成都教师资格证考试六课英文说课说课稿集合Word文档下载推荐.docx
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2).Reviewtheuseof“It”.
1.2.Abilityobjectives:
(1)Sscanunderstandthesentencepatternsof“it”whilereading.
(2)SscantranslaterelativesentencesorphrasesbetweenEnglishandChinese.
(3)Studentscanlearntoapplythesentencepatternsintheirwriting.
now,let’scometotheImportantpointsandtheDifficultpoints.
2.theImportantpointsandtheDifficultpoints
Inthislesson,theimportantpointsaretoletSsknowandgrasptheuseof“it”,especiallywhen“it”performsasthepreparatorysubjectanditsusageintheemphaticsentencesandtoenableSstostrengthentheirgrammarknowledgewhichwouldhelpSs’toimprovetheirabilityoflistening,readingandwritingbydoingsomerelativeexercises.
Thedifficultpointistheusageof“it”usedinthesubjectpositiontostandforaninfinitiveoraclause,especiallyinthefollowingsentencestructure:
Itissaid/believed/reported/thought/known…that…
Asweallknow,ifwewanttoteachSswell,weshouldapplytherightteachingmethods,Accordingtotheanalysisoftheteachingmaterialandthestudents’learningbackground,Iwillusethefollowingmethods.
Part2AnalysisoftheTeachingMethods
Asweknow,thegrammarsareimportantanddifficultpartforstudentstolearnEnglish,soweshouldapplythepropermethodstohelpthemlearneasilyandquickly.Accordingtothesituation,Iwillapplytheinductionmethod,deductionmethods,anddiscussionmethodwhichwillhelpthemtorememberthegrammarrulescorrectlyandusethemproperly.Tosomeextent,thosemethodswouldimproveSs’abilityofself-learning.Moreover,I’dliketoapply“Task-based”languageteachingtothislessonwhichofferstheSsanopportunitytocompletethetasksinwhichSsuselanguagetoachieveaspecificoutcome.Atthesametime,I’llmakeuseofthemodernelectricityteachingequipmentsandallkindsofteachingmeans,itcandeveloptheSscreativityinlearningEnglish.
Part3AnalysisoftheStudyingMethods:
Studentsofthisstagearethosewhohaveknownsomeexpressionsof“it”andarequickinthoughtandeagertoshowwhattheyknowandtheyhaveacertainabilitytoreadandunderstand.Astothelearningofgrammar,doingexerciseandconstantlyreviewingisthemostcommonwaytohelpSstolearn.Iwillalsoapplythisway.What’smore,Sswouldbettertrytofigureouttheruleoftheusageof“it”bythemselveswiththeknowledgetheyhavegotwhichwouldmakethegrammarknowledgemoreacceptableandimpressiveforSsandthusSsmaynoteasytomakemistakewithothersimilargrammars.
Part4.TheTeachingProcedure:
Tomakefulluseoftheteachingmethods,fulfilltheteachingaims,stresstheimportantpointsandthedifficultpoints,Iwillarrangemyteachingprocedureasfollows:
Step1.GreetingandLead-in
1.GreettheclassasusualandstateSswithaashortnews,suchas:
AtrainingclassonculturalrelicsholdsinBeijin
OnJuly18th,atrainingclassonculturalrelicswillbeheldinBeijin.ThisclassisorganizedbyBeijingCapitalMuseum.Thetrainingismainlyonculturalrelicarchivingandappraisal.It’ssaidthateveryonecanattendtheclass.aslongasyouareinterestedinit.
It'
sreportedthattherearefewclassestrained.ItisonAugust20ththatthetrainingclasswillcompletethecourse.It’sknownthatduringthecourse,studentswillvisittheForbiddencity,theSummerPalace,andotherplacesforlearningonthespot.
Afterstudentstoreadthenews,Teacheraskthefollowingquestions:
1)What’sthenewsabout?
2)Whocanattendtheclass?
3)Howmanyclassestrainedarethere?
4)Whenwilltheclasscompletethecourse?
5)Whichplaceswillstudentsvisitduringthecourse?
Thenaskstudentstoworkinpairstodiscussaboutansweringtheabovequestionswithusing“it”asasubject.
2.AfterpickingputseveralSstoanswerthosequestions,I’llshowSstheexpectedanswers:
It’ssaidthateveryonecanattendtheclass.aslongasyouareinterestedinit.
sreportedthattherearefewclassestrained.
ItisonAugust20ththatthetrainingclasswillcompletethecourse.
It’sknownthatduringthecourse,studentswillvisittheForbiddencity,theSummerPalace,andotherplacesforlearningonthespot.
Step2:
Aftercheckingtheexercise,I’llaskstudentstothinkaboutandfindoutthesentencestructures:
It+be+theemphasizedpart+who/whom/that…
Itissaid/believed/reported/thought/known…+that…
Step3.Givesomeexamplesoftheusageof“it”inthosetwosentencepatternstohelpSsgetabetterunderstandingofthesentencepatterns,suchas:
Inmyclass,Jimplaysfootballverywell.
ItisJimwhoplaysfootballverywellinmyclass.
IsawLiPinginthestreetthismorning.
ItwasIthat/whosawLiPinginthestreetthismorning.
Itisnoteasytofinishtheworkintwodays.
Itiseasiertosaythantodo.
说比做容易。
Itisnecessarytolearnaforeignlanguage.
Itisashamethathedidn’tpasstheexam.
很遗憾他没有通过考试。
Itwasquiteclearthattheyhadnodesireforpeace.
很清楚他们没有和平的诚意。
Step4.askthestudentstofinishthepracticesinthebook
Step5.reviewsomeotherimportantsentencepatternsof“it”,suchas:
1.Itisnotuntil+theemphasizedpart+that...
Eg.ItwasnotuntilshetookoffherdarkglassesthatIrealizedshewasafamousfilmstar.
=Ididn’trealizeshewasafamousfilmstaruntilshetookoffherdarkglasses.
2.Itbe+sometime+since…
Ithasbeenthreeweekssincehearrivedhere.
Step6:
Questiontime
IfanySsstillhavesomeconfusionaboutthispart,heorshecanaskmequestionsfreelyaboutthat.
Step9:
homework
AsktheSstoreviewwhattheyhavelearnedinclassandarrangeSstofinishthepost-textexercise.
Part5.Blackboardarrangement
Blackboarddesignshouldbethoughtforathingthatattractthestudents’attentionandletthemtowritedowntheimportantteachingpoints.Iwilldividetheblackboardintothreeparts.InthemiddleI’llwritedownourtitle“Reviewoftheuseof“it””.OntheleftI’llwritedownsomerelativequestionsforthepieceofnewsandontherightwritedownsomemoresentencepatternsof“it”besidesthosetwogiveninthebook.
OK,theseareallmyideas.Thankyou!
SEFCBook1AUnit4Reading“TheRescue”
Hello,everyone.TodayIamverypleasedtohaveanopportunitytotalkaboutsomeofmyteachingideas.MytopicisTheGrammarparttakenfromSeniorEnglishforChinaBook1BUnit20,andmyideaismadeupoffiveparts.Analysisoftheteachingmaterial,theteachingmethods,thestudyingmethods,theteachingprocedure,andBlackboarddesign.First,letmetalkabouttheteachingmaterial.
本教案是人教版高一英语上册第四单元Unforgettableexperiences中ReadingPart的说课稿
包括四部分,并分为两步进行阅读教学。
部分内容:
SEFCBook1AUnit4
ReadingTheRescue
Hello,everyone.TodayIamverypleasedtohaveanopportunitytotalkaboutsomeofmyteachingideas.MytopicisTheReadingParttakenfromSeniorEnglishforChinaBook1AUnit4,andmyideaismadeupoffourparts:
analysisoftheteachingmaterial,theteachingmethods,thestudyingmethodsandtheteachingprocedure.
Part1.AnalysisoftheTeachingMaterial
Nowadays,naturaldisastershappenmorefrequently,andmanyofthemaresuddenly.Thusweshouldequipourselveswithsomebasicknowledgeofselfrescue.Thispartisthereadingpart,itdescribestwoyoungstersrecuedthemselvesinaflood.Inthistext,ithasusedmanycommonverbstodescribetherescueprocess.Bystudyingthem,studentswillknowroughlyhowtousethesewordsinourdailylifecorrectly.Inadditiontothis,itcanalsoofferusofsomeusefulrescuingmethods.
Aims:
1.letthestudentsunderstandthewholepassagefully.
2.Learnsomeknowledgeabouthowtorescuethemselvesifnaturaldisastershappened.
Aids:
multi-media2012
Step1:
Pre-reading(lead―in)
Greettheclass.Talkaboutunforgettableexperiences.
Listsomenaturaldisasters
Naturaldisasters:
fire;
flood;
drought,earthquake;
typhoon;
tornado….
Thenshowthestudentsavideo.Thenask:
1.Whichdisasterisit?
2.Whatcanyouseeinthevideo?
water;
waves;
manypeoplearesweptdownbythewaves,strugglinginthewater;
.
Theyaretyingtorescuethemselves.
3.Ifyouwereinaflood,whatshouldyoudo?
Thestudentscangivedifferentanswers.
4.Doyouwanttoknowmoreinformationabouthowtorescueyourselfinaflood?
Todaywewilllearnanewlesson”T