成都教师资格证考试六课英文说课说课稿集合.docx

成都教师资格证考试六课英文说课说课稿集合.docx

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成都教师资格证考试六课英文说课说课稿集合

Unit20Archaeology（Grammar）

Hello,everyone.TodayIamverygladtohavetheopportunitytosharesomeofmyteachingideas.MytopicisTheRescuetakenfromSeniorEnglishforChinaBook2BUnit20,theGrammarpart.Myideaismadeupoffiveparts:

theanalysisoftheteachingmaterial,theteachingmethods,thestudyingmethods,theteachingprocedure,andblackboarddesign.First,letmetalkabouttheteachingmaterial.

Part1:

Theanalysisoftheteachingmaterial

ThislessonistheGrammarPart,itisaboutthereviewoftheuseof“it”,mainlyusedasthepreparatory[priˈpærətəri]subjectanditsusageinemphaticsentencesItplaysanimportantroleintheEnglishteachingofthisunit.BystudyingthisLesson,Sscanconsolidatetheknowledgeof“it”andapplysentencepatternsof“it”toexpressthemselvesmoreflexibly.Moreover,learningthispartwellwouldimproveSs’reading,understandingandwritingability.TeacherandSswillsummaryanddoexercisestogethertohelpSsgrasptheusageof“it”.Accordingtothenewstandardcurriculumandthesyllabus（新课程标准和教学大纲）,afterstudyingtheteachingmaterialandanalyzingtheruleofSs’growingofmind,Ithinktheteachingaimsarethefollowings:

1.Teachingaims

1.1.Knowledgeobjectives:

1）.Reviewsomenewwordsappearinginthelastperiod.

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.

It'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