大学英语说课比赛课件最终版
大学英语课程说课ppt课件
01
Course Introduction and Objectives
Positioning of College English Curriculum
College English is a public basic course aimed at cultivating students' comprehensive English application abilities to meet the needs of China's social development and international communication.
Through the study of this course, students should be able to master certain English language knowledge, possess basic listening, speaking, reading, writing, and translation skills, as well as the ability to use English for daily communication and obtain professional information.
• Textbooks should be equipped with corresponding exercise books, listening materials, multimedia courseware and other teaching resources to facilitate students to learn independently and consolidate their knowledge.
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 hav e 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.Part 1 My understanding of this lessonThe 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 life through 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.Part 2 My teaching theories, methods and aidsBefore 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 blackboardPart 3. Teaching steps / proceduresI 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, HomeworkStep 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’ intere st 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.Purpose: 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.Part 4. Blackboard designUnit 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.。
大学 英语 说课 比赛 PPT及说课备注 全英语
Time Allotment
This is the 1st class of the text learning. I divide this class into three general parts: pre-reading, while reading, and post- reading.
Answer: Rational thinking and analytical approach to problems; capable of acting with toughness when necessary
While Reading:
Lecture Contents
Teaching Aims and Demands Teaching Key and Difficult Points Teaching Methods
Time Allotment
Teaching Procedure
Lead-in:
After watching the video, please give the definition of “LEADERSHIP” .
(2)It arouses the students interests in English learning and promotes their efficiency in teamwork.
(3)It shows the dominant position of the students in class activities.
Text Reading
2nd time reading: Scanning Scanning is quick reading in order to get specific information.
英语教师说课比赛ppt课件
Divide the Ss into groups of four and ask each group what they will do for their friends.
Task 1 Fill in the blanks according to the text
2 Help the students to describe friends or friendship with the learned words.
PartⅣ Analysis of teaching theories, methods and aids
Teaching theories:
1 The students are the real masters in class.
PartⅡ Analysis of teaching objectives
1 Knowledge objectives
(1) Enable the Ss to master the new words, phrases and useful expressions.
(2) Get the Ss to have a good understanding of friends and friendship.
Part Ⅰ Analysis of teaching background
1 About the teaching material
The selected teaching material is taken from Unit 2, Book B of English for Vocational School. The topic is about friendship, which is intended to develop the theme of this unit.
(完整版)英语说课ppt模板
4.Teaching Methods
1. Teaching Methods: (1)Task-based methodology (2)Taking communicative language teaching (3)Group work
2. Teaching Aids: A projector, a computer,a blackboard,and chalk pieces
5.Teaching Procedures
Step I Greeting ( 1minutes) Step II Warming up (6minutes) Step III Teaching vocabularies (25minutes) Step IV Activities (10minutes) Step V Homework (3minutes)
2.Teaching objectives
Language objectives Ability objectives Moral objectives Learningobjectives Cultural Awareness
1. Language Objectives
Learn and grasp the following important useful new words and expressions in the part: amusing, energetic, intelligent, nervous, patient, serious, strict
5. Cultural Awareness Let students learn to describe person with correct words.
大学英语说课优秀课件
1 中学英语
2 大学英语
3
社工英语 管理英语 电子英语 商务英语 文秘英语 Type D
计算机英语
2. 建设思路（建立在学情分析之上）
学生特征分析
年龄个性特征
学Cl生ick大t部o 分ad是d9t0ex后t， 以独生子女为主，有较 强的交际意识，对事物 的兴趣不稳定。
学习类型
学生的学习类型主要 分为四种：厌学型、刻 苦型、兴趣动力型、目 标任务型。
4.课程发展
学科价值 教改方向 发展前景
遵循高职高专培 养应用型人才的 目标，在加强英 语语言基础啊知 识的同时，培养 学生运用英语涉 外交际的能力
教师主导，纯语 言传授以学生为 主体、语言与技 能并重的转变
英语作为一 门语言工具 ，其他专业 整合是必然 的发展趋向
4.课程发展
不足
没有 完全与 市场需 求接轨
解决措施
坚持改革总方针 组织形式多样化 教学方法多样化
教学资源多元化化
根据学生学习类型的不同，采取不同的指导策略
厌学型
刻苦型
兴趣动 力型
目标任 务型
激发其学习 英语兴趣， 适当放低要 求以利于学 生自信感的 培养
加强对其学 习方法的指 导，引导其 拓宽眼界， 了解英语文 化
增强其英语 学习的成就 感，同时不 能忽略对基 础知识的巩 固
激发其对英 语的热情， 除了应试英 语，培养其 实际运用英 语交际能力
6
Shopping and sightseeing
购物与观光有 关的交际表达
旅行社广告
7
Farewell
告别有关的交 际表达
告别信
8
Applying for a Job
大学英语说课比赛课件最终版
All entries must be original and must not infringe any intellectual property rights.
Clear rules
Fairness and impartiality
Respect intellectual property rights
Emphasis
Emphasize and highlight key knowledge points in the course to help students understand and master the core content of the course.
Highlight display
Suggestions
02
03
04
THANKS
感谢观看
VS
Rating criteria usually include speech content, language expression, body language, time control, etc. The specific rating criteria are determined according to the requirements of the competition organizer.
Lectures
In depth discussions on key concepts and techniques
Case Studies
Analyzing and Criticizing Real World Speeches
Practical Exercises
Role playing, mock speeches, and feedback sessions
英语说课比赛课件
二、说教法、学法、教具 说教法、
教法： 更好地实现教学目标，有效地突出重点、突破难点， 教法：为了 更好地实现教学目标，有效地突出重点、突破难点，
我在教学中灵活地运用了情景法、比较法、 我在教学中灵活地运用了情景法、比较法、直观法和多媒体辅助 法等多种方法，充分调动学生学习的积极性。 法等多种方法，充分调动学生学习的积极性。 In this lesson I will adopt scene teaching method,taskbased method ,cooperation-study method,games and so on.
2.教学目标： 教学目标： 教学目标
掌握有关天气的词汇。 【知识目标】1.掌握有关天气的词汇。 知识目标】 掌握有关天气的词汇 2.学会如何询问天气情况。 学会如何询问天气情况。 学会如何询问天气情况 --- How’s the weather? --- It’s sunny. 3. 能够描述人们正在做的事情。 能够描述人们正在做的事情。 【能力目标】培养学生运用英语听说读写的能力。 能力目标】培养学生运用英语听说读写的能力。 【情感目标】让学生学会关爱他人，关心环境。 情感目标】让学生学会关爱他人，关心环境。
Translate and write them down. 1. - 多伦多天气怎么样？ 多伦多天气怎么样？ - 是晴天。 是晴天。 - How is the weather in Toronto? - It’s sunny. 2. - 他们正在干什么？ 他们正在干什么？ - 他们正在打篮球。 他们正在打篮球。 - What are they doing? - They’re playing basketball.
Moscow
Shanghai
大学英语课程说课ppt课件
.
:all have within
Reading：
预习检测: 留下好印象有哪些技巧？（启发、问答）
➢You are the message.(你本人就是信息） ➢Be yourself.（保持自我) ➢Use your eyes.(用你的眼睛） ➢Lighten up.（别太当真）
情景教 学法
游戏教 学法
合作学 习法
任务教 学法
听说教 学法
灵活 运用
教学方法
.
五、教学内容
课程设置
拓展：大学英语读写4、 新职业英语、英美文化
大学英语
进阶：大学英语读写2、3、视 听说2、综合训练、影视赏析
基础：大学英语读写1、视听 说1、综合训练、影视赏析
.
教学内容
理论模块
阅读 翻译方法
写作 语法
interviewee
chemical inspector 化工检验员
pharmacist 药剂师
safety officer 安全员
素质培养 19,工作能力; 14,学习能力
.
Speaking
Dos and Don’ts in an Interview What to dress?
小组讨论、情景会话、角色扮演 ➢ 面试的服装 ➢ 面试怎样站、坐、走 ➢ 面试的手势和眼神 ➢ 面试不应该做的 素质：1,职业道德 2,人文 17,合作 19,工作
.
Book 1
Unit 4
New Horizon College English
How to Make a Good Impression
如何给别人留下好印象
大学英语一等奖说课稿ppt课件
03
Teaching process and arrangement
2024/1/25
11
Pre class preparation and introduction
• Textbook analysis: Conduct in-depth research on the content of the textbook, clarify teaching objectives and priorities, and provide strong support for classroom teaching.
Organize extracurricular activities such as English corners and speeches to create an atmosphere for English learning
2024/1/25
Organize students to engage in extracurricular reading, writing, and translation exercises to expand their language application abilities
2024/1/25
9
Design of practical teaching process
Design language practice activities such as role-playing and situational dialogue to improve students' oral expression ability
8
Teaching methods and means
大学英语说课比赛课件最终版 PPT
The real person 1) ceaynesexpress feelings 2) fnaactiuarlael xpression 3) skhiny 4) tdhyensaemnisce that gives
people
The wax figure 1) ehyaersdly can 2) fsaticfifal expression 3) spkailne 4) tshteatsiecnse that gives
Structure Writing
General statement: There are lots of differences between the wax figure and the real person.
The real person
1) eyes 2) facial expression
spend or save imperative sentence
confused manipulated
Text Understanding
school, parents, political figures. TV, movies, printed media and road signs……
comparison & contrast
Writing Strategy
The way to develop paragraphs by comparison/contrast 1. point-by-point pattern 2. subject-by-subject pattern 3. The sim-diff pattern
Lead-in What stimulate our buying desire ?
大学英语说课ppt课件
Basic Communication Skills
Lesson 1
02
Greeting and Introduction
Lesson 2
03
Giving and Receiving Information
Course outline
Lesson 3
Making and Responding to Suggestions and Requests
does not deviate from the topic.
Role playing
Role allocation
Assign different roles to students based on the course content.
Scenario simulation
01
Course Introduction
Course objectives
01
02
03
04
Improve students' English listening and speaking skills
Enhance students' language application capability in real life
Writing skills
Writing skills
Teach students how to improve their writing skills through writing techniques such as conceptualizing article structure, using appropriate vocabulary and grammar, and editing and proofreading articles.
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Lead-in
Lead-in
What is the Dmyoisntgrewgirtehtfmulotnheiyngleifnt one’s life?
Lead-in
Shall we spend excessively ?
balance spending and saving
Text Understanding
The real person
1) eyes 2) facial expression
3) skin 4) the sense that
gives people
The wax figure
1) eyes 2) facial expression 3) skin 4) the sense that
gives people
Skimming & Scanning
1. How does the author feel when dealing with the spending and saving question(para.1) ? Confused and manipulated.
2. What do permissive and upright messages refer to(para.2) ?
people
The wax figure 1) ehyaersdly can 2) fsaticfifal expression 3) spkailne 4) tshteatsiecnse that gives
people
Assignment
content
upright Work hard and save. message Suspend your desires. (para.2) Avoid luxuries……
permissive message (para.3)
Buy, spend, get it now. You need this!
Structure Writing
General statement: There are lots of differences between the wax figure and the real person.
The real person 1) ceaynesexpress feelings 2) fnaactiuarlael xpression 3) skhiny 4) tdhyensaemnisce that gives
school, parents, political figures.
permissive message (para.3)
Buy, spend, get it now. You need this!
TV, movies, printed media and road signs……
comparisonห้องสมุดไป่ตู้& contrast
Lead-in What stimulate our buying desire ?
Lead-in
You deserve it !
Lead-in
Be good to yourself!
This alcohol can make you a real man!
A houseLiesamdo-irne dependable than a man.
Text Understanding
Permissive message:Buy, spend, get it now. You need this!
Upright message: Work hard and save. Suspend your desires. Avoid luxuries. Control your appetite for more than you truly need.
NEW HORIZON 2 (THIRD EDLIOTIGOON)
Spend or save— The student’s
dilemma
Teaching Tasks
Lead-in Text Understanding Writing Strategy Assignment
Lead-in
If you are a millionaire, what will you buy with the money? Why?
Writing Strategy
The way to develop paragraphs by comparison/contrast 1. point-by-point pattern 2. subject-by-subject pattern 3. The sim-diff pattern
Text Understanding
spend or save imperative sentence
confused manipulated
Text Understanding
content
source
upright message (para.2)
Work hard and save. Suspend your desires. Avoid luxuries……
Subject B: Comparison: A…… B…… C……
Exercise for subject-by-subject pattern
插入范冰冰的照片
Compare: Which is the real FanBing-bing?
Structure Writing
General statement: There are lots of differences between the wax figure and the real person.
source
school, parents, political figures.
TV, movies, printed media and road signs……
subject-by-subject pattern
Writing Strategy
subject-by-subject
Subject A: Comparison: A…… B…… C……