全英文说课稿 维苏威火山

Hello, everyone, the teaching design I ’m going to talk about is for Unit7 A letter to a penfriend from Oxford English for primary school,Book 6B. I ’ll finish this unit in four lessons. This is the first peorid ofUnit7. And it covers three parts(B, C and E). In part B, the students will learn a new word: writing paper. In part B, we’ll learn the sentence patterns, but the sentences ‘Can I have a/an/some/the ? I want toSure. Here you are’.the students have learned before, so the new sentence pattern for them is ‘Whatfor ?’.Part E is the most important part in this lesson. It is just to teach the students how to introduce themselves to their penfriend by a letter. The formats of the letter can be omited, because the students have learned it before. How to write the addresses of the letters will be taught next lesson.Here are the analysis of the students and the text book.1.Then I ’lltalk about my teaching aims.Firstly, knowledge aims: (1)To enable the students read and spell thenew words and understand the meaning of them.(2)The students know how to use the newsentence patterns‘Can I have a/an/some/the ? What for? I want to Sure. Here you are’.(3) The students can write a letter to their penfriend.Secondly, skill aims. (1) Practise the students’skills of listening, speakingand writing.(2) Practise the students’communicative skill and creativity.2.Teaching points:The key points of the lesson: The students can read the words correctly.The students can understand the meaning of the new sentence patterns and use them.The students know how to write a letter.The difficult points of the lesson: The students know how to write a letter.To improve the students’abilities of speaking and writing.3.Teaching approaches: The students must play the principle role ineach class. That is student-center teaching. And also task-basedlearning and activity-based teaching with individual work, pair work, group work and class work.4.Teaching aids: I will use CAI, writing paperNext, I ’lltalk about my teaching procedures:I ’llfollow four steps.Step1Warm-upFirst, I ’llhave a free talking with the students. Because free talking is an important way to improve the students ’ability of speaking. Of course it can prepare for the next step. I ’ll ask the students some questions like:What day is it today? What’s the date today? What’s your favourite subject? What do you like doing?Step2 PresentationI ’llask the students‘ Whatdo you like doing?’The students will say ‘I like ’Then I ’lllet them guess “Do you know ‘Whatdo I like doing? ”Maybe the students will have many different answers. If they can’tguess it, I ’ll tell them ‘I like reading newspaper. I think it ’s interesting. Yesterday I read a letter from an English boy. He wants to make a penfriend in China. He is as old as you. Do you want to make friend with him.’I think most of the students will say ‘Yes’.At the same time, I ’llshow Peter’s picture and list in the screen by CAI and let the students know more about Peter.I ’lllet the students say something about Peter by themselves. For example ‘Peter lives in London’Then let the students answer some questions.‘Where does he come from? Where does he go to school? (What’s his school’s name?) What subjects does he study? What are his hobbies? How about his family? ’Next I ’ll let the students give a short passage about Peter. Like: Peter comes from England. He lives in London. He studies at St John’s Primary SchoolPurpose: The purpose of the part doesn’t only practice the students’ability of expressions, but also prepare for the next step.Then I ’ll say ‘Now you know much about Peter, do you want to make penfriends with him.’Maybe the students will say ‘Yes.’T:OK. But if you want to make a penfriend with him, you should writea letter to him. Yes or no?S:Yes.T:Before you write the letter, what do you need?S:Maybe the students will say‘writing paper.’T:At the same time, I show the word and its picture in the screen. Letthe students read the word after the record and one by one.I think the students can remember the new word more deeply by this way. Reading after the tape can check if the students read the word correctly.T:Boys and girls, you want to make penfriend with Peter, so you need some writing paper. Look, there is lots of nice writing paper in my hand. (It is time to tell the students the word is an uncountable noun.) Would you like some?S:Maybe the students will say‘Yes’.T:OK. If you want, you can ask me like Then I will lead the studentsto use the new sentence patterns: Can I have a/an/some/the? What for?I want to Sure. Here you are.If the students can ask and answer with me, I will give him/her some writing paper as the presents or encouragement.It is a better way to teach the new knowledge, because the students can understand the meaning of sentencepatterns by themselvesbythe dialogue. The objects(writing paper) can encourage the students join the part.Step3 Production1. Look and say. I will choose P1/2/3/6 and let the students do the pairwork.It is to parctise the new sentence patterns. But I don’tshow the pictures of part C directly, I let the students practise them through the guessing game. If the students guess it right, I will also give them some writing paper as the presents.I think game is a better way to consolidate the new knowledge than just let the students say the dialogue one by one. If the students guess it, I will give them some writing paper as their presents.2. Write a letter. I will let the students write a letter like Liu Tao to theirpenfriend Peter. Before writing, I ’ll let the students read it and understand the meaning of it. And know how to introduce themselves to Peter by a letter. At last, the students write it.The purpose is to improve the students’ability of writing and know a new way to communicate with others.Step4 Assignment1. Write the four pictures in their copybooks.Writing is a good way to check if the students do the exercises correctly.2.Say something about your penfriend Peter to your parents.Let the students speak English in their daily lives.。

备课资料Language points1. One of the volcanoes erupted on the 18th of July 1995.其中一次火山爆发发生在1995年7月18号。

erupt vi. burst out爆发, 突然发生It’s many years since Mount Vesuvius last erupted.维苏威火山上一次爆发至今已有很多年了。

Violence has erupted on the streets.大街上突然发生了暴乱。

2. When the lava reached the sea, there was the possibility of a huge tidal wave which could flood half the island.当熔岩流到海边时, 很有可能形成巨浪, 淹没半个岛屿。

possibility n. something which is possible可能Is it a possibility that you will work abroad?你有可能去国外工作吗？possibility n. a possible thing or event可能性There is no possibility of his coming.他不可能来。

Grammar(Ⅰ)过去完成时的被动语态谓语动词的语态表示句子的主语和谓语动作之间的关系。

当句子的主语是谓语动作的执行者时, 主、谓之间的关系称为主动语态, 当句子的主语是谓语动作的承受者时, 主、谓之间的关系称为被动语态。

过去完成时的被动语态有以下三种形式:1. 过去完成时被动语态的肯定结构had been+过去分词They said that production costs had been reduced.The classroom had been cleaned before the teacher came.Students had been taught how to use it before they used it.When the anthem(国歌)had been played, the conference began.2. 过去完成时被动语态的否定结构had not been+过去分词The classr oom hadn’t been cleaned before the teacher came.3. 过去完成时被动语态的疑问句结构had+主语+been+过去分词Had a new school been set up by the end of last year?How many buildings had been destroyed when the hurricane ended?\[拓展\]主动表示被动某些动词的主动形式表示被动含义, 这类动词有:1. 表示状态特征的连系动词, 如look, sound, feel, smell, taste, prove, appear等。

《Natural disasters》说课稿尊敬的各位评委、老师：大家好！今天我说课的内容是《Natural disasters》。

下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。

一、教材分析《Natural disasters》这一主题通常出现在英语教材中的科普类或社会类单元中。

它涵盖了地震、洪水、飓风、火山喷发等多种常见的自然灾害类型，不仅能够帮助学生扩充词汇量，还能让学生了解自然灾害的特点、危害以及应对措施，培养学生的环保意识和应对危机的能力。

从教材的编排来看，通常会通过阅读、听力、写作等多种形式来呈现这一主题。

阅读材料可能会包括有关自然灾害的新闻报道、科普文章等；听力部分可能会有关于灾害经历的讲述或者灾害预警的信息；写作部分则可能要求学生描述一种自然灾害或者提出应对灾害的建议。

二、学情分析本次授课的对象是具体年级的学生。

他们已经具备了一定的英语基础，掌握了一定的词汇和语法知识，能够进行简单的英语交流和书面表达。

然而，对于自然灾害这一较为复杂和严肃的主题，学生可能在词汇量和背景知识方面存在不足，需要在教学过程中进行补充和强化。

此外，这个年龄段的学生好奇心强，喜欢探索新鲜事物，但他们的注意力集中时间相对较短，需要通过多样化的教学方法和生动有趣的教学活动来激发他们的学习兴趣，保持他们的学习积极性。

三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标（1）学生能够掌握与自然灾害相关的常见词汇，如 earthquake, flood, hurricane, volcano 等。

（2）学生能够理解并运用描述自然灾害的句型，如“An earthquake happened in” “The flood caused a lot of damage” 等。

2、技能目标（1）通过阅读和听力练习，提高学生获取信息和理解大意的能力。

Unit 4 Earthquakes全英文说课稿The content of my lesson is New Senior English for China student’s Book1 Unit 4earthquake. I'll be ready to begin this lesson from four parts。

Analysis of the teaching material,the teaching methods，the studying methods and the teaching procedure. First，let me talk about the teaching material。

Part 1 Teaching Material：This unit is about natural disasters through the world and china，as we know ,has a particular problem with earthquakes. In the last century five of the ten worst earthquakes happened in China 。

although it is important for students to understand the dangers people face in a quake，it is just as important for them to realize that there are things that can be done to minimize the damage caused by quakes. For this reason, this unit keeps a positive tone or outlook. It includes exercises and tasks that enables students to think about how to avoid quakes，or at least some of the damage they can cause. this unit also lets them role—play community work that deals with disaster relief。

Module3 The Violence of Nature说课(Reading&Vocabulary)一、Analysis of teaching material [əˈnæləsɪs]The content of this course is selected from the third and third compulsory module of Senior English Foreign Studies Institute. This lesson takes "Nature Disaster" as the topic, explains what tornadoes and hurricanes are, and describes the harm they bring to people. Students learn to acquire the details of the material through reading, understand the hazards of natural disasters as well as their experiences and feelings in natural disasters, and improve their self-protection awareness.二、Analysis of Learning SituationThe object of instruction is the students of Class 8 Grade One of Senior High School. The students in this class are extroverted, open-minded and active. Most of the students are below the middle level. These students are relatively enthusiastic and hard-working, but their English foundation is weak and their vocabulary is small. On the whole, some students in this class can extract and process information in English, and simply express their views. However, their ability to consistently describe events, interpret meanings and critically evaluate in English is weak.三、Teaching goals1.Enable the students to get the main idea of the text , sorte out the structure of the article, and summarize the factual information about the Nature Disaster.2.Learn how to describe natural disasters with useful expressions and sentences.3.By discussing some natural disasters and reading the passages, lead the students to learn about the rescue skills once a disaster happens.四、Teaching important and difficult pointsHelp the students to get the main idea of the text , sorte out the structure of the article, and summarize the factual information about the Nature Disaster .Learn to how to talk about natural disasters .五、Teaching methodsTalking method, skimming, scanning and Pair work / Group work.六、Teaching procedures & waysStepI Lead-in1. Ss are asked to watch a vedio about a Hurricane which happened in the eastern United States.2.Ss are encouraged to name as many natural disasters as possible.3.Then Ss work in pairs ,Talk about a natural disaster they have experienced.（设计意图：利用视频和图片，创设语境，导入本节课的话题“ natural disasters”，激活学生已有的关于自然灾害的认知和经验。

U5(选修六)重点词汇讲解1．volcano n. pl. volcanoesan active volcano活火山an extinct volcano死火山a dormant volcano休眠火山volcanology 火山学volcanologist火山学家pianistphysicistnovelist2. erupt vi1)（火山）爆发，喷发Mount Vesuvius hasn’t erupted for a good many years.维苏威火山……。

2)（搏斗，暴力事件，噪音等）突然发生，爆发Violence in street can erupt for no apparent reason.……在没有明显原因的情况下……。

erupt into laughter / shouting / crying, etc.突然大笑/叫喊/大哭He erupted into laughter without any reason.erupt , explode , bursterupt 喷出，爆发。

强调突然发生，也可作比喻意义。

explode爆炸，爆发。

只混合物点燃后空气突然膨胀而释放大量的热能，同事发出巨响。

作比喻时表示一种感情的突然释放或对事物的破坏。

burst爆炸，爆发。

强调在强大的压力作用下突然释放出能量。

也可比喻意义，之人的敢侵犯的宣泄。

T he bomb exploded at a great distance from out observationpoint ,but with so much noise that I was deafened for several minutes.The poor girl burst into tears when she heard the bad news.3. alongside1) prep. with “和” ; beside “在...旁边”It’s a pleasure to work alongside such men.The boat pulled up alongside the dock（码头）.2) adv. 在旁边;沿着;靠拢着;并排地The police car drew up alongside.拓展：alongside of 在……旁边，与……并排，，与……相比alongside with 与……一起，除…….以外4 . equipment 【u】 n.1)配备,装备The complete equipment of the new hospital will take a year. 把这个新医院的设备配齐要化一年时间。

小学英语说课稿：三年级英语《We love animals》说课稿一。

教材分析：本次说课我所使用的教材是义务教育课程标准实验教科书，小学三年级上册第四单元We Love Animals。

本套教材非常注重学生语言应用能力的培养，从学生的角度来讲，基础教育最主要的任务是要学会学习，开发自主学习能力，培养创新能力。

本教材在整体构思、内容安排、活动设计和教学方法都采用了与学生紧密联系的生活实际，真正体现了语言的交际功能，同时，它把知识和技能目标融会在了完成任务的过程之中，从而体现出了英语新课标提出的把话题---功能---结构---任务结合起来的总思路，为培养学生运用英语进行交流打下良好的基础。

1.本课教学内容：○1. Let's learn本部分主要是学习常见动物单词 cat dog monkey duck panda rabbit○2. Let's talk学习句型I have a …以及Super! Cool! Wow! Great!等表示赞美的感叹词语。

○3. Let's do.本部分要求学生在“Act like a”的指令下模仿小动物的动作。

2.本课教学目标：（知识目标、能力目标、德育目标）知识目标○1.能听懂，会说Look! I have a …并能在实际情景中运用。

○2能听说，认读一些常见的动物单词。

○3能听懂，会说几个常用的感叹词 Super！Cool！Wow！Great！并能够在实际情景中运用。

○4能听懂简单的指示语，并能按照指令模仿动物做出相应的动作。

能力目标：提高学生听、说、读、写的综合能力。

德育目标：教育学生要爱护和保护小动物。

3. 重、难点的确定：重点：能听说认读常见的动物单词，并能运用句型“Look! I have a ”难点：由于学生年纪小，对于一节课要正确运用所学句型和四种表达感叹的词，有一定的难度，而且特别容易混淆。

通过本课的学习，运用自然引入的方法帮助学生正确理解与使用重点句型和四个感叹词。