全英初中说课稿(精选3篇)
全英初中说课稿 篇一
Title: Teaching Plan for English Listening and Speaking Class in Junior High School
Good morning, everyone! Today, I am going to present my teaching plan for an English listening and speaking class in junior high school. The topic of this lesson is "Describing Daily Routines". This lesson is designed for Grade 8 students and aims to improve their listening and speaking skills through various activities.
1. Objectives
- To enable students to understand and use vocabulary related to daily routines.
- To develop students' listening skills by listening to dialogues and answering questions.
- To enhance students' speaking skills by engaging in pair and group discussions.
- To encourage students to express themselves confidently in English.
2. Warm-up (5 minutes)
To activate students' prior knowledge and set the context, I will start the class with a short video clip showcasing different daily routines. After watching the video, students will be asked to share their own daily routines with a partner.
3. Vocabulary Introduction (10 minutes)
I will introduce vocabulary related to daily routines using flashcards and real-life objects. To ensure understanding, I will provide clear explanations and encourage students to repeat the words after me. We will also practice pronunciation and spelling through various interactive activities.
4. Listening Activity (15 minutes)
Students will listen to a dialogue between two people discussing their daily routines. They will be given a worksheet with multiple-choice questions to answer based on the dialogue. Afterward, we will check the answers as a class and discuss any difficulties students may have encountered.
5. Speaking Practice (20 minutes)
In pairs, students will create dialogues using the vocabulary and sentence structures learned. They will take turns role-playing different characters and describing their daily routines. I will monitor their conversations and provide guidance as needed. Finally, some students will be invited to share their dialogues with the whole class.
6. Group Discussion (15 minutes)
To promote collaboration and critical thinking, students will be divided into groups of four. Each group will receive a set of discussion questions related to daily routines. They will take turns discussing the questions and sharing their opinions. I will encourage students to use the target vocabulary and provide guidance to facilitate the discussion.
7. Wrap-up (5 minutes)
To conclude the lesson, I will ask some students to summarize what they have learned about daily routines. I will also provide feedback and praise their efforts throughout the class. Homework will be assigned, which includes writing a short paragraph describing their own daily routines.
By the end of this lesson, students should have a better understanding of vocabulary related to daily routines, improved listening skills, and increased confidence in speaking English. Thank you for your attention.
全英初中说课稿 篇二
Title: Teaching Plan for English Reading and Writing Class in Junior High School
Good morning, ladies and gentlemen! Today, I am going to present my teaching plan for an English reading and writing class in junior high school. The topic of this lesson is "Descriptive Writing". This lesson is designed for Grade 9 students and aims to enhance their reading and writing skills through engaging activities.
1. Objectives
- To enable students to understand and analyze descriptive texts.
- To develop students' reading skills through close reading and comprehension activities.
- To enhance students' writing skills by guiding them in writing descriptive paragraphs.
- To encourage students to express their creativity and use descriptive language effectively.
2. Warm-up (5 minutes)
To activate students' prior knowledge and create interest, I will display a series of captivating images on the screen. Students will be asked to observe the images and share their initial impressions. This will serve as a lead-in to the topic of descriptive writing.
3. Pre-reading Activity (10 minutes)
I will introduce the concept of descriptive writing and provide examples of descriptive texts. Students will be asked to identify the key features of descriptive writing, such as vivid language, sensory details, and organizational patterns. We will discuss their findings as a class.
4. Reading Comprehension (15 minutes)
Students will be given a descriptive text to read individually. They will be provided with a set of comprehension questions to answer, which will require them to identify specific details, make inferences, and analyze the author's use of language. We will discuss their answers and interpretations as a class.
5. Writing Practice (20 minutes)
Using the descriptive text as a model, students will be guided in writing their own descriptive paragraphs. They will choose a person, place, or object and describe it using vivid language and sensory details. I will provide a writing framework to support their writing process and offer individual assistance as needed.
6. Peer Feedback (15 minutes)
Students will exchange their written paragraphs with a partner for peer feedback. They will be given specific criteria to evaluate each other's work, such as the use of descriptive language, organization, and coherence. This peer feedback session will encourage students to reflect on their writing and provide constructive suggestions.
7. Revision and Final Writing (15 minutes)
Based on the feedback received, students will revise their initial drafts and write a final version of their descriptive paragraphs. They will be encouraged to incorporate the suggestions given by their peers and aim for improvement. I will circulate the classroom, providing guidance and support during this revision process.
8. Sharing and Reflection (10 minutes)
To conclude the lesson, students will be invited to share their descriptive paragraphs with the whole class. They can choose to read their paragraphs aloud or display them on the board. Afterward, we will engage in a class discussion, reflecting on the challenges faced and the strategies used during the writing process.
By the end of this lesson, students should have a better understanding of descriptive writing, improved reading skills, and enhanced writing skills. Thank you for your attention.
全英初中说课稿 篇三
全英初中说课稿
Part One Analysis of the Teaching Material
(一) STATUS AND FUNCTION
1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of list
2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.
3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
(二)ANALYSIS OF THE STUDENTS
The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.
(三)TEACHING AIMS AND DEMANDS
The teaching aim\'s basis is established according to Junior School English syllabus\' provision.
1.Knowledge objects
(1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I\'m sorry”“That\'s all right”.
(2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson.
(3) To finish some exercises.
2.Ability objects
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To develop the Ss’ abilities of communication by learning the useful structures.
3.Moral objects
(1) To enable the Ss to be polite and love life.
(2) To enable the Ss to look after their things well.
(四)TEACHING KEY AND DIFFICULT POINTS
The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material\'s position and function.
1.Key points:
(1).To help the Ss to communicate with each other.
(2).To enable the Ss to study in groups and co-operate skillfully.
(3).To develop the Ss’ interest in English.
2.Difficult points:
(1) How to make dialogues and act them out.
(2) How to write the right whole sentences.
(五) TEACHING AIDS
Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.
Part Two The Teaching Methods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based” teaching method
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.
Teaching special features
To use these methods are helpful to develop the Ss’ thought.
Part Three STUDYING WAYS
1.Teach the Ss how to be successful language learners.
2.Let the Ss pass \"Observation—Imitation—Practice \" to study language.
3.Teach the Ss how to master dialogues and how to communicate with others.
Teaching special features:
Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.
Part Four Teaching Procedure
I’ll finish this lesson in four steps. First I’ll pide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.
