英語說課課件Unit2Friendship英語說課課件Unit2FriendshPartⅠAnalysisofteachingbackgroundPartⅡAnalysisofteachingobjectivesPartⅢAnalysisofteachingfocusanddifficultiesPartⅣAnalysisofteachingtheories,methodsandaidsPartⅤStrategicguidingPartⅥTeachingproceduresPartⅦBlackboarddesignPartⅠAnalysisofteachingbaPartⅠAnalysisofteachingbackground1Abouttheteachingmaterial

TheselectedteachingmaterialistakenfromUnit2,BookBofEnglishforVocationalSchool.Thetopicisaboutfriendship,whichisintendedtodevelopthethemeofthisunit.Characteristic1:Itisalongpassagewithalargenumberwordsandseveralcomplexsentences.Characteristic2:Itdealswithatopicwhichisquitefamiliartothestudents.PartⅠAnalysisofteachingba2Aboutthestudents(1)TheyarebeginnersinlearningEnglish.(2)Theyareeagertoshowwhattheyhaveknown.PartⅠAnalysisofteachingbackground2AboutthestudentsPartⅠAnaPartⅡAnalysisofteachingobjectives1Knowledgeobjectives(1)EnabletheSstomasterthenewwords,phrasesandusefulexpressions.(2)GettheSstohaveagoodunderstandingoffriendsandfriendship.2Abilityobjectives(1)TodeveloptheSs’abilitiesoflistening,speaking,reading,writingandcommunicating.(2)TogettheSstocooperatemorewiththeirpartnersinEnglishactively.3Emotionobjectives

(1)TohelptheSsrealizetheimportanceoffriendsinourlife.(2)ToencouragetheSstodosomethingtheycanfortheirfriends.PartⅡAnalysisofteachingobj

PartⅢAnalysisofteachingfocusanddifficultiesTeachingfocus:1GettheSstomasterthenewwords,phrasesandusefulexpressions.2GettheSstohaveagoodunderstandingoffriendship.Teachingdifficulties:1Helpthestudentstodeveloptheirreadingskills.2Helpthestudentstodescribefriendsorfriendshipwiththelearnedwords.PartⅢAnalysisofteachingfPartⅣAnalysisofteachingtheories,methodsandaidsTeachingtheories:

1Thestudentsaretherealmastersinclass.2Theteachershouldactasadirectorandorganizer.3Thestudents’abilitiesoffourbasicskillsshouldbeconsideredasaunion.Teachingmethods:

Task-basedlanguageteachingSituationallanguageteachingTeachingaids:AprojectorAlaptopcomputerAtaperecorderAblackboardPartⅣAnalysisofteachingthePartⅤStrategicguiding1Helpthestudentstodeveloptheirreadingskills.2Helpthestudentstobeconfidentinapublicspeech.PartⅤStrategicguiding1HelpPartⅥTeachingproceduresStep1Warming–upandLead-inStep2FastreadingStep3ListeningandComprehensionStep4LanguagefocusStep5PracticeStep6AssessmentStep7HomeworkPartⅥTeachingproceduresStep1Step1Warming-upandLead-in1Doyouhaveafriend?2Whatdoyouusuallydowithhim?Step1Warming-upandLead-in1Step2FastreadingTask1:Readthepassageasquicklyasyoucan.Task2:Trytoanswerthefollowingquestions.(1)Whatkindofpersonisa“playmate”?(2)Whatkindofpersoncanberegardedasa“closefriend”?(3)Whatkindoffriendsdopeopleusuallyhave?Step2FastreadingTask1:ReadStep3ListeningandComprehensionTask1:ListentothetapeandfinishthefollowingTorFquestions.Task2:Listentothetapeagainandtrytofollowit.Task3:Putthegeneralideaofeachparagraphincorrectorder.Step3ListeningandComprehensTrueorfalsequestions:()1Wemaygetonwellwithmanypeople,butwemakefriendswithafew.()2Peoplehavedifferentkindsoffriends.()3Closefriendsarethosewhocansharejoyandsorrowwithyou.()4Agoodfriendissomeonewhocandoanythingforyou.()5Agoodfriendissomeoneyoucanrelyonwhenyouareinneed.()6Achesspartnerisnotafriend.Trueorfalsequestions:Peoplehavedifferentkindsoffriends.Friendsplayanimportantroleinourlives.Wemayhavemanygoodfriendsbutonlyonebestfriends.Oneshouldcherishhisfriendshipwithothersandshouldn’texpecthisfriendstodoeverythingforhim.Friendsplayanimportantroleinourlives.Peoplehavedifferentkindsoffriends.Wemayhavemanygoodfriendsbutonlyonebestfriends.Oneshouldcherishhisfriendshipwithothersandshouldn’texpecthisfriendstodoeverythingforhim.Peoplehavedifferentkindsof

Step4LanguagefocusImportantphrases:playapartinmakefriendsgetonwellwithsb.anumberofsuchasrelyonImportantsentences:Ifyouplaywithsomeoneontheplayground,thepersonisyourplaymate.Aclosefriendissomeonewhoisabletoshareexperiences,joysandsorrowswithyou.Thisisapersonyoucanrelyonwhenyouneedhelp,andthisisthepersontowhomyouarewillingtolendahelpinghand.Importantwords:clearlyfreelychildhoodrecentlychooseactivityplaymatepartnersharesorrowtreasureStep4LanguagefocusImportantStep5PracticeTask1:GettheSstofillintheblanksaccordingtothetext.Task2:PairworkGetthemtoretellthetextwiththelearnedwordsinthisclass.Task3:GroupworkDividetheSsintogroupsoffourandaskeachgroupwhattheywilldofortheirfriends.Step5PracticeTask1:GettheTask1Fillintheblanksaccordingtothetext

Friendsplayanimportant____inourlife.Everyonecanhave_______kindsoffriends,_________,schoolfriends,workfriends,orsportsfriends.Apersonmay_____differentfriendsfor______.Butweonlyhaveonebestfriend_____isableto_______experiences,joysand_______withus.Weshouldknowthatfriendshipisoneofourlife’sgreatest_______.Task1FillintheblanksaccoTask2:PairworkGetthemtoretellthetextwiththelearnedwordsinthisclass.Encourageseveralpairstoretellthepassage.Task2:PairworkEncouragesevTask3:GroupworkDividetheSsintogroupsoffourandaskeachgroupwhattheywilldofortheirfriends.StudentAOrganizerStudentBWriterStudentCSecretaryStudentDReporterTask3:GroupworkStudentAStuStep6Assessment1Askthestudentstoevaluatetheirperformanceinthisclass.2Theteachershouldgivesomebriefcommentsontheirwork.Step6Assessment1AskthestudStep7Homework

Getthestudentstoreviewthewordsandphraseslearnedinthisclass.AskthestudentstouseEnglishtowriteane-mailtotheirfriendsandtellthemtheirjoysatschool.Step7Homework

GetthestudentPartⅦBlackboarddesign

Unit2FriendshipImportantwords:clearlyfreelychildhoodrecentlychooseactivityplaymatepartnersharesorrowtreasureImportantphrases:playapartinmakefriendsgetonwellwithsb.anumberofsuchasrelyonImportantsentences:Ifyouplaywithsomeoneontheplayground,thepersonisyourplaymate.Aclosefriendissomeonewhoisabletoshareexperiences,joysandsorrowswithyou.Thisisapersonyoucanrelyonwhenyouneedhelp,andthisisthepersontowhomyouarewillingtolendahelpinghand.PartⅦBlackboarddesign

Unit2英語教師說課比賽課件：Unit-2-Friendship2所謂說課是教師在備課的基礎上，面對評委、同行、系統地口頭表述自己的教學設計及其理論依據，然后由聽者評說，達到相互交流，共同提高的目的的一種教學研究形式。說課的基本步驟

所謂說課是教師在備課的基礎上，面對評委、同行、系統地口頭表述一、說教材1、教材的地位：從地位上、結構上、內容上、教育意義上等方面論述本節教材在本課\本書中的地位和作用。2、教學目標：根據新課程標準的要求、學生年齡特點、生活經驗、認識問題的層次、程度、學生發展的需要等方面制定出三維學習目標。3、教學重點、難點：從教學內容、課標要求、學生實際、理論層次、對學生的作用等方面找出確立重點難點的依據并確定教學的重點和難點。二、說教法依據《綱要》、課標的四性、新理念、新教法等理論具體說明將在課堂設計中運用那些方法。這里可以從大的方面，從宏觀上來說一下，具體詳細可以放在下一個教學程序里說明。如：1、參與式

2、討論式

3、互動式

4、體驗式

5、研究性學習6、談話、對話、辯論、調查、情景模擬、親歷體驗、小活動等三、說學法依據新的教學理念、學習方式的轉變，說出所倡導自主、合作、探究等方式方法。達到體驗中感悟情感、態度、價值觀；活動中歸納知識；參與中培養能力；合作中學會學習。四、說教學程序主體部分：說出教學的基本環節、知識點的處理、運用的方法、教學手段、開展的活動、運用的教具、設計的練習、學法的指導等。并說出你這樣設計的依據是什么。五、說板書一般正規的說課如果時間允許的情況下，是要在說教學程序的過程中寫出板書提綱的。如果時間很緊張，你可以提前寫在一張大紙上，張貼在黑板上也可以。能夠配合講解適時出示，達到調控學生、吸引注意、使師生思路合拍共振的目的說出這樣設計的理由。如：能體現知識結構、突出重點難點、直觀形象、利于鞏固新知識、有審美價值等。一、說教材