成都教师资格证考试六课英文说课说课稿集合.docx

1、成都教师资格证考试六课英文说课说课稿集合Unit20 Archaeology (Grammar)Hello, everyone. Today I am very glad to have the opportunity to share some of my teaching ideas. My topic is The Rescue taken from Senior English for China Book 2B Unit 20, the Grammar part. My idea is made up of five parts: the analysis of the teachi

2、ng material, the teaching methods, the studying methods, the teaching procedure, and blackboard design. First, let me talk about the teaching material.Part 1: The analysis of the teaching materialThis lesson is the Grammar Part, it is about the review of the use of “it”, mainly used as the preparato

3、rypriprtri subject and its usage in emphatic sentences It plays an important role in the English teaching of this unit. By studying this Lesson, Ss can consolidate the knowledge of “it” and apply sentence patterns of “it” to express themselves more flexibly. Moreover, learning this part well would i

4、mprove Ss reading, understanding and writing ability. Teacher and Ss will summary and do exercises together to help Ss grasp the usage of “it”. According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of Ss growing of mind, I

5、 think the teaching aims are the followings:1.Teaching aims1.1. Knowledge objectives:1).Review some new words appearing in the last period.2).Review the use of “It”.1.2.Ability objectives:(1) Ss can understand the sentence patterns of “it” while reading.(2)Ss can translate relative sentences or phra

6、ses between English and Chinese. (3) Students can learn to apply the sentence patterns in their writing.now,lets come to the Important points and the Difficult points.2. the Important points and the Difficult pointsIn this lesson, the important points are to let Ss know and grasp the use of “it”, es

7、pecially when “it” performs as the preparatory subject and its usage in the emphatic sentences and to enable Ss to strengthen their grammar knowledge which would help Ss to improve their ability of listening, reading and writing by doing some relative exercises. The difficult point is the usage of “

8、it” used in the subject position to stand for an infinitive or a clause, especially in the following sentence structure:It is said/believed/reported/thought/knownthatAs we all know, if we want to teach Ss well, we should apply the right teaching methods, According to the analysis of the teaching mat

9、erial and the students learning background, I will use the following methods .Part2 Analysis of the Teaching MethodsAs we know, the grammars are important and difficult part for students to learn English, so we should apply the proper methods to help them learn easily and quickly. According to the s

10、ituation, I will apply the induction method, deduction methods, and discussion method which will help them to remember the grammar rules correctly and use them properly. To some extent, those methods would improve Ss ability of self-learning. Moreover, Id like to apply “Task-based” language teaching

11、 to this lesson which offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. At the same time, Ill make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.Part3 An

12、alysis of the Studying Methods:Students of this stage are those who have known some expressions of “it” and are quick in thought and eager to show what they know and they have a certain ability to read and understand. As to the learning of grammar, doing exercise and constantly reviewing is the most

13、 common way to help Ss to learn. I will also apply this way. Whats more, Ss would better try to figure out the rule of the usage of “it” by themselves with the knowledge they have got which would make the grammar knowledge more acceptable and impressive for Ss and thus Ss may not easy to make mistak

14、e with other similar grammars. Part4. The Teaching Procedure:To make full use of the teaching methods, fulfill the teaching aims, stress the important points and the difficult points, I will arrange my teaching procedure as follows:Step1. Greeting and Lead- in1. Greet the class as usual and state Ss

15、 with a a short news, such as:A training class on cultural relics holds in BeijinOn July 18th, a training class on cultural relics will be held in Beijin. This class is organized by Beijing Capital Museum. The training is mainly on cultural relic archiving and appraisal. Its said that everyone can a

16、ttend the class. as long as you are interested in it.Its reported that there are few classes trained .It is on August 20th that the training class will complete the course. Its known that during the course, students will visit the Forbidden city, the Summer Palace,and other places for learning on th

17、e spot.After students to read the news, Teacher ask the following questions:1) Whats the news about?2) Who can attend the class?3) How many classes trained are there?4) When will the class complete the course?5) Which places will students visit during the course?Then ask students to work in pairs to

18、 discuss about answering the above questions with using “it” as a subject.2. After picking put several Ss to answer those questions, Ill show Ss the expected answers:Its said that everyone can attend the class.as long as you are interested in it.Its reported that there are few classes trained .It is

19、 on August 20th that the training class will complete the course. Its known that during the course, students will visit the Forbidden city, the Summer Palace, and other places for learning on the spot.Step2: After checking the exercise, Ill ask students to think about and find out the sentence struc

20、tures: It +be +the emphasized part +who/whom/that It is said / believed / reported / thought /known+ that Step3. Give some examples of the usage of “it” in those two sentence patterns to help Ss get a better understanding of the sentence patterns, such as:In my class, Jim plays football very well.It

21、 is Jim who plays football very well in my class.I saw Li Ping in the street this morning.It was I that / who saw Li Ping in the street this morning.It is not easy to finish the work in two days.It is easier to say than to do.说比做容易。It is necessary to learn a foreign language.It is a shame that he di

22、dnt pass the exam.很遗憾他没有通过考试。It was quite clear that they had no desire for peace.很清楚他们没有和平的诚意。Step4. ask the students to finish the practices in the bookStep5. review some other important sentence patterns of “it”, such as:1. It is not until + the emphasized part + that . Eg. It was not until she t

23、ook off her dark glasses that I realized she was a famous film star. = I didnt realize she was a famous film star until she took off her dark glasses. 2. It be + some time+sinceI t has been three weeks since he arrived here.Step6: Question timeIf any Ss still have some confusion about this part, he

24、or she can ask me questions freely about that.Step9: homeworkAsk the Ss to review what they have learned in class and arrange Ss to finish the post-text exercise.Part5. Blackboard arrangementBlackboard design should be thought for a thing that attract the students attention and let them to write dow

25、n the important teaching points. I will divide the blackboard into three parts. In the middle Ill write down our title“Review of the use of “it”. On the left Ill write down some relative questions for the piece of news and on the right write down some more sentence patterns of “it” besides those two

26、 given in the book.OK, these are all my ideas. Thank you!SEFC Book1A Unit4 Reading “The Rescue”Hello, everyone. Today I am very pleased to have an opportunity to talk about some of my teaching ideas. My topic is The Grammar part taken from Senior English for China Book 1B Unit 20, and my idea is mad

27、e up of five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard design.First, let me talk about the teaching material.本教案是人教版高一英语上册第四单元Unforgettable experiences中Reading Part的说课稿包括四部分，并分为两步进行阅读教学。部分内容：SEFC Book1A Unit4 Reading T

28、he Rescue Hello, everyone. Today I am very pleased to have an opportunity to talk about some of my teaching ideas. My topic is The Reading Part taken from Senior English for China Book 1A Unit 4, and my idea is made up of four parts: analysis of the teaching material, the teaching methods, the study

29、ing methods and the teaching procedure.Part 1. Analysis of the Teaching Material Nowadays, natural disasters happen more frequently, and many of them are suddenly. Thus we should equip ourselves with some basic knowledge of self rescue. This part is the reading part, it describes two youngsters recu

30、ed themselves in a flood. In this text, it has used many common verbs to describe the rescue process. By studying them, students will know roughly how to use these words in our daily life correctly. In addition to this, it can also offer us of some useful rescuing methods.Aims: 1.let the students un

31、derstand the whole passage fully.2.Learn some knowledge about how to rescue themselves if natural disasters happened.Aids: multimedia 2012Step1: Pre-reading (leadin)Greet the class. Talk about unforgettable experiences. List some natural disastersNatural disasters: fire; flood; drought, earthquake;

32、typhoon; tornado. Then show the students a video. Then ask :1.Which disaster is it ?2.What can you see in the video?water; waves; many people are swept down by the waves, struggling in the water;.They are tying to rescue themselves.3.If you were in a flood, what should you do？The students can give different answers.4.Do you want to know more information about how to rescue yourself in a flood?Today we will learn a new lesson ”T