英语说课ppt模板免费，小学英语说课ppt模板免费

用英语怎么说
2024-01-14

英语说课ppt模板免费？并整理答案,锻炼自我的英语听、说和写的本事。九.教学反思 3.英语说课稿万能模板一、教学目标能正确把握表示颜色的单词。二、教学重点、难点能正确把握表示颜色的单词。三、教学预备颜色纸或各种实物、单词卡片四、那么，英语说课ppt模板免费？一起来了解一下吧。

优秀说课ppt案例

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英语阅读课说课ppt课件

谁有PPT模板网盘资源?很多朋友上网百度搜索。可是效果差强人意，来的不是拼凑版就是不清晰。不仅费时费力，还让人苦恼不已。可以说PPT模板需求是大的，在我们生产生活中的应用也是非常广泛。自己收集整理了各种风格的ppt模板合辑，现在分享给大家。希望可以帮到你，根据需要选择自己喜欢的就行了。

点击精美PPT各种风格模板

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产品简介：PPT模板是指Powerpoint所用的模板,一套好的PPT模板可以让一篇PPT文稿的形象迅速提升,大大增加可观赏性。同时又可以让PPT思路更清晰,逻辑更严谨,更方便处理图表、文字、图片等内容,ppt模板又分为动态模板和静态模板,动态模板是通过设置动作和各种动画展示达到表达思想同步的一种时尚式模板。

英语说课ppt免费课件

英语PPT幻灯片是一种常见的展示形式，不仅能让观众更好地理解演讲或展示内容，还能增强感染力和吸引力。下面我们将介绍如何制作一份优秀的英语PPT幻灯片。

1.准备工作:

在开始制作幻灯片之前，需要明确内容和目的，并为此收集相关资料和图片。要注意风格的统一和图片的质量问题，保证幻灯片的视觉效果。

2.选择模板:

在制作幻灯片时，可以利用现有的模板或自己设计一个。要根据演讲的主题和内容来进行选择，同时要考虑字体、颜色和版式等问题。

3.安排版面:

制作幻灯片时要注意版面的安排和排版，包括文字、图片及其他元素。要合理使用空白，避免过于拥挤和紊乱的排版。同时，要保证字号、颜色和图像与整体风格相符合。

4.添加文本:

在幻灯片中添加文本时，要注意简洁明了、易于理解。要遵循“三七定则”，即一页幻灯片上的文字不超过三行，一行不超过七个单词。

5.插入图片:

插入图片是使幻灯片更具吸引力和感染力的关键之一。要考虑图片的清晰度和尺寸，以及图片与整体风格的协调性。同时要注意版权问题，避免侵权。

6.添加动画效果:

添加动画效果可以使幻灯片更生动有趣。要根据自己的需要选择合适的动画效果，并注意不能影响到整体演示的连贯和流畅。

7.预览和修改:

在制作完成后，要预览和修改幻灯片，确保内容正确，格式清晰。

优秀英语说课ppt模板免费

小学英语全英说课稿模板

导语：激发和培养学生学习英语的'兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，下面是我给大家整理的小学英语全英说课稿模板，希望能给你带来帮助!

Good morning, everyone!

Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.

Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.

The content of this period is to use “Where’sare…” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:

The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.

The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?

Have some juice then.

The third one: students can listen, read, say and write the following sentence patterns: Where’sWhere are themy…

It’s They’re…

There’s no …in on ear…

I think the most difficult point of this period is to make sure the students can use the patterns “Where’sWhere are…and There is no …inon ear…” in their daily life correctly.

And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.

The task-based method, communicated method, group cooperate method will be used in this period.

To accomplish the aims, I design the following steps:

Step 1 Songs and the game arousers the emotion.

In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.

Step 2 Change class to life, happy to say.

The substance of language is communication and the environment of communication is life. So when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.

Most of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They’re … Meanwhile stick the sentences on the Bb.

After some practice by asking and answering, I present the next language points:

There’s no …inon ear…

Have …then.

And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.

Step 3 Listen to the tape and Ss imitate to read and say.

As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.

Step 4 Ss be the main body, T makes a guider.

In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.

Then I show a carton with no voice, ask Ss to make a dialogue in pairs.

There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.

Step 5 Change class to life, learn by themselves.

Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.

In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.

That’s all. Thanks a lot for your attention.

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