【正文】 I’d like to talk about part three—Learning strategies．I usuallytell the students some learning strategies．For four languageskills，I also tell the students to learn efficiently through strategies．Saylistening，in my class I train the students to get the general ideals，makeprediction，make a reference，identify key words and signal words．About theword|formation and the exploitation are also very important strategies．Each studentcan be involved in the class by using the strategies which are suitable forthem．Ok now，let’s e to the fourth part—Teaching procedures．I’ll finish mylesson in 7 steps，they are Warm up—Lead in—Pre|task—Task—cycle—Posttask—Homework—Selfassessment．This stepbystep progression allows students to build accuracy andgain confidence with the new language．Step1 Warm upWatch a movie called Let’s Play．The moviewill offer the students a relaxing atmosphere and develop students’ interest inEnglish．Step2 Lead inBrainstorming，look at this，funnypicture．He looks very blue and depressed，what’ s wrongwith him？What should he do？This brainstorming stage is helpful in providing ideas for actualspeaking．By discussing with peers they can get a lot of informationconcerning the new topic they are going to learn．Step3 PretaskIn this step I introduce the topic and give the students clearinstructions on what they will have to do．So first I willprepare some vivid and beautiful pictures to present them the new words．The studentsassociate the meaning of the vocabulary and the form of it，and theyalso practice the speaking and the listening．I’ll get thestudents to do a problem|solving activity to help the students to recall somelanguage that may be useful for the task．I will make asummary to give a detailed explanation about the Grammar point—sentencestructure “should/could”．I usually try to cultivate the learner’s unconsciouspetence，give the students more examples．In this way，I think theywill get a further understanding of the Grammar．Step4 TaskcycleTask 1—Pair work．I’ll ask the students to work with their partners to learn to giveadvice to different problems using the key words and the grammatical points．Task 2—Listeningpractice I designed the (1)Prelistening activities (2) Whilelistening activities (3) Postlisteningactivities．Task 3—Group work．I’ll get the students act out the conversation in small groups．Step5 PosttaskIn this step，I prepared two activities．First is—Let’s think．Michael，ing fromUSA．He wants to practice his Putonghua，But he is very shy．So can yougive some advice to him？I suggest that he should get a tutor，can you give more？Make a listof your suggestions．The second is—Discussion．Let’s take a look at the screen，from the picture wecan see the children are studying and living in the very poor condition，1．What’s the matterwith these children？2．What could they do？3．What should we do？ (showing pictures) Put the knowledge into the real situations，elicit thestudents to find out the most efficient ways to the problem in our country．Step6 Homework1．Ask your parentsabout if they have some problems．if they have，Try to give advice．2．Make a survey aboutwho are still in trouble and try to find some solutions．Step7 SelfassessmentIn the process of teaching and learning，teachersneed to know what has been done well and what needs to be improved further；where thestudents perform well and where they still feel confused．Thediversities of classroom activities，and a weling andengaging learning environment will make the study easy and happy．Thus thestudents will get more experience and exploitation by doing things．And the last Part is Blackboard design I’ll write thenew words on the left，on the right I write the target language．If possibleI’ll draw some pictures．It is terseness and easy to understand．Thank you for listening，goodbye！初中英語(yǔ)說(shuō)課稿6與母語(yǔ)學(xué)習(xí)一樣，英語(yǔ)學(xué)習(xí)也應(yīng)當(dāng)注意口`筆頭相結(jié)合。第二環(huán)節(jié) 新課呈現(xiàn)分兩部分：① 利用課件，出示不同的鞋子，引出shoes shop。并讓學(xué)生在學(xué)習(xí)的過(guò)程中，培養(yǎng)他們的合作意識(shí)和競(jìng)爭(zhēng)意識(shí)。有可以讓學(xué)生從英語(yǔ)教師那里獲得更多信息和掌握更多的英語(yǔ)表達(dá)方式（事實(shí)上，有些表達(dá)如果讓他們完全國(guó)獨(dú)立進(jìn)行是有些難度的），有由于這樣的學(xué)習(xí)方式平時(shí)機(jī)會(huì)不多，因此會(huì)讓學(xué)生感到很新鮮很有趣味性，在與老師交流時(shí)也會(huì)讓學(xué)生產(chǎn)生成就感。課前我給學(xué)生布置預(yù)習(xí)作業(yè)，讓他們查找相關(guān)的資料，學(xué)生在預(yù)習(xí)中就接觸大量的信息，他們必須具有相應(yīng)的選擇能力和重組知識(shí)，構(gòu)建知識(shí)網(wǎng)絡(luò)的能力，這恰恰正是新課程標(biāo)準(zhǔn)的要求。板書(shū)設(shè)計(jì)：我努力做到板書(shū)的清晰有序，安排合理。然后是解釋explaining:這一部分主要是對(duì)學(xué)生在閱讀中遇到的問(wèn)題進(jìn)行排疑解難，讓學(xué)生學(xué)習(xí)語(yǔ)言知識(shí)。第一， 導(dǎo)入(prereading):(2’3’)一直以來(lái)，對(duì)于學(xué)生來(lái)說(shuō)，最困難問(wèn)題之一是背了單詞就忘，即使記住單詞，又存在不會(huì)應(yīng)用的現(xiàn)象。即要求學(xué)生盡可能的獲取大量信息，開(kāi)闊視野，提高興趣，擴(kuò)大詞匯量，在豐富知識(shí)的同時(shí)提高應(yīng)用語(yǔ)言的能力。在這一步里我會(huì)教給學(xué)生新單詞“fix”和“l(fā)ab”，所以與此同時(shí)我就為第三部分埋下了伏筆。在這一課時(shí)，我會(huì)設(shè)計(jì)一個(gè)信息差的任務(wù)。根據(jù)教材和學(xué)生因素的特點(diǎn)，我將采用下列教學(xué)方法和手段：交際法和情景法教學(xué)為了激勵(lì)學(xué)生在課堂上積極交談，我將一些設(shè)計(jì)真實(shí)的情景來(lái)激發(fā)學(xué)生的興趣，這些師生和學(xué)習(xí)互相之間的交流重心就放在了語(yǔ)言的意義上，與此同時(shí)將英語(yǔ)學(xué)習(xí)與他們的真實(shí)生活聯(lián)系起來(lái)以培養(yǎng)他們用英語(yǔ)進(jìn)行創(chuàng)造性思維的能力。而且在學(xué)生們的現(xiàn)實(shí)生活中，培養(yǎng)他們了解地圖和區(qū)別方向的能力尤其重要。學(xué)生可以用不同的方式問(wèn)路。學(xué)生一邊拍手一邊就工作和工作地點(diǎn)展開(kāi)問(wèn)和答，例如：hospital，police station，school，past office，bus station等等。62課是一個(gè)短劇，所以我會(huì)讓學(xué)生看影碟模仿而不是單純聽(tīng)磁帶。首先我會(huì)出示三張圖片：第1張，我正在一個(gè)大的購(gòu)物中心買東西，第2張，我迷路了，第3張，我突然發(fā)現(xiàn)了購(gòu)物中心的出口。 同時(shí)讓學(xué)生掌握故事發(fā)生的時(shí)間、地點(diǎn)、人物，事件發(fā)生的起因、高潮與結(jié)果。1. 掃讀 (skimming)：這一過(guò)程是讓學(xué)生快速瀏覽全文，抓住文章主要內(nèi)容，同時(shí)將為學(xué)生獲取某種特定信息而閱讀，只要求學(xué)生從材料中找到特定信息，領(lǐng)會(huì)主旨，可忽略大部分內(nèi)容。同樣，當(dāng)今英語(yǔ)教學(xué)過(guò)程已不僅是知識(shí)傳授，應(yīng)付考試過(guò)程，同時(shí)也是滲透思想、文化教育的過(guò)程。情感目標(biāo)：通過(guò)一些有力地事實(shí)、數(shù)據(jù)和圖片使學(xué)生深刻地認(rèn)識(shí)到人口問(wèn)題的嚴(yán)重性，使他們意識(shí)到我們只有一個(gè)地球愛(ài)護(hù)我們的家園人人有責(zé)?。ㄈ┲攸c(diǎn)和難點(diǎn)重點(diǎn)：根據(jù)新課程標(biāo)準(zhǔn)對(duì)閱讀能力的要求，我確定本課重點(diǎn)為提高學(xué)生快速閱讀的水平。之后問(wèn)學(xué)生：看這兩幅圖，你會(huì)想到什么？又是什么引發(fā)這個(gè)問(wèn)題？學(xué)生會(huì)表達(dá)一些自己的見(jiàn)解，這時(shí)不論他們的39。本節(jié)課教學(xué)效果的預(yù)測(cè)100%的學(xué)生能夠積極參與教學(xué)，90%的學(xué)生能流利的表達(dá)自己的思想，并通過(guò)課下的反饋解學(xué)生對(duì)本課的掌握情況初中英語(yǔ)說(shuō)課稿4各位老師：大家好!讓學(xué)生愉快地、充滿自信地走進(jìn)我的英語(yǔ)課堂，是我最大的愿望，讓學(xué)生在我的英語(yǔ)課堂上享受快樂(lè)和成功是我孜孜以求的。不僅要使學(xué)生學(xué)會(huì)，更要使學(xué)生學(xué)會(huì)學(xué)，因此，在課堂教學(xué)中巧妙運(yùn)用教學(xué)藝術(shù)，適當(dāng)安排自學(xué)、小組討論、全班討論、游戲、競(jìng)賽等活動(dòng)，鼓勵(lì)學(xué)生開(kāi)口就說(shuō)，提高運(yùn)用語(yǔ)言的能力，變“講堂”為“學(xué)堂”，變“要我學(xué)”為“我要學(xué)”，從而從根本上打破傳統(tǒng)的課堂教學(xué)方法，建構(gòu)一種新型的現(xiàn)代教育模式，使學(xué)生在更輕松更愉快的環(huán)境下實(shí)現(xiàn)更多的信息交流，真正做到快快樂(lè)樂(lè)學(xué)英語(yǔ)，扎扎實(shí)實(shí)打基礎(chǔ)，向四十分鐘要質(zhì)量，向課堂教學(xué)要效益的最終目的。第四環(huán)節(jié)拓展延伸分兩部分：①完成調(diào)查表格，了解班里同學(xué)鞋子的尺寸大小和價(jià)格。2) 培養(yǎng)學(xué)生在聽(tīng)力中抓住關(guān)鍵詞的技巧通過(guò)互相談?wù)摫舜说南埠?，讓學(xué)生在交際中增加了解，增進(jìn)友誼。t like do you think of...?及回答用語(yǔ)。如situation situa tion.步驟三 鞏固提高在初次掌握了單詞的基礎(chǔ)上，采用多種形式加以鞏固提高。這時(shí)轉(zhuǎn)換角色讓學(xué)生問(wèn)教師 what do you think of...? 教師趁此機(jī)會(huì)引入表達(dá)其他意見(jiàn)和看法的方式，并做解釋If you “don39。這種做法不僅消除了學(xué)生對(duì)聽(tīng)力的畏懼心理，還激發(fā)了學(xué)生起來(lái)表現(xiàn)自己的欲望，同時(shí)他們還因聽(tīng)有所獲，增加了成就感，對(duì)聽(tīng)力越來(lái)越有興趣，越來(lái)越有信心。作思維，提高寫(xiě)作能力。g)單詞練習(xí)鞏固。并拓展一些知識(shí)，學(xué)會(huì)用比較級(jí)對(duì)現(xiàn)在和過(guò)去進(jìn)行比較，并為下面的聽(tīng)力做鋪墊，然后談?wù)摤F(xiàn)在你的同學(xué)有什么變化。任務(wù)型教學(xué)與學(xué)生中心教學(xué)法可以充分發(fā)揮學(xué)生的主體作用以及老師的主導(dǎo)作用。二、學(xué)習(xí)方法與教學(xué)方法的分析對(duì)于比較枯燥乏味的語(yǔ)法知識(shí)，要是學(xué)生主動(dòng)參與，自己實(shí)踐，讓學(xué)生學(xué)會(huì)學(xué)習(xí)，同時(shí)師生互動(dòng)，寓教于樂(lè)，為學(xué)生營(yíng)造民主、和