人教初中八年级英语下册说课稿

人教初中八年级英语下册说课稿

英语说课稿模板一（全英文） 4‎ 英语说课稿模板二（全英文） 9‎ 初中英语说课稿模板三 10‎ 初中英语说课稿模板四 11‎ 英语说课稿撰写的注意事项 13‎ 教师资格考试说课要求和主要内容 13‎ 教师面试说课应注意事项 15‎ 说课基本要素简短介绍 17‎ Unit 1 Will people have robots? 18‎ Unit 1 Will people have robots?教案 18‎ Unit 1 Will people have robots? 教案二 25‎ Unit 1 Will people have robots? 第一课时 说课稿 38‎ Unit 1 Will people have robots? 第一课时 说课稿二 40‎ Unit 1 Will people have robots? SectionA 说课稿 42‎ Unit 1 Will people have robots? SectionA 英文说课稿 43‎ Unit 1 Will people have robots? Section B第二课时 说课稿 45‎ Unit 1 Will people have robots? 说课稿 47‎ Unit 1 Will people have robots?说课稿二 49‎ Unit 1 Will people have robots? 说课稿三 51‎ Unit 1 Will people have robots? 阅读理解 说课稿 57‎ Unit 2 What should I do? 59‎ Unit 2 What should I do? 教案 59‎ Unit 2 What should I do? 教案二 68‎ Unit 2 What should I do? Period1说课稿 74‎ Unit 2 What should I do? Section A说课稿 76‎ Unit 2 What should I do? Section A说课稿二 79‎ Unit 2 What should I do? Section B说课教案 81‎ Unit 2 What should I do? 说课 84‎ Unit 2 What should I do? 说课教案二 87‎ Unit 2 What should I do? Section A 说课实录 94‎ Unit 2 What should I do? 第二课时说课实录 99‎ Unit 3 What were you doing when the UFO arrived? 101‎ Unit 3 What were you doing when the UFO arrived? 教案 101‎ Unit 3 What were you doing when the UFO arrived? 教案二 107‎ Unit 3 What were you doing when the UFO arrived? 第一课时 说课稿 114‎ Unit 3 What were you doing when the UFO arrived? 第一课时 说课稿二 115‎ Unit 3 What were you doing when the UFO arrived? 第一课时 说课实录 118‎ Unit 3 What were you doing when the UFO arrived? Section A 3a–4 说课教案 126‎ Unit 3 What were you doing when the UFO arrived? Section A 第二课时 教学实录 130‎ Unit 3 What were you doing when the UFO arrived? Section B 1-2c 说课稿 138‎ Unit 3 What were you doing when the UFO arrived? Section B (1—3)说课实录 140‎ 读写课课堂 教学实录 142‎ Unit 3 What were you doing when the UFO arrived? 说课稿 145‎ Unit 3 What were you doing when the UFO arrived? 说课实录 146‎ Unit 4 He said I was hard-working. 150‎ Unit 4 He said I was hard-working. 教案 150‎ Unit 4 He said I was hard-working. 教案二 158‎ Unit 4 He said I was hard-working. Section A说课稿 162‎ Unit 4 He said I was hard-working. Section A说课稿二 164‎ Unit 4 He said I was hard-working. 第一课时 说课稿 165‎ Unit 4 He said I was hard-working. SectionB说课稿 170‎ Unit 4 He said I was hard-working. SectionB说课实录 172‎ Unit 4 He said I was hard-working. Self Check说课稿 177‎ Unit 4 He said I was hard-working.说课稿 180‎ Unit 5 If you go to the party, you’ll have a great time! 185‎ Unit 5 If you go to the party, you’ll have a great time! 教案 185‎ Unit 5 If you go to the party, you’ll have a great time! 教案二 189‎ Unit 5 If you go to the party, you’ll have a great time! 第一课时 说课稿 206‎ Unit 5 If you go to the party, you’ll have a great time！第一课时 说课稿二 210‎ Unit 5 If you go to the party, you’ll have a great time! Section A说课稿 213‎ Unit 5 If you go to the party, you’ll have a great time! Section A说课稿二 215‎ Unit 5 If you go to the party, you’ll have a great time! Section A说课实录 217‎ Unit 5 If you go to the party, you’ll have a great time! 第二课时 说课稿 222‎ Unit 5 If you go to the party, you’ll have a great time! Section B 说课实录 225‎ Unit 5 If you go to the party, you’ll have a great time! 3a　说课实录 226‎ Unit 5 If you go to the party, you’ll have a great time! 说课稿 229‎ Unit 6 How long have you been collecting shells? 231‎ Unit 6 How long have you been collecting shells? 教案 231‎ Unit 6 How long have you been collecting shells? 教案二 241‎ Unit 6 How long have you been collecting shells? 第一课时说课稿 259‎ Unit 6 How long have you been collecting shells? 第一课时说课实录 264‎ Unit 6 How long have you been collecting shells? sectionA说课 268‎ Unit 6 How long have you been collecting shells? 1a---2c说课实录 272‎ Unit 6 How long have you been collecting shells? 2a-4说课稿 284‎ Unit 6 How long have you been collecting shells? Section B 1a—2c说课稿 289‎ Unit 6 How long have you been collecting shells? Section B说课实录 291‎ Unit 6 How long have you been collecting shells? 第三课时说课稿 296‎ Unit 6 How long have you been collecting shells? 说课稿 297‎ Unit 7 Would you mind turning down the music? 302‎ Unit 7 Would you mind turning down the music? 教案 302‎ Unit 7 Would you mind turning down the music? 说课稿 310‎ Unit 7 Would you mind turning down the music? 第一课时说课稿 310‎ Unit 7 Would you mind turning down the music? Section A说课稿 311‎ Unit 7 Would you mind turning down the music? Section A说课稿二 315‎ Unit 7 Would you mind turning down the music? Section A 英文说课稿 317‎ Unit 7 Would you mind turning down the music? Section B说课稿 320‎ Unit 7 Would you mind turning down the music? Section B说课实录 323‎ Unit 7 Would you mind turning down the music? 说课稿 330‎ Unit 7 Would you mind turning down the music? 说课稿二 333‎ Unit 8 Why don’t you get her a scarf? 334‎ Unit 8 Why don’t you get her a scarf? 教案 334‎ Unit 8 Why don’t you get her a scarf? Section A 1a-1c 说课稿 345‎ Unit 8 Why don’t you get her a scarf? Section A 1a-2c 说课稿 347‎ Unit 8 Why don’t you get her a scarf? Section A 说课教案 354‎ Unit 8 Why don’t you get her a scarf? 第一课时 说课稿 360‎ Unit 8 Why don’t you get her a scarf?Section B1a-2c 说课稿 362‎ Unit 8 Why don’t you get her a scarf?Section B3a-4说课稿 365‎ Unit 8 Why don’t you get her a scarf? 说课稿 371‎ Unit 9 Have you ever been to an amusement park? 373‎ Unit 9 Have you ever been to an amusement park? 教案 373‎ Unit 9 Have you ever been to an amusement park? 第一课时说课稿 381‎ Unit 9 Have you ever been to an amusement park? 第一课时说课稿二 383‎ Unit 9 Have you ever been to an amusement park? Section A说课稿 386‎ Unit 9 Have you ever been to an amusement park? Section A英文说课稿 391‎ Unit 9 Have you ever been to an amusement park? Section B说课稿 394‎ Unit 9 Have you ever been to an amusement park? Section B 3a　~4说课稿 409‎ Unit 9 Have you ever been to an amusement park?说课稿 412‎ Unit 10 It’s a nice day, isn’t it? 414‎ Unit 10 It’s a nice day, isn’t it?教案 414‎ Unit 10 It’s a nice day, isn’t it? 教案二 420‎ Unit 10 It’s a nice day, isn’t it? Section A 1a-1c说课稿 425‎ Unit 10 It’s a nice day, isn’t it? Section A 2a-Grammar Focus说课稿 431‎ Unit 10 It’s a nice day, isn’t it? Section A说课稿 434‎ Unit 10 It’s a nice day, isn’t it? Section B说课稿 436‎ Unit 10 It’s a nice day, isn’t it? Section B说课教案 438‎ Unit 10 It’s a nice day, isn’t it? Section B说课稿二 439‎ 八年级新目标知识总结 443‎ 教师资格面试知识(大全) 445‎ 教育教学技能测试内容 445‎ 说课的程序 445‎ 关于对认定教师资格人员基本素质面试和试讲进行考察等有关问题的说明 447‎ 试讲十要点 449‎ 教师面试自我介绍范文 449‎ 教师应聘面试注意事项 450‎ 教师招聘面试题集锦（班主任篇） 451‎ 特岗教师招聘面试面试题及答案 452‎ 资格认定教育教学基本素质和能力测试表 455‎ 教育教学技能测试内容 456‎ 教育教学技能测试评分表 457‎ 英语说课稿模板一（全英文）‎ Good afternoon, ladies and gentlemen. My name is (). I come from () Middle School in ().Today I’m going to talk about the topic” What should I do?”I will divide the instruction into seven parts：　they are Teaching material ‎ Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.‎ 一、说教材（教材分析） Analyzing teaching material ‎1. 说课型 lesson type (Dialogue/ reading/ listening/ revision)‎ ‎2. 本课在教材中的地位 status and function Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.‎ ‎3. 说教学指导思想 teaching guideline ‎(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)‎ ‎4. 说教学目标和要求 Teaching aims and demands (…be intended for Ss in key schools)‎ ‎1）认知目标 knowledge objects a. Enable the Ss to remember the following new words & phrases:‎ Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into b. Get the Ss to be familiar with this sentence pattern:‎ If the population keeps growing so quickly, there will only be standing room left…‎ Give the Ss a reinforced practice on the functional item Supposition.‎ c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.‎ ‎2）智能目标 ability objects ‎ a. Ask the Ss to make up a similar dialogue.‎ b. Help them to understand the dialogue better and improve the four skills.‎ c. Develop their ability of thinking independently.‎ d. Cultivate their ability to discover, analyze and solve problems.‎ e. Train them to collect information from the Internet.‎ f. Train them with some effective learning methods to optimize Ss’ learning results.‎ ‎3）德育目标 moral objects a. Arouse their interest in learning English;‎ b. Help them to understand the background of pollution.‎ c. Enable the students to love our earth and the nature.‎ d. Be aware of the importance of stopping pollution & protecting out environment.‎ e. Encourage the Ss to do something to save the earth.‎ ‎5. 说教学重点 teaching important points (生词、句型；培养阅读技能)‎ a. New words and phrases b. Sentence pattern: If- clause c. improve their reading skills.‎ d. Talking about problems of the Earth.‎ ‎6. 说教学难点 teaching difficult points (语法；发展交际能力)‎ a. functional item: Supposition.‎ b. Develop their communicative ability. Act out their own dialogue.‎ ‎7. 说教具 teaching aids (multi-media computer, software, OHP)‎ The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.‎ 二、说教法 Teaching methods Five step method; audio-video; communicative approach;‎ Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.‎ 三、说学法 Study methods ‎ ‎1. Teach Ss how to be successful language learners.‎ ‎2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;‎ ‎3. Get the Ss to form good learning habits.‎ 四、说教学过程Teaching procedures I. 复习 (Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)‎ Activity 1: Imagination ‎1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)‎ ‎2). Suppose you catch a bad cold, what’s to be done?‎ ‎3). Suppose your bike is broken, what’s to be done?‎ ‎4). And suppose the earth, on which we all live, is damaged, what’s to be done?‎ ‎* What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)‎ II. 呈现 (Presentation) 5min Activity 2: Presentation Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)‎ A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.‎ Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.‎ ‎* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.‎ III. 对话 / 阅读 (Dialogue)18m ‎1. Pre- reading Activity 3: Prediction ‎1st listening/ fast reading, one guided Q to help Ss to get the main idea:‎ What do you think is discussed at the conference?‎ ‎2. While- reading Activity 4: Read and answer ‎2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.‎ ‎* 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words；确定主题句；创设信息差information gap；T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)‎ ‎3. Post- reading Activity 5: Language focus While Ss are answering the Qs, the teacher deals with some key language points.‎ a. is being caused b. and so on c. go on doing d. be fit for e. standing room f. if- clause IV. 操练 (Practice) 10m Activity 6: Retell Use your own words to retell the dialogue in the 3rd person.‎ Activity 7: Acting out Activity 8: Drill – Supposition Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)‎ ‎(Retell; act out; role play)‎ V. 巩固 (Consolidation) 6m ‎(Discussion; interview; press conference; debate; quiz)‎ Activity 9: role play Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.‎ ‎* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.‎ Activity 10: Discussion Think of the question: Are we causing damage to the world?‎ What should we do to save the earth and protect our environment especially in our daily life?‎ Collect their answers and form a report.‎ VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell) ‎ Write a letter to the mayor, telling him sth. about the pollution around your school.‎ 英语说课稿模板二（全英文）‎ Today , I’m going to talk about my plan for teaching …. ‎ ‎ First, I’d 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 …‎ ‎ Thid, the focus and difficulties are: …. ryfvg ‎ 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 . I’m going to take the following procedures: Step 1 Warm-up Step2 Presentation Step3 Practice Step 4 Consolidation Step 5 Assignment ‎ Ⅱ It's my pleasure to be here. Now, I'd like to say something about my teaching plans about … For its objective, it covers …objectives 1. 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. … That’s my idea about the teaching plan of this lesson. Thanks for listening. ‎ 初中英语说课稿模板三 一、说教学理念： 英语新课程标准要求教师要从教学实践者转为教学的研究者，…… 二、说教材 ㈠教材概述：本单元…… ㈡三维目标设立： 1、知识与技能 ⑴学会单词、短语：……；句型：…… ⑵提高学生交际，探究能力，培养创新精神。 2、过程与方法： 以学生自主学习为基础，以一幅……图引入，…… 3、情感态度与价值观 ⑴引导学生充分认识到必须…… ⑵培养学生的学习英语兴趣，…… ⑶培养团结协作精神。 ㈢重点、难点 基于以上分析，确定本课重点：…… 难点：⑴……         ⑵…… 三、说教法 1、学生分析：…… 2、教学方法： ⑴游戏教学法；⑵任务型教学法；⑶多媒体辅助教学。 四、说学法 1、善于抓住用英语交际的机会，充分感知，积极体验，大胆实践。 2、积极参与，善于合作，培养团队精神。 3、为赢取“英语课堂最佳表现奖”而主动学习。 依据：新课程倡导的感知——体验——实践——参与——合作，以及形成性评价。 五、说流程 1、总体设计及依据 在任务型活动中热身（8分钟）…… 2、教具准备： 3、分步设计及依据（多媒体课件制作） Step1：在任务活动中热身 活动一：chant 活动二：Guessing games ‎ 活动三：利用挂图…… 活动四：学生俩俩合作，…… Step2 在任务活动中认知 …… Step3 在任务活动中巩固 6个活动 Step4 Summary …… 4、板书设计 六、教学效果预测 …… 七、教学反思（教后说） 1、教学内容要形式多样，…… 2、尽量合理组织教材，…… 3、课件制作要充满色彩，…… 4、拓展学生文化视野，…… 5、充分发挥学生主动作用，……‎ 初中英语说课稿模板四 各位老师好：‎ 今天我说课的课题是《XXX》。下面我对 本课题进行分析：‎ 一、说教材（地位与作用）‎ ‎ 《XXX》是人教版必修教材第XX单元第XX个课题。在此之前，学生们已经学习了XX，这为过度到本课题的学习起到了铺垫的作用。因此，本课题的理论、知识是学好以后课题的基础，它在整个教材中起着承上启下的作用。‎ 二、说教学目标 ‎ 根据本教材的结构和内容分析，结合着XX年级学生他们的认知结构及其心理特征，我制定了以下的教学目标：‎ ‎ 1. 知识与技能目标 ‎ 2. 过程与方法目标 ‎ 3. 情感与价值观目标 三、说教学的重难点 ‎ 本着XXX新课程标准，在吃透教材基础上，我确定了以下教学重点和难点。‎ ‎ 教学重点：重点的依据是只有掌握了 ，才能理解和掌握 。‎ ‎ 教学难点：难点的依据是 较抽象，学生没有这方面的基础知识。‎ ‎ 为了讲清教材的重难点，使学生能够达到本课题设定的教学目标，我再从教法我学法上谈谈。‎ 四、说教法。‎ ‎ 我们都知道XX是一门培养人的XXX能力的更要学科。因此，在教学过程中，不仅要使学生“知其然”，还要使学生“知其所以然”。我们在以师生既为主体又为客体的原则下，展现获取理论知识、解决实际问题的思维过程。‎ ‎ 考虑到XX年级学生的现状，我主要采取设置情景教学法，让学生积极主动地参与到教学活动中来，使他们在活动中得到认识和体验，产生践行的愿望。培养学生将课堂教学和自己的经验结合起来，引导学生主动去发现周边的客观事物，发展思辩能力，注重滨心理状况。当然老师自身也是非常重要的教学资源。教师本人应该通过课堂教学感染和激励学生，调动起学生参与活动的积极性，激发学生对解决实际问题的渴望，并且要培养学生以理论联系实际的能力，从而达到最佳的教学效果。基于本课题的特点，我主要采用了以下的教学方法：‎ ‎1. 直观演示法：利用图片等手段进行直观演示，激发学生的学习兴趣，活跃课堂气氛，促进学生对知识的掌握。‎ ‎2. 活动探究法：引导学生通过创设情景等活动形式获取知识，以学生为主体，使学生的独立探索性得到了充分的发挥，培养学生的自觉能力、思维能力、活动组织能力。‎ ‎3. 集体讨论法：针对学生提出的问题，组织学生进行集体和分组语境讨论，促使学生在学习中解决问题，培养学生团结协作的精神。‎ ‎ 由于本课题内容与社会现实生活的关系比较密切，学生已经具有了直观的感受，可以让学生自己阅读课本并思考，例举社会上存在的一些有关的经济现象，在老师的指导下进行讨论，然后进行归纳总结，得出正确的结论。这样有利于调动学生的积极性，发挥学生的主体作用，让学生对本框题知识的认知更清晰、更深刻。‎ 五、说学法 ‎ ‎ ‎ 我们常说：“现代的文盲不是不懂字的人，而是没有掌握学习方法的人”，因而，我在教学过程中特别重视学法的指导。让学生从机械的“学答”向“学问”转变，从“学会”向“会学”转变，成为学习的真正的主人。这节课在指导学生的学习方法和培养学生的学习能力方面主要采取以下方法：思考评价法、分析归纳法、自主探究法、总结反思法。‎ 最后我具体来谈谈这一堂课的教学过程。‎ 六、说教学过程 ‎ 在这节课的教学过程中，我注重突出重点，条理清晰，紧凑合理，各项活动的安排也注重互动、交流，最大限度的调动学生参与课堂的积极性、主动性。‎ ‎1. 导入新课：（2~3分钟）‎ ‎ 由上节课演过的知识和教材开头的情景设置导入新课。导语设计的依据：一是概括了旧知识，引出新知识，温故而知新，使学生的未知欲望。这是教学非常重要的一个环节。‎ ‎2. 讲授新课：（35分钟）‎ ‎ 在讲授新课的过程中，我突出教材的重点，明了地分析教材的难点。还根据教材的特点，学生的实际、教师的特长，以及教学设备的情况，我选择了多媒体的教学手段。这些教学手段的运用可以使抽象的知识具体化，枯燥的知识生动化，乏味的知识兴趣华。还重视教材中的疑问，适当对题目进行引申，使它的作用更加突出，有利于学生对知识的串联、积累、加工，从而达到举一反三的效果。‎ ‎3. 课堂小结：（2~3分钟）‎ ‎ 课堂小结的目的是强化认识，可以把课堂传授的知识尽快地转化为学生的素质；简单扼要的课堂小结，可使学生更深刻地理解XXX理论在实际生活中的应用，并且逐渐地培养学生形成良好的个性。‎ ‎4. 板书设计：‎ ‎ 我比较注重直观地、系统的板书设计，并及时地体现教材中的知识点，以便于学生能够理解掌握。我的板书设计是：‎ ‎5. 布置作业。‎ ‎ 针对XX年级学生素质的差异，我进行了分层训练，这样做既可以使学生掌握基础知识，又可以使学有余力的学生有所提高，从而达到拔尖和“减负”的目的。我布置的课堂作业是：XXX 英语说课稿撰写的注意事项 说课是教师职业的基本素养，说课要求教师对教学大纲、教学目的、课堂设计很了解，说课要包括：教材、目标、重点、难点、教法、学法、过程、板书、小结。‎ 说课有别于讲课。讲课的对象是学生，侧重讲授知识、培养能力、教书育人，是系统的教育教学活动；而说课的对象是教师、教研员、评委，侧重表述如何讲授知识、培养能力、教书育人，是系统的教育教学研究活动。说课是教学与教研的结晶，是教学理论和教学实践结合的产物。说课讲稿的撰写要注意以下几点。‎ ‎ （一）突出理论性 ‎ 说课讲稿有别于教案或教案提要，它比教案更具有理论性。写说课讲稿也不同于写教案，教案多是具体教学过程，而说课稿则侧重于有针对性的理论指导的阐述；教案只说"怎么教"，而说课讲稿则要重点说清“为什么这么教"。因此，写说课讲稿要注重理论依据的阐述，尤其是说教材、说教法、说学法及学法指导时，一定要说明其理论依据。‎ ‎ （二）简明扼要 ‎ ‎ 说课稿有别于教学论文，它比教学论文更具实践性，因此。说课稿的撰写要用词精当，切忌长篇大论、面面俱到或泛泛而谈。说课各个要素及其理论依据必须要有直接的内在联系，在语言表达方面要言简意赅。另外，表述具体的教学目标时，要尽量避免使用抽象、笼统、缺乏可操作性和可监测性的一般性用语，如知识目标一Student will learn about the present perfect tense；能力目标一Improve the students' abilities of listening，speaking, reading and writing。这样的教学目标只是泛泛而谈，没有说明要求学生做到的是什么，教师在教学过程中也无法有效操作，听课者更难确定教学目标是否达成。 ‎ ‎ （三）不拘一格 ‎ 由于教学内容不同，教学对象（学生）不同，课型不同，教师的教学经验以及对教材的理解和处理不同，说课稿的撰写也不应拘泥于单一的、固定的模式。只要教师能够准确把握说课的要素和要点，透彻分析教学设计的理论依据，采用综合论述（说课的各个要素不逐项列出）或分块论述（说课钠各个要素逐条列出），都能达到说课教研的最终目的。‎ ‎ （四）突出英语学科特点，但要量力而行 ‎ 原则上讲，英语说课讲稿最好用英语写。但是用英语写说课讲稿对教师的英语写作能力提出了更高的要求，因此，在有些教师还没有掌握说课方法或没有能力准确翻译某些教学理论时，最好慎重用英语写说课讲稿。笔者认为，现阶段英语说课讲稿用英语撰写或用汉语撰写均可。因为，说课是陈述教学方案设计及其理论依据，而不是具体实施课堂教学方案。英语说课的目的主要是进行英语教学研究，提高教师的教研水平，而不侧重于提高教师的英语口语表达能力。‎ 教师资格考试说课要求和主要内容 ‎①说教材。说本教材目的、联系、教学目标、重点、难点和课时安排。‎ ‎②说教法。说本课选择何种教学方法、教学手段及其教育理论依据。‎ ‎③说学法。说本课拟教给学生什么学习方法，培养哪些能力。④说教学程序。说本课的教学思路课堂结构及板书设计等。‎ ‎“说课”有哪些基本要求呢？我们认为主要有以下六项：‎ ‎1、说清本课内容在本学科教学中所处的地位及其作用。在教学过程中，每一课时教案所包含的内容是不同的，它们在每一学科的知识体系中的地位及其作用也是不同的，有些课时所含的教学内容极其重要，与今后授课的内容关系十分密切，是阶段性的关键点，甚至是本教材的重点内容，起着承上启下的作用。因此，说课者如何认识每一课时教案在学科教学中的地位，如何对学生进行学习指导是至关重要的。说课者就是要说清该课在学科知识体系中的要点和关键，说清每一课时教案内容在学科知识体系中的地位及其作用，并抓住这些知识关键点来指导学生，从而达到事半功倍的教育效果。 　　 2、说清本课内容的重点、难点和要点。每一课时教学内容都有自己的重点、难点和要点，要让学生把握一节课的教学内容，必须突出重点。在教学过程中，每一课时又往往有一些知识点学生难以明确，难以掌握，作为教师必须从学生的实际出发，把握重点要点找出难点，化解难点以达到预期的教学目的。这些都需要“说课”者在说课过程中掌握并说清如何在教学过程中体现。‎ ‎3、说清本课的课时结构和目标。掌握课堂教学目标是教师的基本功，在有限的40分钟内，实现课堂教学目标，是很有讲究的，如何突出重点、掌握要点，如何化解难点、巩固知识，如何复习旧课、导入新课，如何演绎示范、归纳总结，如何提问设问、布置练习，都有一个时间合理安排问题，一节好的课离不开一个好的课时结构，要使每一课时的各个教育环节均能恰到好处，合理分配课堂教学时间就尤为重要。作为说课者，必须紧紧围绕课堂教学目标，在说课过程中，体现课时结构，反映各个教学环节的时间分配。 　　 4、说清实施课堂教学目标的方法与手段。在课堂教学目标确定之后，用什么方法和手段实现课堂教学目标，极为重要，它要求“说课”者根据教学要求和所教对象，说清如何运用相应的教学方法来完成教学任务，并运用何种教学手段，来强化教学目标的重点、要点，化解难点，使学生掌握所教知识。‎ ‎5、说清教学过程状态的调节与信息的有效传递。教学过程中师生教学状态的调控，与教和学信息的传递、反馈，实质上是一个很重要的，但往往又容易被“说课”者遗忘的环节，在实际教学中教师的“教”与学生的“学”虽是相互联系的，但有主动和被动、先后快慢之分，有时也许老师讲得快的地方恰恰正是学生一下子不能领悟到的地方；有时学生积极性很高、偏离教学目标，这就需要教师通过信息传递、反馈来适当调控，而教学状态的有机调控必须注意提问、设问、练习等信息传递的精心设计和合理安排。在“说课”中说课者要充分说明。 　　 6、说清对本节教学过程的预先评估。说课虽不是课堂展现，说课者对说课内容的教学过程也应该有一个预先评估，并将此作为说课的一项内容。预先评估中包括教学过程中可能出现的问题，学生中可能“冒出”的个别代表性的错误、时间控制上的调整，以及补救措施、目标测试的答疑等。 说课者说完课后，其他教师应围绕这课的教学怎样落实素质教育要求，怎样提高深堂教学效益，各抒已见，相互交流，使说课者与参与者在理论与实践的结合上得到新的认识、新的提高。说课一定要抓住重点、难点，突出教法的特点，说出与众不同的教学新意，这就是说课的艺术。‎ 教师面试说课应注意事项 ‎（一）说课应注重什么 ‎   一般说来，说课应注重以下几点：‎ ‎1.说课要突出一个“新”字 ‎    创新是艺术的生命，只有创新才能突出说课的艺术。“新”是说课成功的关键。“新”的要求很高：‎ ‎    方法新——不能平铺直叙。‎ ‎    结构新——要有起伏，高潮迭起。‎ ‎    练习新——要激发学生的兴趣、启发学生的智慧。‎ ‎    手段新——运用多媒体突出重点，图文并茂。‎ ‎    设计新——从导入新课、展开新课、巩固新课、结束新课等几个怀节，要环环紧扣，具有新意。‎ ‎    开始新——从开讲艺术到结尾艺术要吸引听者，引起共鸣。2.说课要体现一个“美”字 ‎    美是艺术的核心，说课要跟讲课一样处处体现美，给人美的享受。‎ ‎    内容美——教师要善于从教材里感受美、提炼美、提示美、使原有的美更添色彩。‎ ‎    语言美——教师语言美是决定说课成败的关键。‎ ‎    情感美——情感是教学艺术魅力形成的关键因素，没有强烈的情感，不可能把课说得成功。‎ ‎    板书美——板书是教师的备课中构思的艺术结晶，它以独特的魅力，给学生以美的熏陶。‎ ‎    教态美——教态是沟通师生情感的桥梁，教态美可以唤起学生对美的追求。‎ ‎3.抓住一个“课”字，突出一个“说”字 ‎    说课，要用一节课1/4～1/3时间说出一节教学环节齐全的课，必须经历完整课堂教学的各个环节。对常规课课型来说，要经历“铺垫——新授课——举例_巩固——置疑——小结——练习”等过程，对采用目标教学法的课程来说，要经历“目标呈现——揭题展示——反馈矫正——课堂练习”等过程。因此，说课者要根据课型抓住这节课的基本环节去“说”，说思路、说方法、说过程、说结构、说内容、说训练、说学生。无论说什么，都要说得有理有据，使听者叫好，达到“听君一席话，胜读十年书”的目的。‎ 在说课过程中，要特别注意以下几点：‎ ‎   （1）“说课”不等于备课，教师千万不能照教案去说。（2）“说课”不等于讲课，教师不能视听课对象为学生去说。（3）“说课”不等于背死课，教师不应将事先准备好的“说案”一字不漏地死背下去。（4）“说课”不等于读课，教师不能拿着事先写好的材料去读。因此，教师在说课时，要紧紧围绕一个“课”字，突出“说课”的特点，完成说的过程。‎ ‎4.遵循“课”路，选准“说”法 ‎    教学思路是教师课堂教学思想的具体体现，是教师实施教学过程的基本构想。教师讲课时，要紧紧围绕教学思路进行，教师在说课时，当然也要环环扣住课堂教学思路展开。能否围绕教学思路实施“教”法，能否围绕教学思路展开“说”法，无疑是教师授课和说课成败的关键。诚然，说课的方法很多，需要因人制宜、因材施“说”。说理、说实验、说演变、说现象、说本质、说事实、说规律，正面说、反面说，横向说、纵向说，理论联系实际说等。但无论怎么“说”，都要遵循课堂教学思路这一主线去“说”。‎ ‎5.变换“说”法，找准“说”点 ‎    说课的对象是听众，而不是授课的对象学生。这些听众可能自是说课的评委、本学科的教师、本教研室的教师、其他学科的教师及教务科、教育研究部门、教育行政部门的领导。但无论怎样，这些听众都竭力站在学生角度去对待说课者所说的课，去审视教法的采用，教学重难点的突出、突破，教学环节的把握等。因此，说课者必须置于听众思维和学生思维的变化处，站在备课讲课的临界点，变换“说”位，编写“说”案，研究“说”法，找准“说”点。‎ ‎6.把握“说”度，把课“说”活 ‎    说课的重点应放在说清思路、说清教学过程、说清教学方法;而讲课的重点则应放在实施教学过程、完成教学任务、反馈教学信息、提高教学效率。换句话说，说课重理性和思路，讲课重感情和实践。因此，用极有限的时间完成说课，必须详略得当。那么，如何把握“说”度呢？最主要的一点就是因“材”制宜，具体问题具体分析，灵活选取“说”法，把课“说”活。说出该课的特点和特色，把课说得有条有理、有理有法、有法有效，说得生动有趣、绘声绘色，使听众听得清清楚楚、明明白白。使听众都有“词已尽意无穷”的感觉。这就要求说课教师认真钻研说“材”说“案”，灵活选用“说”法，准确实施“说”程，这样，才能把课“说”活。‎ ‎7、语气得体、内容不失真 ‎    听说课的对象是评委，是领导等，都是成人，说的语气、称呼要得体。虽然听课者是成年人，但他们还ui竭力站在学生的角度去听说课，去审视说课者的一字一句、一举一动，包括组织过程、参与过程、教法的采用，因此，说课时要真是体现教学设计的理性思路、教学的过程、方法的选择，又要注意说课时的语气、称呼、表情要得体。‎ ‎8、说出特点、说出风格 ‎    说课的重点应放在实施教学过程、完成教学任务、反馈信息、提高教学效率上。说课要重理性，讲课注意感性和实践，因此，用极有限的时间完成说课内容不容易，必须做到详略得当、简繁适宜、准确把握说度。说得太详太繁，时间不允许，也没必要，说的过略过简，说不出基本内容，听众无法接受。那么，如何把握说度呢？最主要的一点是因地制宜，灵活选择说法，把课说活，说出该课的特色，把课说得条理清晰、法度适宜，说得生动有趣，人情人理;其次是发挥个人的特长，说出个人的风格，这就把握了说课的度。 ‎ ‎（二）说课的艺术 ‎    教师，作为说课活动的主体，必须努力使说课的每个环节到位，做到“说深”“说实”“说准”“说精”，把握好说课艺术。‎ ‎1.说标准要“深”。‎ ‎    任何一门学科，都构成了一个相对完整的学科知识体系。每节课的内容都是这个体系中的一个“小分枝”。就语文学科而言，它要求教师在说课前就一节内容出发追本溯源，找到它在课程标准中的位置，看看课程标准对这节所在单元及所在课文的要求，然后顺藤摸瓜，准确把握课程标准对这节课的要求。至此，这节课的教学目的、重难点就可随之确定了。反之，脱离课程标准的说课就是无本之木、无源之水，会给人一种虚无缥缈的感觉。‎ ‎2.说方法要“实”‎ ‎    这个方法既包括教师实施教学目标的教法，又包括学生在这节课上要掌握的学法。只有教法得当、教师才能有条不紊地施教;只有学法合理，学生也才会兴趣盎然地受教。而要做到教法得当、学法合理，我们教师在备课说课时必须要“实”。要从教材的实际出发，从学生的实际出发，遵循学生掌握知识过程“由浅入深、循序渐进、由感性到理性”的认识规律，依据“主体参与、分层优化、及时反馈、激励评价”的十六字原则，理论联系实际的原则以及传授知识和发展能力相结合等教学原则来确定教法、教学手段和学法。作为教师还要有全局观，树立面向个体学生的思想，实行分层优化，采取建立帮带小组，实行小组讨论等方法，促优生提高，帮差生转化。总之，“教学有法而无定法，贵在得法”，教师必须找准出发点，采取切实可行的教学方法，从而实现教学所要达到的目的。‎ ‎3.说习题要“准”‎ ‎    课堂练习与课后作业是检查课堂教学效果和巩固课堂教学内容的手段。因此习题的设计一定要“准”。既要准确体现该节教学的目标、重点、难点，又要与考试（中考、高考）题型、难度相吻合。否则就会事倍功半、收效甚微。同时，教师设计这些习题一定要考虑到不同类型学生的接受能力，做到分层设计、区别对待，真正做到使“优生吃饱，中等生吃好，差生吃了”。‎ ‎4.说程序要“精”‎ ‎    说课堂教学程序与前三项比起来，应说得详细些，因为课堂教学程序的设计和安排既是说课的出发点，又是落脚点，是贯穿整个说课过程的一条主线。但说课毕竟不同于授课，因它面对的是与说课者水平相当的教师，因此说课堂教学程序时无需将教案全搬出来，而要做到一个“精”字。具体地讲：一要说出课堂教学的整体思路和环节;二要说出处理教材、教法和学生实际之间联系的方法;三要说出对每个环节、每个层次、每个步骤的设想和安排及这样设想和安排的依据;四要说出教学中突出重点、突破难点、抓好关键点的理由和方法;五要说出习题设计和板书以及设计的意图、目的和理论依据。只要将以上五方面用最精炼的语言说出，使人听明白，即可达到教研交流的目的。说课，作为教研活动的一种形式，它要求教师发挥主体作用，积极参与。只要深钻标准，细研方法，优选习题，精琢程序，就能保证说课质量;只要持之以恒，坚持说课，就可不断提高自身素质，以适应教改形势。‎ 说课基本要素简短介绍 ‎“说课”说什么？‎ 刚涉及说课的老师可能对说课的几个基本要素不是很清楚，这里作一个简短的介绍。 从现有的说课基本模式而言，说课大体由以下几个基本要素构成：‎ ‎1、教材分析 （1）该节课的教学内容是什么，属于何种课型，包含了哪些知识点，教材在编写上有什么意图和特点，特别要注意挖掘教材中隐含的渗透的数学思想； （2）该教学内容在教材、单元乃至整个小学数学学习阶段中所处的位置，所起的作用以及前后知识之间的联系。‎ ‎2、目标定位 （1）教学目标 现在已打破原有的知识技能、思想教育分块目标陈述的方式，新课标倡导我们将知识、技能、情感三大领域目标予以整合，有机结合来定位； （2）教学重点； （3）教学难点； （4）教学准备（如教具、学具的准备等都可简要予以阐述）‎ ‎3、教学流程 （1）整体设计 应该说一说课堂设计的整体思路，是在什么样的思想指导下设计教学的？简要介绍该节课的课堂教学结构。如应用题课大体可沿用数学建模的思想，安排“创设情景——建立模型——实践运用”三部曲进行，体现数学知识从生活中来，又用数学解决生活中的相关问题的做数学的教学理念。 （2）环节设计 围绕你的整体思路，介绍说明主要教学环节，或者说是教学框架，着重阐述重难点的处理，说说突出重点，突破难点的具体有效的教学措施，另外介绍自己有特色的地方。‎ ‎“说课”怎样说？‎ 根据本人对说课的理解与体会觉得，真正“说课”的操作和说课稿还是有一定差异的，即使有了一份精美的说课稿照本宣读也未必有好效果。因为说课稿是静态的，而说课整个也是动态生成的过程，是有听众的，你能否调动他们的情绪和思想在很大程度上决定你说课的成败。‎ 在说课中，我认为要给自己说课赋予一些基本思想，如： 教学设计的基本教学理念，在你的设计中体现了哪些新课标精神？ 你的教学整体思路是在什么教育理论支撑下展开的，也就是教学理论依据； ‎ 你这样设计的意图是什么？力求达到什么目的？在实施中可能会产生哪些问题，各种问题你又如何引导、解决？ 你觉得这节课教材对学习主体来说，是否要进行处理，阐述你处理的理由，通过你的处理学生可能在学习中避免了哪些学习障碍，有什么优点等。‎ 同时，在说课中要注意几个问题： （1）说课整体要流畅，不要作报告式，如“许多123”，几个环节过渡要自然，比如，教材分析后，要确定目标时，可以这样说“基于对教材的理解和分析，本人将该节课的教学目标定位为……”“下面我侧重谈谈对这节课重难点的处理” （2）说课要有层次感，不要面面俱到，不要将说课说得很细，我们要说的都是一些教学预案，所以要多谈谈学生学习中可能碰到的困难和教师的教学策略。这里的层次针对某一教学环节来说也是如此。比如，在重难点处理上，你设计哪些问题，如果第一套方案不行，第二套方案有怎样安排等；在练习中你安排了哪些练习，有没有体现出层次性等。 （3）说课要自信，要富有激情和个性。既然是说课，说的成分很重要。最好能说的神采飞扬，激情澎湃感染听众。同时要针对自身扬长避短，体现个性。比如擅长书法的教师可将你的整体框架进行板书，既使听众思路清晰，又能增加你的印象分，和乐而不为呢？‎ Unit 1 Will people have robots? ‎ Unit 1 Will people have robots?教案 Teaching goals: 1. Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc . 2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答. 3. There be 句型的一般将来时. 4. more , less , fewer 的用法. 5. 学习一般将来时态的相关知识，学会对未来进行预测. 6. 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣. 7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时. Important and difficult points : 1. will构成一般将来时态的句式。 2. There be 句型的一般将来时态。 ‎ ‎3. more , fewer , less 的用法。 4. How to make predictions .‎ Period  1‎ Teaching procedures: Step 1  Leading in 1. Greetings: Welcome to school . What’s the date today ? Who’s on duty today ? Do you enjoy your winter holiday ? Do you finish your homework ? Do you want to live on the moon ? Can you guess what will happen in ten years ? Collect the Ss’ answers and say something about their predictions . Step 2  Pre-task SB Page 2 ,1a . 1. Look at the picture :How will the world be different in the future ,100 years from now ?We’re going to talk about sth in 100 years . 2. Read each predictions to the class .Explain the new vocabulary . 3. Read the instructions .Make sure Ss know what they should do . 4. Do it by themselves . 5. Talk about the answers with the class . Explain :一般将来时态 构成: will / be going to +动词原形 Step 3  While-task SB Page 2 ,1b . 1. Practise reading the six predictions . 2. Read the instructions to Ss .Circle the things you hear on the recording . 3. Play the tape twice . 4. Play the tape a third time .At the same time ,check the answers . SB Page 2 , 1c . 1. Pay attention to the dialogues . ‎ ‎2. Read the dialogues fluently . 3. Pairwork .Work in pairs to make predictions according to the sample . 4. Ask several pairs to share their conversations to the class . SB Page 3 , 2a & 2b . 1. Read the predictions . 2. Read the instructions and point out the sample answer . 3. Play the tape twice .Ss circle the word they hear in each sentences: more , less , fewer . 4. Check the answers . 学生探究: less , fewer 的区别。 Step 4  Post-task 1. Point to the example in the sample dialogue .Practice reading . 2. Look at activity 2b .Groupwork:Take turns to make conversations about the predictions . Grammar Focus: 1. Review the grammar box .Ss say the statements and responses . 2. Make summaries about “will” ,“fewer” and “less” . Homework: 1. Make predictions about yourself in 10 years .Write down 5 sentences . 2. Go over the new words . 教学后记:‎ ‎ ‎ ‎ Period  2‎ Teaching procedures : Step 1  Leading in 1. Greetings and free talk . 2. Check their homework :Ask two or three Ss to speak out what they wrote down .(教师作出适当的评价) ‎ Step 2  Pre-task 1. Go over what we learnt yesterday . 2. 通过三种时间的对比简略复习一般过去时与一般现在时。 Step 3  While-task SB Page 4 , 3a . 1. Point to the three picture and say :This is Sally .The first picture is Sally five years ago ,the second one is Sally now ,and the third one is Sally five years in the future . 2. Read the instructions . 3. Complete filling in the blanks individually . 4. Check the answers . 5. Practise reading .Then ask some Ss read them out . SB Page 4 , 3b . 1. Look at activity 3a .Make predictions about Sally . 2. Point to the example in the sample dialogue .Ask two Ss to read the dialogue to the class . 3. Practise reading . 4. Pairwork .Make their predictions about Sally . Step 4  Post-task 1. Write about yourself . With the help of the sample of Sally .We can write sth about ourselves five years ago ,today and in five years . 2. Complete the work individually . 3. Review the task .Ask a few more Ss for answers . Homework : Draw a picture of the city in 20 years .Describe it to the class . 教学后记:‎ ‎ ‎ ‎ Period  3‎ Teaching procedures : Step 1  Leading in 1. Greetings . 2. Say yourselves :five years ago , today and in five years . 3. Check the homework. Step 2  Pre-task SB Page 5 , 1a . 1. Look at the form and read the headings to the class .Make sure the Ss know what they mean . 2. Read the list of seven words .Explain the new words . 3. Write each word in the correct column .Check the answers. SB Page 5 , 1b . 1. Read the words already written on the chart . 2. Groupwork: Think about what we learned before .Write some words in the chart above .Divide the class into groups of four ,let them have a competition . Step 3  While-task SB Page 5 , 2a . 1. Look at the pictures carefully .Can you guess what we’ll listen ?Talk about them . 2. Read the instructions .We’ll listen to 3 conversations .Number the pictures 1-3 . 3. Play the tape twice .Check the answers . SB Page 5 , 2b . This activity is easy ,I think .For we know the conversations are talking about Alexis 10 years ago ,today and in 10 years . 1. Read the instructions . 2. Pay attention to the sentences and the verbs in the box . 3. Play the tape and correct the answers . Step 4  Post-task 1. Read the instructions . 2. Pairwork. One is Alexis, one is Joe . ‎ ‎3. Point out the example in the sample dialogue .Read it to the Ss . 4. Talk about Joe’s life now , ten years ago and in ten years . 5. Ask some pairs of Ss to say their dialogues . Homework: 1. Go over the words . 2. 写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。 教学后记:‎ ‎ ‎ ‎ Period  4‎ Teaching procedures: Step 1  Leading in 1. Greetings . 2. Ask two Ss to say sth about Joe . 3. Check their homework . Step 2  While-task SB Page 6 , 3a . 1. Read the instructions . 2. Give Ss 3 minutes to read the passage , tick out the new words. 3. Explain the new words and practice reading . 4. Point out the chart .Read the column headings to the class . 5. Read the passage again .Write words from her answers in the correct columns below . 6. Check the answers . 7. Practise reading . SB Page 6 , 3b .Playing a game :Who write it ? 1. Ss write about their life in ten years on a piece of paper but don’t write names on the paper . ‎ ‎2. Put all the Ss’ papers together . 3. Take turns reading the paper .The other Ss guess who wrote it . Step 3  Post-task SB Page 6 , Part 4 . 1. Read the questions below . 2. Ask two Ss to read the dialogue . 3. Answer the questions . 4. Pairwork. Get your partner’s answers . 5. Share a few Ss’ conversations . Homework: 1. Finish selfcheck as their homework . 2. Go over the words in this unit . 教学后记:‎ ‎ ‎ ‎ Period  5‎ Teaching contents: Reading :Do you think you will have your own robot ? Teaching procedures : Step 1  Leading in 1. Greetings and free talk . 2. If possible,draw a robot on the Bb or put up a picture of a robot. Tell :What does it look like ? What can it do ? 3. Tell your partner what you know about robots . Step 2  Pre-task SB Page 8 , 1b . 1. Read the title of the passage . 2. Look at the picture together .Ask a few Ss to describe What they see . ‎ ‎3. Read the words and phrases in the box .Practice reading the words . 4. Circle the words you think you will read in the passage . Step 3  While-task SB Page 8 . 1. First let Ss scan the passage for the main idea . 2. Explain something . help sb with sth /do sth do the same as … make sb do sth It takes /took /will take … 3. Ask a few comprehension questions around the class . 4. Read the passage by the Ss . Step 4  Post-task 1. Go through the reading again . How many words in 1b did you correctly predict ? 2. Go over the structures in SB Page 9 , 3b . Make their own sentences . Homework: 1. To make sure the Ss understand the passage .and I want to know whether they’re careful in the class ,let Ss translate the passage into Chinese . 2. Go over this unit . 3. Make their own sentences . 4. What ways do you think a robot will help you and your family in the future .Write your ideas .‎ Unit 1 Will people have robots? 教案二 Unit 1 Will people have robots Ⅰ.Teaching ‎ ‎ aims ‎ 1. Knowledge aims:‎ ‎ ⑴.words: robot, paper, use , less, fewer, tree, building, space, fly, moon…‎ ‎ ⑵ Conversation:‎ A: Will people use money in 100 years?‎ B: No, they won’t. Everything will be free. Will people live to be 200 years old?‎ A: Yes, they will.‎ 2. Ability aims:‎ ‎ ⑴ Learn to talk about the future using will.‎ ‎ ⑵ Learn to make predictions.‎ 3. Emotion aims: Learn to study hard.‎ II. Main Points ‎1.What do you think life will be like in 100 years? ‎ ‎2.Every home will have a robot.‎ ‎3. Will kids go to school? No, they won’t. They’ll study at home. ‎ ‎4.There will be fewer trees.‎ III. Difficult points There will be …‎ IV.Teaching Method Task-based teaching method V. Teaching aids Radio, pictures.‎ Procedures Steps Contents Aims and Demands Warming up ‎ 1. Greetings.‎ 2. Free Talk.‎ Arouse the Ss’ interesting of learning and make a comfortable situation for the students.‎ Pre-task ‎ 1. Ask students to think about the life in the future , they may talk about it in Chinese when necessary.‎ 2. Show the pictures of future and help the students to learn and talk.‎ Learn the key words.‎ Enable the Ss learn to share the information in their groups. ‎ Lead in ‎ Task 1‎ 1. Teacher present the following sentences:‎ T: Will people have robots at home?‎ S: Yes, they will.‎ T: Will kids go to school?‎ S: No, they won’t . They will study at home.‎ T: Will people live to be 200 years old ?‎ S: Yes, they will.‎ 2. Ask the Ss to make a list, What will be in the future.‎ 3. Ask some students to report.‎ Present and master the main points and difficult points. ‎ Enable the students to use the key sentences to finish the task.‎ Task 2‎ ‎1. Present the sentence.‎ ‎ There will be more/ less/ fewer people. Etc.‎ ‎2.Ask Ss to discuss and do 2a.‎ ‎3. Ask some students to report.‎ Learn to make predictions with There will be…‎ Enable the students to use the key sentences to finish the task..‎ ‎ Master the main and difficult points.‎ Task 3 ‎ 1. Ask one students to talk about more the future and express their opinions.‎ 2. Ss make a conversation.‎ Arouse the interesting and enable the Ss to predict and learn to work in groups.‎ Post-task 1. Students report the result.‎ 2. Teacher appraise those who did well in class.‎ Encourage Ss to make progress.‎ Summary ‎ 1. Go over the key words.‎ 2. Revise the main sentences such as:‎ Will people have…?‎ ‎ Every home will have a robot.‎ ‎ There will be more/less/fewer…‎ I agree./ I don’t agree.‎ Consolidate the knowledge of this unit.‎ Homework 1. Finish the exercises.‎ 2. Image you are in 2080, what will your life be like? Please write them down.‎ 1. Strengthen the knowledge.‎ 2. Enable the students to write with the key sentences they learned.‎ Notes of this period Contents on the Bb Unit 1 Will people have robots?‎ ‎ ‎ ‎ 1. What do you think life will be like in 100 years? robot ‎2. Every home will have a robot. paper ‎ ‎3. Will kids go to school? No, they won’t. They’ll study at home. use ‎ ‎4.. There will be fewer trees. less ‎ ‎ tree Unit 1 Will people have robots Ⅰ.Teaching ‎ ‎ aims ‎ 1. Knowledge aims:‎ ‎ ⑴.words: sun, earth, spaceship, space station, even, pollution…‎ ‎ ⑵ Conversation:‎ A: I think there will be more pollution.‎ B: Well, I don’t agree. But I think there will be fewer trees.‎ A: I agree.‎ 2. Ability aims:‎ ‎ ⑴ Learn to talk about the future using will.‎ ‎ ⑵ Learn to make predictions.‎ 1. Emotion aims: Learn to study hard.‎ II. Main Points 1. more, fewer, less.‎ 2. will not = won’t ‎ 3. everything will be free.‎ III. Difficult points There will be …‎ IV.Teaching Method Task-based teaching method V. Teaching aids Radio, pictures.‎