英语说课模板
-
2023年2月20日发(作者：)1/26
Interpretation
Goodmorning,’smygreathonorandpleasuretobeheresharingmylesson
withyou.
isoftheteachingmaterial,
theteachingaims,theimportantanddifficultpoints,thestudyingmethods,andtheteaching
procedure.
Part1TeachingMaterial
ThecontentofmylessonisNewSeniorEnglishforChinaBook___Unit____________________.Thisunit
isabout____________________(topics).Bystudyingofthisunit,we’llenablestudentsto
know_________________________anddeveloptheinterestin___________________.Atthesametime,let
thestudentslearnhowto____________________(functionalitems).Fromthislesson,it
starts___________________________(structures).(Asweallknow,readingbelongstotheinputduring
uthasgreateffectonoutput,suchasspeakingand
writing.)Therefore,scanmaster
itwell,itwillbehelpfulforthemtolearntherestofthisunit.
Part2TeachingAims
Accordingtothenewstandardcurriculumandthesyllabus(新课程标准和教学大纲),andafterstudying
theteachingmaterial,theteachingaimsarethefollowings:
dgeobjects(语言目标：语音，词汇，语法，功能，话题)
(1)TheSscanmastertheusageoftheimportantwordsandexpressions.
(2)TheSscanusethe__________________(grammar)inthepropersituation.
(3)TheSscanunderstandthecontentofthelesson,talkabout_______________________(information)
andgettheirownideaabout_______________________________.
yobjects(技能目标：听，说，读，写)
(1)TodeveloptheSs’abilitiesoflistening,speaking,readingandwriting
(2)ToguideSstosetupeffectivestudyingstrategies.
(3)Toimprovethestudent’sreadingability,especiallytheirskimmingandscanningability.
(4)TotraintheSs’abilitiesofstudyingbythemselvesandcooperating.
normoralobjects(情感目标：兴趣，自信，合作，爱国，国际视野)
(1)Bycompletingthetask,theSsincreasetheirinterestin____________________andsetup
self-confidencein_____________________.
(2)TeachtheSs_________________________,putthemoraleducationinthelanguagestudy.
Part3theImportantandDifficultPoints
Basedontherequirementofthesyllabus.
Theimportantpointsare__________________________suchas______________.
Thedifficultpointsare_________________________forexample_____________.
Part4TeachingMethods
Asisknowntousall,agoodteachingmethodrequiresthattheteachershouldhelpSsdevelop
ievingtheseteachingaims,(aftertheanalysisofthe
teachingmaterialandteachingaims,)Iwillusethefollowingmethodsaccordingtothemodern
socialcommunicationteachingtheories(现代社会交际教学理论).
icativeApproach(交际教学法)
anguageTeaching(整体语言教学法)
-basedLanguageTeaching(任务教学法)
ituationalAction(情景教学)
a“scene—activity”teachingmethod,itestablishesarealsceneandtheinteractionbetween
ametime,CAI(电脑辅助教学)canprovidearealsituationwith
itssoundandpicture,itcandeveloptheSscreativityinlearningEnglish.
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Part5TeachingProcedure
Step1Lead-in.(_____min)
___________________________________________________________________
Purposeofmydesign:(1)tocatchSs’attentionabouttheclass/topic/passage.
(2)Tosetupsuspense/developinterestin_______________.
Step2Pre-reading
Task1(Individualwork,pairwork,groupwork,classwork;_____min)
LetSs_____________________________________________________________
Task2(Individualwork,pairwork,groupwork,classwork;_____min)
___________________________________________________________________
Now,let’sseewhathappenedtothe_______________/let’scheckwhetheritisrightornot.
Purposeofmydesign:(1)togettoknowsomethingaboutthe_________________.
(2)Tohaveabetterunderstandingabouttheimportanceof
___________________.
Step3While-reading
Task1(Individualwork,pairwork,groupwork,classwork;_____min)
Skimming:Ssshouldreadthematerialfasttofindoutthemainidea/topicsentenceforeach
paragraph.
Para1___________________
Para2___________________
Para3___________________
Task2(Individualwork,pairwork,groupwork,classwork;_____min)
Scanning:Listentothetapepartbyparttofinish___________________________.
Task3(Individualwork,pairwork,groupwork,classwork;_____min)
Scanning:GuideSstoreadthematerialcarefullyandtakesomeimportantnotes,thenanswerthe
followingquestions.
Task4(Individualwork,pairwork,groupwork,classwork;_____min)
Scanning:AskSstoreadthematerialcarefullyandfindoutthecorrectanswerstofinishthe
followingchart.
Purposeofmydesign:
Enablestudents
propercompetitioncanarousetheSs’interestinEnglishlearning.“Task-based”teaching
methodisusedheretodeveloptheSs’abilityofcommunicationandalsotheirabilityof
co-operationwillbewelltrained.
Step4Post-reading
Task1(Individualwork,pairwork,groupwork,classwork;_____min)
(接task3)AskSstoclosebooksandfinishthesummaryaccordingtheirnotes.
(接task4)Retellthestory/SumupthepassageinSs’ownwordsaccordingtothechart.
Task2(Individualwork,pairwork,groupwork,classwork;_____min)
Discuss_______________________________________________withothergroupmembersandthenchoose
areportertosharetheiropinionsabout____________________________________withthewholeclass.
Purposeofmydesign:
IthinkIftheSscanfinishthistaskwell,theywillbenefitalotintheirspokenEnglish.
MostSscantaketheirpartsintheactivities,especiallyfortheSswho
havetroubleinEnglishstudy.
Step5Homework
1.__________________________________________________
2.__________________________________________________
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Purposeofmydesign:
Homeworkissoimportantandnecessaryfortomastertheknowledgetheylearnedafterclass.
ItwillcheckwhethertheSsachievetheteachingaims.
说课二
ITeachingAims:
lopSs’basicskillsoflistening,speaking,gisthefocus
gskillsforSsinclude(predicting,skimming,scanninganddigesting.)
urageSstopractice,participate,andco-operateintheclassroomactivities.
stoknowsomethingabout…andhaveabetterunderstandingoftheimportanceof….
Asforteachingapproaches,Ithink…
IITeachingApproaches
CommunicativeapproachandComputer-AssistedInstructionaretobeusedinthecourseofthislesson.
AndIwilltrymybesttolimitTTT,thatis,limitTeacherTalkingTimeandincreaseSTT(Student
TalkingTime).
Soduringthislesson,emphasesaretobelaidon:
t-centeredteaching
-basedlearning
ty-basedteaching(individualwork;pairwork;groupwork;classwork)
IIITeachingAids:
ctor
-mediacomputersystem
TheyareforshowingSssomepictures,someaudiofiles,somevisualfiles,sometopicsorreading
tasks.
IVTeachingProcedure
Step1Warming-up&lead-in
Activity1Freetalks(classwork)
IwillinviteSstoanswerthefollowingQs.
Q1:Whodoyouthinklookscoolestinourclass?
Q2:Doyoulikehim/her?
Q3:Ifso,why?Ifnot,why?
…
Activity2Picture-talking/Music-talking(individualwork)
Downloadsomepictures/gQsmaybe:
Q1:Who’sshe/he?
Q2:Doyoulikehim/her?
Q3:Ifso,why?Ifnot,why?
Q4:Doyouthinkhe/sheisperfect?
Goal:Toleaduptothetopic,getSstowarmupandarousetheirinterestinthetopic.
Step2Pre-reading
Activity1Lookandguess(classwork)
Inthisactivity,Ssarerequiredtolookatthetitle/subtitleandguesswhattheywill
read.
Activity2Brain-storming(classwork)
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Inthisactivity,Ssareencouragedtothinkofasmanywordsaspossibletodescribe
thepicture/…
Goal:TodevelopSs’readingskill---predictingandpresentsomenewwordsinthepassage
suchas…
Step3Reading
Activity1Skimming(classwork)
Ssarerequiredtogothroughthewholepassagequicklytogetthegeneralidea
andpayspecialattentiontothefirstorlastParaofthearticle(orthefirstsentence
orthelastsentenceofeachPara.)
Goal:TodevelopSs’readingskill---skimming,thatis,howcanwegetthegeneralidea
ofapassageasquicklyaspossible.
Activity2Scanning(groupwork)
EncourageSstoreadthepassageagain,exchangetheirunderstandingofthepassage
withtheirgroupmembersandworktogethertofillinthefollowingform:
Title
Part/Para.
Mainidea
Detailedinformation
entences/introduction
es/supportingideas
sion
Goal:TodevelopSs’readingskill---scanning,thatis,howtofindouttheclueofastory
andmotivateSstocooperatewitheachother.
Activity3Report(classwork)
Invitesomegroupmemberstoreporttheirworktothewholeclass.
Goal:ToovercomeSs’shynessandstimulateSstospeakinpublic.
Activity4Furtherunderstandingandwordstudy(pairwork)
EncourageSstodiscussthefollowingQsinpairs(APowerPointwillbeusedhereto
presentsomeblank-fillingexercisesandmultiplechoices.)
Q1:Whatdoestheword“this”inthelastPara?But3referto?
A.B.C.D.
Q2:WhatistheChineseequivalentforthephrase“investinginloss”?
A.B.C.D.
Q3:Theword“flawless”inLine5ofPara.2canbereplacedby___
Q4:Whichofthefollowingstatementsistrueornottrue?
Goal:TohelpSstoguessthemeaningofcertainunknownwordsandunderstandthe
passageexactly.
Step4Post-reading
Activity1Role-play(pairwork)
Supposeonestudentisa…andtheother….Ssareencouragedtoputthemselvesinthe
situationandmakeaface-to-faceinterview.
Activity2Discussion(Groupwork)
Topicsmaybe:
Q1:Douwanttobeperfect?
Q2:Douthinkthereisanyoneintheworldthatisperfect?
Q3:Lookatthesubtitle/title“Remindyou”,remindyourselfofwhat?
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Activity3Poster-designing/Cartoon-designing/…(Groupwork)
Goal:Thesepost-readingactivitiesareintendedtodevelopSs’creativethinkingand
getthemtoknowtheimportanceof…
Step5Homework
Task1Writeasummaryofthepassage(about100words)(Individualwork)
Goal:TospurSstoconsolidatewhattheyhavelearned.
Task2Lookupsomemoreinformationabout…(Individualwork)
EncourageSstogototheschoollibraryorgetontheInternetifpossibletoconsult
relatedEnglishwebsitesonthetopic.
Goal:ToencourageSstostudyEnglishspontaneouslyandindependentlyafterclass,
arouseSs’interestintraditionalChinesecultureanddevelopSs’cultureawareness
andcross-culturecommunicativeskills.
Asformyblackboard-design,sincetimeislimited,I’dliketogiveabrief
introduction.
这是考取教师资格证的第二环节：说课。这篇说课模板以高一课本为例,叙述说课中的五个基本点
Goodafternoon,teachers,It’tent
ofmylessonisSeniorEnglishBook4Unit1（AstudentofAfricanwildlife/Whynotcarryonthe
goodwork）analysisoftheteaching
material,theteachingmethods,thestudyingmethods,theteachingprocedure,andBlackboarddesign.
First,letmetalkabouttheteachingmaterial.
Part1TeachingMaterial:
Thisunitisabout
Greatwomenandtheirachievements
Importantpeople,historyandmethodsofagriculture
DifferenttypesofEnglishhumor
Culturedifferencesandcommunication
Differenttypesofthemepark）
Bystudyingofthisunit,we’llenablethestudentstoknowsomegreatwomenandtheirachievement
andwhatmakesthegreatwomensuccessful
TheknowledgeoffarmingandDrYuanLongping’sachievement
Andchemicalfarmingandorganicfarming.
CharlieChaplinandhisfunnyandencouraginghumor
Peoplefromdifferentareahavedifferentbodylanguageandusetherightbodylanguagetoshowing
ourfeelings.
Themeparknotonlyprovidesfunbutalsoprovidevariousknowledgeandexcitingexperience.
Thislessonnotonlyteachthestudentstolearntherelatedmaterialabout
(1)Thegoodcharactertobeasuccessfulperson
(2)YuanLongping’sscientificresearchspiritandattitudestowardlife
Thedisadvantageofusingchemicalfertilizers&howtoincreaseproductioninorganicfarming.
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(3)CharlieChaplinandhishumor
Englishjokes
(4)Differentbodylanguageandthesimilaritiesinbodylanguagewhichmaketheothersunderstand
ourfeelings.
(5)Themepark
ButalsolearningabilityinEnglish.
A：IfSscanlearnitwell,itwillbehelpfultomaketheSslearntherestofthisunitwell.
B：Itprovidesall-aroundpracticeaboutlistening,speaking,readingandwritingrevolvearound
thetopic,itistheexpansionofthisunitandgiveSsaspacetousethelanguage.
SoitplaysanimportantpartintheEnglishteachinginthisunit.
（Asweknow,ut
hasgreateffectonoutput,suchasspeakingandwriting.）Accordingtothenewstandardcurriculum
andthesyllabus(新课程标准和教学大纲),afterstudyingtheteachingmaterialandanalyzingtherule
ofchildren’sgrowingofmind,Ithinktheteachingaimsarethefollowings:
dgeobjects:
Knowledgeobjectsofthissectionare来源：()-高中英语说课稿模板_清风无
尘_新
(1)Thestudentscanhear,read,andusethemainsentencepatterns.
(2)Thestudentscanunderstandthecontentofthelesson:
(3)Thestudentscanusethepatternstoexpresstheirthoughtsinpropersituation
Andlearnhowtodescribepeoplewithadjective.
Abilityobjects:
Abilityobjectsofthissectionare
(1)TodeveloptheSs’abilitiesoflistening,speaking,allyspeaking
andwritingability.
(2)TotraintheSs’abilityofworkinginpairs.
(4)ToimprovetheSs’readingabilities,especiallytheirskimmingandscanningability.
nobjects:
Byreading
AStudentofAfricanwildlife/whynotcarryonthegoodwork,
Studentscanlearnfrom
(1)JaneGoodallinatleasttwoaspects:oneiswhatisthehumanwaytostudyanimal;theother
isthatitwashergreatpersonality-universalloveandmercythatmadehersuccessful.
LinQiaozhiinatleasttwoaspects:oneiswhatisthehumanwaytohelppoorpatients;theother
isthatitwashergreatpersonality-universalloveandmercythatmadehersuccessful.
(2)DrYuanLongpinghisscientificresearchspiritandattitudestowardlife
Thispassagewhatischemicalandorganicfarmingandtheiradvantageanddisadvantageage.
(3)CharlieChaplintobeoptimistictofacethelife’shardshipsandfindoutthecovertfunnyof
ourlife.
thispassagejokesanditsgreateffecttomakepeoplelaugh.
(4)thispassagetheimportanceandnecessityofbodylanguage
Aanditsdifferencesbetweendifferentcultures.
Bandhowtousebodylanguagetoshowpeople’sfeeling.
(5)Thispassagelearningknowledgehavemanyways,wecanlearnknowledgeandplayaswellinthe
themeparkorotherspecialsituation.
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Whatisthemostdifficultinteachingprocess?Canyouguess?Isayoneoftheteachingsdifficult
ishowtoenablethestudentstousenewwordsandphrasesinpropersituationallthroughtheir
dentsalsofinditdifficulttodescribetheirexperiencewiththebuildlogic
andwellorganizedlanguage(andlearnfromGreatwomentheirgoodqualities.)
Well,howtoachievetheteachingobjectsbetter,howtostresstheimportantpointsandbreakthrough
thedifficultpoints?Accordingtotheanalysisoftheteachingmaterialandthestudents’learning
background,Iwillusethefollowingmethods.
Part2TeachingMethods:
“Communicative”Approach(交际教学法),
“Wholelanguageteaching”(整体语言教学法)
and“Task-based”languageteaching(任务教学法).
Thatistosay,IwilllettheSstogetabetterunderstandingofthekeystructureofthedialogue.
Accordingtothemodernsocialcommunicationteachingtheories(现代社会交际教学理论),Iadoptthe
SituationalLanguageTeachingmethod(情景教学)
Task-BasedLanguageTeachingmethod(语言任务教学)inmyteaching.
Part3StudyingMethods:
Studentsofthisstagearequickinthoughtandtheyareeagertoshowwhattheyknowandthey
yarelackofgeographyknowledge,theculturalbackground
ore,successfulleadershould
carefortheirlearningstrategy，inthislesson，Iwillteachmystudentstomasterthefollowing
strategy；
1）Basiclearningstrategy；
Thestudentscangetthemeaningofthewordsandphrase
2）Practicestrategy；
Practicecanhelpthestudentsgetthegeneralideaandhaveabetterunderstandingofthelanguage.
AndCommunicationstrategy
Inaward,I’ll
hestudentshowtobesuccessfullanguagelearners
studentspass“Observation—Imitation—Practice”strategytostudylanguage.
Part4TeachingProcedure
lessontheyareEnglishlearners
hershouldactasaguider,anorganizerandadirectorwhoplayarolewhen
necessaryinteachingprocedure.
Step1Lead-in.
Ithinkthemostusefulmethodtoleadthestudentstolearnisintereststimulatinganddiscussion
nningIwillletSstodiscuss:afteraglanceofthetitleandthepictures
ofthispassage,whatdoyouthinkthepassageisabout?(nningIwillaskSswhichplace
willdothelisteningparttogetsomeinformation
andthendothefollowingexercise)
(1)AndletthemtoknowsomethingaboutthestoryofJaneGoodall/LinQiaoyinandherfulllove
activity.
(2)Andaskthefollowingquestions
AWouldyoudoiftherewasnoricetoeattomorrow?
Whodoyouthinkisthegreatestheroforhungrypeopleintheworld?
BWhatdoyouknowaboutfarming?
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Whatwillyoudotoincreasethecropproduction?
(3)aAndwritedownyouideainonesentence,thenskimthepassagetoseeifyouareright.
BAndtelltheSsafunnyjoke.
(4)aIwillaskonestudenttomakeagestureandletanotherstudenttoguesswhatitsmeaning.
BIwillaskonestudenttousebodylanguagetoexpresshisfeelingandletanotherstudentto
guesswhatitsmeaning.
(5)awhatdoyouthinkathemeparkis?Withaclassmatediscusswhatyoumightdoinathemepark.
BWhatexcitingexperiencedoyouwanttohave?
Step2Reading
1)Canning:Thenstudentsaregoingtoreadthepassageasquicklyastheycantofindoutthemain
ideaandanswerthefollowing(/trueorfalse)questions
(1)AWhoisthestudent?
Whatanimalswereobserved?
BWhoisthemaincharacterinthistext?
Whatwasherjob?
Whowashersmallbookintendedfor?
(2)awhenandwhobecomethefirstagriculturalpioneerintheworldtogrowricethathasahigh
output?
WhatdidYuanLongpinginvent?
BWhyarechemicalfertilizerssopopularinfarmingtoday?
Whatisorganicfarming?
(3)a1)humorisalwayskind.F
2)CharlieChaplinwasborninarichfamilyF
3)HesolvedasadsituationbyusingnonverbalhumorT
4)HeatetheshoesbecausehethoughtthatwasveryfunnyF
5)CharlieChaplindevotedhiswholelifetomakingfilmsT
attentiontothe
rhythmandintonation
(4)awhatdidIdototheairport
Didthoseinternationalstudentshavethesamebodylanguage?Ifnot,giveanexample.
BAndperformthefeelingsyoucanfindoutinthispassagetoourclassmates.
(5)aWhatdoesdollywoodmainlyshowandcelebrates?
AndinEngland’sCamelotParkwhatcanyouexperience?
BWhatthemeparkismentionedinthispassageandwhatisthethemepark’smaincontent
2)ThenwewillcometotheClosereadingpart:Asweknow,audio-visualmethodmakethestudents
havebetterunderstandingofthepassage,soIplaywillthetapepartbyparttoletmystudents
tofindoutthethegeneralideaofeachparagraphandpickuptheirhandtogivetheanswer.
3)ThenIwillletstudentshaveadissuasionaboutthetext,thenanswersomequestionsindetial.
(1)a(Whatwasthewriterdoingintheforest?
Whatdidshediscoveraboutchimps?
HowdidJanetrytoprotectthelivesofchimpsintheirnaturehabitat?)anddoexercisethree.
BAndwritedownthreeofLinQiaozhi’sachievementsthengivetheanswer.
(2)a(whoisYuanLongping?Howmuchdoyouknowabouthim?
Whatishisjob?Whatishisachievement?
Whatdoyouthinkwecanlearnfromhim?Why?)
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BWhataresomeoftheproblemscausedbychemicalfertilizers?
Howtokeepthesoilfertileinorganicfarming?
(3)a1)whatisbehindfun?
2)WhypeoplelikelittleTramp?
3)DoyouthinkCharlieChaplin’seatingboiledshoesfunny?Why?
thestoryintoadialogueandactitingroupsofthree—LiMing,Wang
cialattentiontotherhythmandintonationofwhatyousayandtryto
bringoutthehumor.
(4)aWhatpeoplefromColombiausuallydowhentheymeetpeople?
WhatistheFrancecustomwhenadultsmeetpeopletheyknow?
BWhatdoessmilingmeanstomostpeople?
HowtoshowthatIambored?
(5)awhatactivitiesyoucandointhesethreedifferentthemepark?
BWhatarethreetimesandthreeplacesyoucanvisitatFuturoscope?
Andthis(willmakethestudentspaymoreattentiontothemselvesandpeoplearoundthemand)check
theS’sscanningwhichmaybeanimportantreadingfields
Thellaythe
tapeandstudentsaregoingtoreadthepassageastomakethestudentstoimitatethepronunciation
eadingthestudentswillhaveadiscussioninpairs/Askandanswerthe
followingquestions
(1)aaboutwhatmakeJanegoodallandtheotherfemalesgreatwomen.
mandforwhichpurposedidLinQiaozhiwritealittlebookabouthowtolookafterbabies?
Whydoyouthinkitwasnecessary?
outhinkthewritechosetostudyatmedicalcollege?
(2)aWhatadvantageanddisadvantagedoyouseeinYuanLongping’slife?Wouldyouliketohave
alifelikehis?Why?
BIfyouareafarmerwhichmethodwouldyouchoose?Why?
(3)aWhydoyouthinkCharlieChaplinwassosuccessful?
BWhatistheeffortofjokesinourdailylife?
(4)aAndfindouteverycountrythewritermentionedwiththeaccordingculturewhenpeoplegreet
eachother.
BWhyshouldwebecarefulwithourbodylanguage?
Whyisitimportanttowatchaswellaslistentoothers?
(5)aIfyouhaveachancetooneofthesethreeparks,whichwouldyouvisit?Why?
BAndtrytoretellthefirstparagraph.
Thispartcanenablestudentstounderstandthegivenmaterialbetter,tomakethestudentsgrasp
theusefulphrases,grammarandsentencespatternformakingsuggestionsandreplyingonthebase
ofreadingthedialoguefluently.
Step3Learningaboutlanguage
Afterreading,Iwillteachthestudentsthepassageindetailsaboutvocabularyandgrammar.
1)Newwords:behaveshadeobserverespectarguesupportintenddeliver
2)Phrase:humanbeingleada…lifecrowdin…bychancecarryonlookdownupon
Forexampledevoteoneself/sthtosb/sth
Itmeanstogiveone’stime,energytosb/sth;dedicate
Hedevotedhislifetothepromotionofworldpeace.
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3)Grammar:Subject-verbagreement
Therearetwosentencesinthislesson
…ourgroupareallgoingtovisitthemintheforest
….ourgroupisgoingtobeverytiredanddirtybytheafternoon
Wecanseefromth?
Becausetheformergroupmeansallofus,itpresentsmanypeople,thelatergroupmeansthegroup
asawhole,itisjustonegroup.
ds:struggleexpandsridthereforeexportregretfocusreducescomment
Phrase:thankstoridof…besatisfiedwithwouldrather
leadtoforceonkeep…freefrom/of
Structures:mainlyaboutpersuasion
I’drather…
It’sbetterto…
I’dprefer…because….
Thisisgoodvaluebecause…
AGrammar:the–ingformasthesubjectandobject
Beusedassubject,wecanfindsomesentencesinthispassage,
Forexample:
Sincethen,findingwaystogrowmorericehasbeenhislifegoal
Spendingmoneyonhimselforleadingacomfortablelifealsomeansverylittletohim
Justdreamingforthings,however,costsnothing
Beusedasobject,forexample:
Asayoungman,hesawthegreatneedforincreasingthericeoutput.
DrYuanawokefromhisdreamwiththehopeofproducingakindofricethatcouldfeedmorepeople.
BGrammar:
Overthepasthalfcentury,usingchemicalfertilizershasbecomeverycommoninfarming.
Theydamagethelandbykillingthehelpfulbacteriaandpestsaswellastheharmfulones
Organicfarmers,therefore,oftenpreferusingnaturewastefromanimalsasfertilizer.
ds:entertainovercomedirectslidwhisperreact
Phrase:uptonow…badlyoff…pickout…starin
pickoffcutupcutdowncutoff
Structures:thestructurestoexpressone’semotions,suchas
Howwonderful!
Itsurprisesmethat….
Icouldn’tlaughwhen…
Idon’tthinkthat’sfunnyatall.
Grammar:the–ingformasthepredicative,attribute,ind
somesentencesinthispassage,
forexample:
1.作表语asthepredicative
Theactingissoconvincingthatitmakesyoubelievethatitisoneofthebestmealshehasever
tasted!
2.作定语astheattribute,
Hegrewmoreandmorepopularashischarmingcharacter,thelittletramp,becameknownthroughout
theworld.
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3.作宾语补足语astheattributeandobjectcomplement
Howdidthelittletrampmakeasadsituationentertaining?
ds:representapproachdefendlikelyease
Phrase:defendagainst…belikelyto…ingeneral…atease…loseface…turnone’sbackto
Structures:aboutprohibition,warningsandobligation,suchas
donot…
keepawayfrom…
becarefulwhen…
youmust…
youwillneedto….
Grammar:the–indsomesentencesinthispassage,
forexample:
3.作定语astheattributer
…Isawseveralyoungpeopleenterthewaitingarea…
4.作语astheadverbial
Istoodforaminutewatchingthemandthenwenttogreetthem.
ds:themeswingpreserveadvance
Phrase:befamousfornowanderbemodeledafterinadvancegetclosetocometo
life
Structures:aboutaskingthewayandgivingdirections
Whereisthe…?
Canyoushowmewhere….?
HowcanIgetto…?
Inthenorth/south/east/westsideofthepark
Followthepathto….
Grammar:wewilllearnthreekindsofdifferentvocabularytheyarewordformation,derivation,
conversion
Forexample:indooroutdoorsoutheasternhorseback
supermarketdisagreeenlargeamusementcareful
water(n&v)don’twatertheplantswithdirtywater
mind(n&v)hemazinghasanamind
Idon’tmindhavingdoginthehouse,ifitisclean.
BInthepassagetherewillbesomevocabularyandstructuresthataredifferenttoguesstheir
lgivethewordsinthe
blackboardandlettheSstofillintheblacksofsentencestoexpresstheirprecisemeaningand
usage.
Thenthestudentswilldoapairworkrevolvearoundthevocabularyandgrammarwhichtheyhavejust
ivethemsomeminutesandasksomepairstoact
willdealwithsomeexercisesintheworkbook
toemphasizethenewknowledge,ellthestory
se,studentswillmakesomemistakesinretelling,Iwillcorrectthem
intime.
Step4Post-readingPractice
hereading,bethemost
?BecauseIwillleavestudentstimetotalktogether.
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udentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferent
t
tCwillactasainterviewerwhoask
tDwillhaveasummarize.
BTheSswillhaveaworkingroupsoffourtodescribeLinQiaozhi’
askindhelpfuldevotedhard-working
udentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferent
t
tCwillactasainterviewer
tDwillhaveasummarize.
BThestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.
StudentAt
tCwillactasa
tDwillhaveasummarize.
ivethestudentsamaterialofhumorandletstudentsperformance
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udentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferent
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theanswer.
swhatisthepurposeofthemepark?Whatkindofpeopledoyou
thinkwillvisitthisthemepark?
Moststudentscantaketheirpartsinthisactivities,especiallyfortheSswhohavetroublein
English,.Inthegroupactivities,tdoubt,thiswillencourage
,seducatorsays:”
Inone’smind,thereisalwaysakindofdeeplyrooteddemand;thisisthehopetofeeloneself
ent’sspirits,suchdemandisespeciallystrong.”SoIwillgive
rtalsoleadstotheemotionobjective
ofthislesson,whichistohavemoraleducationinthisstep.
Youcntroduce
thevocabularyfirstandthensentences,structuresandlastthelanguagefocus.
Step6Homework
ThenSswillsummarizethewholelesson,andarrangethehomework.
hemasteringofknowledgeofthislesson.
2a(1)writeashortpassagetodescribeawomanyouadmiremost.
bwriteashortpassagetodescribeawomenyouadmiremost.
(2)aDesignaplacardfocusonworldfooddayin2010
BDoexercise3towriteasummaryofthispassagefollowingtheprocedure;
hemainideainyouownword
etopicsentenceofeachparagraph
Writethesummary.
(3)Askeachstudenttogiveajokeandpresentitinclassnextperiod.
(4)Writeashortpassageabouttheexperienceyoumisunderstandone’sbodylanguageorabody
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languageyoulikemost,why?
(5)Writeashortpassagetointroduceathemepark.
Purposeofmydesign:IthinkhomeworkissoimportantthatthestudentsshoulduseEnglishasmuch
cessaryforthestudentstomastertheknowledgethey
ntentisanextensionofthepreviouslesson,tomeettheneedofincreasing
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htpartwillbepreciousexplanation,Iwillwritesomesentenceofthe
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Nomatterwhichstepsaretaken,thepurposeistoprovideteacherandstudentswithinformation
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studentsbecomemoreindependentandthesuccessfullearner.
That’ou.
一、说课
（一）说课要求“六说”：即说课标、说教材、说学生、说教法、说训练、说程序。
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课标是教学的依据，教材特点和学生情况既是教学的出发点，又是教学的归结点。教法是根据教材的特点和学
生的情况而选择的，是达到教学目标的手段；训练包括课内的和课外的，是培养学生能力的途径；程序则是优
化教学过程和优化课堂结构的教学方案。
“六说”构成说课的整体内容，也构成课堂教学的全过程。
（二）、“六说”的具体要求
1、说课标
主要说两点：
（1）所选课题在本科教学中的地位和作用。这要依据课标所规定的教学原则和要求，在整体把握教材知识体
系和编写意图的前提下，通过分析新选课题（章、节、课）内容特点，确定其在整体或单元教学中的地位。通
过分析新旧知识的联系，确定其在整体或单元教学中的作用。
（2）根据“地位”和“作用”，制定本课题的学习目标，通常从三方面来制定：
A、思想教育目标①思想政治教育——如“五爱”教育，历史唯物主义，辩证唯物主义教育，道德品质教育等
②学习品质教育——非智力因素的培养，如毅力、态度、方法、习惯等③思维品质教育——各学科有其独特的
思维方式和特点，需要通过教学来培养学生良好的思维品质。数学——等价转换，数形结合，分类讨论；语文
——学习及生活相结合；英语——交际能力。
B、知识传授目标
主要指各学科的基础知识，基本理论、基本技能的教学目的和要求。
C、能力形成目标
记忆什么，理解什么，掌握什么，动用什么，评价什么，综合什么，在课标中要有明确的要求。
2、说教材
主要说对教材内容的理解，分析和处理，包括理论上的理解，知识点的解析。重点。难点的确定和解决。
分析教材是常规备课的重点，也是说课的重要内容，但说课更要侧重说明处理教材的理论依据和采用的处理方
法，而不对某些具体知识作更多的解释和说明。如语文的解释词义，归纳段意，数理化的概念，定理的解释等。
3、说学生
主要是分析学情，如学生的原有基础，学习本课题的有利因素和存在的问题，上、中、下三类学生的分别，以
及学法指导等。学生情况是教学的重要依据，难点的确定，教法的选择，课堂训练的设计都应根据学情而定。
但这是常规备课中最薄弱的一环。大多数老师习惯于精英教学，喜欢从高点来设计，而忽视学生的实际接受能
力如何。说课，把说学生提出来，就是为了加强教及学的针对性，使老师的每一份努力都能作用在全部学生身
上，收受实在的课堂实效。
4、说教法
主要说明教学方法及教学手段的选择和运用。问题不再于什么方法最好，什么手段最简便，而要根据教材的特
点，学生的实际、教师的特长及教学设备的情况等，来说明选择某种方法和手段的依据。有些教法不能从理论
上讲是科学的，合理的，但是有选择运用它，要看学生的实际，所以说教法的选择，最大程度上取决于学情的
分析。
5、说训练
主要说明训练的目的，训练方式，训练题目的设计。训练是培养学生能力的主要途径，是教学的重要环节。
课堂教学中的训练，要根据学习目标来设计，为目标而服务。
训练一般分为①形成性②巩固性③分层能力训练三种类型。
①主要检查学生对概念、定义、基础知识的理解程度②帮助学生掌握知识③根据学生掌握情况，使上中下三类
学生通过此练习都有所得，培养能力。
6、说程序
说明整堂课的教学流程，即各个教学环节的实施过程、。我们常说id优化课堂结构即指教学程序的设计、
说课的内容是“六说”，方法有两种。一是将材料按“六说”分六块，一一分别来说，这样说材料容易组织，
条理清晰，但艺术性不强，给人以支离破碎的印象。二是综合组织，按教学程序来说，将“六说”内容分布在
各教学环节中，这样说艺术性强，流畅，浑然一体，但组织材料费力，还会条理不清。总之每个人要根据自己
的实际情况选择适合自己的说课方法。
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自我介绍：
各位评委老师，上午好，我是_____号考生。
说课：
今天我说课的题目是《____________》。首先我们来进行教材分析。
教材分析：
本节课出自______________出版社出版的高中《________》第__册第__章第__节。
1、本节课分____个部分内容，分别是：___________________
2、本节课贯穿了______以后的整个教学，是学生进一步顺利、快捷操作____的基础，也是形成学生合理知识
链的重要环节。(这条基本上通用)
3、本节课联系了________和_________，在以后学习______具有重要意义。
4、本节课是在学习______的基础上，进一步学习___________的关键。
（以上4条，灵活运用，不用全部说上就行。可以参考序言中的句子，主要是说学习本节课的意义。）接下来
说一下本节课的教学目标。
教学目标
知识目标：1、
2、
（只要说出本节课要讲的知识点，也是重点难点就行）
能力目标；1、通过讲练结合，培养学生处理____、解决问题的能力。
2、分组学习方式，培养学生及他人沟通交流、分工合作的能力。
3、通过设置问题情境，提高学生分析和解决问题的能力。
（根据需要选择能力目标）
情感目标：1、培养学生认真、细致的学习态度。
2、通过发现问题、解决问题的过程，培养学生合作精神，增强学生的求知欲和对学习计算机的热情。
（对于教学目标，因为时间短，不一定要分成这三个目标，只要说出3点就行。）
当我们对教材进行了分析并且了解了教学目标之后，就不难理解本节课的重点及难点
重点难点
重点：
难点：
（对于重点、难点，依然是说出本节课的内容就行，可以参考本节课的题目和各部分的标题）
那么，究竟应该怎样来完成本节课的任务呢？下面说一下本节课的教法和学法。
教法：
1、范例、结合引导探索的方法，激发学生的学习兴趣。
2、教师精讲、学生多练，体现了以学生为主体、教师为主导的教学原则。
3、采用类比法，引导学生发现问题，自主学习，从而体验到独立获取知识的喜悦感。
4、通过“教”“学”“放”“收”突破重点和难点。
（根据需要任意选取教法。2-3个就行。根据时间自行安排。）
教学相长，本节课我所采用的学法主要有两个。
学法：
1、主动学习法：举出例子，提出问题，让学生在获得感性认识的同时，教师层层深入，启发学生积极思维，
主动探索知识，培养学生思维想象的综合能力。2、反馈补救法：在练习中，注意观察学生对学习的反馈情况，
以实现“培优扶差，满足不同。”
最后我们说一下本节课的教学过程。
教学过程：
本节课在多媒体教室进行，所需教具是教师机---学生机、投影仪、黑板、等。
我将本节课分为三个部分。
用约5分钟时间进行导入部分，主要是复习和引入新课。
用约20分钟时间进行正体部分。主要是通过讲练结合的方式完成对_____、______、______、________几
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部分的学习。
最后，用约5分钟的时间进行尾声部分，主要是小结和作业。
或者说是，对本节课进行总结以及布置作业。
（1、关于讲练结合，如果是理论课，练就表示做习题，如果是操作课，就表示上机实际操作
（2、我是按一节课40分钟分配，待考证。
（3、大概模式是这样的，你根据时间要求自行取舍吧。
（4、声音一定要大，语速不能太快。对于教学目标、重点、难点等表示你说课流程的词汇要突出。但是，不
要板书，浪费时间。
（5、注意，偶尔要看一下评委，眼神交流。
最后要说“说课完毕”
说课稿模板
关于的说课稿
各位老师你们好!今天我要为大家讲的课题是
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首先,我对本节教材进行一些分析:
一、教材分析（说教材）：
1.教材所处的地位和作用：
本节内容在全书和章节中的作用是：《》是中数学教材第册第章第节内容。在此之前学生
已学习了基础，这为过渡到本节的学习起着铺垫作用。本节内容是在中，占
据的地位。以及为其他学科和今后的学习打下基础。
2.教育教学目标：
根据上述教材分析，考虑到学生已有的认知结构心理特征，制定如下教学目标：
（1）知识目标：（2）能力目标：通过教学初步培养学生分析问题，解决实际问题，读图
分析，收集处理信息，团结协作，语言表达能力以及通过师生双边活动，初步培养学生运用知识的能力，培养
学生加强理论联系实际的能力，（3）情感目标：通过的教学引导学生从现实的生活经历及体验出发，
激发学生学习兴趣。
3.重点，难点以及确定依据：
本着课程标准，在吃透教材基础上，我确立了如下的教学重点、难点
重点：通过突出重点
难点：通过突破难点
关键：
下面，为了讲清重难上点，使学生能达到本节课设定的目标，再从教法和学法上谈谈：
二、教学策略（说教法）
1.教学手段：
如何突出重点，突破难点，从而实现教学目标。在教学过程中拟计划进行如下操作：教学方法。基于本节课
的特点：应着重采用的教学方法。
2.教学方法及其理论依据：坚持“以学生为主体，以教师为主导”的原则，根据学生的心理发
展规律，采用学生参及程度高的学导式讨论教学法。在学生看书，讨论的基础上，在老师启发引导下，运用问
题解决式教法，师生交谈法，图像信号法，问答式，课堂讨论法。在采用问答法时，特别注重不同难度的问题，
提问不同层次的学生，面向全体，使基础差的学生也能有表现机会，培养其自信心，激发其学习热情。有效的
开发各层次学生的潜在智能，力求使学生能在原有的基础上得到发展。同时通过课堂练习和课后作业，启发学
生从书本知识回到社会实践。提供给学生及其生活和周围世界密切相关的数学知识，学习基础性的知识和技能，
在教学中积极培养学生学习兴趣和动机，明确的学习目的，老师应在课堂上充分调动学生的学习积极性，激发
来自学生主体的最有力的动力。
3.学情分析：（说学法）
我们常说：“现代的文盲不是不识字的人，而是没有掌握学习方法的人”，因而在教学中要特别重视学法的指
导。
（1）学生特点分析：中学生心理学研究指出，高中阶段是（查同中学生心发展情况）抓住学生
特点，积极采用形象生动，形式多样的教学方法和学生广泛的积极主动参及的学习方式，定能激发学生兴趣，
有效地培养学生能力，促进学生个性发展。生理上表少年好动，注意力易分散
（2）知识障碍上：知识掌握上，学生原有的知识，许多学生出现知识遗忘，所
以应全面系统的去讲述；学生学习本节课的知识障碍，知识学生不易理解，所以教学中老
师应予以简单明白，深入浅出的分析。
（3）动机和兴趣上：明确的学习目的，老师应在课堂上充分调动学生的学习积极性，激发来自
学生主体的最有力的动力
最后我来具体谈谈这一堂课的教学过程：
4.教学程序及设想：
（1）由引入：把教学内容转化为具有潜在意义的问题，让学生产生强烈的问题意识，使
学生的整个学习过程成为“猜想”继而紧张的沉思，期待录找理由和证明过程。在实际情况下学习可以使学生
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利用已有的知识及经验，同化和索引出当肖学习的新知识，这样获取知识，不但易于保持，而且易于迁移到陌
生的问题情境中。
（2）由实例得出本课新的知识点
（3）讲解例题。在讲例题时，不仅在于怎样解，更在于为什么这样解，而及时对解题方法和规律进行概括，
有利于学生的思维能力。
（4）能力训练。课后练习使学生能巩固羡慕自觉运用所学知识及解题思想方法。
（5）总结结论，强化认识。知识性的内容小结，可把课堂教学传授的知识尽快化为学生的素质，数学思想方
法的小结，可使学生更深刻地理解数学思想方法在解题中的地位和应用，并且逐步培养学生良好的个性品质目
标。
（6）变式延伸，进行重构，重视课本例题，适当对题目进行引申，使例题的作用更加突出，有利于学生对知
识的串联，累积，加工，从而达到举一反三的效果。
（7）板书
（8）布置作业。
针对学生素质的差异进行分层训练，既使学生掌握基础知识，又使学有余力的学生有所提高，
教学程序：
课堂结构：复习提问，导入讲授课，课堂练习，巩固新课，布置作业等五部分
Ladiesandgentlemen,it’smygreatpleasuretobeheresharingmylessonwithyou.
Thecontentofmylessonis()book______
一、教材分析analysisoftheteachingmaterial
二、教学目标teachingaimsanddemands
三、教学重难点teachingkeysanddifficulties
四、教学方法teachingmethods
五、教学工具teachingaids
六、教学过程teachingprocedures
七、板书设计blackboarddesign
八、教学评价及反思
Now,letmetalkabouttheteachingmaterialfirst.
本课时所教的是外研社高一上学期使用的必修2mudule6。本模块介绍了----------------------------这节
课学习的是listeningandvocabulary和speaking部分的内容，是本模块的第三课时，要求通过听的活动
了解和学习有关------------------------的词汇，培养表达结果，做总结的逻辑思维能力和获取信息的能力。
Speaking讨论了--------------------在这节课之前，学生学习了readingandvocabulary,通过阅读文章，
已经掌握了部分------------------的词汇，本课由复习旧课入手，引入新课的新词汇，并以听说为主线，对
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-------------------这一主题进行了延伸和拓展。
Therefore,onstudyingtheteachingmaterialandanalyzingtheregulationofstudentsgrowingof
mind,IputforwardtheteachingobjectivesaccordingtoEnglishsyllabusandnewlessonstandard.
Iwilltalkaboutitfromknowledgeobjects,abilityobjectsandemotionobjects:
知识目标：见教参
能力目标:见教参
德育目标见教参
（1）-----------------------------------------
（2）------------------------------------------
Next,accordingtothenewteachingstandandtheteachingcontent,Imadeoutthekeypointsand
thedifficultpointsofthislesson.
(1)掌握重点词汇及短语，如----------------
(2)语法方面掌握-------------------------------以及一些有用的表达式和句子结构。
(3)加深学生对于文章的理解，发展学生听、说、读、写的基本技能，提高初步应用英语进行交际的能力，侧
重提高阅读能力。
Well,howtoachievetheteachingobjectivesbetter,tostressthekeypointsandbreakthroughthe
difficultpoints?Thekeyishowtomakeuseoftheproperteachingmethods;I’lltalkaboutmy
teachingmethodsbelow.
Accordingtothemodernperceptiontheoriesandsocialintercourseteachingtheories,Iadoptthe
TSAmethodinmyteaching,namelyTotalSituationalActionandTask-basedLanguageTeaching.
TheyoffertheSsanopportunitytocompletethetasksinwhichSsuselanguagetoachieveaspecific
ivityreflectsreallifeandlearnersfocusonmeaning;theyarefreetouseany
languagetheywant.
Atthesametime,makeuseofthemodernelectricityteachingequipmentsandallkindsofteaching
means,itcanmobilizetheSs’enthusiasmandcreativityinlearningEnglish.
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Studyingmethods:
rstandthenewknowledgeincertain
degreethroughthementalprocessofseeing,hearing,saying,observing,imagining,thinkingetc.
andmakepreparationforcompletingthenewstudytask.
也就是说，为了更好地实现任务式教学和研究式教学，我采用了一下教学方法：
1、速读法：根据高中英语教材侧重阅读理解这一特点，让学生快速阅读，以尽快了解文章的大意。
2、问答法：帮助学生理解文章的细节
3、翻译法：适当地应用翻译可帮助学生理解文章的特点
4、讨论法：通过pairwork,groupwork让学生都得到一次口语训练的机会，教师应设计一些适当的话题。
5、快乐教学法：即教师在教学过程中，要尽可能地利用多媒体技术、图片、课件等刺激学生的感官系统，创
造一种和谐的学习氛围，让老师教得开心，学生学得开心。
【本课时主要以听说教学为主线，以导学式模式培养学生的听力理解策略。以听力技能训练和口语表达训练为
主线，贯穿听说读写综合技能的培养，针对学生听力理解障碍，在教学中遵循“循序渐进”的原则，进行知识
的输入，技能的培养，和文化知识的渗透，良好学习策略的培养。本课时采用多媒体教学，给予学生更直观的
感受，也加快了教学的节奏。课前教师要从网上下载一些相关的图片和资料。】
Teachingaids:(教学辅助手段)
Multi-mediacomputer:OHP(overheadprojector),taperecorder,software,PowerPointorauthorware
Teachingprocess:
Inordertorealizetheteachingprocesssystematically,properlyandefficiently,underthe
principleof“regardSsasthecorpus,theteacherinspiresforpredominance”,Idividetheteaching
processintosixsteps.
Step1revisionandlead-in
Step2presentationandpractice.
Itcontainssomesmallstepssuchaslistening,reading,discussionetc.
Step3tasktime
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Thisstepgivesthestudents5-8minutestomakeasimilardialogueusingthephraseandsentences
learnedinthispassageandeverydaylifeexperienceaccordingtothegivensituation(showiton
thescreenusingamulti-mediacomputer).Thisstepisemployedtocreatealanguageenvironment
forstudents’communicationintheclass:ifthestudentscanfinishthistaskwell,theywillbenefit
alotintheirspokenEnglish.
Step4consolidationandextension.
Finishexx1and3orally,leftex2aswrittenwork.
Ex1revisestheobjectclause(宾语从句)。Whentransformingthestructures,thestudentarerequired
topayattentiontothechangeoftheverbtenses,personalpronounsandwordorder.
Ex2isarevisionofthemodalverbs(情态动词)Ssworkinpairs
andthenchecktheanswerswiththewholeclass.
Step5homework
usedtomakethestudentshaveafurtherunderstandofthe
modalverbs.
usedtopracticewritingabilityofthe
students.
Step6blackboarddesign.(showontheCAI)
在整个课程中，我的思路是这样的：教学之初，给学生呈现一些-----------图片，让学生首先从视觉的角度
对要学习的内容有一个深刻的认识；在进入课文的学习之前，先粗略地复习上一节课所学的相关的词汇，要求
学生用简单英语解释，但允许学生自主选择想解释的词汇。这样，既减少了学生的胆怯心理，又达到了运用语
言的目的：通过对于本文的语言片段的学习，以及围绕着它所作的拓展训练，培养学生理解含有所学生词的句
子和段落并获取信息，找出段落和文章的从属关系，培养学生对因果关系的判断分析能力，归纳分析能力和表
达能力。
Anyway,theteachingofthislessonaimstodevelopnotonlytheSs’languagetechnicalabilities,
hers,tomakeourEnglish
classroomsshinewithvitality,wearelaidwithheavyburden,andwestillhavelongwaytogo.
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ou!
TeachingplanforUnit5book2
Goodmorning,professors,it’
contentofthelessonisSeniorEnglishforChinaStudent’sBook2Unit5Music.I’llbeginthe
lessonfromthefollowingfiveparts,theteachingmaterial,theteachingmethods,thestudying
methods,,letmetalkabouttheteachingmaterial.
Firstly，itistointroducetousdifferenttypes
deupof4paragraphs,thatis,
manypeoplewanttobefamousassingersormusicians,formaband,MonkeesbeganasaTVshowand
tisthemostimportantteachingmaterial
inthislesson,whichextendsthemaintopic“music”andcontainsmostofthevocabularyandgrammar
pointsthatstudentsshouldlearninthisunit.
Secondly,ghthestudentshavethebasic
abilitiesoflistening,speaking,reading,andwriting,theystillneedmanyopportunitiesto
practicewhattheyhavelearned,toexpresstheirideas,feelings,andexperienceandtodevelop
theirautonomouslearningabilityandcooperativelearningability
Thirdly,I’dliketotalkaboutteachingaimsanddemands
1Knowledgeaims:
（1）tohelpstudentstounderstandandmasterthewords,phrasesandsentencepatterns.
（2）toknowsomebasicinformationaboutmusic
2Abilityaims:
(1)Toimprovethestudents’organizingandusingskillsofEnglishasthesecondlanguage
(2)Tounderstandthemainidea,toscanfortheneededinformationandtograspthedetails
3Emotionalaims:
(1)Helpstudentsunderstanddifferenttypeofmusicandhowtoformaband
(2)Developstudents’senseofcooperativelearning
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Fourthly,teachingkeypointsis
thestudentsgetageneralideaofthewholepassage,andsomedetailedinformationand
languagepointsaswell.
rstandhowMonkeesformed,developedandsucceed.
Teachingdifficultpointsis
dentsusetheirownwordstoexpresstheirownideas.
p+whom/whichattributeclause
Accordingtotheanalysisabove,I’lltrytousethefollowingtheoriestomakestudentsthereal
masteroftheclasswhiletheteachermyselfthedirector.
icativeLanguageTeaching
’slearner-centeredandemphasizescommunicationand
real-lifesituations.
-basedLanguageTeaching
Ataskresemblesactivitieswhichourstudentsorotherpeoplecarryoutineverydaylife,
Learnersshouldbegivenopportunitiestoreflectonwhattheyhavelearnedandhowwelltheyare
doing.
erAssistedLanguageTeaching
Languagelearningneedsacontext,whichcanhelpthelearnerstounderstandthelanguage
andthencanproductcomprehensibleoutput,socomputerhastheadvantagestomakethematerials
attractive.
Part3LearningMethods
Task-based,self-dependentandcooperativelearning
Part4TeachingProcedure
StepOneLead-in
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“Interestisthebestteacher.”Therefore,attheverybeginningoftheclass,Ishouldspark
thestudents’mindtofocusonthecentretopic“theband”.I’llplaysomedifferenttypeof
musictoattracttheirattentionandthenbringsomequestions.
Question:
Whatkindofmusictheylike?
Whichbandtheyknowbest?
his,thestudentswillbeeagertoknowsomethingaboutband
andthisistheverytimetonaturallyleadtheclassintoStep2
Step2Readingforinformation:skimmingandscanning
Inthisstep,IuseTask-basedLanguageTeachingmethod,whichcangivestudentsaclearand
specificpurposewhileskimmingandscanningthecontext.
Task1Generalidea
Thestudentswillbeaskedtojustglanceatthetitleandthepicturesofthepassage,andthen
y’llbedividedintogroupsoffourtohaveadiscussion.
Thepurposeistoinspirethestudentstoreadactively,tion,thetask
istodevelopthestudents’readingskillbymakingpredictionandtoencouragethestudentsto
expresstheirthoughtsinEnglishandcooperatewitheachother.
Task2Mainideaofeachparagraph
Cooperativelearningcanraisethestudents’interestandcreateanatmosphereofachievement.
Basedonthistheory,Idividethewholeclassinto4groupstoskimthewholetextandgetthemain
ideaofeachparagraph.
Step3Readingforcomprehension
tsshouldnot
onlyhorethe
followingpracticesonPage35canhelpcheckthesituation.
Step4Solvingdifficultlanguageproblemsthroughreading
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It’simportantforlanguagelearnerstolearnimportantrulesofgrammarandusethese
reviousprocessofreading,thestudentsmustcomeacross
somedifficultlanguageobstacles,soit’riod
naskanyquestionstheycomeacrossintheprocessoflearning.
I’poseofthisisimprovingthestudents
“questioningspirit”anddealingwiththedifficulties.
Step5Consolidation
jobtocreateanatmosphereforstudentstouse
esign2activities
1Readingforcomprehension
I’llask4studentstoreadeachparagraph,
it’sagoodwaytoreviewwhattheyhavelearned.
2Discussions
Duringmakingdiscussion,thestudentswilldeepentheirunderstandingofthemainideaofthe
passage.
keescanbesuccessful?Givereasons.
’sthemostimportantthingforasuccessfulband?Why?
Step6Homework
Askthestudentstowritedownsthabouttheirfavoritesingers,bandormusicandlistthe
reasons.
Theassignmentenablesthestudentstosearchvariousinformationresources,whichcanwiden
theirviewandcontinuetoinspiretheirenthusiasmoflearning.
Part5Blackboarddesign
Unit4Music
Passage:TheBandThatWasn’t
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TopicSentences:
oplewanttobefamousassingersormusician
and
saTV
cameevenmorefamousthantheBeatles
Discussion:
keescanbesuccessful?Givereasons.
’sthemostimportantthingforasuccessfulband?Why?
Inmyopinion,theblackboarddesigncanreflecttheteacher’sabilityofmasteringthetext
andleadingthestudentstomasterthetexteasily.
Inthistext,thetopicsentencesontheblackboard,in
omakethedesign
inductive,instructiveandartistic.