际情境中运用一般将来时态描述自己的计划。
五. 说教学方法与手段1.采用任务型教学法，以学生为主体，充分调动他们的学习积极性。
2.运用多媒体教学手段，如PPT、视频等，提高学生的学习兴趣。
3.采用小组合作学习，培养学生的团队协作能力。
六. 说教学过程1.导入：通过展示图片，引导学生谈论自己的朋友，引出本课主题。
2.自主学习：学生快速阅读文章，回答相关问题，了解文章大意。
3.课堂讨论：学生分组讨论文章细节，分享自己的看法。
4.情境练习：学生模拟文章中的情境，运用一般将来时态描述自己的计划。
5.总结提升：教师引导学生总结文章主题，强调友谊的重要性。
6.课后作业：学生运用一般将来时态写一篇关于周末计划的短文。
七. 说板书设计板书设计如下：Friends•Four friends•Their plans for the weekend•Friendship八. 说教学评价1.课堂参与度：观察学生在课堂上的发言和互动情况，评价他们的参与度。
《Friends》 说课稿
《Friends》说课稿尊敬的各位评委老师：大家好！今天我说课的内容是《Friends》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析《Friends》是教材版本年级教材中的一个重要单元。
本单元以“朋友”为主题，通过一系列的阅读、听力、口语和写作活动，帮助学生学习和掌握与朋友相关的词汇、句型和表达方式，培养学生的语言运用能力和人际交往能力。
教材中的阅读文本生动有趣，讲述了不同人对于朋友的理解和看法，为学生提供了丰富的语言输入和思考素材。
听力材料则围绕朋友之间的日常交流展开，让学生能够在真实的语境中感受语言的运用。
口语和写作部分则引导学生运用所学知识，表达自己对朋友的观点和感受，从而提高学生的语言输出能力。
二、学情分析我所授课的班级学生具有一定的英语基础，但在语言表达和运用方面还存在一些不足。
他们对于新鲜事物充满好奇心，喜欢参与课堂活动，但在学习的自主性和自觉性方面还有待提高。
此外，学生在人际交往方面正处于一个重要的发展阶段，对于朋友的话题有着浓厚的兴趣和切身的感受。
三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标（1）学生能够掌握与朋友相关的词汇，如“friendship”“loyal”“trustworthy”等。
（2）学生能够熟练运用描述朋友的句型，如“My friend is kind and helpful” “I trust my friend because”2、技能目标（1）通过阅读训练，提高学生的阅读理解能力和获取关键信息的能力。
（2）通过听力训练，培养学生的听力理解能力和捕捉细节的能力。
（3）通过口语和写作练习，提升学生的语言表达能力和逻辑思维能力。
3、情感目标（1）引导学生珍惜友谊，树立正确的交友观念。
（2）培养学生的团队合作精神和人际交往能力。
四、教学重难点1、教学重点（1）掌握与朋友相关的重点词汇和句型。
口语课-Friends试讲稿(1)
FriendsGood morning/afternoon, boys and girl. How was your day? Pretty good? That’s nice. Ok, let’s start our English journey today. Different person has different characteristics. As for me, I am not very tall and I am a gentle. What’s your character? Tom? You said you are a little bit shy. Try to be brave, ok? And what about you Lucy? She said she always want to help others. So she is a very kind person. Right? Class, we have a brainstorm now. Try to think as many words as possible to describe a person and then write them down on your paper. One minutes for you. Finished? Four students as a group to have a discussion, you are asked to make decisions whether all those words you think about are proper to describe a person. Delete the wrong ones. Clear? Ok, stop here. Group one, what are the words your group think to describe a person? Funny, shy, and short? Are all these proper to describe a person? Yes. Good. Group three? What’s you r opinion? Quiet, humorous and tall? Are they right? Yes, but pay attention the two words, humorous, humorous, quiet, quiet. Repeat after me. Humorous, quiet. And don’t mix quiet with quite. Ok?Next let’s listen to a tape. After listening you will answer two questions. The first one is “What are the two girls talkingabout?” and the second one is “What is Peter like and what is Lucy like?” Here we go. The tape is over. Who can tell me the answer to the first question “What are the two girls talking about?” Joey? You said that they are looking at a photo book and talking about friends in the photo. Is he right? Yes, exactly. He grasp the main idea the whole passage. But who are the person the two girl talking about? Yes, Peter and Lucy. And then the second question? What is Peter like? John. He is clever and humorous. Why? Because he often tells us funny jokes. And what’s Lucy like? Linda. She is shy and quiet. And what does she look like? You don’t know? It’s ok. Who can help her? Jolin, please. She is small with a ponytail. Very good. Just like you. Sit down please. So much for the questions. Now listen to the tape again and read after the tape. Pay attention to the pronunciation and intonation. Ok after the reading, we have a whole understanding of this passage. Now who would like to come to the stage to have a role play? Wow, so many students want to have a try. Ok, Kate, you play as Sandy. And Olivia you act as Helen. Come here. Their show is over. What do you think of their performance? They speak very f luently, right? Let’s applaud for them. Go back to your seat. Do you want to play a game? I know you all love games. Let’s play a guessing game.One student will come to the stage to describe a student in the class, the other students will ask him by what is he/she like and guess what the student on the stage is describing. Clear? Ok, who would like to describe? Eason. Good boy, come to the stage. He said the one he is describe is a boy and he is tall. He is very humorous in our class. Guess who is he? Yeah. It’s our monitor Rogan. Next, He said it’s a girl. She is a little bit short with a ponytail and she is quiet. Who is she? Lily? Is it right? Eason? No? Then give us more information about her. Eason said she is clever in math. Then who is she? Yeah, she is Emma. Very good. Go back to your seat.My class, I was told this morning that a student lost his wallet and finally found it in the Lost and Found office. He was told that another student is the one who gives the wallet back. Now work in groups to find out who is the great helper. Try to use the key words and sentences patterns we have learned.Five minutes for you. // I can see that all of you have finished. Which group would like to show your result? Group 3, yes, please. Come to the stage. They have finished. Are they good performer? Yes, we can see that they have done a lot of preparation and the conversation is very smooth. And they find the great helper is David. He is very kind. Let’s applaud for them. Please go backto you seat. Now, Candy? Can you find the key words and sentence patterns in their dialogue? Yes, words are humorous, quiet, shy and so on and sentence pattern is what is he/she like? he/she is…. Exactly. You know in life we should see the good in someone. And know someone’s characters and make good friends with them. While in class, we should learn to work with others closely. Always remember that ok?After class, how about you going home and interviewing your parents to see what are they like. Next class we are going to invite someone to report his/her interview result in front of the class.Let’s call it a day. See you next class.That’s all for my presentation. Thanks for your attention.。
小学英语教师面试《My friends》试讲教案
小学英语教师面试《My friends》试讲教案小学英语《My friends》教案Teaching aims:Knowledge aims:Students can get to know the main idea of the dialogue.Students should know what descriptive words are.Ability aims:Students can improve their basic and intensive listening skills.Students can utilize relevant descriptive words in their own English.Emotional aims:Students’increase their personal interest in learning English.Teaching key points and difficult points:Key points:Difficult Points:Teaching procedures:Step 1 Warming-up1. Daily greeting.Greet students by asking them basic questions (i.e., what did you have for breakfast).2. Lead-inBring two students to the front. Ask the other students to describe how they look. Then ask them about why they used certain words (ie brown eyes, black hair, etc).a. Do the students know why we are using these words?b. What do the students think we might be learning about this lesson?Then lead into the topic “my friend”.Step 2 Pre-listening1. Ask students to look at a picture from the text, and they will be asked to guess the main idea of the text based on the title, pictures, and what we have already learned.2. Volunteers will be welcomed to answer the questions.3. Ask other students to briefly state their ideas. Step 3 While-listening1. Basic comprehensiveAsk students to listen to the dialogue to check if their guesses are right or not. If not, they need to findout the right answer and then genre of the passage. For this part, they will only be given one and a half minutes.After that, two students will be invited to share their ideas.Main idea: describing friend2. Intensive listeningAsk students to listen to the dialogue for the second time. This time, they are required to listen to it carefully to find out some details and then answer the following questions. They will have four minutes for this part. Students can also reference from the pictures.1) Name of the boy’s friend: His name is Zhang Peng.1) Three things about Zhang Peng? He is tall, Chinese, and strong.Highlight these newly introduced sentence structures to the students.Step 4 Post-listening1. Descriptions gamePut the students into groups of three. The students are to play a game where they will introduce their classmate to another classmate. They will then swap every few minutes, and eventually perform before the class.The students willdo this for eight to ten minutes and should use the descriptive sentence structures we learned in the last stage of the lesson.It will also consolidate their understanding of the content.Step 5 Summary & HomeworkSummary: Students will be invited to collectively review the content they have learned in this class.Homework: Ask the students to draw a short comic about their own friend(s) or family, using descriptive words and sentences that we have discussed today.Blackboard design:。
小学英语教师资格证面试试讲稿Myfriends
小学英语教师资格证面试一试讲稿：My friendsGood morning everyone. What’ new today? You will have a party tonight?Wow, it has to be so much fine. Who are you going with? Jack? Your friend? Then who is your friend? Oliver? Your deskmate. Good.Who are you going with? Julia? You go with your best friend Tina? She is sitting behind you. Very good.Then do you know what your friend look like? Ok, now I would like someone to come to the stage and help me. Mike, Woody, Nina please.So here they are. First let’s look at Mike and Woody. Mike is about 120cm, but Woody is 110cm. so how can we say about Mike?Oh in English we can say, “Mikeis tall. Tall,” read after me. Tall. Good. Then how can we say about Woody? He is not tall. Yes, in English we can say, “ He is short. ” Short is not tall. Clear?Short. Read after me. Short. Ok then, Mike can I ask you how heavy are you? Mike said that he is about 45 kilograms. And what about you Woody? Oh Woody said that he is about 40 kilograms. Then we cansee they are not the same.So how can we say about Mike? In English he is a little strong. It means he can put up heavy things. Mike show us you are very strong. Wow he lift a chair, very good. And then what can we say about Woody. He is not that strong. So we can call him “thin ”. When you are thin, youmay not have so much muscle. Just like Woody. Clear? Read after me.Thin, thin?Pay attention to the pronunciation. Look at my tongue. Thin. Good. An then, let’s look at Nina. What do you think of her? Yes she doesn’t talk much. So we can say that she is quiet. It means that she is not noisy.Quiet. Read after me. Quiet. Good. She is quiet, but she always smile andhelp others. So we can call her a very friendly girl. Friendly. Read afterme. Friendly. It means that she is a nice girl.Class, you all clear about these words? Yes. Ok, let me ask you. Whatis Mike like? Peter? You said he is strong and tall. Is he right? Yes, very good.What about Woody? Linda? You said he is short and⋯yes thin. Pay attention to the pronunciation. Thin. Good. Sit down please. Then what’sNina like? Let’s say it together. Yes she is quiet and friendly. You are allso good. Thank you Mike, Woody and Nina. Thanks for your help. Pleasego back to your seat.Now let ’s play a guessing game called who is he/she? First I wouldsay something about someone in our class. Then you tell me who ishe/she. Okay clear about rule? Pay attention to my question.Who is tall in our class? Joy please, Johnson, Mickey and Jessie aretall in our class, Is he right? Yes very good, sit down please. Then I willask who is friendly in our class. Ella? She thinks that Lily and Monica arevery friendly. Okay good sit down please.And then who is a little thin in our class. Let ’s point together. Yes, they are Rita and Ann. They are so thin. I think they should eat much. Right?Now let ’s have another game. I say what a person is like. If you are the one, you should stand up. Clear? And we see who stands the fastest. Who is quiet? Stand up quickly. Ok I saw, Albee, Betty and Michael stand up, and Albee is the fastest. Very good.Then who is friendly? Oh, Kate is very fast. Who is strong? whois short? I can see you all master those words. You are so clever.Here is a task for you. It ’s about introducing your friends. I wouldlike to divide into you into groups. Lily you four is group 1, then these four group 2, these four group 3 and these four group 4. Each group member first introduces each other and then I would like you to have a performance. Ten minutes for you. Time is up, which group wants to come here and have a show. I see group 1 put up their hands.eryV brave. Now come to the stage, and with one introduce others.Oh Iris would like to introduce others. Iris you can start. Iris said Lily is very friendly, Helen is tall and Rose is quiet. Is she right? Yes. Nicely done. You prepare very well. You did a very good job, go back to your seat. And which group wants to have a show next. okay group three really want to have one. Okay come here, who wants to introduce othermembers of your group.Mandy please. He said Uylia in his group is quiet, Vicky is thin and Ivy is short. Is he right? Very good. And what about yourself? You said you are strong. Yeah, we can see that. Excellent your group. Go backto your seat.After practicing I think you all know the words we have learned today. But I still want someone to summarize for me. Tina would you like to summarize what we have learned today? We have learned some new words for example, strong, quiet friendly, tall and short, yes very good sit down please.So after class you can introduce your friends your parents when you go back home, for example whether he is thin or he is quiet or friendly and so on, understand? okay now class is over see you next time.。
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FriendsGood morning/afternoon, boys and girl. How was your day? Pretty good? That’s nice. Ok, let’s start our English journey today. Different person has different characteristics. As for me, I am not very tall and I am a gentle. What’s your character? Tom? You said you are a little bit shy. Try to be brave, ok? And what about you Lucy? She said she always want to help others. So she is a very kind person. Right? Class, we have a brainstorm now. Try to think as many words as possible to describe a person and then write them down on your paper. One minutes for you. Finished? Four students as a group to have a discussion, you are asked to make decisions whether all those words you think about are proper to describe a person. Delete the wrong ones. Clear? Ok, stop here. Group one, what are the words your group think to describe a person? Funny, shy, and short? Are all these proper to describe a person? Yes. Good. Group three? What’s you r opinion? Quiet, humorous and tall? Are they right? Yes, but pay attention the two words, humorous, humorous, quiet, quiet. Repeat after me. Humorous, quiet. And don’t mix quiet with quite. Ok?Next let’s listen to a tape. After listening you will answer two questions. The first one is “What are the two girls talkingabout?” and the second one is “What is Peter like and what is Lucy like?” Here we go. The tape is over. Who can tell me the answer to the first question “What are the two girls talking about?” Joey? You said that they are looking at a photo book and talking about friends in the photo. Is he right? Yes, exactly. He grasp the main idea the whole passage. But who are the person the two girl talking about? Yes, Peter and Lucy. And then the second question? What is Peter like? John. He is clever and humorous. Why? Because he often tells us funny jokes. And what’s Lucy like? Linda. She is shy and quiet. And what does she look like? You don’t know? It’s ok. Who can help her? Jolin, please. She is small with a ponytail. Very good. Just like you. Sit down please. So much for the questions. Now listen to the tape again and read after the tape. Pay attention to the pronunciation and intonation. Ok after the reading, we have a whole understanding of this passage. Now who would like to come to the stage to have a role play? Wow, so many students want to have a try. Ok, Kate, you play as Sandy. And Olivia you act as Helen. Come here. Their show is over. What do you think of their performance? They speak very f luently, right? Let’s applaud for them. Go back to your seat. Do you want to play a game? I know you all love games. Let’s play a guessing game.One student will come to the stage to describe a student in the class, the other students will ask him by what is he/she like and guess what the student on the stage is describing. Clear? Ok, who would like to describe? Eason. Good boy, come to the stage. He said the one he is describe is a boy and he is tall. He is very humorous in our class. Guess who is he? Yeah. It’s our monitor Rogan. Next, He said it’s a girl. She is a little bit short with a ponytail and she is quiet. Who is she? Lily? Is it right? Eason? No? Then give us more information about her. Eason said she is clever in math. Then who is she? Yeah, she is Emma. Very good. Go back to your seat.My class, I was told this morning that a student lost his wallet and finally found it in the Lost and Found office. He was told that another student is the one who gives the wallet back. Now work in groups to find out who is the great helper. Try to use the key words and sentences patterns we have learned.Five minutes for you. // I can see that all of you have finished. Which group would like to show your result? Group 3, yes, please. Come to the stage. They have finished. Are they good performer? Yes, we can see that they have done a lot of preparation and the conversation is very smooth. And they find the great helper is David. He is very kind. Let’s applaud for them. Please go backto you seat. Now, Candy? Can you find the key words and sentence patterns in their dialogue? Yes, words are humorous, quiet, shy and so on and sentence pattern is what is he/she like? he/she is…. Exactly. You know in life we should see the good in someone. And know someone’s characters and make good friends with them. While in class, we should learn to work with others closely. Always remember that ok?After class, how about you going home and interviewing your parents to see what are they like. Next class we are going to invite someone to report his/her interview result in front of the class.Let’s call it a day. See you next class.That’s all for my presentation. Thanks for your attention.。