guoqingyi828
把自己的教学思路，目标，重难点阐述，然后把课堂步骤一步步讲下去就可以了。说课不难，主要是设计这个说课的思路比较麻烦，设计的好的话要花很大心思。压力不用太大，当了两年老师，听了那么多课依旧觉得说课这是个灵活的东西，看重的不是英语本身的能力，而是阐述教学理念的能力
我与食俱进
合肥新东方，秉承新东方教育集团的企业精神“诚信负责，真情关爱，好学精进，志高行远”，力求为学生和家长提供最优质的服务。课程内容涵盖小学至大学的辅导，以及出国留学各项辅导和在职英语及小语种的相关课程。现旗下开设有： 1：基础英语项目概况一、项目介绍国内考试部基础英语项目分为三大课程：口译、口语、新概念。课程分为基础类课程：新概念+口语，帮助学生搞定英语学习的听说读写。拔高类课程：口译，帮助学生全面提高英语学习能力。所有课程均由国内部优秀教师教授，结合新东方19年实际教学经验，真正帮助学员提高英语水平二、课程体系介绍★新概念课程简介《新概念英语》主要针对词汇、语法、阅读、写作四大技能，《新概念》一册：学习英语的敲门砖，主要针对英语基础薄弱学生。《新概念》二册：构建英语的基石，主要针对初高中学生以及大学四级水平以下学员《新概念》三册：掌握英语的关键，主要针对大学生群体以及水平相当于大学四级左右及以上水平学员《新概念》四册：体味英语的精髓，针对拔高类学员，全面提高学员英语能力授课紧密衔接国内考试新概念二册上下册教学，新概念三册初中高级教学，详细讲解新概念经典篇章，知识点紧密衔接国内考试，为四六级，考研学员夯实基础。★新东方口语课程主要针对听力口语技能，课程分美语语音班+中外教美国口语班美语语音班重点传授“语音”、“语调”、“节奏”、“连读”技巧，兼顾“缩读”和“弱读”等音变问题，短期提高学员听力口语能力中外教美国口语班授课针对中国学生口语学习五项薄弱环节，是集语音、词汇、句型、思维、文化听力为一体的，全方位的培训英语听说的课程★新东方口译课程课程分为：能力提高类课程+应试类课程能力类课程：口译全程班根据口译学习的特点，课程涵盖口译标准笔记法，英汉、汉英互译技巧，听译，视译，专题口译，实战口译模拟。学员学习后可以胜任多种场合交替传译工作，可根据水平参加相应的上海中高级、教育部、人事部口译考试应试类课程：中级口译强化班针对上海中级口译考试，授课分四大板块，听力、阅读、翻译、口语口译各个击破中级口译口试冲刺班针对上海中级口译二阶段口试冲刺，带领学员模拟实战口译，针对考试重点考前点睛冲刺三、项目优势课程设置优化合理，师资强大，不仅帮助学员切切实实提高英语能力，授人以鱼不如授渔，新东方的课堂授学生以欲，教授学生学习的欲望。师资简介：新概念课程：新东方新概念授课教师，长期同时教授各类考试课程，考研、四六级、雅思、托福等。深谙新概念教材对考试的辅助作用。学习新东方新概念，夯实基础的同时，助考试一臂之力。口语类课程：国内部优秀教师，均有国外学习工作经历，语音纯正地道，教授学员最地道的语音、口语表达。口译课程：国内部优秀口译教师，长期从事口译教学，均获得上海高级口译证书或教育部、人事部口译证书，大型会议同传，长期从事口译工作，保证学员学习的同时掌握口译实战经验2：考研项目概况一、课程特色因为付出不同，所以收获迥异我们不教怎么考研，我们只教怎么考上！1.以应试为导向，深入浅出，贯穿励志、幽默的考研课堂。2.资深考研名师，新东方集团集体教研强大支持。3.无论从何处起步，考研梦想，新东方一路相伴。二、优惠活动考研套报优惠套餐（2012年12月31日之前）英语全程1699元，政治全程999元。 科目 课程 小时数 说明 学费 套报 考研英语 词汇 24 速记巧记大纲核心词， 及词汇在真题中的理解应用 380 √ 基础 48 语法、长难句、基础阅读、基础写作（小作文） 690 √ 强化 48 完形新题型、阅读、翻译、写作做题技巧 690 √ 真题串讲 48 完形新题型、阅读、翻译、写作题题精讲 （03-10年，8年真题，衔接强化班） 890 不含 冲刺模考点评 24 第一次课前模考，模考不占用课次 390 √ 点睛（写作） 8 写作模板，话题拓展及预测 190 √ 点睛（阅读） 8 规律梳理，预测各题型出题方式 190 √ 猜题 8 卫星视频，全国同步，临考权威发布 168 √ 科目 课程 小时数 说明 学费 套报 考研政治 基础 48 哲学、毛中特、史纲基础知识讲解，建构框架 590 √ 强化 48 政治五门课程讲解核心考点与解题技巧，进行题型精讲精析 590 √ 冲刺模考点评 20 第一次课前模考，模考不占用课次 360 √ 猜题 10 卫星视频，全国同步，临考权威发布 168 √ 课程体系考研英语常规进阶班：考研大纲词汇班→基础班→强化班→真题串讲班→冲刺模考班→点睛班→猜题班考研英语精品进阶班：考研大纲词汇班→精讲精练班（三阶段）→真题串讲班→冲刺模考班→点睛班→猜题班考研政治常规进阶班：考研政治基础班→基础班→强化班→冲刺模考班→猜题班三、课程简介考研大纲词汇班适合学员：希望短期内提高词汇量，大学英语四级左右水平的学员课程特色：新东方集团培训师领衔授课，明星教师，王牌课程。从构词法、考研真题中的词汇运用、考试考点等全方面破解词汇。授课内容：以4000词汇为起点，主讲考试中出现的高频词汇，并剖析考试特点。12次课，24小时。考研英语基础班适合学员：适合英语水平相对薄弱，或希望夯实基础的考生。课程特色：让学员了解考研英语最基本的概念和理论及解题方法，既夯实基础同时提升应试技巧。新东方传统大班，学习氛围浓厚。授课内容：涵盖基础阅读、基础技能、基础写作、考研学习规划四个单项分项授课。24次课，48小时。考研英语强化班适合学员：基础较好，四级及以上英语水平的学员，力求顺利通过考研英语的所有考生。课程特色：考研英语核心班型，教授应试规律和答题技巧，四大题型分项击破。新东方传统大班，学习氛围浓厚。授课内容：涵盖强化阅读、强化写作、强化翻译、强化完型四个单项分项授课。24次课，48小时。考研英语精讲精练40人班（三阶段）适合学员：有较长时间准备考研英语，希望全面提升应试能力的学员。课程特色：小班授课，40人封顶，名师执教，讲练结合，使用真题+模拟题授课，设置班主任，开结班测试，使学员牢固掌握考试技巧，取得考试高分。授课内容：教材为《历年真题详解与复习指南》，每阶段写作完形部分8次课，第一阶段：遣词造句+过完形2010年以前的所有单词和词组；第二阶段：造句组段+小作文+完形文章句间逻辑关系和段落关系；第三阶段：组段成篇+大作文2010年以前的范文赏析+完形复习。阅读部分16次课，按照教材3种难度分割阶段。每个阶段24次课，48小时。考研英语真题串讲班适合学员：所有考研学员，建议就读强化班或精讲精练三阶段班级后就读。课程特色：03年到10年真题题题精讲，助力掌握技巧，强调实战应用。授课内容：完形新题型、阅读、翻译、写作四个单项分项授课。24次课，48小时。考研英语冲刺模考班适合学员：基础较好，四级及以上英语水平的学员，或接受过强化班学习，复习到最后阶段，希望考前抢分的考生。或曾考过研，成绩离分数线差距不大的学员。课程特色：第一次课前全镇模考，总结考研实战技巧，短小精悍。课程内容：考研英语重点难点、解题技巧、冲刺阶段复习方法概括精讲。12次课，24小时。考研英语单项点睛班（写作/阅读）适合学员：即将参加考研考试，想在考研英语阅读和写作分项更近一步或补齐短板的考生。课程特色：单项突破，深入前瞻最新考研阅读、考研写作命题动向。课程内容：以最新考研阅读、写作真题和权威模拟题详解应试技巧。4次课，8小时。考研政治考研政治基础班紧扣最新大纲，细致扫描考点，夯实知识基础，着重分析难点重点内容：马克思主义基本原理、毛泽东思想和中国近现代史刚要部分学习目标：深刻理解重点考点内容，完整建立科学复习思路考研政治强化班结合全新大纲，建立知识模块，逐一梳理体系，建立知识框架，分析出题形式，做到有的放矢学习目标：整体把握考点范畴和外延，逐步建立五门课程内部知识框架，熟悉考研政治出题特点考研政治冲刺班结合时政及当年热点，讲解内部模拟试题，传授答题思路技巧，讲练结合直击考点学习目标：准确把握各门课程不同章节的逻辑构架及相互关系，正确运用相关理论内容分析当前热点问题四、名师介绍秦岚教授课程：考研英语翻译，雅思托福听力教师介绍：安徽大学英语系毕业，专四、专八、雅思、托福、考研英语高分得主。16岁的脸蛋，36岁的心态，喜欢和学生们在一起，乐于助学高分，更愿意和学生们分享成长中的痛苦与快乐。高二参加英国友好城市交换生项目，从众多学生中脱颖而出；大学以高考英语单项第一名考入安徽大学英语系；大四参加新东方教育科技集团校园招聘，从400名应聘者中笑到最后。任磊教授课程：考研英语阅读，六级阅读教师介绍：考试经验丰富，在CET-4/CET-6/iBT-TOEFL/GRE/GMAT等国内外考试中皆取得优异的成绩。强调词汇学习在英语学习中无可替代的重要性，提倡英语内功的修炼和考试技巧的发挥的完美结合。余尧教授课程：考研英语阅读教师介绍：2002年十月开始执教英语，近十年的课堂教学，时刻思考怎样才能做的更好。近十年的课堂教学，最大的回报是看到学员专注的眼神和会心的笑容。近十年的教学，让他变成一个平时沉默、寡言少语的中年人，因为教室、课堂才是我要说话的地方。陈亮教授课程：考研完形填空教师介绍：中国科学技术大学生物专业博士，四六级、考研成绩优秀。2010年集团国内项目教师说课比赛获奖教师.曾参与2007年中美第三次战略经济对话会议日常翻译，作为亚洲23名代表之一参加2011年澳中未来领袖论坛并做总结发言，CCTV杯全国英语演讲比赛获奖选手。上课风格轻松幽默、深入浅出。结合完形填空做题实际，从实战角度出发研究出题规律，保证在短时间内缩小考查范围、确定正确选项。其理工科背景也让课堂内容更加丰富，深得学员喜爱。3：四六级项目概况一、项目介绍四六级项目是专为准备全国大学英语四六级考试的考生设计的综合性项目，包括四六级应试类课程和大学英语核心5000词汇课程。合肥新东方四六级项目自2006年成立以来，以其一流的教学质量、超强的师资阵容、切合学员需求的课程设置赢得了学员和家长的一致好评和认可。二、师资力量新东方十九年的教学经验和教学品质为学生们提供了充分的学习保证。合肥新东方国内考试部四六级项目授课教师长期从事四六级教学教研，以应试为目的，传授过级技巧，切实帮助广大四六级考生通过+刷高分。授课教师既有教育专业的教师也有长期研究并爱好英语的学者，经过新东方教师上岗前必经的严格筛选，经过学员评估分数的考验以及严格的教学质量监督，教师们拥有丰富的教学经验和新东方独特的授课风格。姓名：吴正权教授课程：5000词汇、考研词汇、六级综合、BEC口语、雅思口语教师简介：新东方集团优秀教师、新东方集团教师培训师、大学英语四六级优秀、剑桥商务英语BEC中级、剑桥商务英语BEC高级、全国大学生英语竞赛一等奖。多次英语口语竞赛获奖。姓名：任磊教授课程：六级阅读、六级语法长难句、考研阅读教师简介：合肥新东方优秀教师、在CET-4/CET-6/iBT-TOEFL/GRE/GMAT等国内外考试中皆取得优异的成绩，强调词汇学习在英语学习中无可替代的重要性，提倡英语内功的修炼和考试技巧的发挥的完美结合。三、课程介绍四六级课程简介：所有四六级课程（包含专四）均分为阅读、听力、写作、综合4个单项由4位老师进行单项授课。项目共开设5种班型，具体信息如下：强化班：适合基础较好者，共24次课，阅读（8）、听力（8）、写作（4）、综合（4）。基础强化班：适合基础一般者，基础+强化课程，共44次课。精讲精练班：适合基础一般或考过欲刷高分者，共32次课，阅读（10）、听力（10）、写作（6）、综合（6）。听力单项点睛班阅读单项点睛班冲刺班：高度概括考试要点及技巧，对前期复习进行练习，临门一脚。四、项目优势师资力量强大新东方十九年的教学经验和教学品质为学生们提供了充分的学习保证。授课教师对于考试的深入研究和对于英语的熟悉掌握让学生有更多机会喜爱英语并通过考试。授课教师既有教育专业的教师也有长期研究并爱好英语的学者，经过新东方教师上岗前必经的严格筛选，经过学员评估分数的考验以及严格的教学质量监督，教师们拥有丰富的教学经验和新东方独特的授课风格。课程设计科学5000核心词汇班、基础强化班、强化班、精讲精练班、单项班以及冲刺班，各班型从基础到强化，从综合到专项，环环相扣，循序渐进，百万学员公认课程设置业内最科学合理。专项教学更给力 阅读、听力、写作及综合，由不同名师分专项讲解所有考核知识点，分析重点、难点题型的出题思路、解题方法与技巧，对考点的研究与讲授业内最深入。公益讲座实用 合肥新东方四六级项目每年在省内各大高校、相关单位和四六级考试网站举办数十场访谈与讲座，免费为考生指导复习方略，讲解考试技巧，助力学生考试。 整合听力口语部和综合能力部两大部门合并，整合师资资源、教室资源及课程资源，全面推进业务的资源优化，奠定标准化发展基础。培训项目有新概念、口语、口译 战略“四步走”:第一步，科学测评，“入学诊断”：课前科学测评，当场评点，迅速找出学习的漏洞所在，点出学习的“拦路石”，准确“诊断”，开出最高效的“处方”；第二步，个性化课程定制，“对症下药”：新东方个性化，一对一辅导，由资深咨询师和授课教师强强联合，根据测评结果制定有针对性的教学方案，根据学员学习习惯、性格特点适当调整，保证 “有的放矢”。优秀教师为您领路，走属于自己的成才“捷径”；第三步，咨询师、学管师全方位服务，“全程陪读”：新东方特有的学管师制度，全程跟踪学习过程，对学员的上课情况、作业完成情况和考试情况全方位掌握，解决任何沟通、学习问题，为您打造“成长档案”，自己的进步看得见！第四步，定期回访，和您做贴心的朋友：合肥新东方打破短期培训行业的潜规则，大胆进行学习回访，定期联系学员及学员的家长，询问学习状态，关怀学习成效，接受家长致询，反馈学习情况，实现家长、学员、教师的三方互动，全力为学生的成绩提高而努力。培训项目有托福VIP1对3精品班、SAT VIP1对3精品班、雅思VIP1对3精品班、出国留学VIP1对1、大学考试VIP1对1、综合能力VIP1对1等 优能UMS教学管理系统由优能中学教育依托新东方优质的教育资源，在西方多元智能理论、中国因材施教思想和当今素质教育理念三大基础之上自主研发，是业内唯一获得政府官方认可的中学生在线学习系统。优能UMS教学管理系统由学科测评系统（KAS）、智能测评系统（IAS）及讲练管理系统（TPS）三大系统组成。其中，优能学科测评系统（KAS）是基于各地教学要求和考试大纲，采用国际先进的自适应性测试原理，精准定位每个学生的知识掌握水平，并出具专业学科测评报告作为教学内容选取的依据，保证教学中“所学即所需”，实现学员的高效学习，快速提高成绩。培训项目有中学全科（语数外政史地物化生）、中学个性化、初中新概念、高中语法、高中词汇 泡泡（POP）是“Play Our Play”的简称，旨在通过多元的教学方法实现“ 做中学、玩中学”的教育理念。力求为学员提供快乐的学习体验，达成显著的学习成果，让学员能快快乐乐地学习。新东方泡泡（POP）少儿教育在提供优质培训的同时，还十分注重孩子的价值教育，在教学中渗透关爱、分享、谦逊、责任、尊重与合作等价值理念，努力将学员塑造成为具有良好素质的小小国际人。培训项目有泡泡少儿教育（语文、数学、外语）、金泡泡1对1
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高中全英语说课稿 说课稿是教师进行授课的依据，是保证教学质量的前提。下面给大家整理了高中全英语说课稿，欢迎阅读参考！ 高中全英语说课稿（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 i 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 other.And 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 5 Consolidation In this activity, I will ask some students to read each paragraph, and then do the exercise following the text. Step 6 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 7 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. 高中全英语说课稿（二） Teaching plan for Unit 5 book 2 Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material. Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit. Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands 1 Knowledge aims: （1）to help students to understand and master the words, phrases and sentence patterns. （2）to know some basic information about music 2 Ability aims: (1) To improve the students’ organizing and using skills of English as the second language (2) To understand the main idea, to scan for the needed information and to grasp the details 3 Emotional aims: (1) Help students understand different type of music and how to form a band (2) Develop students’ sense of cooperative learning Fourthly, teaching key points is 1. To help the students get a general idea of the whole passage, and some detailed information and language points as well. 2. To understand how Monkees formed, developed and succeed. Teaching difficult points is 1. The students use their own words to express their own ideas. 2. the prep+ whom/which attribute clause According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director. a. Communicative Language Teaching Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations. b. Task-based Language Teaching 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. c. Computer Assisted Language Teaching Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive. Part 3 Learning Methods Task-based, self-dependent and cooperative learning Part 4 Teaching Procedure Step One Lead-in “Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions. Question: What kind of music they like? Which band they know best? The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2 Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context. Task 1 General idea The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion. The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other. Task 2 Main idea of each paragraph Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph. Step 3 Reading for comprehension The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation. Step 4 Solving difficult language problems through reading It’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties. Step 5 Consolidation Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehension I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned. 2 Discussion During making discussion, the students will deepen their understanding of the main idea of the passage. a. Why Monkees can be successful? Give reasons. b. What’s the most important thing for a successful band? Why? Step 6 Homework Ask the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning. ;
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