英語(yǔ)口語(yǔ)說(shuō)課稿
作為一名優(yōu)秀的教育工作者，就難以避免地要準(zhǔn)備說(shuō)課稿，寫說(shuō)課稿能有效幫助我們總結(jié)和提升講課技巧。如何把說(shuō)課稿做到重點(diǎn)突出呢？以下是小編為大家整理的英語(yǔ)口語(yǔ)說(shuō)課稿，希望能夠幫助到大家。
英語(yǔ)口語(yǔ)說(shuō)課稿1
尊敬的各位評(píng)委、老師：
你們好！我叫——，來(lái)自——，我所教授的科目有：劍橋少兒英語(yǔ)預(yù)備級(jí)、劍橋少兒英語(yǔ)一級(jí)和劍橋少兒英語(yǔ)二級(jí)。今天我說(shuō)課的內(nèi)容選自劍橋少兒英語(yǔ)一級(jí)上冊(cè)第三單元“I like apples”第一課時(shí)。我從四個(gè)方面說(shuō)這堂課的設(shè)計(jì)：說(shuō)教材、說(shuō)教法、說(shuō)教學(xué)過(guò)程、說(shuō)反思
一、教材的地位和作用:
“I like apples”是《劍橋少兒英語(yǔ)一級(jí)上冊(cè)》第三單元，在此之前，學(xué)生們已經(jīng)學(xué)習(xí)了apple蘋果、pear梨、banana香蕉、orange橘子、peach桃子，本單元是在以上基礎(chǔ)上接著學(xué)習(xí)各水果的單詞、英語(yǔ)句型“你想要什么”“你喜歡××水果嗎”及簡(jiǎn)單的英語(yǔ)名詞單復(fù)數(shù)的變化。本單元的學(xué)習(xí)為以后學(xué)習(xí)名詞變復(fù)數(shù)做了良好鋪墊。
二、教學(xué)目標(biāo)：
1、通過(guò)學(xué)習(xí)，能夠聽、說(shuō)、讀、寫本課所學(xué)水果類單詞
2、掌握本課所出現(xiàn)的水果單詞變復(fù)數(shù)后的發(fā)音
3、初步掌握英語(yǔ)名詞單復(fù)數(shù)的概念
三、教學(xué)重點(diǎn)與難點(diǎn)：
本著劍橋少兒英語(yǔ)的教學(xué)標(biāo)準(zhǔn)，及學(xué)生的接受能力基礎(chǔ)上我確定了以下教學(xué)重難點(diǎn)：
1、新單詞：mango芒果、grapefruit柚子、pineapple菠蘿、watermelon西瓜、coconut椰子正確讀法與寫法
2、初步掌握名詞變復(fù)數(shù)的幾條簡(jiǎn)單的變化規(guī)則，如：mango和peach的復(fù)數(shù)，在后面應(yīng)加”-es”
3、本課’”like”后應(yīng)加水果的復(fù)數(shù)，”some” 為“一些”，也應(yīng)跟復(fù)數(shù)形式
4、I’d like=I would like，而不是I like。
英語(yǔ)口語(yǔ)說(shuō)課稿2
一、課程理念設(shè)計(jì)方案
1：以教師為中心轉(zhuǎn)向以學(xué)生為中心
2：以忽視聽力訓(xùn)練轉(zhuǎn)向聽說(shuō)相結(jié)合
3：以立即糾正語(yǔ)音錯(cuò)誤轉(zhuǎn)向課下個(gè)別輔導(dǎo)
4：以單一教學(xué)模式轉(zhuǎn)向多種教學(xué)模式相結(jié)合
二、教學(xué)目標(biāo)及基本要求
�。ㄒ唬┙虒W(xué)設(shè)計(jì)目標(biāo)突出兩條主線
1：從簡(jiǎn)單到復(fù)雜
進(jìn)入情景給出范例情景模擬
2：將語(yǔ)言實(shí)用思想融入實(shí)施過(guò)程，突出基于交流過(guò)程的教學(xué)設(shè)計(jì)
情景創(chuàng)設(shè)設(shè)計(jì)實(shí)現(xiàn)測(cè)試反饋
�。ǘ┙虒W(xué)設(shè)計(jì)的基本要求
1：始終貫徹“以學(xué)生為中心”的`教學(xué)思想和模式
隨著二語(yǔ)習(xí)得理論研究的不斷發(fā)展和深入，外語(yǔ)教學(xué)工作者越來(lái)越意識(shí)到“以學(xué)生為中心”的教學(xué)的重要性，并最終認(rèn)識(shí)到，對(duì)學(xué)習(xí)的最終結(jié)果起決定作用的還是學(xué)習(xí)者本人。教師講得再多再好，學(xué)生不理解、不配合也沒有任何效果�？谡Z(yǔ)教學(xué)更是如此。教師講授再多的理論和技巧，再多的常見詞匯和表達(dá)方式，學(xué)生不開口說(shuō)就是徒勞的。因此，在我們的口語(yǔ)教學(xué)實(shí)踐中，從教學(xué)大綱的制定、教學(xué)計(jì)劃的出臺(tái)，到教學(xué)步驟的具體實(shí)施等方面，要始終牢記“以學(xué)生為中心”的教學(xué)思想
2：以實(shí)踐交流任務(wù)為中心，改革教學(xué)方法與手段
實(shí)踐交流任務(wù)
集中講解個(gè)別輔導(dǎo)
小組討論交流溝通互動(dòng)啟發(fā)
資源共享
情景模擬
演練測(cè)評(píng)
3：始終堅(jiān)持以開展豐富活動(dòng)為方式，培養(yǎng)學(xué)生積極參與意識(shí)的理念。
學(xué)生在自愿的原則上參加形式多樣的英語(yǔ)活動(dòng),包括圣誕元旦英語(yǔ)晚會(huì)英語(yǔ)話劇表演、課文情景劇表演、咖啡屋英語(yǔ)沙龍“外教口語(yǔ)互動(dòng)”、“英語(yǔ)愛心課堂”使學(xué)生走進(jìn)社區(qū)服務(wù)。
4：以國(guó)際化標(biāo)準(zhǔn)為目標(biāo)，注重多層次多目標(biāo)多方式的交流
信息在國(guó)際經(jīng)濟(jì)活動(dòng)中充當(dāng)主角，語(yǔ)言作為信息交流的載體扮演著重要的角色，而英語(yǔ)作為世界的通用語(yǔ)言，作用更是巨大，隨著網(wǎng)絡(luò)貿(mào)易的深入，以商務(wù)英語(yǔ)為表現(xiàn)形式的資源，占全部網(wǎng)絡(luò)資源的巨大部分，開展多層次多目標(biāo)多方式的商務(wù)英語(yǔ)口語(yǔ)的交流尤為重要。
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Good afternoon, everyone. It’s my honor to have the chance talking about my teaching ideas. My topic --Reception is taken from Unit 1 in Oral Business English.
It includes the following six parts:
1. The analysis of the students
2. The analysis of the teaching material
3. the analysis of the teaching methods
4. The analysis of the teaching aids
5. The analysis of the teaching procedures
6. Blackboard design
I. The analysis of the students:
The students in grade07 have mastered certain oral English expressions and dialogue skills. But they are still lack of
II. The analysis of the Teaching material
1. The analysis of the Textbook:
The purpose of Oral business English is designed for the college students to improve their oral English and business knowledge in different stimulant business situations. The whole textbook contains 12 units, each unit is combined by Model dialogues, Students dialogues, Basics Passage, Video clip and Recording Exercises. The core of the unit is the model dialogues, while the students’ dialogues are always assigned as the homework. The other parts are the supplementary self-study material.
2. The analysis of the unit:
The main purpose of this unit is to make Ss be familiar with the expressions of reception, including picking up the customers at air ports, helping the customers to check –in, ordering dishes and introducing companies.
3. The Teaching aims
1) Knowledge aims:
Master some expressions about salutation, dish ordering and company’s introduction points.
2) Ability aim:
Improve the Ss oral reception English
3) Emotional aim:
Train the Ss’ ability of working in pairs
4. The Teaching Key points:
1) Get the Ss be familiar with the business reception work
2) Get the Ss to use the related useful expressions fluently
III. The analysis of the Teaching methods:
As the students have already mastered a certain useful expressions but cannot use them fluently, meanwhile they are lack of ideas about business reception work; I adopt stimulant situation performance method, discussion method and practice method in my teaching.
First, the stimulant situation performance can arouse Ss’ interest and help them to recall the related useful expressions.
Second, discussion method can help them get to know the points of business reception work.
Third, practice method can deepen the Ss’ impression of the useful expressions.
IV. The analysis of the Teaching Aids
1) The multimedia CD
2) Blackboard
V. The analysis of the teaching procedures:
Step 1. Greeting and Lead-in(3m’)
1. Greet the whole class as usual. (1m’)
2. Introduce the situations and ask the Ss to imagine the related scene. (2m’)
Step 2: Stimulant situation performance and discussion :(24m’)
1. Ask a group of Ss to act situation1 .(2~3m’)
2. Let the Ss point out the shortages of the performance.(2m’)
3. List the useful expressions on the blackboard.(3m’)
4. Repeat the former 3steps in learning situation2 & situation 3.(16m’)
Step 3: Learning the model dialogues by watching the multimedia CD. (12m’)
Step 4: Summary.(3m’)
1. Make a conclusion about this unit. (2m’)
2. Ask the Ss to look through the students’ dialogue and prepare for the related situation performances in the next class. (1m’)
VI. Blackboard design:
1. Characters: a. Mr. Rodger, a new customer
b. Ms. Wang, the sales manager of ABC company
c. The receptionist of the Hotel
d. The waitress of the restaurant
e. Other colleagues of Ms. Wang
2. Situations: a. At the airport and check-in
b. At the restaurant
c. At ABC company
3. Useful Expressions:
Thank you for taking all the trouble of coming to meet me at the airport.
Let me help you with your luggage.
I can manage./Very kind of you.
How’s your trip?
May I have your name card?
Made a reservation for...
Order
I have an appointment with…
be expecting you.
Company’s background
Thanks you for your time and your interest in …
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