初二英语全英文说课稿

初二英语全英文说课稿Goodmorning,everyoneI’mastudentfromChongQingnormaluniversity.NowI’llsayLessonSixinBookthree“whatareyoudoingforvacation”.I’llpreparetosaythelessonfromsixparts.PartOneAnalysisoftheTeachingMaterial(I)Statuesandfunction1.ThisisanimportantlessoninBookthree.Fromthislessonstudentscanbebraveenoughtocommunicativewithothers.Thisunitdealswiththefamiliarstructure“bedoing”butthestructurehasanotherfunction.Iwanttocallthestudents’awarenessthatlanguageiscomplicatedthatthesameformwillhaveseveralfunctionsandthesamefunctioncanbeexpressedbydifferentstructures.FromthislessonstudentswillhavemoreknowledgeofEnglishlanguageandwanttolearnmoreaboutthelanguage.2.Thislessonisthefirstlessonofthisunit,ifthestudentscanlearnthislessonwell,thecanbewell-preparedforthenextstudy.3.Suchatopicisrelatedtodailylife,soitishelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenEnglish.(II)TeachingaimsanddemandsTheteachingaimsbasisisestablishedaccordingtoJuniorSchoolEnglishsyllabus.1.Instructionalaims(languageknowledgeandlanguageskills)1)Bytheendoftheclass,thestudentshouldhaveageneralideaofthenewstructureandknowwhatthelessonwilltalkabout.2)Bytheendofthelesson,studentsshouldmemorizesomenewwordsandthevocabularyhaveleanedshouldbereviewed.3)Bytheendofthelesson,thestudentscanexpressthesesentencesfrequentlyandsomestudentscanusethenewstructuretohaveshortconversations.(III)TeachingfocusanddifficultiesTheteachingkeyanddifficultpoints’basisisestablishedaccordingtosectionAofLessonthreeintheteachingmaterialspositionandfunction.1.Focalpoints:(1).Tohelpthestudentstoknowthat“begoing”canbeusedtoexpressfutureplan.(2).Toenablethestudentstoknowsomenewexpressionsandwords.(3)Toenablesomestudentsgraspthenewform.2.Difficultpoints:(1)Howtomakeconversationaccordingthestructure.(2)Howtomakethestudentstochangethefixedideathat“bedoing”onlycanbeusedinpresentform.(IV)TeachingaidsMulti-mediacomputer,Taperecorder,Software:PowerPoint,schoolthingsandsoon.Theywillbeneededinthislesson.PartTwoAnalysisofstudentsMystudentsarerelativelygoodclassthestudentsareeagerlytolearnEnglishandtheycanbehavethemselvesverywellinclass.Severalstudentshaveagoodknowledgeandtheyareconfidentandactiveinclass,whileafewareshyandnotactiveinclass.TheSshaslearnedEnglishforaboutoneyearsofar.Theyarefamiliarwiththe“begoing”formusedaspresenttense.Thestudentsknowwellaboutteacher’steachingstyleandtheteachingprocess.Thestudentshavegraspedanumberofvocabularies.PartThreeTheTeachingMethods1.Communicativelanguageteachingmethods2.Audio-visualteachingmethodAsweallknow:themaininstructionalaimsoflearningEnglishintheMiddleSchoolistocultivatestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.SointhislessonI’llmainlyuse“Communicative”teachingmethod,“Audio-visual”teachingmethod.Thatistosay,Iwillintroducetheclassbyconversationwiththestudentsandaskthemtohaveconversations.Sotheycanhaveabetterunderstandingofthenewstructure.Iwillusecomputershowsomeactivities(theseactivitiesincludedthenewwordsandthestudiedwords)andletthemmakeconversation.PartFourStudyways1.LettheSspass\Observation—Imitation—Practice\tostudylanguage.2.dosomeexercisetoconsolidatewhathavebeenlearned.PartFiveTeachingProcedureI’llfinishthislessoninfoursteps.Step1Warm-up1.AfreetalkbetweenstudentsandteacherSuchasT:Helloeveryone,youknownationaldayiscoming.Ss;Yes!T:whatdoyouwanttodoonyourvacation?Ss:Iwanttodo…Inthisconversationthestudentsmaybedon’tunderstandsomewordsoIwillwritethenewwordontheblackboard.ThenIwillleadtheclasstoreviewtheuseofpresentprogressivetense”bedoing”bydoingsomeexercises.Theseexercisesaremainaboutusingtheproperformstofilltheblanks.AfterthatIwillaskthestudentslookatthepictureofthebookandtrytoexplainthenewuseof“bedoing”Step2.PresentationIwillwritethesentences“whatareyoudoingforyourvacation?”and“Iambabysittingmysister”.Thenaskthestudenttoreadwithme.Afterthataskthestudentstooffersomeverbsthehavelearnedandwritethemonblackboard.Andletthemlookatthepicturetofindouttheactivitiesofthesestudentsonthepicture.BythiswayIcanexposethemtosomenewwordsandexpressions.DuringtheprocessIwillrepeatthesentencesothatthestudentscangraspstructure.Step3.PracticewhenthestudentshaveknowntheusewellIwillusethepptandsomeprintedpicturetoshowsomeconversationsandwritedowntheimportantwordsontheblackboard.Inthiswaythestudentscanpracticethesentenceandalsocanenlargetheirvocabularies.Step4.ProductionInthisstepI’llgivetheSsafreespacetoshowtheirabilities.Iwillshowthestudentsotherpicturesandaskthesomestudentstomakeupthesimilarconversation.AndI’llalsowriteafewsentenceswithsomewordsmissingandasksomeshystudentstodothemtocheckwhetherallthestudentshaveunderstoodthestructureornot.Step5.Homework:(1)Reviewandrecitethewordsasmanyaspossibleafterclass.(2)Makeadialogueaccordingtowhathavebeenlearnedandpreviewthelesson.Purposeofmydesigning:IthinkhomeworkissoimportantthattheSsshouldspeakEnglishasmuchastheycaninclassorafterclass.ItisnecessaryfortheSsreviewwhathavelearnedandpreview.PartSixBlackboardDesignCamping-Whatareyoudoingforvacation?SurfRe