大学英语说课稿
英语教学说课稿范文优秀7篇
英语教学说课稿范文优秀7篇英文说课稿篇一Good morning, everyone! It’s my honor to present my lesson plan here. The teaching material comes from PEP Go for it 8B U6. The title of the reading part is I’ve been studying history in China. History is the topic of this passage. The story is narrated by an Australian, Leo, who tells his life in China, his family history and his study of history. This reading mainly focuses on developing Ss’ reading skill, especially scanning. So this is one of the language focuses. As for the content, because of many new words and phrases in the context and Ss’ lack of the knowledge about “history”，it is a little difficult for them to understand the passage. So the Ss may have a bit difficulty in retelling the passage in the last activity role-play. Thus I rearrange the material like this: The 3 questions in pre-reading are modified. I’ll choose some easier and funnier questions to lead Ss into the topic History. The grammar review in Exercise 3b, 3c is not the language focus in this lesson, thus it’s considered as the homework.According to the New English Curriculum, the teaching should not only focus on the development of Ss’ reading strategy, also the Ss’ interest in English. So I apply communicative approach, making use of real-life situations to motivate their desire to communicate in meaningful ways about meaningful topics. Ss will enjoy their participation in this lesson by discussion and role-playing. As for the teaching aids, PPT, blackboard and audio tape are needed.Based on those analyses, I set the following 5 teaching objectives. By the end of the class, Ss will be able to:1、Linguistic knowledgeMaster new words and expressions, such as emperor, dynasty, capital etc. (this is the language focus)Be familiar with the topic history.2、Language skillsDevelop their reading skills, especially scanning. （This is the language focus I’ve mentioned before.）Tell Mike Leo’s life in Harbin during the role-playing. （This is the anticipated difficulty.）3、AffectsLove our country by learning more about Chinese history.4、Cultural awarenessKnow more about history of other countries.5、Learning strategyLearn to get more information both from books and the Internet.Ok, now let’s move to the most important part: teaching procedure. I adopt 3-stage model: pre-reading, while-reading and post-reading. The duration is 45 minutes.In pre-reading stage, there’re 2 activities for 9mins. I’d like to introduce Leo to Ss as a new friend. The first activity is Leo’s self-introduction through a short record. The record is prepared before the class with some key information about Leo. As a foreigner, Leo loves Chinese history very much, so he has many questions to ask Ss. The first one is about the emperors and the dynasties. Ss should be able to do the match between them. Those emperors are all famous characters in the Chinese history, such as Tang Taizong, Cheng Jisihan, Kang Xi and so on. The second one is about the famous capitals in the history. Ss should pick out the city which was not the capital in the history. By the way, I will provide some information about Harbin, which is thecity where Leo lives. This introduction can also build Ss’ knowledge structure. This kind of lead-in could be funnier and easier, and the comfortable atmosphere can help Ss’ to acquire new knowledge easily.In the second stage while-reading, there are 2 steps; they are fast-reading for 6mins and careful-reading for 15mins. There’re 2 activities in fast-reading: skimming for the main idea of each paragraph and scanning for the specific and important information to fill in the blanks. These tasks can help them get the general idea of the passage.In careful-reading step, I’ll guide them to learn the passage paragraph by paragraph, from Leo’s introduction to Leo’ s family history, and Leo’s study of history, the last is Leo’s dream. Different tasks are designed for Ss: For the first paragraph, Ss are asked to find some key words about Leo: Australian, Jewish, etc. For the second paragraph, Ss are required to fill in the time table about Leo’s family history. As for Leo’s study, Ss are asked to make a comparison between Leo and his friends. The last is Leo’s dream, I’ll ask Ss several simple questions. I will make sure that Ss won’t be bored by the tasks and participate in all the activities actively.In post-reading, there’re 2 activities for 14mins: discussion for 5mins and role-playing for 9mins. I’ll ask Ss two questions: Q1: Why are some old buildings in Harbin built in Russian style? Q2: Why does Leo want to go to Beijing for the Olympic Games in 20xx? What can we infer from that? Ss are supposed to learn more about the history of China and other countries, and develop their patriotic feeling. The role-playing is Leo’s talking with his friend Mike. They are talking about Leo’ life, work and the future plan. What Ss have learned in this lesson is needed in the talking. In order to lower the degree of the difficulty, I’ll provide some sentence structures, some questions and key words. So this can be considered as a review of the whole lesson. And this is the right time to practice Ss’ oral English and they should talk in the correct tense to practice the grammar we have learned before.The last minute is for explaining homework: Suppose that Leo’s friend Mike is coming China for the Olympic Games, we should give him some tips. Ss are asked to get more information through the books and the Internet, and then write down at least 3 tips in the following structure: If you want to go to the Great Wall, you will have to take No.15 bus…。
大学英语说课比赛一等奖说课稿范文
大学英语说课比赛一等奖说课稿范文Good morning, ladies and gentlemen. Today I am honoredto present my lesson on the topic of "Environmental Protection" for the university English teaching competition.I hope you will find my lesson engaging and informative.First of all, let's talk about the importance of environmental protection. As we all know, the environmentis facing unprecedented challenges due to human activities such as deforestation, pollution, and climate change. It is crucial for us to take action to protect the environmentfor the well-being of future generations.Now, let's move on to the main content of my lesson. Iwill start by discussing the causes of environmental degradation, including industrial pollution, overpopulation, and unsustainable resource exploitation. Then, I will introduce some effective measures to address these issues, such as promoting renewable energy, reducing waste, and conserving natural habitats.Next, I will focus on the role of individuals in environmental protection. It is important for each of us toadopt sustainable lifestyle choices, such as using public transportation, reducing our carbon footprint, and supporting eco-friendly products. By making these small changes in our daily lives, we can collectively make a big difference in preserving the environment.After that, I will lead a discussion on the global efforts to combat climate change. This will involve examining the international agreements and policies aimed at reducing greenhouse gas emissions and promoting sustainable development. It is crucial for countries to work together to address this global issue and ensure a sustainable future for all.To conclude the lesson, I will emphasize the urgency of taking action to protect the environment and encourage students to become proactive environmental stewards. I hope that through this lesson, students will gain a deeper understanding of the importance of environmental protection and feel motivated to contribute to the preservation of our planet.以上就是我的说课内容，谢谢大家的聆听。
《大学英语学》说课稿模板
《大学英语学》说课稿模板大学英语学说课稿模板一、课程信息- 课程名称：大学英语学- 授课目标：通过本课程的研究，使学生掌握大学英语学的基本概念、理论和方法，提高英语综合运用能力，为日后的英语研究和应用打下坚实基础。
- 教学时长：X学时二、教学目标通过本节课的研究，学生应能够：1. 理解大学英语学的定义、研究对象和研究方法；2. 掌握大学英语学的基本概念，如语音、语法、词汇、语义等；3. 了解大学英语学的发展历程及其在英语教学中的作用；4. 提高英语听、说、读、写的综合能力。
三、教学重点- 理解大学英语学的定义和研究对象；- 掌握大学英语学的基本概念；- 理解大学英语学在英语教学中的作用。
四、教学内容与安排1. 大学英语学的定义（5分钟）- 介绍大学英语学的含义和研究对象；- 引导学生思考大学英语学的研究方法和意义。
2. 大学英语学的基本概念（15分钟）- 分别介绍语音学、语法学、词汇学、语义学等基本概念；- 通过示例和练巩固学生的理解。
3. 大学英语学的发展历程与作用（10分钟）- 介绍大学英语学的发展历程，从传统语法教学到交际教学的转变；- 引导学生讨论大学英语学在英语教学中的作用和意义。
4. 英语听说读写综合能力的提高（20分钟）- 设计听力练，培养学生的听力理解能力；- 组织口语练，提高学生的口语表达能力；- 分析、阅读和写作练，提升学生的阅读和写作能力。
五、教学方法与手段- 多媒体教学：通过幻灯片、视频等多媒体资料展示相关内容；- 分组讨论：鼓励学生在小组内讨论和交流，促进思维碰撞；- 问题解答：引导学生提出问题，并给予答疑解惑；- 视听训练：提供相关听力材料和口语练，锻炼学生的听说能力；- 书面练：布置阅读和写作练，提高学生的阅读和写作水平。
六、教学评价与反馈- 教学评价方法：考试、作业、小组讨论、课堂表现等；- 教学反馈方式：及时批改作业、回答学生提问、评价学生的课堂表现等。
七、教学资源- 幻灯片：提供相关知识和案例分析的幻灯片资料；- 多媒体设备：确保教学过程中的多媒体展示效果；- 研究资料：提供相关教材、阅读材料和练题。
大学英语反思说课稿模板
---一、开场白尊敬的各位老师，亲爱的同学们：大家好！今天，我将就大学英语课程的学习进行一次反思，旨在总结经验，查找不足，为今后的学习提供改进的方向。
以下是我的说课稿，希望能引起大家的共鸣，共同提高。
---二、课程概述1. 课程背景大学英语作为一门基础课程，对于培养学生的英语应用能力具有重要意义。
然而，在实际学习过程中，我们往往会遇到各种问题，如词汇量不足、语法掌握不牢固、听力理解困难等。
2. 课程目标本课程旨在帮助学生：- 扩大词汇量，提高词汇运用能力；- 巩固语法知识，提升语言表达准确性；- 增强听力理解能力，提高口语表达能力；- 培养良好的学习习惯，提高自主学习能力。
---三、反思内容1. 词汇学习- 优点：通过多种渠道学习词汇，如教材、网络资源、课外阅读等。
- 不足：词汇记忆不够持久，实际运用能力有限。
2. 语法学习- 优点：能够熟练运用基本语法规则进行写作和口语表达。
- 不足：对复杂语法结构的理解不够深入，在实际运用中容易出错。
3. 听力理解- 优点：能够基本听懂日常生活中的对话和短文。
- 不足：在听力考试中，对长篇材料和学术词汇的理解能力不足。
4. 口语表达- 优点：能够进行简单的日常对话。
- 不足：缺乏自信，表达不够流畅，语调单调。
5. 学习方法- 优点：能够结合自身情况，制定合理的学习计划。
- 不足：缺乏持之以恒的学习毅力，容易受到外界干扰。
---四、改进措施1. 加强词汇记忆：采用多种记忆方法，如联想记忆、卡片记忆等，并定期复习。
2. 深化语法理解：通过大量练习，巩固语法知识，并尝试运用到实际表达中。
3. 提高听力能力：多听英语广播、观看英语电影，提高对不同口音和语速的适应能力。
4. 增强口语表达：积极参加英语角等活动，多与他人交流，提高口语流利度和自信心。
5. 改进学习方法：制定明确的学习目标，合理安排学习时间，并保持良好的学习习惯。
---五、总结大学英语学习是一个长期而复杂的过程，需要我们不断反思和改进。
大学英语英语说课稿模板
大学英语英语说课稿模板尊敬的各位老师，大家好。
今天，我将为大家展示一堂大学英语课程的说课稿。
本课程旨在提高学生的英语听说能力，同时培养他们的跨文化交际技能。
首先，我会介绍本课程的教学目标。
我们希望通过本课程，学生能够掌握一定数量的英语词汇和短语，提高英语口语表达的流利度和准确性，并且能够就一些日常话题进行基本的交流。
接下来，是教学内容的概述。
本课程将围绕四个主题展开：日常生活、校园生活、职业发展和文化差异。
每个主题下，我们会通过听力练习、角色扮演、小组讨论等多样化的教学活动，让学生在实践中学习英语。
在教学方法上，我们将采用互动式教学法，鼓励学生积极参与课堂活动，通过小组合作和个人展示，提高他们的语言运用能力。
同时，我们也会利用多媒体教学资源，如视频、音频和在线互动平台，丰富学生的学习体验。
评估方式也是教学过程中非常重要的一环。
我们将通过课堂参与度、口语表达能力、小组项目和期末口语测试等多种方式，全面评估学生的学习成果。
在教学资源方面，除了传统的教科书和听力材料，我们还会使用一些在线资源和应用程序，帮助学生随时随地进行英语学习。
最后，我想强调的是，学习英语不仅仅是为了通过考试，更重要的是能够运用英语进行有效的沟通和交流。
因此，我们的教学不仅仅局限于课堂，更鼓励学生在日常生活中积极使用英语。
通过本课程的学习，我们希望学生能够建立起学习英语的兴趣和信心，为将来的学术或职业生涯打下坚实的基础。
感谢大家的聆听，我相信通过我们的共同努力，学生一定能够在英语的学习道路上取得长足的进步。
谢谢大家。
大学英语说课稿
大学英语说课稿尊敬的各位评委老师，大家好。
今天我将为大家说课的题目是大学英语课程。
在接下来的几分钟里，我将从以下几个方面进行阐述：课程定位、教学目标、教学内容、教学方法、教学评价以及教学反思。
首先，大学英语课程是面向非英语专业大学生开设的一门基础课程，旨在提高学生的英语语言应用能力，培养跨文化交际意识，以及增强自主学习能力。
在教学目标方面，我们主要设定了以下几个目标：一是提高学生的英语听说读写能力，使学生能够熟练运用英语进行日常交流；二是培养学生的英语思维能力，使其能够用英语进行思考和表达；三是加强学生的跨文化交际能力，使其能够在不同的文化背景下进行有效沟通。
接下来是教学内容，我们的教学内容涵盖了基础英语语法、词汇、听说读写技能训练、以及英语国家文化背景知识。
我们采用的教材是《大学英语》系列教材，该教材内容丰富，难度适中，适合大学生学习。
在教学方法上，我们采用了多种教学手段，包括传统的讲授法、互动式教学法、任务驱动法、以及多媒体辅助教学等。
我们鼓励学生参与课堂讨论，通过小组合作完成学习任务，以此来提高学生的主动参与度和学习效果。
教学评价是检验教学效果的重要环节。
我们采取了多元化的评价方式，包括平时成绩、期中期末考试、课堂表现、以及作业完成情况等。
我们注重评价的公平性和客观性，确保每个学生都能得到公正的评价。
最后是教学反思。
在教学过程中，我们不断反思和总结，以求不断改进教学方法和提高教学质量。
我们通过学生反馈、同行评议等方式，及时调整教学策略，以满足学生的学习需求。
总之，大学英语课程是我们培养学生英语综合应用能力的重要平台。
我们将继续努力，不断优化教学内容和方法，以期达到更好的教学效果。
谢谢大家。
大学说课教案模板英语(3篇)
第1篇课题：Unit 3 A World of Color课时：2课时课型：新授课---一、教学目标知识与技能目标：1. 掌握并运用有关颜色的词汇，如 red, blue, green, yellow, black, white 等。
2. 理解并运用描述颜色的句型，如 "This is red. That is blue."3. 能进行简单的颜色对话和描述。
过程与方法目标：1. 通过图片、视频等多种方式，提高学生对颜色识别和描述的能力。
2. 通过小组讨论和角色扮演，提升学生的口语表达和合作学习能力。
情感态度与价值观目标：1. 培养学生对英语学习的兴趣，增强学习英语的自信心。
2. 引导学生关注生活中的颜色，培养审美情趣。
---二、说教材本单元围绕“颜色”这一主题展开，通过学习颜色的词汇和描述颜色的句型，帮助学生提高对颜色识别和描述的能力。
教材内容丰富，形式多样，能够激发学生的学习兴趣。
---三、说学情大学阶段的学生已具备一定的英语基础，对颜色有一定的认识，但词汇量有限，口语表达能力有待提高。
因此，教学过程中应注重词汇的拓展和口语练习。
---四、说教法1. 情境教学法：通过创设真实的语言环境，让学生在情境中学习颜色词汇和句型。
2. 任务型教学法：设计各种任务，如颜色配对、颜色描述等，让学生在完成任务的过程中学习。
3. 小组合作法：通过小组讨论和角色扮演，提高学生的口语表达能力和团队合作精神。
---五、说学法1. 观察法：引导学生通过观察图片、视频等，认识颜色。
2. 比较法：通过比较不同颜色的单词和句型，帮助学生记忆。
3. 练习法：通过反复练习，巩固所学知识。
---六、说教学程序第一课时1. 导入：展示不同颜色的图片，引导学生谈论自己最喜欢的颜色。
2. 新课学习：- 介绍颜色词汇和句型。
- 通过游戏和活动，让学生练习使用颜色词汇和句型。
3. 巩固练习：- 小组活动：颜色配对。
- 角色扮演：描述颜色。
大学英语说课演讲稿
Ladies and Gentlemen,Good morning/afternoon! It is my great pleasure to stand before you today to discuss the teaching approach of English in higher education. As we all know, English has become an indispensable language in today's globalized world. Therefore, it is crucial for us to explore effective methods to enhance students' language skills and cultural understanding. In this speech, I will introduce a comprehensive teaching approach that combines various strategies and techniques to achieve these goals.I. Introduction1. BackgroundIn the era of globalization, English has become the primary language for international communication, scientific research, and cultural exchange. In higher education, English teaching plays a vital role in preparing students for future careers and fostering their global competence. However, traditional teaching methods may not always meet the needs of modern students.2. ObjectivesThe main objectives of this teaching approach are as follows:a. To improve students' listening, speaking, reading, and writing skills in English.b. To enhance students' cultural awareness and understanding of diverse cultures.c. To develop students' critical thinking and problem-solving abilities through English learning.d. To create a positive and interactive learning environment that encourages students to participate actively.II. Teaching Approach1. Task-based Language Teaching (TBLT)Task-based language teaching is an approach that focuses on real-life tasks and activities to help students learn language in a meaningful and practical way. By engaging in tasks, students can develop their language skills while solving real-world problems.a. Task design: Teachers should design tasks that are relevant to students' lives and interests, such as discussions, debates, role-playing, and problem-solving activities.b. Task implementation: Students work in groups or individually to complete tasks, which promotes collaboration and communication skills.c. Task assessment: Teachers assess students' performance based on their participation, language use, and task completion.2. Communicative Language Teaching (CLT)Communicative language teaching emphasizes the importance of communication in language learning. This approach encourages students to interact with each other, exchange ideas, and express themselves in English.a. Pair work and group work: Teachers should arrange pair work and group work activities to facilitate communication among students.b. Role-playing: Students can practice real-life situations throughrole-playing, which helps them improve their speaking and listening skills.c. Discussion and debate: Encourage students to participate in discussions and debates on various topics, which fosters critical thinking and cultural understanding.3. Technology IntegrationTechnology integration can make English learning more engaging and interactive. Teachers can utilize various digital tools and resources to enhance the learning experience.a. Online platforms: Teachers can create online forums, blogs, andsocial media groups for students to practice English and share their thoughts.b. Multimedia resources: Utilize videos, podcasts, and interactive websites to provide authentic language input and enhance students' cultural understanding.c. Mobile applications: Encourage students to use language learning apps to practice English outside the classroom.4. Grammar and Vocabulary InstructionAlthough communicative language teaching emphasizes fluency, grammar and vocabulary instruction are still essential. Teachers should integrate grammar and vocabulary teaching into the tasks and activities to ensure students' language accuracy.a. Grammar practice: Teachers can design grammar exercises that are related to the tasks and encourage students to apply grammatical structures in their communication.b. Vocabulary building: Introduce new vocabulary through context and encourage students to use them in their daily conversations.III. AssessmentAssessment is an essential part of the teaching process. It helps teachers monitor students' progress and identify areas for improvement.a. Formative assessment: Teachers can use quizzes, homework, and class participation to assess students' learning progress.b. Summative assessment: Teachers can conduct exams and assignments to evaluate students' overall language proficiency.IV. ConclusionIn conclusion, an effective English teaching approach in higher education should combine various strategies and techniques to enhance students' language skills and cultural understanding. By adopting task-based language teaching, communicative language teaching, technology integration, and grammar/vocabulary instruction, we can create a dynamic and interactive learning environment that promotes student engagement and achievement. Let us work together to provide our students with the best English learning experience and prepare them for the challenges of the future.Thank you for your attention and support.。
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大学英语说课稿
各位老师下午好：
我今天说课的内容是《新视野大学英语教程读写教程》第2版第一册第三单元。
简单说说我是如何来上这门课的。
我的说课内容主要分为几个方面：一．教材分析
大学英语课程是我校所有的非英语专业学生必修的一门公共基础课程。
根据高职高专英语教学大纲的要求，课程遵循“以应用为目的，实用为主，够用为度”的原则，在教学体系中凸显其基础性地位和工具性作用。
课程最终目的是培养大学生的英语综合应用能力,特别是实用交际能力.把培养一定的实用口语交际能力作为本教程的重要任务。
二．教学目标
我校大学英语课程的基本教学目标是既要使学生掌握实用的英语语言知识和交际能力，使学生在今后的工作和社会交往中能用英语有效地进行书面和口语的信息交流，同时要增强学生自主学习能力，提高综合文化素养，以适应社会发展和国际交流的需要。
具体量化为以下三个方面：
（1）知识目标，主要就是指完成大学英语课程每学期设置的教学计划，包括指定的教材和规定的课时，并通过各种方式以确保学生掌握一定量的实用英语语言知识；
（2）能力目标，主要是指英语语言的五大基本技能：听说读写译以及英语等级证书考试的应试能力。
而后一项能力，主要根据社会和用人单位的需要所设定的。
（3）素质目标，以端正学生学习态度，培养学生学习能力，提高学生综合素质为内容的一项认知性目标。
三．教学内容
课程内容选取与学生的生活学习等密切相关，基本以大学生活不同阶段的相关话题展开课文内容，设计相关情景。
学生学习过后使用频率较高，更能激发学生的学习兴趣，增强运用能力。
四．教学设计
（一）教学模式
采用学生与教师共同互动的方法，在课堂中以教学单元的话题为主线，开展广泛讨论，鼓励并创造条件让学生参与话题的模仿、学习和运用，同时教师给予适当的指导和补充，增加学生的信心，激发学生的学习兴趣。
在教学过程中，将学生分为若干个组，对特定的话题进行组内讨论，组与组之间的学习竞争，更进一步激励学生学习。
（二）教学方法
教学过程中视不同的教学内容，结合学生的认知规律，采用了灵活多样的教学方法，以调动学生学习的积极性，提高教学效率，强化学生职业能力的培养，在教学中使用下列教学方法：
1.问题引导法
2.话题小组讨论法
3.模仿学习法
4.角色扮演法
5.自由学习法
（三）教学条件
主动学习相关的教学方法和技能，同时与有经验的教师展开讨论，学习适合于自己教学方法的经验，利用多媒体和网络资源。
五．教学组织与实施
（一）组织实施
组织实施分为两个方面：课前准备与课堂教学
1.课前准备
我们的课堂时间是90分钟，本堂课，我将课堂时间分为三个部分。
第一部分是Warmer，我计划用10分钟的时间来通过简单的游戏来回顾上节课所讲的重点内容，在此环节我准备了简单的游戏规则，并将上节课的重点内容重新安排复习一次。
第二部分是第三单元第一部分的课后练习，教学时间安排是20分钟，给学生10分钟的时间来完成课后简单翻译的练习。
第三部分是本单元Passage1的讲解学习，时间安排是60分钟。
我提前准备了一些与文章内容相关的课外知
识，与学生交流，激发他们的学习兴趣。
2.课堂教学
根据课前准备的内容，我按步骤开展教学。
首先是Warmer。
我在电脑屏幕上向学生展示上一节课学习过的关于方位的词语和短语，让他们再复习一遍。
然后跟他们讲解游戏的规则，之后邀请五个同学来加入游戏中，让他们根据教师的要求来做出相对应的正确动作，其他同学监督并核实他们的反应正确与否。
其次是课后练习。
给予学生10分钟的自由讨论时间来完成课后练习2的翻译题，在学生做题的过程中，观察学生的做题过程，并给有问题的学生予帮助。
然后请4名同学将他们的答案写于黑板，对他们的答案给予简单点评，之后将正确答案展示于电脑屏幕，供学生核对。
最后是讲解PassageI。
我先给学习提供有关乘飞机的简单步骤，和每一个步骤的简单介绍，让学生对我们将要学习的内容有一定的了解。
然后给学生提出一个有关此文章的问题，给予学生10分钟的时间，带着此问题来阅读文章，在阅读之后请同学来回答问题。
之后，在带领学生通篇理解文章，讲解重点语法和句型。
（二）教学效果
通过以上的教学实施，希望达到以下的教学效果：
1.达到师生共同参与、积极互动。
2.有计划地组织好教与学，强调课堂复习，使教学过程中能够提升学生知识能力，也掌握多种学习方法能力。
3.在课程设计与实施的过程中注重学生交流沟通，以提升语言表达和积极参与的能力。