生物说课稿范文(精选十九篇)

山崖发表网范文2022-08-26 13:18:23152

生物说课稿范文(篇一)

Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:

Analyzing teaching material

The teaching methods

The studying methods

The teaching procedures

and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”

This unit is about It is made up of paragraphs.

The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.

The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.

The emotional aim is to help students understand and to develop

students’ sense of cooperative learning.

Then the teaching key points is to help the students get a general idea of the whole

And the teaching difficult points is to make students use their own words to express

According to the analysis above, I’ll try my best to carry out the following theories

while dealing with this lesson:

To make students the real masters of the class while I just act as a director.

To combine the language structure with the language functions.

And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:

The first teaching method I will use is communicative approach, since language is

used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.

The second teaching method I would like to use is task-based approach. A task

resembles activities which our students or other people carry out in everyday life.

Learners should be given opportunities to reflect on what they have learned and how well they are doing.

The third teaching method I want to use is computer assisted language teaching.

Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.

And in order to practice my teaching methods better, the following teaching aids will be used:

A projector, a tape recorder, multimedia and of course the blackboard.

And then, I would like to talk about the studying methods. As students are poor in

cooperative learning skill, many students are not active in English class, and even

some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing,

thinking, and speaking. So, to make the students get the knowledge actively,

cooperative learning and task-based learning will be used.

Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.

Step 1 Lead-in

At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions,

the students will be eager to know something about and it’s the very time to naturally lead the class into

Step 2 Listening comprehensions

In this step, I will write several questions before listening to the text:

And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .

Step 3 skimming and scanning

In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.

Step 4 Retelling the passage

Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.

Step 7 Consolidation

In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.

Step 8 make a summary

I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.

And now let’s move to the last step

Step 9 Homework

1. Read the passage as frequently as you can

2. Find out some words and sentences you think are beautiful and recite them.

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

That’s all of my teaching ideas about this lesson. Thanking you for your listening.

生物说课稿范文(篇二)

Good morning, everyone,

Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong’an Middle School, Congtai District of Handan.

My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With Transportation”, and the topic of Lesson 37 is “Flying Donuts”. I have decided to say the lesson from six parts:

Part One —— Analysis of the Teaching Material

One: Status and Function

1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.

2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.

3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.

4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.

Two: Teaching Aims and Demands

The teaching aims basis is established according to Junior School English syllabus provision.

1. Knowledge objects

(1) To study the new words “fuel”, “oil” and “coal”.

(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.

2. Ability objects

(1) To develop the students’ abilities of listening, speaking, reading and writing.

(2) To train the students’ ability of working in pairs.

(3) To develop the students’ abilities of communiation by learning the useful structures.

3. Moral objects

(1) Through different teaching methods to make students be interested in study.

(2) Love to know more knowledge about tranportation and dare to express their opinions in English.

(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.

Three: Teaching Keys and Difficult Points

The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching materials position and function.

1. Key points:

(1).Be able to express words, phrases and sentences in English.

(2). Know about the improvement of transportation and Danny’s invention.

2. Difficult points:

Be able to talk about their imaginary future transportation in oral English.

Part Two —— The Teaching Methods

Communicative teaching method; 2. Audio-visual teaching method;

3. Task-based teaching method;

4. Classified teaching method.

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method and “Classified” teaching method. That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.

In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.

Part Three —— Studying ways

1. Teach the students how to be successful language learners.

2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.

Part Four —— Teaching steps

As this lesson plays an important part in the Engish teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.

The entire steps are:

Step1 Warm-up and Lead-in

Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us?

Purpose of my designing: In this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s leson has something to do with their discussion.

Step2 Presentation

1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.

Purpose of my designing: After seeing the pictures, the students will know what they are and they can learn them quickly and easily.

2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.

Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.

3. Text Learning and a Quiz

I’ll use CAI to present the whole text. I’ll write the key points on the blackboard while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.

After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don’t think so, have fun, a new kind of, on the way to school, and so on.

Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.

4. Key Structures and Difficult Points Learning

First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all.

For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases.

Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.

5. Read and Say

Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud.

Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more.

Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.

Part Five —— Summarize and Homework

Ask the students such questions:

What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let’s try!

Then show them some exercises and help them to finish them.

At last, tell the students what today’s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.

Part Six —— Blackboard Designing

Purpose of my designing: Presents the text key content clearly on the blackboard, favors the students to knowledge grasping.

OK. That’s all. Thanks for listening to me and helping me.

生物说课稿范文(篇三)

在我的校园里，有一个美丽无比、神秘有趣的地方——生物园。推开生物园的门，迎面而来的是一个个可爱的、毛茸茸的绒球花。绒球花没有花瓣，只有软绵绵的绒毛，看上去就像一个红球。那美丽的红色，明亮地照耀着我的眼睛，叶子呈羽毛状，犹犹如无数片染过绿色颜料的羽毛飘浮在眼前，给春天增加了几分春色。

在这些美丽的绒球花对面，有着一排勒杜鹃。从远处看，呈现出一片动人的红色，既像一堆堆火焰，又像一只只美丽的蝴蝶。从近处看，每朵花儿都由三片苞叶组成，勒杜鹃的枝条互相缠绕在小柱子上。翠绿的叶子上还有几滴春雨后的水珠，密密麻麻的枝条中还有几根锋利的小刺。

在正前面，有着一个地貌区，里面有冰川、黄土、海洋······的地貌，再右拐就是生物进化区，在一条并不长的走廊里，我了解到许许多多的生物进化过程，真是一个大教室呀！

除了上面说到的绒球花、勒杜鹃以外，生物园还有一种美丽的花儿，那就是茶花。茶花正是茂盛的时期，一片片花瓣向外展开，每一片都像是沫了粉红色的粉末。有些花苞饱胀地快要爆出来似的，但它又却害羞的姑娘似的不敢露出她那美丽的笑容。

我爱我们学校的生物园！

生物说课稿范文(篇四)

The Introduction of the teaching plan

for section B(1-2c) unit 5 (go for it)

I have the honor to reveal my analysis of English lesson

here. I’d like to say I’ll try my best not to let all of you down. As teachers ,if you want to have an excellent class of English ,especially an open class to many experts like all of you, we should have to dig into the teaching material ,analyze the teaching material. However, I think we should take these parts

into consideration. ①Teaching material and the students ②teaching methods ③learning methods④procedures ⑤blackboard design and assessment .Ok, let me say something about my teaching plan for unit 5 section B. Today the first I’ll talk about is the first part “Analysis of the Teaching Material and students”

Part One: Analysis of the Teaching Material and students

(一) status and function

The topic of this unit is about decision making. Such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken English. This unit is divided into two parts: Section A and Section

B. Section B is divided into two periods. This period is the first lesson of Unit5 section B. It introduces new vocabulary while recycling the language presented in Section A. All activities help students integrate the new target language with the language studied in Section A. This recycling reinforces previous language learning while providing additional practice with newly learned language. It also increases the students listening and speaking ability by listening practice and pair work talking

(二) Teaching Aims and Demands

The teaching aims basis is established according to Ju

nior School English syllabus provision. In accordance with the analysis of teaching material and the requirements of “go for it＂ English teaching syllabuses. The focus of teaching should be laid on grasping key vocabulary and structures, and developing the students’ ability of communication. So I’vedesigned the following aims and demands

1. Knowledge objects

Key vocabulary: agent; make money;

travel around the world; get an education

Target language:

I think you should go to college

But if I go to college, I’ll never become a great

soccer player.

2. Ability objects:

To train students’ ability of listening and speaking

To train students’ ability of communication

3. Moral objects:

Money isn’t everything.

To be interested in taking part in activities in English class

(三)Teaching key points and difficult points

1. Key points:

key phrases:

travel around the world; make money; get an education key structures: I think you should …。If I… I’ll never…

2. Difficult points:

how to train and improve students’ listening ability.

(四) Analysis of the students

The Ss has learned English for about two years so far. Although they are all from the rural area, they can understand some words and some simple sentences. The Ss have taken a great interest in English now.

1. The students don’t have large vocabulary.

2. The students seldom communicate in English

in normal times.

3. The students are lacking in listening and speaking skills.

4. The gap of the Ss’ knowledge level in the same class is quite wide

(五) Teaching aids

Multi-media computer, Tape recorder, some money and so on. They will be needed in this lesson.

Part Two The Teaching Methods

1. Communicative teaching method

2. listening and speaking methods

3. Task-based teaching method

As we all know，the main instructional aims of learning English in the Junior Middle School is to train students’ abilities of listening, speaking, reading, writing and their good sense of the English language So in this lesson I’ll mainly use “Communicative teaching method” ,“listening and speaking teaching method ” and “Task-based” teaching method. That is to say, I’ll let the Ss get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange some activities: free talking, listening and answering , oral practice, acting out and having a competition. Above all, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the conversation.

Part Three The Learning Method─cooperation

The students will finish some tasks in limited time to improve their listening and speaking skills. The students will take part in some activities like working in pairs, discussing in pairs. Each unit in “Go for it” contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making can arouse students to think and to say what they want to say. Study will become more relaxed and pleased in this kind of environment.

Part Four Teaching Procedure

一Teaching steps

Step 1 Leading in

T: Good morning, boys and girls!

Ss: Good morning, sir!

T: (Take out a piece of bill) Look! What’s this?

Ss: Money.

T: Who likes it? Hands up?

Ss: (Ss all put up their hands)

T: (kiss the money) me, too. (Put the bill in the pocket)

Ss: (Ss all laugh)

T: (Show a man who is holding plenty of money)

Ss: Wow.

T: If I have so much money, I will give some to the poor students in our class, and if they work hard, I will give them more. If you have so much money, what will you do? Work in pairs and talk

about it.

(Students are talking about it in pairs; they have enough words to say)…

(Talk about the question with many students.)

T: S1, If you have so much money, what will you do?

S1: If I have so much money, I will give some money to my

parents.

T: You are so kind. Don’t you want to travel around the world?( translate into Chinese if necessary; Teach: travel around the world)

S1: I think I will.

T: S2, what about you?

S2: If I have so much money, I will buy some new clothes for my parents. They are very hard-working.

T: That’s a good idea. Don’t you want to get an education? (Translate into Chinese if necessary; teach: get an education) S2: Yes, I am sure I will go to college.

T: If you work hard, I think you will go to college.

S2: I think so.

T: S3, if you have so much money, what will you do?

S3: I will open up a company and make more money.

T: That’s great. May you success!

S3: Thank you.

( Ask more students to talk about it )…

T: If we have so much money, we will do a lot of things with the money. So money is very important for us; S4, do you think money is everything? (Translate into Chinese if necessary)

S4: I think money isn’t everything.

T: I agree with you. Money isn’t everything.

Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss and at the same time it is necessary to provide situations to review learned knowledge for the next step and present some new words and phrases.

Step 2 Study the phrases

T shows the phrases in Activity 1 and let Ss read and learn.

Step 3 Circle and survey

1. T: Look at the things in Activity 1, which of the things are the most important to you? Circle three things.

(Ss circle. Wait for a moment)

T: What is the most important thing to you?

S5: To go to college.( help if necessary)

T: What’s the second?

S5: …

T: What’s the third?

S5: …

(Ask more students to say)

2. T: Please work in groups of six, and count up the number of

Show the most students in each item.

_____ think _____ is the most important thing to them, ______ think _____ is the second important thing to them, and _____ think _____ is the third important thing to them.

Purpose of my designing: To provide situations to review learned knowledge for the next step listening and make sure the Ss can grasp the key words and phrases and learn to express their own opinion

Step 4 Listen and write “A” or “P”

T: Look at the pictures in Activity 2a, we can see two pictures, the first picture is about Michael and a soccer agent (teach: agent), and the second picture is about Michael and his parents. And we will hear two conversations, Conversation One is about Michael and the soccer agent, Conversation Two is about Michael and his parents. Listen to the recording and write “A” or “P” in the blanks.

A----- a soccer agent

P----- Michael’s parents

(Make sure they know the letters’ meaning)

(T plays the recording for the first time, Ss listen. T plays the recording for the second time, Ss write “A” or “P”)

Correct the answers with the students.

Purpose of my designing: to give students practice n the target languages in spoken conversation

Step 5 Listen and complete

T: Look at the sentences in Activity 2b, read the sentences first. (Students read loudly)

T: Listen to the recording, Listen to the first sentence as a model. (Play the recording; let them know the first sentence) now.

生物说课稿范文(篇五)

Ladies and gentlemen, good morning.

It’s a great pleasure for me to be here sharing my lesson with you. My name is .

Firstly, I’ll introduce my teaching material to you. The content of it is Unit 1 of Module 3,Book this unit we’ll talk about the numerals. By studying this unit, the students will know how to ask and answer the quantities. The way to ask “how many’and the numbers from 1 to 10 are the key and difficult points of this unit.

As we know, our students are pupils, boys and girls are exposed to English for a short time, so it is very important to develop their intreset in English. As for this, I made my teaching aims as follows.

Teaching aims:

on knowledge:

1) The students can hear,read and use the sentence “how many?’ to ask questions.

2) The students can hear, read and use the words from 1 to 10 to answer the questions on numerals.

2. Aims on abilities:

1) To develop students’ abilities of listening and speaking.

2) To foster students’ abilities of communicating skills.

on the emotion:

1) To set up students’ self-confidence in language study.

2) To form happy English learning situations for the students.

4. Key points:

1) To help students ask and answer the question: How many?

2) To develop students intrest in English.

point:

The right pronunciation of the numerals from 1 to 10.

Secondly,I’ll introduce my teaching methods.

We all know that the main instructional aims of learning English in primary schools to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson,I’ll mainly use “task-based” teaching method. I’ll let Ss learn in real situations,finish some simple tasks to help the students to get a better understanding of the lesson. And I will arrange many kinds of activities for them.

In this class, I’ll use a recorder and some pictures as my teaching assistance.

Teaching process

Ⅰ. Warm-up

1. Greetings

2. say the chant “Bob. Bob. Bob…

3. The teacher can choose some students,to do a simple dialogue such as What’s your name? How are you?and so on.

(for this step, we should practice chant can arouse exciting motion. So it is important to form a happy part of the dialogue can make Ss review the knowledge in the last lesson.)

Ⅱ.Leading in

1. After chant,the teacher shows a pencil and ask students :What’s this?lead the students to answer ‘pencil’.Then the teacher says:Yes, it’s one pencil. Then the teacher shows two pencils and says: There are two pencils. The teacher can lead in the numerals by this way (This part to lead the numbers quickly.)

Activities for the to 4,we should clap our hands; after 4,we should change to stamp our feet;after 8 we should shake our bodies. That is to say, ask students to clap when teaching numbers 1-4, ask the students to stamp when teaching numbers 5-8, ask the students to shake their bodies when teaching numbers 9-10.

(we count the ten numners by different ways, Ss would like to do things like this. We’ll have a happy beginning)

2. The teacher shows the pictures about the students read the pictures and follow the teacher to practise,and put the numerals on the blackboard.(This part is the important part to make students learn the numerals)

game to practice the numerals.

Ask students to do the counting one by one, they should line up first, then count from 1-10.

(For this step, I will correct their pronunciation ).

Ⅲ. New lesson

1. The teacher shows the pictures quickly, and ask them to guess How many?

And students say the answers.

After some time, ask little teachers to do this.

Then the teacher shows and teaches the new sentence ‘How many?’

2. guessing game

In this part, we can play two games. First, guess the pictures; second, guess how many students.

(to drill the questions and answers with the help of the game.)

3. listen to the tape.

T should play the tape three times, first, Ss just listen;second, Ss read the story after the tape; third, Ss listen carefully and find 1 to 10 on the book.

( It is necessary for Ss to listen to the tape in our class, it will form a good habit of listening.)

Ⅳ.Consolidation

A task of memory. The teacher shows a big picture with some boys and girls on it. Have the students look at this picture for 5 seconds. Then the teacher closes this picture and asks: How many boys or girls? The students will try to give the right answers.

( This is a transitional part for unit 2)

Ⅴ.Assessment

Let the students to count all the things arround them after class. Then to tell their friends or to mark on the paper.

(revision is so important that Ss should speak English as much as they can in class)

Above is my lesson,I try my best to make my students happy in class. So I use different kinds of activities and games to deepen my instruction in order to let children acqire new knowledge through arousing their interest.

But, the weakness of this lesson is the students might not grasp the hole story and sentences pattern because of lack of enough training in these two parts, story-teaching and sentence pattern-teaching.

That’s all! Thank you!

It’s my great honor to be here sharing my lesson with you.

The content of my lesson is《New Standard English 》Book4 Module8 Unit1 I was two. Then I’m going to talk about it through the following six aspects: teaching material, students, teaching aims, teaching points, teaching preparation and teaching process.

一、Teaching material

The topic of this module is “Changes”. The language function of this unit is throughing the photos of Lingling’s grandparents and her own to describe the things past with “was/were”. The main patterns “They were young.” and “I was two.” are close to Ss’ daily life. Therefore, they would show their great interests in this lesson and try to use what they have learnt in their real lives. By studying this unit, Ss can discuss the things that occurred in the past to themselves with “was/were”.

二、Students

The Ss in grade four have got some English foundations. They also have higher learning enthusiasm and lively personalities. As a result, the activities full of fun and relaxation are offered in order to let the Ss learn English more freely. Meanwhile, the abilities of observing and self-study , the habits of independent thinking and positive participation are fostered in the class.

三、Teaching aims

（一）Aims on the knowledge

1．The Ss can understand and speak the words: who, grandparents, then, me, hair, so.

2．The Ss can understand and speak the sentence patterns: They were young. I was two.

（二）Aims on the abilities

1．The Ss can read the dialogue fluently.

2．The Ss can communicate with “was/were” according to the photos.

（三）Aims on the emotion

Through the Ss’ comparison the old life with the new one, they will not only cherish the life nowadays, but also improve emotion between the families.

四、Teaching points

（一）Key points

1．The Ss can understand and speak the new words and the sentence patterns.

2．The Ss can describe the things past with “was/were”.

（二）Difficult points

1．The Ss know the usage and relationship between “am/is/are” and “was/ were”.

2．The Ss can discuss the real life with the sentence patterns freely and creatively.

五、Teaching preparation

Tape, recorder, photos, multimedia, cards, stickers.

六、Teaching process

Step 1 .Warming-up

1. Greetings

2. Enjoy the song “The family”.

3. Free talk

T: Here is a family photo. Let’s describe it.

In this photo, Father is … (choose the appropriate adjectives)

S: ….

T: Mother/Brother/Sister/Baby is…

…

[Design intent] The song can adjust the Ss’ thought, arouse their interest in learning English, let them enter the atmosphere of learning English free talk can help them review the adjectives which are used to describe the personalities and characters.

Step

1. Leading- in

T: Here is another family photo. Do you know who the baby is?

S: …

T: It’s me! ( Teach the word “me” at this moment.)

I was two, then. Now I am 30. (Show Ss the current photo.)

T: Our friend Lingling has got some photos, too. Do you want to have a look?

[Design intent] Through the new and old photos show, bring out the topic of the text smoothly and make a good preparation for the text learning.

2. Text

(1)Listen and try to find out the words they don’t know. Study them in groups. Then T consolidates the meaning of “who, grandparents, then, hair, so”.

(2)Listen read and underline the sentences with “was/were”.

T: What’s the difference between “am/is/are” and “was/ were”? （Explain it under the help of the photos.）

[Design intent] Through the listening and underlining, Ss can have the deeper understanding to the text. Explain the past tense appropriately and design the blackboard writing reasonably. Let Ss know the meaning and usage of “was/ were” clearly.

（3）Listen and read the dialogue again.

Step

1．Look, listen and guess.

Show Ss four pairs of pictures, choose the correct one after listening to T’s description.

2．Do Activity 3 on page 31. Discuss the answers in groups.

[Design intent] Through the activities, let Ss practice the sentence patterns step by step. Cultivate Ss abilities of cooperation and participation by group-working.

Step 4 Consolidation

the passage of the cartoon “The ugly duckling”. Discuss the changes of the little duckling according to the T’s reminder.

2. Show Ss some photos of new and old Yantai, let them realize the great changes of our life.

[Design intent] The cartoon can make Ss show more interests in learning English. Through the photos show, Ss will love and cherish the new life more.

Step 5 Summary

Ask Ss themselves to summarize what they have learnt today.

Step 6 Assignment

1．Listen and repeat the text.

2．Describe Ss’ own photos with the sentence patterns in groups and prepare to show in next class.

[Design intent] Making lots of listening and speaking exercise is able to train Ss’ comprehensive language abilities and strengthen their confidence. In addition, extending the knowledge in class to the real life effectively can finally achieve the purpose of communication using language.

Design of blackboard writing

Moduel 8 Changes

Unit 1 I was two.

(then) (now)

I was two, then. Now I am 30.

They were young, then. Now they are old.

She/He was…, then. Now she/he is….

生物说课稿范文(篇六)

the footsteps of the 20xx world expo is getting closer and closer to us, civilized and harmonious call is still ringing in my ears. shanghai, china obtained the right to host the world expo 20xx, expo 20xx shanghai china will be a world event, the development of shanghai's new round of golden opportunity, as it is an important embodiment of our national spirit.

world expo is a great influence and a long history of international activities, is the largest gathering of human beings. people from around the world gathered in one place display their products and skills, boast of their hometown and motherland. expo set the culmination of human civilization, which has a unique appeal, make you feel surging.

world expo is a platform, we are the masters. she put up a platform for us to let the world know us; she built a bridge for us, so we better communicate with the world. this platform may let us display self wantonly. we are the masters here, we have to landlord, let guest experience enthusiasm and happiness.

everyone to contribute for the expo, we are no exception, as a living piece of fertile land in pudong's teachers, we are proud and pride. in the vision of a better tomorrow, we have to do for the world expo will own a wonderful ability, we have through our hands, warm heart and sincerity to practical action to achieve the commitment of shanghai to the world. we should educate the many students: do not throw garbage anywhere, no spitting, no jaywalking ... ..., hello, thank you frequently mention, let the material on this city with the new york comparable to the spiritual civilization. educate our students to exciting 20xx, willing to shanghai's future by copies of power, if only planted a small tree, participants in the shanghai world expo foreign guests feel: this is a forest city, pollution-free city, ancient and civilized city. better city, better life! until the time of the 20xx expo, then, we want to become a glorious volunteers, to changing our foreign friends in shanghai and china's long history, a

bout our education for the world expo will contribute their efforts.

we expect the majority of teachers will be great enthusiasm for the world expo into practical action to meet the world expo, the expo will be a total growth, and the city of development, the development of shanghai devote their efforts to advance hand in hand with shanghai.

生物说课稿范文(篇七)

1. content of teaching materials

This section focuses on festivals and focuses on how people usually spend their class requires students to master the National, Day, Halloween, Christmas, Spring, Festival and What do people usually do at of...I?...And free to talk about how to spend the this class, did leads to general questions and answers as well as new the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.

2. status of teaching materials

The selected course in this class is English 6A Unit 6 in Oxford primary teaching of this unit revolves around this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and arrangement reflects not only the progressive meaning of teaching materials, but also the students knowledge level and cognitive how people spend their holidays, especially in Western festivals,.Students are required to collect information in time after the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.

Say target:

1. teaching objectives

The new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, I set the following teaching objectives: three.

[Objective] to students cognitive spoken phrases and words: visit relatives and friends, go to parties, dress up in costumes, ware masks, make pumping lanterns, eat lots of delicious food, National Day, Christmas, Halloween, Spring, Festival, favourite; can use Whens s...What, do, people, usually, do, at...Did you?....last...Yes, I, did./, No, I, didn, T. and so on.

Ability to communicate in English on holidays, and some students can introduce the festival in English fluently.

[Objective] through activities and games, students are interested in learning English. Students are encouraged and willing to talk and participate actively in let students cultivate their sense of cooperation and competition in the process of learning.

2. teaching difficulties

The focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise Festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language.

Doctrine of teaching:

1. teaching method design

According to the characteristics of this English class itself and the sixth grade students interest, I through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use.

2. learning method guidance

To guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning English "use" the necessity, to encourage students to think actively, bold attempt.

3. teaching means

According to the teaching content, teaching objectives, students age characteristics and psychological characteristics, in order to better stimulate students interest in learning, so as to actively participate in courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case.

Say process:

1. warm up (Warm up)

(1) announce the way of study in this lesson: group seats are divided into four teams, each of which is based on the class performance of each student. At the end of the class, WINNER is , begin "one sentence for each class". The sentences taught in this class are "Lite is long if you know how to use it.""

[design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the groups performance."One sentence for each class" is an essential part of every class I started in grade section mainly teaches students some clever words and sentences not only enrich students vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in as to create a good atmosphere for learning english.

2. take the old with the new [lead in]

Provide topic Birthday, free communication between teachers and students, and then use the "How do you your birthday spend" to draw the new sentence pattern of this lesson "What do you on your birthday do", and then import "Did you"..."Last birthday?" and use the Colour topic to elicit the sentence pattern My favourite....

[design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching new students, students can master the sentence patterns more the same time, combine the new sentences with the old helps to cultivate students open thinking ability.

生物说课稿范文(篇八)

Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.

Part One Analysis of the Teaching Material

（一） STATUS AND FUNCTION

is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain "four skills" request of listening, speaking, reading and writing. To start listing "Word Bank" and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.

lesson is the first one of Unit if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

（二）ANALYSIS OF THE STUDENTS

The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

（三）TEACHING AIMS AND DEMANDS

The teaching aims basis is established according to Junior School English syllabus provision.

objects

（1） To make the Ss know how to use the affirmative sentence "This is. . . ." and the negative sentence "This is not…"Everyday expressions for "Apologies""Im sorry""Thats all right".

（2） To study the new words "six, hey, sorry, it’s, that’s", etc. by learning the dialogue of this lesson.

（3） To finish some exercises.

objects

（1） To develop the Ss’ abilities of listening, speaking, reading and writing.

（2） To train the Ss’ ability of working in pairs.

（3） To develop the Ss’ abilities of communication by learning the useful structures.

objects

（1） To enable the Ss to be polite and love life.

（2） To enable the Ss to look after their things well.

（四）TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching materials position and function.

points:

（1）。To help the Ss to communicate with each other.

（2）。To enable the Ss to study in groups and co-operate skillfully.

（3）。To develop the Ss’ interest in English.

points:

（1） How to make dialogues and act them out.

（2） How to write the right whole sentences.

（五） TEACHING xxx

Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based" teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" teaching method, "Audio-visual" teaching method and "Task-based" teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

Teaching special features

To use these methods are helpful to develop the Ss’ thought.

Part Three STUDYING WAYS

the Ss how to be successful language learners.

the Ss pass "Observation—Imitation—Practice " to study language.

the Ss how to master dialogues and how to communicate with others.

Teaching special features:

Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.

Part Four Teaching Procedure

I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.

Step1 Warm-up

1. Free talk between T and Ss .

Such as: Hi, I’m . . . . What’s your name?

This is … How do you do?

Who is he/she? How are you?

Who can count from 1to 5?

What’s this in English? etc.

game: Ask the Ss to give T some school things. For example:

T: Give me your book.（ruler, box, pen, table, knife, etc.）

T: This is your book. This is not my book. It’s your book. etc.

In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.

Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.

Step2. Presentation

This course is very important. I’ll mainly talk about this step.

I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.

First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.

A: Hi, B. How are you today?

B: I’m fine, thank you. And you?

A: I’m fine, too. Oh, this is my bag.

B: No, this is not your bag. It’s my bag.

A: （Look closely） Oh, I’m sorry.

B: That’s all right.

（At the same time, C is running up and hitting A.）

C: Oh, I’m sorry.

A: That’s OK.

I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.

Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.

First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.

Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.

In this step I’ll give the Ss a free space to show their abilities.

Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.

After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.

Purpose of my designing: "Task-based" teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.

1 Model 1.

I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.

Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.

the Ss’ workbook.

Purpose of my designing: To check the knowledge Ss have learned in this lesson.

（1）Recite the words as many as possible after class.

（2）Make a dialogue according to Sample A and write it in the exercise book.

Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.

Blackboard Design

Lesson Six Sample ASix This is my…hey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m ’s=that is That’s all right/OK.

生物说课稿范文(篇九)

First class; teaching suggestion

1 teaching material analysis

The Lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, Wheres, Its, in / on / under, and can be used naturally in actual Lets practise section is part of the Lets talk part of the game, which provides students with an opportunity to actually use the the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under.

2 teaching suggestions

This class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the sentence, so that students understand in a certain situation, will say and understand the sentence Wheres.... Its in / on / under...The teacher asks the students to prepare the stationery class words before class. When they teach the new sentences, they can use the game "hide and seek" to import sentence patterns Wheres... Its in / on / under...On the basis of understanding the new sentence patterns, use the courseware to learn the new dialogue, so as to recognize the words in the , once again, through the game, tin and consolidate the content of the Lets talk, the game can be divided into collective and group game game two, and will find stationery extended to find toys or other things around.

Second hours teaching suggestion

1 teaching material analysis

This session is divided into two sections: Lets, learn, and Lets Lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phrase "Look out".Lets play is part of the Lets talk part of the first class, to provide students with an opportunity to use language in real life.

2 teaching suggestions

The main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students' interest and enthusiasm for learning the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize use animation courseware to present new the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves.

Third hours teaching suggestion

1 teaching material analysis

This session includes two sections: Lets, say and Lets Lets say part is to train students to listen, say, read and write letters Uu, Vv, Ww, and to make the students understand and speak the letters at the beginning of the word "umbrella", "under", "vest", "Violin", "window", "wind".The Lets do section reviews and consolidates the letter "A-W" through rhythmic, rhythmic preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language is the teaching content of this book Unit 1 through Unit 4.

2 teaching methods

When teaching letters and words, the teacher uses letters, words and actions to present letters and words at the same time, so that students can learn on the basis of understanding the meaning of as: umbrella, vest, window, can be explained in kind; violin, wind explained by action.(according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape.

[Topic] Unit, Five, Where, is, my, ruler?

[emphasis on teaching] everyday expressions Where 's...And its' It 's in / on / under....

[teaching difficulties] sentences: Where, is, my, car, In, the, toy, box, understanding

[teaching aid preparation]

1 the teacher prepares the tapes for teaching materials.

2 teachers prepare Let s talk part of the courseware.

3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys.

4 teachers prepare cards and pictures of the words they learn.

5 students prepare white paper and watercolor pen, ready to draw.

6 students prepare patches for the group.

[teaching process]

1 warm up and review (Warm-up/Revision)

(1) students practice everyday expressions.

(2) games Show, me, the...

Teachers or students say words such as "pencil", and teachers and students say Show, me, the, pencils., teachers and students put up this way, practice other stationery words in the same and students play games together to improve game effectiveness and communication between teachers and students.

(3) the teacher plays the recordings of book Unit, 2, B, part Let, s, chant, and the students listen and clap and chant rhythmically.

生物说课稿范文(篇十)

教学目标：

1.描述生物圈的范围。

2.说出生物圈为生物生存提供的基本条件。

3.认同生物圈是所有生物共同的家园，我们应当了解和爱护这个家。

教学重点：

生物圈为生物生存提供基本条件。

教学难点：

生物圈是所有生物共同的家园，我们应当了解和爱护这个家。

教学方法：

多媒体演示、对比法。

教学过程：

(导入新课)上节课我们调查了校园里面的生物，知道了生物无所不在，那你们知道，这么多的生物都共同生活在哪个共同的家园中呢?(地球)很好(打开课件，展示地球图片)这就是我们的地球，那我们是生活在地球的内部还是生活在表面这一层呢?(表面)很好，外面这一圈就是我们生物共同生活的地方，科学家们把它叫做生物圈，很多同学对生物圈不熟悉，我们今天这节课就是学习关于生物圈的知识。

(课件中打出生物圈的定义)我们科学家们早就对生物圈下了定义，哪位同学帮老师读一下生物圈究竟是什么?包括哪两个方面?(定义：地球上适合生物生存的地方，其实只是地球表面的一薄层，科学家把这一薄层叫做生物圈.包括地球上一切生命有机体及其赖以生存和发展的环境)。那我来问一下你们生物圈除了包括生物之外，还包括什么?(生物生活的环境)很好，那我们的生物圈究竟有多大，能包含这么多东西呢?我们先来看看我们地球的厚度是多少?(12750千米)那生物圈呢?(20千米)看来我们生物圈只占了地球的一小部分，却有那么多生物生存着。所以生物圈中的生物不是都生活在同一上层面中的，而是我们的生物圈分为三大部分，就是包括大气圈的底部，岩石圈的表面，水圈的大部。那三大圈中各生活着什么生物?这三大圈是否绝对分开?(小组讨论两分钟)有的生物可以到达生物圈的各个圈层，例如人，还有没有别的例子?我们世界的人口将近60亿，而我们地球的空间是有限的，科学家们设想能否把我们人类和其他生物移居到其他星球上?比如月球，火星?(不可能，因为那里没有水，氧气，温度太低或太高…)那为什么我们的地球又能生活着各种各样的生物呢?(因为生物圈有满足生物生存的各种条件)讨论书本P5~6六幅图片，看各幅图片中生物圈满足了它们的哪些条件。完成书本练习：1、向日葵生长需要什么条件?长颈鹿的生活需要什么条件?2、向日葵和仙人掌，牛和海豚的生存条件有什么不同?3、为什么干旱使粮食严重减产?分析图片：熊猫频临灭绝的原因?蕉树枯萎原因?得出结论：动物、植物等所有生存所需要的基本条件是一样的，它们都需要营养物质、阳光、空气和水，还有适宜的温度和一定的生存空间。

做练习：

1、生物圈为其中的生物提供的生存条件有X。

2、下列关于生物圈的说法正确的是

A.生物圈仅由植物、动物及其中的微生物构成

B.生物圈包括地球的全部，即地球内部也有生物

C.生物圈指生物活动能达到的范围，包括月球

D.生物圈是指地球上生物及其生存空间的总称

3、有人说：“只要有充足的牧草和水，牛羊就能正常生活”，你认为这种看法对吗?如果不对，说说你的理由。

布置下节课准备的内容：如果你翻动花园、庭院中的花盆或石块。，常常会看到一些身体略扁、长椭圆形、灰褐色或黑色的小动物在爬动，这就是鼠妇又叫潮虫。下节课每小组至少要抓到五只回来做实验，抓好时要把它们放在湿的土中养着，而且避免光照，不然很容易死。

教学后记：

同学们对于一些熊猫，蕉树等接近生活的图片比较感兴趣，以后可以多举这方面的例子。

教学反思：

因为这节课的理论知识比较多，而且知识点相对简单，只是介绍生物生存的基本条件，学生很容易精神不集中，应该考虑多用一些有趣的事例或者图片供学生思考，像讲到为什么其他星球没有生物，应该多找一些其他星球的资料告诉学生，让学生更深刻地理解到目前为止，我们的地球只有一个，要保护地球的意识。学生对于做练习比较感兴趣，如果时间允许，也可以考虑每讲完一个知识点安排一至两题练习，加强学生知识点的同时也能活跃学生的思维，调动他们的积极性。

生物说课稿范文(篇十一)

Good afternoon, teachers. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is the second reading of Unit 10, Book I. I’ll be ready to begin with this lesson from six parts: Analysis of the students, analysis of the teaching material, the teaching aims, the teaching & learning methods, the teaching aids and the teaching procedures. First, let me talk about my students.

Part I Analysis of ss

My students are from Grade One in vocational schools.

They have a poor vocabulary, little motivation to learn initially and no confidence in expressing themselves.

There are distinct individual among them.

They are quick in thinking and long for victory. They may raise interest in the topic because of its familiarity, and are eager to know these differences.

In my class, ss will be given a preview plan to understand the reading, progressive tasks in competition to ensure overall participation.

Part II Analysis of the teaching material

Our textbook is taken from English Book I for vocational schools. It emphasizes on interest and utility.

Since some information about cultural differences has been mentioned in previous units, this unit will focus on introducing individual differences and building the sense of cross-cultural communication.

Reading II will demonstrate cultural differences further and occupies an important position. It will take up two periods, and I’ll deal with the second period for reading comprehension, and concentrate on ss’ abilities of reading and using English fluently.

Part III Teaching aims

Teaching aims

After studying the teaching material and analyzing ss’ present situations, I think the teaching aims are the followings:

1. Knowledge aims

1) To master some key words and expressions: awkward, courtesy, direct, misunderstand, as soon as, keep doing sth, etc..

2) To understand the gist of the reading, work out the writer’s opinions after reading, and complete relevant tasks.

3) To retell the reading and try to talk with partners about differences in table manners with the purpose of using the language fluently.

2. Ability aims

1) To better reading strategies to promote reading ability with the help of skimming, scanning and other reading techniques.

2) To improve ability of using English fluently as well as logical thinking after dealing with tasks.

3) To foster the ability of cooperation in group activities.

3. Emotion aims

1) To have a general knowledge of differences in table manners, esp. between Chinese and American cultures, and foster the sense of cross-cultural communication.

key & difficult points

1. Key Points

1) To get the information from the reading;

2) To communicate with partners fluently.

2. Difficult Points

1) How to improve the reading abilities because my students are weak in English, esp. in reading strategies.

2) How to help ss put their learning into practice with references.

Part IV Teaching &Learning methods

A good method requires that the teacher act as a guide while ss as the real masters in class. In my class, ss are mainly guided by tasks progressively.

1. So according to the analysis of the teaching material and the students’ learning background, I will use the following teaching methods.

1) Task-based language teaching

2) Activity teaching

3) Delamination teaching

4) Question-and-Answer activity teaching

2. The learning methods are the followings:

1) Cooperative learning

2) Autonomous Learning

Part V Teaching aids

Multi-media

Non-testing evaluation

1). A piece of paper to evaluate themselves.

Part VI Teaching procedures.

As for the concrete procedures, it includes 5 parts.

Task II:checking words & answering questions. Ss will have a matching for words and meanings to check words and then they may pose any questions they met in preview. Ss finish it before class and present keys on the blackboard. Some music will be played to calm ss down and create a situation to learn English.

Purposes: The easy item may help them build confidence.

Task II: Lead-in. Ss may watch a video about cultural differences, and then finish the sentence with brainstorming. This item is open to answers. As far as students get to the point, their group may get marks.

Purposes: Brainstorming may activate ss and catch their attention quickly. At the same time, it may act as a foreshadowing for the reading.

Task III: Presentation with tasks. It includes two items.

Item I: (skimming) Ss look through the reading in 2 minutes, and then finish the multiple choices on their own.

Purposes: This task will train ss to get quick information and foster a good reading habit.

Item II: (careful reading) In order to cope with the reading clearly, there are three portions. Portion A is for Para1. It is about the writer’s experience in China, and then there are some questions. Portion B is for Para2. It is about a Chinese staying in America, and then there are some multiple choices. Portion C is for Para3. It is about solutions, and then ss rectify the table. Similarly, they read individually, and then discuss in groups to get an agreed answer. Representatives will be sent to the bb to present keys.

Purposes: The three portions will help ss work out the writer’s opinions clearly. Cooperative learning will help them overcome difficult words or sentences and find the feeling of success when they can get keys without too much guide from the teacher. And praise goes first no matter how they do. Till now, ss may realize cultural differences further.

Task IV: Consolidation in time. It includes 3 items: Five statements for ss to check their understanding about the reading, a dialogue to check how they can transfer input to output and a short passage to tell them whether they have made progress in reading. Similarly, ss do them on their own, and then discuss problems in groups.

Purposes: The three items will give a clear reflection to ss.

Last task, I will make a conclusion of this period, encourage ss to build the sense of cross-cultural communication, and then do some extension: Watch another video about differences between China and the West, and discuss whether the points from the video are reasonable or not. The item is also open to keys. Ss are encouraged to write down notes.

Purposes: This task will help ss dare to speak because of the good input about cultural differences from the reading. Each one may have a chance to express them, and experience the feeling of success. In the process of communicating, they help and encourage each other, and use the language gradually. It will help ss transfer passive learning into active acquisition and see the meaning of learning.

Design of writing on the blackboard

When in Rome, do as the Romans do A foreigner stays in China awkward.

Do as the Romans do.

A Chinese in America indirect.

After class, to ss, they have two assignments:

1. Ss finish the table to evaluate themselves.

2. Ss surf the Internet for more information about cultural differences, such as sending and accepting gifts, introducing people, etc., and then write down answers.

Purposes: The first one may help ss to reflect themselves, and the latter one may help ss extend their learning of cross cultures. Writing actually is necessary for all steps. After class, they may do it more relaxed. When finishing it, they may pay more attention to the written language and then improve their English.

Reflection after teaching.

On the one hand, ss can be guided by tasks progressively, and act well. They also have foster cooperation in group activities. On the other hand, the teacher needs to pay more attention to individual differences and ensure overall participation. The teacher also needs to improve the ability of monitoring the class efficiently.

生物说课稿范文(篇十二)

上课零一响，同学们都整整齐齐的坐在了座位上，因为今天有大家盼望已久的生物课。生物老师慢吞吞的走进了教室，手里还拿着一片超小号树叶，老师清清嗓子，说：“今天我们”还没等老师说完，淘气包孙竟然已经抢过了树叶，突然，孙竟然不见了，我们都惊慌失措，只有老师非常镇静。老师说：“每个人都摸一下树叶，要不孙竟然又要等急了。”

突然我们来到了鸟语花香的大森林。我们班的胆小鬼吓的浑身发抖，万一跑出狮子老虎怎么办？老师打了个响指，一只体态娇小、五颜六色的小鸟飞了出来，人们都叫他识路鸟。是一种非常罕见的鸟类。我们跟着识路鸟继续向前，越往前走，到处都是绿树成荫、枝干粗壮的大树，上面还游荡着几只猴子，森林里不时发出吼声，我们都提心吊胆。突然，扑棱棱，飞下来一群大鸟，我们还以为是天兵天将下界，都抱在了一起，原来是一群鸟，害得我们虚经一场，我们都叹着气，老师可不管这么多，继续讲解，这原来是保卫鸟，什么危险都难不倒他，可是森林的警察。最多事的李爱静就开始抱怨了，“唉，都走这么长时间了，还不休息休息。”她这话被老师听见了，老师也觉着有道理，吹了声口哨，招来了一群老鹰，同学们推推嚷嚷，都不敢上，还是老师带了个头，同学们陆续上了老鹰背，咚的一声，我们又回到了教室，熟悉的下课铃又响起来了。

神奇的生物科真有趣，可是这铃声也太不长眼了，偏偏在这时候打铃。不知下一个星期的生物课，生物老师又会搞出什么新花样。

生物说课稿范文(篇十三)

Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.

I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.

Part 1 Teaching Material

The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.

Part 2 Teaching Aims

According to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:

objects

(1)The Ss can master the usage of the important words and expressions.

(2)The Ss can use the __________________ (grammar) in the proper situation.

(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.

objects

(1) To develop the Ss’ abilities of listening, speaking, reading and writing

(2) To guide Ss to set up effective studying strategies.

(3) To improve the student’s reading ability, especially their skimming and scanning ability.

(4) To train the Ss’ abilities of studying by themselves and cooperating .

or moral objects

(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.

(2)Teach the Ss_________________________, put the moral education in the language study.

Part 3 the Important and Difficult Points

Based on the requirement of the syllabus.

The important points are__________________________ such as ______________.

The difficult points are_________________________ for example_____________.

Part 4 Teaching Methods

As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories.

Approach

Language Teaching

Situational Action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.

Part 5 Teaching Procedure

Step 1. Lead-in. (_____min)

___________________________________________________________________

Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.

(2) To set up suspense/develop interest in _______________.

Step 2. Pre-reading

Task 1. (Individual work, pair work, group work, class work; _____min)

Let Ss _____________________________________________________________

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) to get to know something about the _________________.

(2) 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: Listen to the tape part by part to finish ___________________________.

Task 3. (Individual work, pair work, group work, class work; _____min)

Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.

Task 4. (Individual work, pair work, group work, class work; _____min)

Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.

Purpose of my design: Enable students to understand the given material better by using different reading skills. And 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 also their ability of co-operation will be well trained.

Step 4. Post-reading

Task 1. (Individual work, pair work, group work, class work; _____min)

(task1)Ask Ss to close books and finish the summary according their notes.

(task2)Retell the story /Sum up the passage in Ss’ own words according to the chart.

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 English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.

Step 5. Homework

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

生物说课稿范文(篇十四)

Part One Analysis of the Teaching Material

（一） STATUS AND FUNCTION

lesson is the first one of Unit if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

（二）ANALYSIS OF THE STUDENTS

The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

（三）TEACHING AIMS AND DEMANDS

The teaching aim's basis is established according to Junior School English syllabus' provision.

objects

（1） To make the Ss know how to use the affirmative sentence "This is. . . ." and the negative sentence "This is not…"Everyday expressions for "Apologies""I'm sorry""That's all right".

（2） To study the new words "six, hey, sorry, it’s, that’s", etc. by learning the dialogue of this lesson.

（3） To finish some exercises.

objects

（1） To develop the Ss’ abilities of listening, speaking, reading and writing.

（2） To train the Ss’ ability of working in pairs.

（3） To develop the Ss’ abilities of communication by learning the useful structures.

objects

（1） To enable the Ss to be polite and love life.

（2） To enable the Ss to look after their things well.

（四）TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.

points:

（1）。To help the Ss to communicate with each other.

（2）。To enable the Ss to study in groups and co-operate skillfully.

（3）。To develop the Ss’ interest in English.

points:

（1） How to make dialogues and act them out.

（2） How to write the right whole sentences.

（五） TEACHING xxx

Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based" teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" teaching method, "Audio-visual" teaching method and "Task-based" teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

Teaching special features

To use these methods are helpful to develop the Ss’ thought.

Part Three STUDYING WAYS

the Ss how to be successful language learners.

the Ss pass "Observation—Imitation—Practice " to study language.

the Ss how to master dialogues and how to communicate with others.

Teaching special features:

Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.

Part Four Teaching Procedure

I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.

Step1 Warm-up

1. Free talk between T and Ss .

Such as: Hi, I’m . . . . What’s your name?

This is … How do you do?

Who is he/she? How are you?

Who can count from 1to 5?

What’s this in English? etc.

game: Ask the Ss to give T some school things. For example:

T: Give me your book.（ruler, box, pen, table, knife, etc.）

T: This is your book. This is not my book. It’s your book. etc.

In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.

Step2. Presentation

This course is very important. I’ll mainly talk about this step.

I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.

First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.

A: Hi, B. How are you today?

B: I’m fine, thank you. And you?

A: I’m fine, too. Oh, this is my bag.

B: No, this is not your bag. It’s my bag.

A: （Look closely） Oh, I’m sorry.

B: That’s all right.

（At the same time, C is running up and hitting A.）

C: Oh, I’m sorry.

A: That’s OK.

I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.

In this step I’ll give the Ss a free space to show their abilities.

After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.

1 Model 1.

I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.

Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.

the Ss’ workbook.

Purpose of my designing: To check the knowledge Ss have learned in this lesson.

（1）Recite the words as many as possible after class.

（2）Make a dialogue according to Sample A and write it in the exercise book.

Blackboard Design

Lesson Six Sample ASix This is my…hey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m ’s=that is That’s all right/OK.

生物说课稿范文(篇十五)

The teaching design I’m going to talk about is for unit 10, from Fun with English for primary school, Book 1A. It mainly deals with colors , I’ll describe it mainly in 5 parts.

1. Analysis of Ss

Most of the first-grade Ss haven’t learned English. But some of them have learned some basic knowledge about English in the kindergarten. They are eager to learn and are interested in English. All these are to the advantages of English learning.

Analysis of the textbook

The ultimate goal of Oxford English is to develop the comprehensive ability to use the language. That is to develop their four skills, listening, speaking, reading and writing.

Objectives

Firstly, knowledge objective. In this unit, Ss are required to master the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”

Secondly, skill objective. Ss are going to learn how to apply the words and expressions they’ve learned in their daily life. The good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.

Thirdly, emotional objective. We should make Ss become aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. In this way to help them develop a healthy and positive character.

Points

The key points of this lesson are the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”

The difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.

approaches.

生物说课稿范文(篇十六)

同学们，你们知道吗？其实学习并不像我们想象的那么枯燥无味，只要我们用心地观察，用心地体会，就会发现学习的乐趣是无穷无尽的。

新的学期，步入新的学校，认识新的同学和老师，同时也增加了几门新课——生物、历史、地理，一切对于我来说都是新的。记得第一次上生物课，生物老师步履轻快地走进教室，看着老师一副学生的面孔，有的同学窃窃私语：“生物老师真年轻啊！”我不由得心想：老师比我们大不了多少岁吧，他会讲课吗？一会儿老师讲的我听不懂怎么办？一连串的问号在我脑中浮现。这时，老师拍拍讲桌，说：“请大家把书翻到第一页，我们来讲第一单元第一章‘生物的特征’”说着，在黑板上写了板书，虽然老师的板书不太好，但这节课仍讲得绘声绘色。在讲生物圈的时候，老师讲到了生物圈中繁衍着各种各样的生命，为了获取营养，这些生物之间存在着吃与被吃的关系，也就是“大鱼吃小鱼，小鱼吃虾米”这个简单的道理。通过几节课的学习，我们仿佛走进了奇妙的生物世界——与众不同的生石花；会“害羞”的含羞草；有细胞壁的植物细胞……奇妙的生物世界如画卷一般在我们的面前展开。

周三的一节课，我们学的是“植物细胞”，老师投入地讲着，同学们也记下了笔记，但仍有些同学两眼茫然地看着老师。老师低下头去，仿佛在想怎样讲能让同学们明白。忽然，老师抬起头来，眼睛望向同学们的桌面。在望向我们这一排时，我仿佛看见老师的眼睛里冒出了光，像找到了办法。然后，老师指着我的铅笔袋说：“看见那个同学的铅笔袋了吗？如果下次再不记得西瓜为什么这么红，就看看她的铅笔袋。”同学们齐刷刷的，都把目光投向我的铅笔袋。前面的同学还拿起了铅笔盒，装作要吃的样子，然后放下了。小西瓜好像害羞了，脸更红了。它似乎再说：“主人，快把我收起来吧！”我连忙把铅笔袋塞进书箱里。以后，同学们都记住了西瓜为什么这么红。多么有趣的一节生物课啊！

在新老师声情并茂的讲解下，我们知道了一个个有关生物的知识，也进一步了解了美丽的大自然。地球是所有生物共同的家园，我们人类和各种各样的生物都在这里生活和繁衍，让我们一起保护地球吧！

生物说课稿范文(篇十七)

Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.

I. Contents:

Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about What’s in the schoolbag? and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many n.(pl.) do you have? And the answer: I have 23 n.(pl.)

II. Teaching aims

1. Aims on the knowledge

(1) To enable the Ss to understand and speak: My schoolbag is heavy. What’s in it? Thank you sooooooo much. Make sure that Ss can use these sentences in real situations.

(2) To help Ss to finish the survey.

(3) Let Ss finish the assessment of Let’s check in this unit.

2. Aims on the abilities

(1) To develop Ss’ abilities of listening and speaking.

(2) To train the Ss’ ability of working in groups.

(3) To foster Ss’ abilities of communication and their innovation.

3. Aims on the emotion

(1)To foster Ss’ consciousness of good co-operation and proper competition.

(2) To lead Ss to show their loveliness to the poor.

III. Key-points of this lesson

(1) To help Ss ask and answer the question: What’s in it?

(2) To enable Ss to study in groups and co-operate skillfully.

(3) To develop Ss’ interest in English.

IV. Difficult points

(1) To help the Ss ask and answer the question What’s in it? and make sure they can use the plural nouns correctly.

(2) To finish the survey by themselves.

V. Teaching methods

As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use Task-based teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.

生物说课稿范文(篇十八)

First class; teaching suggestion

1 teaching material analysis

2 teaching suggestions

Second hours teaching suggestion

1 teaching material analysis

2 teaching suggestions

The main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students interest and enthusiasm for learning the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize use animation courseware to present new the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves.

Third hours teaching suggestion

1 teaching material analysis

2 teaching methods

[Topic] Unit, Five, Where, is, my, ruler?

[emphasis on teaching] everyday expressions Where s...And its It s in / on / under....

[teaching difficulties] sentences: Where, is, my, car, In, the, toy, box, understanding

[teaching aid preparation]

1 the teacher prepares the tapes for teaching materials.

2 teachers prepare Let s talk part of the courseware.

3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys.

4 teachers prepare cards and pictures of the words they learn.

5 students prepare white paper and watercolor pen, ready to draw.

6 students prepare patches for the group.

[teaching process]

1 warm up and review (Warm-up/Revision)

(1) students practice everyday expressions.

(2) games Show, me, the...

(3) the teacher plays the recordings of book Unit, 2, B, part Let, s, chant, and the students listen and clap and chant rhythmically.

生物说课稿范文(篇十九)

Dealing with trouble

Good morning/afternoon everyone, I’m NO ----. it’s my great honor to present my lesson here. Today, I’m going to talk about the reading part of chpter 3 from Oxford English 8A, Shanghai Education Press. The title of the reading passage is “Dealing with trouble” . To make my presentation much clearer, I’d like to divide the teaching structure inti 5 parts: analysis of teaching material, analysis of students, analysis of teaching and learning methods, teaching procedure and blackbored design. Now I am about to present them one by one.

of teaching material

The first part is the analysis of teaching material

This text is about a diary of a boy, which content is focused on how the boy’s father dealt with a trouble. This kind of topic is related to Ss’ daily life, so the Ss will love to read the dairy and desire to speak out their ideas. That’s say, the text offer a good chance for Ss to improve reading skills and their spoken English. Besides, Ss are going to learn some new words and phrases from the text, which are helpful for their further English study in future. According to the students’ English level and the demands of the New Standard English, I divide my lesson objectives into three categories: knowledge objects,ability objects and moral objects. in the first place, knowledge objects include to learn new words and key expression by guessing and teacher’s guidance; to grasp the general idea of the whole passage and be able to retell the main idea of the passage; to get familiar with the simple past tense.

Ability objects contain to improve Ss’ ability of getting imformation by scanning and skimming; to develop Ss’ ability to describ an event that happened in our daily life; and cultivate Ss’ ability to discover, analyze and solve problem.

At last moves to moral objects. The moral objects are to cultivate Ss’ awareness to help people who are in trpuble and to help Ss’to realize the important of safety, try to learn how to pretect themselves in danger.

Based on the objectives, I make the teaching key points and difficult points as follow. Teaching key points include the vocabulary and some phrases, such as argument/ argue, dial, steal, notice, robbery, detail, railing hold out, in handcuffs, be afraid of, go on, shout at,

stare at, and run away. To improve Ss’ reading skills and encourage them to talk about troubles they met in their daily life are another teahing key points.

While the teaching difficult points are to retell the story with the help of some key words, to write a dairy with the simple past tense.

sencond part is analysis of students.

The students in Grade 8 have the ability to complete tasks by cooperating with one another, They can work together to solve some troubles and they can share the pleasure of learning

English. As junior middle school students, they can’t keep their attention for a long time. Then I will use , some games, some competition, some real objects etc. to attract their attention. During the period of learning English, they have the enthusiasm and interest to take part in the class

activities English teaching should face all the students, to some students who are poor at English, I’ll give them some easy jobs and let the better students help them so that all the students can experience the pleasure of success. Let the students grasp the help rules, it’s better for them to protect themselves.

I move to the third part analysis of teaching and learning methods.

As we know, it’s the best way for the junior students to learn English mainly by tasks. So with the help of the multi-media and balckboard, I’ll use the task-based teaching approach

together with the communicative teaching method ,the situational teaching method , competition method and audio-viual methods. The students can learn in a more interesting and easier way. I’ll organize enough activities for the students to learn by group work, pair work, team work, competition ,etc. These activities can cultivate the students’ sense of unity and cooperation. I’ll use the learner-centered method .I’ll act as a director while the students act as the real master of the class. I’ll try to use some encouraging and polite remarks such as “well done”, “you did a good job”, etc. to help every student make a progress in my class. Let the students enjoy the process of learning English. I’ll pay attention to both the formative assessment and the

summative assessment. The students can get comprehensive language using skills by autonomic learning, cooperating, exploring, etc.

procedure is the forth part of my teaching structure.

In order to achieve my teaching aims successfully I divide my teaching procedure into 6 steps: lead- in, pre-reading, while-reading, post-reading ,summary and homework.

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