英語口語說課稿
作為一名優秀的教育工作者，就難以避免地要準備說課稿，寫說課稿能有效幫助我們總結和提升講課技巧。如何把說課稿做到重點突出呢？以下是小編為大家整理的英語口語說課稿，希望能夠幫助到大家。
英語口語說課稿1
尊敬的各位評委、老師：
你們好！我叫——，來自——，我所教授的科目有：劍橋少兒英語預備級、劍橋少兒英語一級和劍橋少兒英語二級。今天我說課的內容選自劍橋少兒英語一級上冊第三單元“I like apples”第一課時。我從四個方面說這堂課的設計：說教材、說教法、說教學過程、說反思
一、教材的地位和作用:
“I like apples”是《劍橋少兒英語一級上冊》第三單元，在此之前，學生們已經學習了apple蘋果、pear梨、banana香蕉、orange橘子、peach桃子，本單元是在以上基礎上接著學習各水果的單詞、英語句型“你想要什么”“你喜歡××水果嗎”及簡單的英語名詞單復數的變化。本單元的學習為以后學習名詞變復數做了良好鋪墊。
二、教學目標：
1、通過學習，能夠聽、說、讀、寫本課所學水果類單詞
2、掌握本課所出現的水果單詞變復數后的發音
3、初步掌握英語名詞單復數的概念
三、教學重點與難點：
本著劍橋少兒英語的教學標準，及學生的接受能力基礎上我確定了以下教學重難點：
1、新單詞：mango芒果、grapefruit柚子、pineapple菠蘿、watermelon西瓜、coconut椰子正確讀法與寫法
2、初步掌握名詞變復數的幾條簡單的變化規則，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。
英語口語說課稿2
一、課程理念設計方案
1：以教師為中心轉向以學生為中心
2：以忽視聽力訓練轉向聽說相結合
3：以立即糾正語音錯誤轉向課下個別輔導
4：以單一教學模式轉向多種教學模式相結合
二、教學目標及基本要求
（一）教學設計目標突出兩條主線
1：從簡單到復雜
進入情景給出范例情景模擬
2：將語言實用思想融入實施過程，突出基于交流過程的教學設計
情景創設設計實現測試反饋
（二）教學設計的基本要求
1：始終貫徹“以學生為中心”的`教學思想和模式
隨著二語習得理論研究的不斷發展和深入，外語教學工作者越來越意識到“以學生為中心”的教學的重要性，并最終認識到，對學習的最終結果起決定作用的還是學習者本人。教師講得再多再好，學生不理解、不配合也沒有任何效果。口語教學更是如此。教師講授再多的理論和技巧，再多的常見詞匯和表達方式，學生不開口說就是徒勞的。因此，在我們的口語教學實踐中，從教學大綱的制定、教學計劃的出臺，到教學步驟的具體實施等方面，要始終牢記“以學生為中心”的教學思想
2：以實踐交流任務為中心，改革教學方法與手段
實踐交流任務
集中講解個別輔導
小組討論交流溝通互動啟發
資源共享
情景模擬
演練測評
3：始終堅持以開展豐富活動為方式，培養學生積極參與意識的理念。
學生在自愿的原則上參加形式多樣的英語活動,包括圣誕元旦英語晚會英語話劇表演、課文情景劇表演、咖啡屋英語沙龍“外教口語互動”、“英語愛心課堂”使學生走進社區服務。
4：以國際化標準為目標，注重多層次多目標多方式的交流
信息在國際經濟活動中充當主角，語言作為信息交流的載體扮演著重要的角色，而英語作為世界的通用語言，作用更是巨大，隨著網絡貿易的深入，以商務英語為表現形式的資源，占全部網絡資源的巨大部分，開展多層次多目標多方式的商務英語口語的交流尤為重要。
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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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