要用全英语吗最好可以给我个说课稿的范例我参加的是我参加的是石家

地域不同，具体是有点差别的.具体：有的是给定范围，任选一个单元，自己组织讲解有的是给定非常明确范围，例如，就789三个单元，选一个有的是现场抽取题目等一般是不临时写教案的哟那个东西，看不出一个老师的实际教学水平的那么面试就失去意义了，对不对？完全看当时的说课的表现的现场语言表达呀，板书呀，逻辑清晰不呀，步骤顺序等至于是否全英文部分：说课，主要考察的是，作为准教师的人，是否给抓住重点，清楚要讲的核心内容所以课程的流程，内容是否主次分明，逻辑清晰，好接受---------是重点过程中带英语即可例如：are you ready?clear?turn to page 19.hands upgreatnice jobi say you listen to 祝福您。

英语说课模版

ⅠToday , Im going to talk about my plan for teaching ….First, Id like to say something about the teaching content . …Second, the aims of this lesson are:1. Knowledge of language： …2. Pratical skills …3. Personal development …Third, the focus and difficulties are： ….Next, my way of teaching.Teaching English at primary schools aims at students basic skills in listening and speaking and the their interest in English. So I find it necessary to design a task-based class: students will be assigned to do a survey. This task will make it possible for the students to pick up the language in an authentic way. Teaching aids: a recorder, sentences cards , stationary ,pictures, head ornaments and a form. I shall have the students join in the singing, ridding guessing and doing a survey .Im going to take the following procedures:Step 1 Warm-upStep2 PresentationStep3 PracticeStep 4 ConsolidationStep 5 Assignment ⅡIts my pleasure to be here. Now, Id like to say something about my teaching plans about …For its objective, it covers …objectives1. Knowledge objective …2. Ability objective …3. Moral objective …During the procedure of my teaching, multi-media, over head project, tape recorder, pictures will surely be adopted that will also be accompanied by demonstration, role-playing, task-oriented approach. Through these methods and by using these aids, I want to teach the students how to be successful language learners.After analyzing the dialogue, I set off my teaching plan around 4 tasks and many activities: pre-task, while-task, post-task and creative task. … Thats my idea about the teaching plan of this lesson. Thanks for listening.。

求一篇英语说课稿子~

Teaching Plan Interpretation （说课稿）Teaching material（教学内容）：Unit8 Sports ReadingⅠ. The reading text is mainly about the Olympic Games: the winter and summer Olympic Games, the ancient and modern OG, the Olympic motto, and Chinas preparation for the 2008 OG. The students should not only get familiar with all of these, but also think about what they can do for the OG. In fact, in my design, to know something about OG is one of the things that we can do to support the 2008 OG.Teaching aims（教学目标）：① To improve the students reading skills.② To enable the students to know sth about OG.③ T increase the students awareness of being the host of the 2008 OG and what they can do to support the big event.Teaching aids（教学手段）： Multimedia, a recorder.Teaching procedures（教学过程）：Step1. Pre-reading（读前）As a beginning of a reading class, pre-reading should attract the students quickly and lead them to what they are going to learn. As a result, I show them the pictures of five mascots of 2008 OG in China, which were announced just days before and which I think may avtivate the students interests. Step2. Fast-reading （快速阅读）After talking about the five friendlies, I went on saying that the 2008 OG will be held in China asked them to think about what we could do to support the event. First of all, we should know more about the OG. Then I asked the students to do the fast reading, which is to match each paragraph with their main ideas. I didnt ask them to conclude the main idea of each paragraph by themselves but offered them the main ideas and what they should do is only to match them.Step3. Careful-reading. （详细阅读）After getting the main ideas of the whole text, I go on teaching the detail content. As for paragraph 1, I showed a picture of skiing first and then asked them how often the summer and winter OG are held. In order to help the students better understand the difference between ancient and modern OG, I designed a form for the students to fill in and asked them to read paragraph 2 and 3 and then find the information. Then I asked them to read paragraph 3 again and find the improvement of modern OG from the first to now. paragraph 4 is about the Olympic motto and two examples. One is a person, Carl Lewis, who got 4 gold medals in 1984 OG and the other is a country, China, which got 28 gold medals in 2000 and make great improvement. In paragraph 5, I talked about another great competition China won, that is winning the bid to host the 2008 OG. I showed pictures of excited people when they heard the news that they won the bid. Then I asked them a question: what will be done to prepare the 2008 OG? What will Beijing and the whole country do? The students can read the last paragraph and find the answer.Step4. Post-reading（读后）In this part, I divided the whole class into two groups, boys and girls, and asked them to have a debate about the good effects and bad effects on Beijing to host the 2008 OG. Since its a competition, students seemed to be much interested in it. Many students gave their opinions. At last, the students did a true or false exercise and reviewed what they have learned today.Some lessons I learned from this class（教学启示）： ① Prepare well for each teaching step and each word you are going to say in the class.② When design a reading class, one should not be limited to the model, but should teach according to the characteristics of the text and the real situations of the students.③ If it is an open class, youd better add something outside the book.。

人教版英语说课稿,英文版的！

Unit2 Healthy eating说课稿 Period1: new Words &warming up Teaching procedures: Step1: New words study Step 2.Warming up 1)Show Ss some pictures of food and ask Ss to tell the names 2) Do you know the food you eat helps you grow in different way? Do the warming up on p 9 Step 3 Speaking 1)Which one would you prefer? Western food or Chinese food?Why? 2)What do you usually have for breakfast / lunch /supper ?(group work, Ss ask and answer and collect information) Discussion What is healthy diet? Healthy diet: a diet that is balanced and neither too rich in fat, sugar and salt nor too poor and lacking in essential nutrients. Step4:Summary and homework. HW: Preview the reading(Tor F on P 11) EWVol.29 Topic reading Period2 Reading Step 1: Pre- reading Look at the title of the reading passage and the pictures. Predict what the passage is about. Step2:Fast reading Read the text quickly to find out which sentence is the main idea of the text.A .The two restaurants supplied the healthy food. B. The reason why Yong Huis restaurant was so popular with customers. C. Wang Pengwei found out why he had lost his customer and decided to win them back. [C] Step3: Second reading: 1) Compare the two restaurants: WangPengs restaurant Yong Huis restaurant Food drink price strength of the diet weakness of the diet 2) Divide the whole passage into three parts, and give the general idea of each part and then retell the story. Para1: Wang Peng is worried because his restaurant is not as full as usually is. Para2: He follows his friend to a newly opened restaurant which is very popular. Para3: Worried, he does some research to win his customers back. Step4: Post-reading Do Ex1 and Ex3 on P11 Step 5 : Summary and homework 1.Preview the reading II on P 14-15 2.P12Exx1-3 3.EW Vol. 29 Reading task Period 3 Reading II Step 1 : Revision Revise the reading I Step 2: Prediction Can you guess what will happen to Wang Pengwei and Yong Hui? Step 3: Reading Do the Ex1 on p15 Step 4 Discussion What can we learn from the passage? We can learn that it is never too late to change bad eating habits and begin afresh. Step 5 : Sum up the whole story. Step 6: Homework: 1. Retell the story in your own words. 2.学习两篇阅读的重点单词用法（EW Vol. 29第二版） Periods 4-5 Language points: Reading I 1. diet 2. balance 3.curiosity4. raw5. strength 6 be tired of 7. win… back8. consult sentences: 1.Nothing could have been better 2 He couldnt have Yong Hui getting away with telling people lies! Reading 2 1. earn ones living 2 in debt 3.glare 4spy on 5. limit 6. benefit 7. combine 8. before long 9. cut down 10 put on HW: EW Vol. 29 checking corner Part 1 Period 6 Grammar 情态动词2 1. ought to/should should 和ought to 都为“应该”的意思，可用于各种人称。

ought to 的语气稍重一些。 You ought to (should) follow your teachers advice. 表示主语的义务或责任： You should take care of your sister. 你应当去照顾你妹妹。

或指出—个正确、明智的动作： They shouldnt allow parking here;the street is too narrow. 这儿不该允许停车；马路太窄了。 should 和ought to 后面跟动词不定式的完成式，其肯定句表示”过去应该做而未做”， 其否定句则表示”过去不该做但做了”。

You should/ought to have made the decision a week ago. I shouldnt have made such a foolish mistake. 多数情况下，ought to 可与should互换使用。ought to的反意疑问句用shouldnt替代。

2. must和have to must的用法 1）表示主观的义务和必要， 主要用于肯定句和疑问句， 意思为 “必须……，得……，要……”；由must 引起的疑问句，肯定回答要用must或have to， 否定回答要用neednt或dont have to， 意思是“不必” ； must的否定形式mustnt表示禁止，意思是“不能，不许”。如： — Must I finish the task right now？ 我现在必须完成这个工作吗？ —Yes, you must. / Yes, you have to. 是的。

（—No, you neednt. / No, you dont have to. 不，不必。） You mustnt come here without permission. 未经允许，你不能来这儿。

have to 的用法 1)must表示一种主观的需要，而have to 表示一种客观的需要，意思是“不得不”。 如： I have to attend an important meeting this afternoon. 今天下午我不得不参加一个重要的会议。

Mother is out, so I have to look after the shop. 妈妈不在家，因此我不得不照看商店。 2)have to 的否定形式是dont have to， 相当于neednt。

如： They dont have to buy a computer at present. 他们目前没有必要买电脑。 Period7 Listening (P48)and exercise checking Period8 Reading task(p52) and writing Writing 资料 基础写作练习： 洋快餐在中国深受欢迎，尤其是青少年及儿童的喜欢，但洋快餐是不是真的有益呢？。

初中英语说课案例

怎样说课 袁占舵说课的时间一般在10-15分钟。

我觉得说课一般要回答以下问题：一、 新课内容分析： 本节课的主要内容是什么？ 本节课内容所处的位置、作用及前后知识的内在联系是什么？ 本节课的重点是什么？（我觉得不必说难点，因为对不同学生难点不一样，尖子生可以没有难点，落后生基础知识也是难点）二、学情分析学生学习的知识基础、接受新知学习能力与情感态度的状况怎样？三、教学目标根据新课教学内容和学生实际确定教学的三维教学目标是什么？确定目标的依据及理由是什么？四、教法学法选用什么教学方法？准备什么教具与学具？选择教学方法的理论依据是什么？选择的教法为什么实用高效？学生用什么样的方法学习？培养学生哪些方面的能力？如何调动学生的积极性？指导学法的理论依据是什么？学法为什么实用高效？具体生成细节预先思考怎样的处理方法？五、教学准备课前老师与学生各做什么准备？（主要是预习反馈）六、 教学环节设计（教学程序、达标过程或师生双边活动的设计） 不同层次的学生分别树立怎样的学习目标？ 预设学生自学会提出什么样的问题？ 哪些问题会在讨论环节中小组内解决？ 预设学生会提出哪些小组内、小组间中不能解决的问题？ 全班解决学生的问题后，指导（或帮助）学生提出更进一步的问题是什么？用什么方式方法或手段探究、合作解决更进一步的问题？ 课堂中间会穿插什么样的开放作业？ 用什么方式检测本节的目标达成情况？ 为什么这样的方式有效？ 怎样及时反馈？ 学生反思互助达到满分的手段是什么？ 怎样让不同层次的学生做好自结？ 留什么省时高效的巩固作业（当堂清后可以不留）？ 让学生带着急切学习的渴望怎样留好以后的预习作业？ 英语说课应该全部用英语。下面是一个例子：牛津初中英语UNIT 2 School Life 说课稿 Introduce myself: My name is Lu Guojuan. I have worked in Zhangqiao Middle School for 5 years. Today I want to talk about Unit 2, School Life Reading, 8A, Oxford English. First, the analysis of the textbook: 1. The contents: The part of the reading in the second unit aims to introduce school life in British and American schools and it aims to get the students to learn the differences between foreign culture and native culture. 2. The teaching aims: (1)The aims of the knowledge: To learn life in a British school or an American school and to master important language points. (2)The aims of the abilities: To improve the abilities of getting information by scanning and the abilities of listening, speaking, reading and writing. (3)The aims of the emotion: To promote their love for their school and school lives. 3. The teaching emphasis: (1) To get the ability of general reading and acquiring information. (2) To master vital phrases and sentence structures. 4. The teaching difficulties: (1)We have to tell our English teacher what we are reading. (2)This is great because it takes less time than taking the bus. Next, the teaching methods: Teach the students by the five teaching steps gradually to emphasize the contents. The teacher is to act as a guide and the students as an actor to do the activities. Then, the teaching aids: Projector, Slide show, Tape recorder and Pictures Afterwards, the design of the teaching procedure and the class activities. Step I Lead-in (within 5 minutes) 1. Ask and answer about school life. 1 )What subjects do you learn at school? 2 )What after-school activities do you have? 3 ) Have you joined a club? 2. Ask two students to talk about his/her school life. Step II Presentation (within 30 minutes) Part A Show two flags with the words Life in a British school and life in an American school and discuss the question: What do you think British or American school would be like? Part B 1. Listen to the tape about Passage One to get general ideas and think about two easy questions: (1) Who wrote the first passage? (2 )What activities does the school have every year? 2. Read and complete the first five T or F exercises in Part C1 and correct them. Part C 1. Listen to the tape about Passage Two to get rough ideas and think about two easy questions: (1) Who wrote the second passage? (2) Who else are mentioned in the passage? 2. Read then ask and answer: (1) What did Jim do in school last year? (2) How does Nancy go to school every day? (3) What do the students do in the Buddy Club? (4) What do American students do during lunchtime? (5) What do the students sometimes do after school? 3. Complete the left T or F exercises in Part C1 and correct them. 4. Read together with the tape . Part D Language points: (It aims to introduce their usage by some examples.) 1. how to do something 2. taste-tasty 3. tell our English teacher what we are reading. 4。