视频英语教学模板

|英语说课模板（分环节版），超实用！ 教学考试研究院  高中英语研究中心   4月15日 说课就是教师口头表述具体课题的教学设想及其理论依据，也就是授课教师在备课的基础上，面对同行或教研人员，讲述自己的教学设计，然后由听者评说，达到互相交流，共同提高的目的的一种教学研究和师资培训的活动。 说课的环节通常有：说教学材料、说教学目标、说重难点等、说学生、说教法、说学法、说工具、说教学程序、说板书等。教师可根据需要自由组合以上环节，但一般都包含：说教学目标、说重难点、说教法和说教学程序等。下面列出其中一些环节的英文说课模板，供各位老师参考。 Teaching Material The content of my lesson is ______________. It provides all-around practice of listening, speaking, reading and writing on the topic of this unit. If the students can master it well, it will be helpful for them to learn the rest of this unit. Therefore, this lesson plays an important part in the English teaching of this unit. The selected teaching material is ______________. The article is about ________________. After analyzing it carefully, I find the article ___________ / the topic is unfamiliar to most students. Teaching Aims 1. Knowledge aims (语言目标：语音，词汇，语法，功能，话题) The Ss can master the usage of the important words and expressions.                The Ss can use the _______________ (grammar) in the proper situation. The Ss can understand the content of the lesson, talk about ________________ and get their own ideas about __________________. 2. Ability aims (技能目标：听，说，读，写) To develop Ss’ abilities of listening, speaking, reading and writing. To guide Ss to set up effective studying strategies. To improve Ss’ reading ability, especially their skimming and scanning ability. To train Ss’ ability of studying by themselves and cooperating. 3. Emotional or moral aims (情感目标：兴趣，合作，爱国，国际视野) By learning this lesson, the Ss increase their interest in ___________ and set up self-confidence in ______________. By completing the task,the Ss develop their sense of teamwork… 1. Knowledge aims The Ss can hear, read, and use the main sentence patterns. The Ss can understand the content of the lesson. The Ss can use the patterns to express their thoughts in proper situation and learn how to describe ______ with proper adjectives. 2. Ability aims To develop the Ss’ abilities of listening, speaking, reading and writing, especially speaking and writing ability. To train the Ss’ ability of working in pairs. To improve the Ss’ reading ability, especially their skimming and scanning ability. To help Ss learn how to use body language to show their feelings. 3. Emotional or moral aims By completing the task, the Ss increase their interest in _______________ and set up self-confidence in ________________. By reading the text, students can learn ______________. The Important and Difficult Points Based on the requirement of the syllabus. The important points are _________________ such as __________. The difficult points are _________________ for example __________. One of the teaching difficult is how to enable the students to use new words and phrases in proper situation all through their daily life. The students also find it difficult to describe their experience with the proper logic and well organized language. Teaching Methods For achieving these teaching aims, I will use the following teaching methods. 1. Communicative Language Teaching (交际教学法) 2. Whole Language Teaching (整体语言教学法) 3. Task-based Language Teaching (任务教学法) 4. Situational Teaching Method (情景教学法) Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT(Teacher Talking Time) and increase STT (Student Talking Time). So during this lesson, emphases are to be laid on: 1. Student-centered teaching 2. Task-based learning 3. Activity-based teaching (individual work; pair work; group work; class work) Situation of Students Students of this stage are quick in thought and they are eager to show what they know. They have certain ability of reading, but they are lack of the cultural background and the courage to express their ideas. Therefore, the teacher should show more background information to help students have a good understanding of the text, and encourage them to express themselves. What’s more, the teacher should teach students some learning strategies. Teaching Aids 1. a projector 2. a multi-media computer system 3. chalk Teaching Procedure Step 1. Lead-in. ( _____ min) ________________________________ Purpose of my design: a. To catch Ss’ attention about the class/topic/passage b. To build up suspense/develop interest in ___________. Step 2. Pre-reading Task 1. (Individual work, pair work, group work, class work; _____ min) ... Task 2. (Individual work, pair work, group work, class work; _____min) ... Now, let’s see what happened to the _______________/ let’s check whether it is right or not. Purpose of my design: (1) Enable Ss to know something about the __________. (2) Enable Ss to have a better understanding about the importance of _______. Step 3. While-reading Task 1. (Individual work, pair work, group work, class work; _____min) Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph. Para 1 ___________________ Para 2 ___________________ Para 3 ___________________ … Task 2. (Individual work, pair work, group work, class work; _____min) Scanning: Guide Ss to read the text quickly to find specific information. ... Task 3. (Individual work, pair work, group work, class work; _____min) Careful reading:Guide Ss to read the material carefully and take some notes, then answer the following questions. … Task 4. (Individual work, pair work, group work, class work;_____min) Careful reading: Ask Ss to read the material carefully and find out the correct answers to finish the following chart. ... Purpose of my design: Enable Ss to understand the given material better by using different reading skills. Proper competition can arouse the Ss’ interest in English learning. Task-based teaching method is used here to develop the Ss’ ability of communication and their ability of cooperation will be well trained as well. Step 4. Post-reading Task 1. (Individual work, pair work, group work, class work; _____min) Ask Ss to close books and finish the summary according to their notes. (接Task3) Retell the story /Sum up the passage in Ss’ own words according to the chart. (接task4) Task 2. (Individual work, pair work, group work, class work; _____min) Discuss ______________ with other group members and then choose a reporter to share their opinions about ______________ with the whole class. Purpose of my design: I think if the Ss can finish this task well, they will benefit a lot in their spoken language. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. Step 5. Homework 1. _________________________________ 2. _________________________________ Purpose of my design: Homework is so important and necessary for the Ss to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims. Blackboard Design Blackboard design should be a thing that attract the students’ attention and let them to write down the important teaching points. I will divide the blackboard into two parts. The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class. The right part will be precious explanation, I will write some sentence of the words, phrases and structures to explain their meaning.

Teaching contents This is a writing lesson about “” Teaching objectives: Knowledge objective Students will understand the new words/expressions/sentence structures correctly. Ability objective Students can improve their writing ability through activities. Emotional objective Students can foster the interest and desire of learning English, and found of taking part in kind of activities. Teaching key and difficult points: Teaching key point Students can writing a passage by using  the new words/sentence structures correctly. Teaching difficult Students can use the new knowledge in their daily life. Major steps: Step 1 pre-writing(8 minutes) (1) Ask students to read the passage and lead them to find the supporting ideas of ______.(main ideas/标题) ______________________. ______________________. ______________________. (2) Divide students into groups of four, ask them to talk about ____(对应的话题), and give details information to support their points. (Justification: Group discussion can arouse students’ interest and strengthen their cooperative spirit. Moreover, they can get more details information for the following writing.) Step 2 while-writing (7 minutes) Ask students to write a passage about “主体”and pay attention to the cohesion, logic, choices of words, grammar and punctuation. (Justification: students can master some writing strategies and express their opinions by using the new knowledge.) Step 3 post-writing (5 minutes) (1) Organize students to make self-editing and exchange their writings with classmates to do peer-editing. (2) Then invite some students to share their writings and others make comments. (Justifications: Editing can provide a better writing for students. Meanwhile, the comments will help students lean more from others and improve their writing ability.)