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