河南省第八屆高等學(xué)校師范教育專業(yè)畢業(yè)生教學(xué)技能大賽英語(yǔ)組(初中)決賽課題說(shuō)課稿(共7頁(yè))

1、精選優(yōu)質(zhì)文檔-傾情為你奉上河南省第八屆高等學(xué)校師范教育專業(yè)畢業(yè)生教學(xué)技能大賽英語(yǔ)組（初中）決賽課題UNIT4 How Do You Get to School ? (Section B)姓名：張文卿 學(xué)校：商丘師范學(xué)院Name: Zhang Wenqing School: Shangqiu Normal University指導(dǎo)教師： 外語(yǔ)學(xué)院 ：孟喜華Faculty adviser: Meng Xihua from English Department.目錄Contents:1 Talk about teaching material:1.1 teaching material1.2 tea

2、ching aim1.3 teaching important and difficult points 2. Talk about students 3. Talk about teaching methods 4. Talk about teaching procedure:4.1 revision and warming up4.2 lead in 4.3 presentation4.3.1 speaking 4.3.2 listening 4.3.3 reading 4.3.4 writing4.4 conclusion4.5 the design of assignment4.6 t

3、he design of the blackboardGREETINGGood morning，ladies and gentlemen. Today it is my honor to stand here to share my thoughts and experiences with you on teaching and interpret my lesson with you. My name is Zhang Wenqing from Shangqiu Normal University. Today, I will talk about section B of unit4:

4、how do you get to school? I think being a teacher, we should give a scientific and feasible interpretation clearly on what you are going to teach so that we can guarantee good quality in the class. So I divide my speech into four parts. They are:1. our teaching material 2. our students3. the teachin

5、g methods used in my class4. the teaching procedurePART 1Firstly, let us pay attention to part 1: the teaching material. 1.1 Section B of unit4: how do you get to school? comes from the book republished by Peoples Education Press which aims at grade 8 s students. In my opinion, section B is an in-de

6、pth part than section A which not only requires students to achieve the knowledge goal of target language, but also takes the knowledge we have learned into daily practice, by this means can students improve the ability of solving practical problems. It also links with the requirement of the new cur

7、riculum standard.1.2 So based on the new curriculum standard, I designed three objectives, they are:1.2.1 Knowledge objectives：Students can talk about how to get to places especially by using some words, phrases and sentences patterns appeared in unit 4. 1.2.2 Ability objectives：We know that for all

8、 the language, especially English, has four basic skills. They are listening, speaking, reading and writing, so I want to foster students four basic skills on the description of transportations, time and distance between two places.1.2.3 Moral objectives;Students can know about the life and surround

9、ings around them are hard-earned which they should cherish and they will spare no effort to fight for their future.1.3 The teaching important points:Key words: bicycle walking subway train Key sentence patterns: “How do you get to ” “How long does it take.”“How far is it.”etc.1.4 Teaching difficult

10、point:Maybe it is easy to talk about how to get to places by words, phrases, sentence patterns, but it is difficult to use them freely in their daily dialogue and take them into daily practice, so I will try my best to let my students overcome these difficulties through the class I designed. PART 2S

11、econdly, let us talk about our students：2.1 I will design my class according to the periodic feature of grade 8 students, Students of grade8 are in the stage of teenage; there are some visible changes on physiological feature; these changes determine the psychological features which differ from othe

12、r stages.(1): they have their unique and creative thoughts, that is good, but sometimes they are not mature, it seems so important that teacher not only encourage them for their creativeness, but also should give them correct direction and guidance.(2): the students still be interest oriented when t

13、hey study English; according to the study of psychologists, interest is the most important component of learning motivation, so interest is the key in my class to stimulate students. PART 3Thirdly，I will introduce my teaching methods briefly here, 3.1 From methodology of English teaching, all teachi

14、ng activities based on different tasks, so Task-based language teaching method (TBLT) is the main teaching method used in my class. I will design different tasks and activities to foster the students ability to study by their own and give most scope to my students to stimulate their imagination and

15、creativeness.3.2 However, we know that every single teaching method can not satisfy the demand of class, so we should combine with each other to achieve the best effect. So other teaching methods accompanied by TBLT are The communicative method and the situational approach which are based on multime

16、dia technology.(Teaching aid) PART 4At last, let us turn to the most important part in my speech today; that is the teaching procedures. First, lets look at the outline briefly. The whole teaching procedure conclude：Revision Warming up；Lead-in；Presentation；Conclusion；The design of assignment；The des

17、ign of blackboard. And presentation includes four basic skills (L, S, R, W), I think presentation is the core of the teaching procedure I designed. First, lets look at revision and warming up.4.1 Review what we have learned in section A, I will show four pictures, students can use what we have learn

18、ed in section A to describe them, any words, phrases and sentences suit for them are OK, then I will give the key points to them to let them check whether they have been appeared in their answers, they are: By bicycle, Walking (on foot), Take a subway, Take a train. As warming up, I will play a vide

19、oover the mountains with which students sing this song together. By review can students enhance their memory of the important words and phrases. By warming up can students be full of the energy for the coming class.4.2 Lead-in I will show a video A hard way to school, after that I will give students

20、 some time to brainstorm a list of things which these students really need if they have ability to help them and why they think they should take these factors into consideration, I can give them some examples,(1) they need some books because they have no money to buy a new one .(2) they need some th

21、ick clothes to pass the winter.(3) they need some colour pencils to draw some beautiful pictures.(4) they really need a good route to get to school Then they can begin their thinking time, students can come up with ideas by themselves, they can also cooperate with their deskmates. When time is over,

22、 I will listen to some students answers and give comment on them.Then I will say to them “this is the life of these students and how do they get to school, then lets learn how about others get to somewhere.” to come to the presentation part.By this lead in, can students not only know about what we w

23、ill learn next, but also know about the life and surroundings around us are hard-earned we should cherish a lot.4.3 presentation:4.3.1 SpeakingI will show four pictures to students and let them choose any two pictures as starting and ending points by asking question “How do you get to ” ,“How long d

24、oes it take.” “How far is it.” to todays emphasis. Then it is time for whole class discussion, students can walk around the classroom and begin their survey work to find out which two pictures are mostly choosed and how to get there by asking these questions.For enhancing the memory of todays emphas

25、is, dialogue practicing for several times is so important and necessary that we can not ignore in class, so I think role-playing is a good form. So I will find two students from a same group to play a role in student A and B. Role paly (student A, B ) A: I am in , I want to visit B: How do you get t

26、here? A: I want to get there by (train subway ) / on foot. B: how long will it takes?/ how far is it from to? A: it will takes me hours / it is about miles A,B: (other information)Role playing can be repeated for several times by different people from different groups.Then it is the time of students

27、 self-assessment, I will choose student C from another group to give an easy comment on the dialogue between student A and B, by this means can students enhance the ability of finding problems by their own. At last I will draw a conclusion about student A, B and C to achieve teacher assessment.4.3.2

28、 Listening I will use the multi-media for listening material 2a and 2b, before it begin I will give a clear explanation to make sure that the students can understand the title. The whole listening includes four times.When the first time is over, maybe some students still have some empty blanks, then

29、 I will encourage them because they have done so well.I will play the second time, by this means not only the students can be encouraged, but also they can revise their answer.Then I will let students to exchange their answer with their deskmates to check if there is any differences compared with ea

30、ch other and let them have a discussion.At last, I will play the last time when the students will pay more attention on the question they have in common or where they have different ideas.4.3.3 Reading :Task1: I will let students read the article aloud in 3a and try to understand the general idea, t

31、hey can underline where they can not understand and which they think important. Then I will find one student to introduce the main idea of this e-mail to other students, if more than 3 students agree that, I will give this student a prize. By this mean can I stimulate the students interest of studyi

32、ng article which they think is very boring in the first.Task 2: lets students have a discussion on the questions underlined to enhance the ability of solving problems by their own.Then, I will give the second reading and give the detailed explanation on this article and solve the problems students have in common.4.3.4 Writing:I will play a video, then I will let my students write their feeling down in English, how to give a comment depends on students own idea,