中學(xué)英語教師資格證試講面試模版

1、本資料為云南教師資格面試試講科目考試復(fù)習(xí)資料，僅供大家復(fù)習(xí)下載，切莫錯(cuò)過說課試講考試公告和考試時(shí)間以及網(wǎng)上報(bào)名。This is my sister說課試講考試復(fù)習(xí)資料各位評(píng)委上午好!今天我說課的內(nèi)容是人教版七年級(jí)上Unit 3 This is my sister. 本單元學(xué)習(xí)的是與學(xué)生生活息息相關(guān)的家庭成員。我要談的是本單元第一課時(shí)的教學(xué)。下面我將從以下幾個(gè)方面闡述我的說課內(nèi)容。一、對(duì)教材的分析和理解從教材編排上說本單元是就第二單元認(rèn)知物體之后學(xué)習(xí)用英語認(rèn)知人，而與學(xué)生最為熟悉的人就是家庭成員。Is this your eraser? 很自然過度Is this your sister? 以前學(xué)

2、的Whats this?轉(zhuǎn)變Who is this?但本單元生詞較多。出現(xiàn)在第一課時(shí)的就有十五、六個(gè)同時(shí)還要認(rèn)識(shí)語法現(xiàn)象復(fù)數(shù)。本課時(shí)任務(wù)比較艱巨。二、教學(xué)目標(biāo)依據(jù)初中英語新課標(biāo)的要求，并根據(jù)素質(zhì)教育中面向全體培養(yǎng)學(xué)生素質(zhì)的要求，我為這一課確立三項(xiàng)目標(biāo)：即知識(shí)目標(biāo)、能力目標(biāo)和德育目標(biāo)。1.知識(shí)目標(biāo) 幫助學(xué)生四會(huì)掌握以下單詞：grandfather, grandmother, grandparents, father, mother, parents, son, daughter, sister, brother, aunt, uncle, cousin, friend, these, those

3、。并對(duì)復(fù)數(shù)形式有初步了解。2.能力目標(biāo) 通過本節(jié)課學(xué)習(xí)，學(xué)生就家庭成員相互之間應(yīng)該能用英語介紹、詢問、交流。并能用英語在腦子里對(duì)個(gè)家庭成員的關(guān)系進(jìn)行思考。例如，見到fathers mother,他們能反應(yīng)出是指grandmother。同時(shí)基本上能區(qū)分什么時(shí)候用單數(shù)什么時(shí)候用復(fù)數(shù)。3.情感目標(biāo) 通過對(duì)家庭成員的學(xué)習(xí)，學(xué)生對(duì)自己的家庭成員會(huì)有更清晰的印象，從而激發(fā)起他們對(duì)家人的熱愛。三、教學(xué)重點(diǎn)及難點(diǎn)本課重點(diǎn)：熟練掌握各家庭成員的名稱，會(huì)讀會(huì)說會(huì)用這些詞匯交流。這個(gè)單元最主要的就是學(xué)習(xí)家庭成員英語的表達(dá)，而幾乎所有的單詞都集中在第一課時(shí)。所以這課時(shí)掌握這些單詞應(yīng)該是重中之中。難點(diǎn)：復(fù)數(shù)的認(rèn)識(shí)和正確

4、運(yùn)用。漢語表達(dá)中完全沒有復(fù)數(shù)概念，這是一本書，這是三本書;除了多了個(gè)數(shù)字其他沒有任何變化。而英語必須這樣說This is a book. These are books.所有的單詞都相應(yīng)的發(fā)生了變化。因此中國學(xué)生在學(xué)習(xí)復(fù)數(shù)的時(shí)候特別難。我們的語言沒有這個(gè)習(xí)慣!突破：通過真實(shí)的情景激發(fā)起學(xué)生的興趣，興趣是最好的老師。通過反復(fù)操練，加深印象。再循環(huán)記憶到達(dá)最終目標(biāo)。教學(xué)手段：多媒體輔助教學(xué)，有助于把學(xué)生引入到身臨其境當(dāng)中，激發(fā)學(xué)生興趣，活躍課堂氣氛。同時(shí)要求學(xué)生提前把自己的家庭照片帶來，真實(shí)的人物縮小英語與他們生活的距離，從而優(yōu)化英語教學(xué)過程。學(xué)法指導(dǎo)：為學(xué)生創(chuàng)設(shè)真實(shí)的學(xué)習(xí)情景，讓學(xué)生以小組形式交

5、流學(xué)習(xí)，并在課堂上循環(huán)訓(xùn)練。四、教學(xué)設(shè)計(jì)過程課堂的整體設(shè)計(jì)遵循循環(huán)記憶反復(fù)操練思路，運(yùn)用情景法和交際法，分五個(gè)主要步驟進(jìn)行，即：導(dǎo)入呈現(xiàn), 穩(wěn)固操練, 拓展，5分鐘檢測包括小組比賽和布置作業(yè)。第一,引入呈現(xiàn)。(10)I want to be your friend. Do you want to know more about me? Do you to know about my family?課件展示1.家人。認(rèn)知son, father, mother, parents, wife, husband這幾個(gè)單詞，并馬上回憶重新呈現(xiàn)我的家人學(xué)生說出他們和我的關(guān)系。2.父母。認(rèn)知grandfat

6、her，grandmother，grandparents，并認(rèn)識(shí)復(fù)數(shù)。3.我姐姐及其家人的照片，認(rèn)知sister，aunt，daughter，cousin。4.我哥哥的照片，認(rèn)知brother，uncle，并再次認(rèn)識(shí)復(fù)數(shù)。5.回憶我的家人，并幫助學(xué)生羅列出family tree。第二,穩(wěn)固操練(20)1.小組學(xué)習(xí)，拿出自己的照片相互詢問認(rèn)識(shí)別人的家人(8)老師在這過程中及時(shí)幫助學(xué)生學(xué)會(huì)他們不會(huì)的單詞。2.讀書上的單詞，聽錄音圈出聽到的單詞。小組學(xué)習(xí)認(rèn)識(shí)David的家人。(7)3.表演對(duì)話，在講臺(tái)上指著屏幕認(rèn)識(shí)David的家人。(5 )第三,拓展(8)小組表演。假設(shè)你的朋友來到你家，你來為他介紹

7、認(rèn)識(shí)全家，有爺爺奶奶叔叔姑姑父母及兄弟姐妹堂兄妹等。第四,5分鐘檢測：(5)主要是be動(dòng)詞單復(fù)數(shù)用法及各家庭成員單詞的掌握。小組之間進(jìn)行比賽，看哪個(gè)小組反應(yīng)最快。第五,最后作業(yè)布置(2 )Introduce myself說課試講考試復(fù)習(xí)資料Good afternoon, everyone. Im Zhou Yan. Im an English teacher from Experimental School of Suqian. Now Ill say Sample A of Lesson Six in Book One. Ill prepare to say the lesson from

8、four parts.Part One Analysis of the Teaching Material(一) STATUS AND FUNCTION1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank”

9、 and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the res

10、t of this unit.3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(二)ANALYSIS OF THE STUDENTSThe Ss has learned English for about one month so far. They can understand some words and some simpl

11、e sentences. The Ss have taken a great interest in English now.(三)TEACHING AIMS AND DEMANDSThe teaching aims basis is established according to Junior School English syllabus provision.1.Knowledge objects(1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sen

12、tence “This is not.”Everyday expressions for “Apologies”“Im sorry”“Thats all right”.(2) To study the new words “six, hey, sorry, its, thats”, etc. by learning the dialogue of this lesson.(3) To finish some exercises.2.Ability objects(1) To develop the Ss abilities of listening, speaking, reading and

13、 writing.(2) To train the Ss ability of working in pairs.(3) To develop the Ss abilities of communication by learning the useful structures.3.Moral objects(1) To enable the Ss to be polite and love life.(2) To enable the Ss to look after their things well.(四)TEACHING KEY AND DIFFICULT POINTSThe teac

14、hing key and difficult points basis is established according to Sample A of Lesson Six in the teaching materials position and function.1.Key points:(1).To help the Ss to communicate with each other.(2).To enable the Ss to study in groups and co-operate skillfully.(3).To develop the Ss interest in En

15、glish.2.Difficult points:(1) How to make dialogues and act them out.(2) How to write the right whole sentences.(五) TEACHING AIDSMulti-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.Part Two The Teaching Methods1. Communi

16、cative teaching method2. Audio-visual teaching method3. Task-based” teaching methodAs we all know: the main instructional aims of learning English in the Middle School is to cultivate students abilities of listening, speaking, reading, writing and their good sense of the English language. So in this

17、 lesson Ill mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, Ill let the Ss to get a better understanding of the key structure of the dialogue. Ill give the Ss some tasks and arrange five kinds of activities: talking, guessi

18、ng games, watching CAI, acting out Sample A and having a competition.Teaching special featuresTo use these methods are helpful to develop the Ss thought.Part Three STUDYING WAYS1.Teach the Ss how to be successful language learners.2.Let the Ss pass ObservationImitationPractice to study language.3.Te

19、ach the Ss how to master dialogues and how to communicate with others.Teaching special features:Let the Ss communicate with each other and adopt competition methods to develop the Ss keen interest in English.Part Four Teaching ProcedureIll finish this lesson in four steps. First Ill divide the Ss in

20、to four groups and bring a competition into the class. At last lets see which group is the winner.Step1 Warm-up1. Free talk between T and Ss .Such as: Hi, Im . . . . Whats your name?This is . How do you do?Who is he/she? How are you?Who can count from 1to 5?Whats this in English? etc.2.A game: Ask t

21、he Ss to give T some school things. For example:T: Give me your book.(ruler, box, pen, table, knife, etc.)T: This is your book. This is not my book. Its your book. etc.In this course Ill ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.

22、Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.Step2. PresentationThis course is very important. Ill mainly talk about this step.Ill use CAI

23、to present the whole dialogue. Arrange some situations to help Ss understand Sample A.First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.A: Hi, B. How are you today?B: Im fine, thank you. And you?A: Im fine, too. Oh, this is my bag.B: No, thi

24、s is not your bag. Its my bag.A: (Look closely) Oh, Im sorry.B: Thats all right.(At the same time, C is running up and hitting A.)C: Oh, Im sorry.A: Thats OK.Ill write the key points on the Bb while they are watching. After watching, Ill teach them to read the words and sentences on the Bb. Make sur

25、e they can read them well.Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.Step3.PracticeFirst play the tape recorder. Let th

26、e Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last Ill ask the Ss to think hard and act it out with a

27、 partner according to Sample A. Then find out which group will act it out well. Ill give them red stars.Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken

28、ability.Step4.ProductionIn this step Ill give the Ss a free space to show their abilities.Second scene: The Ss are having a picnic. Its hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats.

29、D and E are talking. F and G are talking. etc.After watching, Ill give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.Purpose of my designing: “Task-based” teaching method is used here to develop the Ss ability of communication and al

30、so their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken En

31、glish.2.Skill 1 Model 1.Ill ask four Ss of the groups to write these sentences on the Bb in the four lines.Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.3.Finish the Ss workbook.Purpose of my designing: To check the knowledge Ss have

32、 learned in this lesson.Step5.Homework:(1)Recite the words as many as possible after class.(2)Make a dialogue according to Sample A and write it in the exercise book.Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class

33、. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard DesignLesson Six Sample ASix This is my.hey This is not your. . . .sorry Its my. . . . Picture its=it is Oh, Im sorry.thats=that is Thats all right/OK.My names Gina說課教案說課試講考試復(fù)

34、習(xí)資料背景我是第一次接觸新目標(biāo)英語，碰到的困難比我想象的要難。在英語課上學(xué)生聽的也很認(rèn)真，大部分學(xué)生也能張開口說話。但是他們這樣的對(duì)話是教師問，學(xué)生答。如果讓學(xué)生編對(duì)話或一問一答，這樣的情況就不妙。通常是學(xué)生會(huì)答而不會(huì)問。課堂上沒有自己想象中的那般熱烈，好象是你在唱“獨(dú)角戲”。思考的問題1. 如何創(chuàng)設(shè)情景讓學(xué)生將已學(xué)的知識(shí)轉(zhuǎn)化為能力，改變教師引出問句，學(xué)生答，然后由學(xué)生問與答。讓學(xué)生自己“找到”問句。2. 讓學(xué)生學(xué)會(huì)觀察，會(huì)做總結(jié)。案例描述這節(jié)課主要是講first name and last name以及中西文化在名字上的差異。習(xí)慣的做法是先讓學(xué)生知道，在西方是名在前，姓在后，然后告訴學(xué)生，我

35、們是姓在前，名在后。在老教材中，這一節(jié)課是在初二課本。但是我現(xiàn)在面對(duì)的初一的學(xué)生，按部就班的做，學(xué)生會(huì)理解嗎?這節(jié)課我是這樣設(shè)計(jì)的，由學(xué)生們自己的名字引出first name 和last name,然后通過觀察發(fā)現(xiàn)中西文化在名字上的差異。ProceduresStep1. revisionT: Good morning!How are you?Spell it, please.Whats this in English?What color is it?Step2. look and learnT: Hello! Im Grace. Whats your name?S1: ImT: Nice t

36、o meet you!S1: Nice to meet you ,too!T: Whats his name?S1: His name is Jiang Xian.(蔣賢)要求該生寫下名字蔣賢，接下來鼓勵(lì)學(xué)生編對(duì)話，叫幾組(3人一組)學(xué)生表演，也要求寫下名字。把這些名字貼在黑板上。T: 溫新西, his last name is Wen. (這時(shí)一邊說一邊將溫與新西剪開，更好的區(qū)分first name and last name) 孫猛特His first name is Sun. 李雙 Her first name is Li.多給幾個(gè)例子，學(xué)生就明白last name 的意思。學(xué)生自我介紹

37、My last name is -.此時(shí)在黑板上寫A: _B: My last name is Sun.鼓勵(lì)學(xué)生說出問句，whats your last name?必要時(shí)，給予提示。(Whats your name? My name is Sun Mente.讓學(xué)生發(fā)現(xiàn)他們之間的聯(lián)系)然后操練句型。在學(xué)生操練的過程中引出whats his/her last name?用同樣的方法引出first name 和問句whats your/his/her first name? My/His/Her first name is -.隨逸叫幾組(3人以上)學(xué)生起來，練習(xí)whats your/his/he

38、r last/first name? My/his/her last/first name is -.初三英語Unit 17 Lesson 68說課稿說課試講考試復(fù)習(xí)資料一、教材分析：Lesson68是第十七單元的第四課時(shí)，是一節(jié)復(fù)習(xí)課。Unit17主要圍繞著尋找“喪失的項(xiàng)鏈”這一話題展開，通過學(xué)習(xí)定語從句，培養(yǎng)學(xué)生運(yùn)用所學(xué)語言描述人和物的特征。Lesson68所安排的聽說讀寫活動(dòng)都圍繞著偵破案件展開，旨在通過一系列的活動(dòng)和練習(xí)，加深穩(wěn)固學(xué)生對(duì)定語從句的理解和運(yùn)用，并實(shí)現(xiàn)準(zhǔn)確地描述人物外貌特征，撰寫案件報(bào)告的教學(xué)目的。二、教學(xué)目標(biāo)及重、難點(diǎn)：一知識(shí)目標(biāo)：1.復(fù)習(xí)穩(wěn)固定語從句的用法。2.學(xué)習(xí)掌握

39、單詞conversation，robbery，description.二能力目標(biāo)：培養(yǎng)學(xué)生運(yùn)用所學(xué)語言描述人物外貌特征的能力。三技能目標(biāo)：能根據(jù)線索寫出案情報(bào)告及通緝令。四教學(xué)重點(diǎn)：用于描述人物特征的定語從句。五教學(xué)難點(diǎn)：學(xué)會(huì)分析并對(duì)現(xiàn)有的信息進(jìn)行處理，產(chǎn)生正確的判斷，并寫出案情報(bào)告。三、教學(xué)活動(dòng)設(shè)計(jì)：Maintask：Thestudentsareabletodescribethecharacteristicofaperson.Stepone：Warming-up“Guessinggame”展示一幅圖畫。讓學(xué)生通過猜測“Isthemanwho?”判斷圖中的人物分別是誰。這一活動(dòng)既是熱身，又是一

40、個(gè)練習(xí)使用定語從句的活動(dòng)。主要目的是復(fù)習(xí)定語從句的用法，同時(shí)也讓學(xué)生熟悉如何描述人物特征。3-4分鐘Steptwo：Pre-task“Tobeadetective”進(jìn)行一個(gè)考眼力的游戲，首先放一張圖片，讓學(xué)生仔細(xì)觀察，之后放另一張圖片，請學(xué)生判斷兩張圖的區(qū)別，誰是受害者教victim，誰是小偷。請他們分析理由。這一活動(dòng)除了復(fù)習(xí)定語從句以外，也是引出本課的話題：識(shí)別嫌疑犯5分鐘Stepthree：While-task“Whostherobber?”進(jìn)行一個(gè)聽力練習(xí)SBLesson68Part2.聽錄音，判斷四個(gè)人物中誰是強(qiáng)盜。3分鐘“Writeareport”假設(shè)你是警察，根據(jù)上面聽到的這段描述

41、，完成一份案情報(bào)告3.在課內(nèi)校對(duì)答案。5-8分鐘Stepfour：Post-task先讓學(xué)生完成一個(gè)警察與受害人之間的對(duì)話Workbook，Ex2在此基礎(chǔ)上進(jìn)行“Dialoguemaking”。向?qū)W生介紹一個(gè)案件，請他們根據(jù)所給的信息編寫一個(gè)警察與受害者之間的對(duì)話可參照課后練習(xí)2并選擇幾組進(jìn)行對(duì)話表演。假設(shè)你是警察，根據(jù)案件信息寫一個(gè)通緝令也可自己想象一個(gè)案件。并選擇幾份在課內(nèi)點(diǎn)評(píng)。8-13分鐘Stepfive：Homework完成練習(xí)冊中的練習(xí)。在課外閱讀有關(guān)的著名的偵探小說，并挑選一則在班上交流。四、評(píng)估與反饋：學(xué)生能否熟練運(yùn)用定語從句進(jìn)行描述或判斷人物的外貌特征是判斷本節(jié)課是否到達(dá)教學(xué)目

42、的的一個(gè)重要標(biāo)準(zhǔn)。TeachingProcess：StepOneWarming-up1.PlayaguessinggametoreviewtheAttributiveClause.Lookingatthepicture，Teacherasks“CanyouguesswhoisMr.Smith?”Studentsmayanswerlikethis：“Ishethemanwhoisfishing?”2.Showanotherpictureofabus.Tellthem“Onenight，therearesomepassengersonthebus，somearesitti376550: 美麗心靈美

43、麗人生美麗中國 376550ngandsleeping，somearestandingandlookingoutofthewindow.Pleaselookcarefully，trytorememberwhattheyrewearing.”Suddenlythelightonthebusisout.Itsdark.Andsomethinghashappened.Nowlookatthepicturecarefully，canyoufindoutwhosethingshavebeenstolen?Whoisthevictim?(Explaintheword)Andwhoisthethief?”G

44、ivethemseveralminutestodiscusswiththepartners.Checktheanswer.StepTwoPresentationTeachersays：“LastThursdaytherewasarobbery.MissBrownisthevictim.Shewasrobbedbyaman.Nowthepolicehavefoundfoursuspects.Wouldyoupleaselistentothetapecarefullyandfindoutwhoistherobber？”Playthetape，checktheanswer.Sincethepolic

45、ehavecaughttherobber，theyshouldwriteapolicereportabouttherobbery.Pleasehelpthepolicefinishthereport.(StudentsbookPart5)Checktheanswersandreadit.StepThreePractice1.Askthestudentstofinishadialoguebetweenapolicemanandavictimandreaditout.2.Givethestudentssomeinformationaboutanotherrobbery，askthemtomakea

46、newdialoguejustliketheaboveone.Andactitout.3.Supposeyouarethepolice，andyouwanttocatchtherobberwiththehelpofthepublic.YouneedtowriteaWANTED.LetthemworkinpairsandwriteaWANTED，theycaneitherusetheinformationoftheaboveone，orjustusetheirownopinions.Shoesomeoftheworktoclass.StepFourHomeworkFinishtheexercis

47、esintheworkbook.Trytofindaninterestingdetectivestoryandshareitwiththeclassmates.How do you get to school說課試講考試復(fù)習(xí)資料作為一節(jié)英語教學(xué)競賽用課，我主要從對(duì)這節(jié)課的定位、任務(wù)目標(biāo)、教學(xué)環(huán)節(jié)設(shè)計(jì)、獨(dú)特的創(chuàng)意和對(duì)突發(fā)事件的應(yīng)對(duì)等幾個(gè)方面來說一下這一節(jié)課。一、對(duì)本節(jié)課的定位作為一名從事初中英語教育有近八年的教學(xué)實(shí)踐的青年教師，我認(rèn)為在“新課程標(biāo)準(zhǔn)”和“新基礎(chǔ)教育”的理念的指導(dǎo)下，這節(jié)課應(yīng)該既能夠讓學(xué)生的學(xué)習(xí)有意義，也能夠讓教師在扎實(shí)、充實(shí)、平實(shí)、真實(shí)的授課過程中真正享受到，“教學(xué)作為一個(gè)創(chuàng)造過

48、程的全部歡樂和智慧的體驗(yàn)”。同時(shí)，本單元是以話“交通”題材為教學(xué)主要內(nèi)容的新目標(biāo)Go for it教材典型設(shè)計(jì)，借助本單元可以給學(xué)生在學(xué)習(xí)方法上以很好的指導(dǎo)，并可以在小空間內(nèi)進(jìn)行大規(guī)模的扎實(shí)、有效的訓(xùn)練。二、任務(wù)目標(biāo)確實(shí)定本單元的教學(xué)任務(wù)是在“交通(transportation)”這一話題下，讓學(xué)生學(xué)會(huì)談?wù)摗敖煌ā卑ú煌慕煌ǚ绞剑侥车氐木嚯x以及以某種交通方式到某地所花費(fèi)的時(shí)間等，學(xué)習(xí)一些文化常識(shí)，掌握一定的學(xué)習(xí)方法，并在大量的、有效的訓(xùn)練中提高學(xué)生的聽說讀寫等基本能力。三、教學(xué)環(huán)節(jié)的設(shè)計(jì)思路本著整體劃一，循序漸進(jìn)，高效有序，并在教學(xué)中能不斷地深化教學(xué)的設(shè)計(jì)思路來安排本節(jié)的每一個(gè)環(huán)節(jié)。一整

49、體劃一在本節(jié)課中，對(duì)于“整齊劃一”可以從兩點(diǎn)來說明: 首先，本人一直認(rèn)為作為語言教學(xué)，聽說讀寫等能力的訓(xùn)練應(yīng)該是一個(gè)整體，不可分割開來的，因此在教學(xué)設(shè)計(jì)中可以說一個(gè)話題，一個(gè)訓(xùn)練都蘊(yùn)含著各種能力的培養(yǎng)；其次，在教學(xué)中每一節(jié)課都是獨(dú)立的，但在我的教學(xué)設(shè)計(jì)中每一節(jié)課不僅可以獨(dú)立，更重視它在單元教學(xué)整體中的地位與作用。與每一節(jié)課內(nèi)銜接一樣，單元教學(xué)的整體銜接也很重要。二循序漸進(jìn)，高效有序本節(jié)課從簡單的對(duì)“How do you get to school in the morning?”的詢問入手，引入對(duì)重要課文Section A 3a 的復(fù)習(xí)。通過學(xué)生復(fù)述這段文字，重點(diǎn)穩(wěn)固由“How, How lo

50、ng, How far”引導(dǎo)的談?wù)摻煌ㄔ掝}的重要句型，并提煉相關(guān)的信息形成新的對(duì)話，為下一環(huán)節(jié)作鋪墊。即課文Section A 3b 的訓(xùn)練，通過第一、二人稱來談?wù)摻煌ㄔ掝}的訓(xùn)練，拓展到以第三人稱來談?wù)撍说慕煌ㄔ掝}，進(jìn)而讓課文Section B 2a, 2b, 2c 的學(xué)習(xí)水到渠成。然后完成對(duì)本節(jié)課學(xué)習(xí)的測試，進(jìn)行歸納總結(jié)本節(jié)課的要點(diǎn)。最后，作業(yè)一中讓學(xué)生來完成交通方式的圖片收集，是對(duì)本節(jié)內(nèi)容的進(jìn)一步深化；作業(yè)二中要求學(xué)生做一個(gè)調(diào)查，并形成調(diào)查報(bào)告，實(shí)際上和測試二一起構(gòu)成了對(duì)Section B 3a 的有效預(yù)習(xí)。總之，本課從課本入手，用課本內(nèi)容引出一系列的活動(dòng)，最終又導(dǎo)向課本，環(huán)節(jié)緊扣，層次

51、清晰。四、獨(dú)特的創(chuàng)意本節(jié)課的設(shè)計(jì)中，具有獨(dú)特創(chuàng)意的地方，可以從以下幾個(gè)方面來說：第一、獨(dú)特的環(huán)節(jié)設(shè)計(jì)首先面向全體學(xué)生進(jìn)行簡單的復(fù)習(xí)，目的在于穩(wěn)固幾個(gè)基本句型。然后把課本中閱讀的短文用復(fù)述和聽力的方式引入，別出心裁。其主要目的在于營造較輕松的語言環(huán)境，緩解部分學(xué)生對(duì)于說寫等輸出環(huán)節(jié)的畏懼心理。接下來，從大量的聽說引入讀寫，給學(xué)生鋪墊知識(shí)的過程。既練習(xí)口頭表達(dá)，又穩(wěn)固了讀的成效。教學(xué)步驟中每一步都將成為下一教學(xué)步驟的鋪墊，在每一步驟中，教師設(shè)計(jì)具體任務(wù)，讓學(xué)生參與到課堂互動(dòng)中，并完成具體的任務(wù)。整個(gè)課堂設(shè)計(jì)由淺入深，循序漸進(jìn)，難度過渡非常自然。第二、獨(dú)特的課程深化全面展開訓(xùn)練，重點(diǎn)集中突破，中考真

52、題幫輔，課結(jié)影響未盡。首先，在常規(guī)的訓(xùn)練之后，又用中考真題來重點(diǎn)訓(xùn)練和穩(wěn)固所學(xué)，不但給學(xué)生對(duì)本節(jié)課的理解有更深一步的認(rèn)識(shí)時(shí)機(jī)，更為學(xué)生的長遠(yuǎn)學(xué)習(xí)打下了堅(jiān)實(shí)的伏筆。其次，在對(duì)交通的表達(dá)方式上的深化，采用了系統(tǒng)歸納，并用同意表達(dá)的形式進(jìn)行訓(xùn)練，有層次，有實(shí)效。第三、獨(dú)特的思維能力訓(xùn)練著重思維能力的訓(xùn)練，圍繞話題進(jìn)行多方面的擴(kuò)展性的練習(xí)，并充分地利用 Listening 和Speaking，引發(fā)學(xué)生積極思維，以Groupwork和Pairwork等多種形式討論和操練。最終到達(dá)讓學(xué)生熟練談?wù)摗敖煌ā边@一說話能力的目標(biāo)。并在作業(yè)中以預(yù)習(xí)形式對(duì)這一目標(biāo)進(jìn)行了延伸。五、掌控好借來的學(xué)生由于是借班上課，學(xué)生又

53、是活動(dòng)的主體，課堂上大部分的時(shí)間交給學(xué)生，教師的引導(dǎo)是關(guān)鍵。如何導(dǎo)入課程，并一步步地由易至難地引入任務(wù)，如何幫助學(xué)生學(xué)習(xí)都是關(guān)鍵所在。同時(shí)要非常注意的是，學(xué)生活動(dòng)之前的范例一定要明確清晰，要每個(gè)孩子都知道做什么和怎么做，活動(dòng)才會(huì)順利地開展，學(xué)生才能在活動(dòng)中有所得。六、對(duì)突發(fā)性事件的預(yù)案在準(zhǔn)備中，充分預(yù)料到課堂中可能出現(xiàn)的各種問題，做出相對(duì)的預(yù)案設(shè)計(jì)，以便作出靈活的應(yīng)對(duì)，這很重要。對(duì)本節(jié)課我做了如下的準(zhǔn)備：第一，關(guān)于課程的銜接問題。英語授課于其他科目不同，尤其是新授課，如果所授內(nèi)容嚴(yán)重超進(jìn)度，上課效果一定會(huì)大打折扣的！所以，根據(jù)競賽所給的教學(xué)進(jìn)度，我準(zhǔn)備了兩套教學(xué)方案。第二，教學(xué)任務(wù)量也很關(guān)鍵，

54、少則課程易空，多則不易完成。本節(jié)的訓(xùn)練任務(wù)在課件的設(shè)計(jì)中充分地給予了關(guān)注。在設(shè)計(jì)訓(xùn)練題的時(shí)候，題增加了很多，并在幾個(gè)主要的課件頁上的背景中都設(shè)計(jì)了動(dòng)作，一旦訓(xùn)練任務(wù)過多就可以通過動(dòng)作越過，不會(huì)影響教學(xué)效果。第三，關(guān)于學(xué)生的問題。學(xué)生不是我的，但由于這是講課，不是作課，我除了和他們的老師了解了一下這個(gè)班學(xué)生的英語水平，其他就不再多說了，但也作了一定的預(yù)計(jì)。其他方面的內(nèi)容我也準(zhǔn)備了一些，但可能不會(huì)用到?？偠灾鳛橐惶媒虒W(xué)競賽課，我的準(zhǔn)備應(yīng)該說較為充分，對(duì)課的認(rèn)識(shí)也可以說很深入，但講好一堂課，所需要的不僅僅是這些，這是我知道的Unit5 L18 說課說課試講考試復(fù)習(xí)資料一、教材分析： .教材的地

55、位及作用：第二冊第五單元第二節(jié)課，本單元圍繞做“比較”( Makingcomparison) 這個(gè)題材開展多種教學(xué)活動(dòng)，它與上一單元聯(lián)系緊密，是它的延續(xù)。本節(jié)課是本單元的重點(diǎn)，表示數(shù)量的some，few的比較。通過學(xué)習(xí)的比較等級(jí)，進(jìn)一步加深比照較等級(jí)的語法現(xiàn)象的理解和運(yùn)用。同時(shí)通過some，few比較等級(jí)在陳述句與疑問句中的操練，進(jìn)一步提高學(xué)生聽、說、讀、寫綜合素質(zhì)能力。.教學(xué)目標(biāo)：知識(shí)目標(biāo)、能力目標(biāo)、德育目標(biāo) 知識(shí)目標(biāo)： ()學(xué)習(xí)、掌握some，few的比較等級(jí)； ()學(xué)習(xí)單詞strong。 能力目標(biāo)：提高學(xué)生聽、說、讀、寫及知識(shí)自學(xué)的綜合能力。 德育目標(biāo)：教育學(xué)生熱愛勞動(dòng)。不勞無獲(No

56、pains，no gains)。 確立教學(xué)目標(biāo)的依據(jù)： 根據(jù)英語教學(xué)大綱規(guī)定，通過聽、說、讀、寫的訓(xùn)練，使學(xué)生獲得英語基礎(chǔ)知識(shí)和為交際初步運(yùn)用英語的能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，為進(jìn)一步學(xué)習(xí)打好初步的基礎(chǔ)。此外，根據(jù)我國國情和外語教學(xué)大綱的要求，現(xiàn)階段外語教學(xué)的素質(zhì)教育主要包括思想素質(zhì)教育、目的語素質(zhì)教育、潛在外語能力的培養(yǎng)、非智力因素的培養(yǎng)等四方面。 .重點(diǎn)與難點(diǎn)： 重點(diǎn)：學(xué)習(xí)表示數(shù)量some， a few的比較等級(jí)。 難點(diǎn)：some， a few的比較等級(jí)在實(shí)際生活中的應(yīng)用。 確立重點(diǎn)與難點(diǎn)的依據(jù)： 根據(jù)教學(xué)大綱的要求，及本課在教材中所處的地位和作用。 二、教材處理： 根據(jù)以上對(duì)教材的分析，同時(shí)針對(duì)中國學(xué)生學(xué)習(xí)外語存在一定困難的實(shí)際情況。首先給學(xué)生創(chuàng)造外語語言氛圍，身臨其境地把學(xué)生帶到農(nóng)場里。同時(shí)激發(fā)學(xué)生學(xué)習(xí)興趣，使學(xué)生在參與農(nóng)場的一系列活動(dòng)中，掌握知識(shí)。最后通過做游戲?qū)W(xué)生所學(xué)知識(shí)點(diǎn)進(jìn)行訓(xùn)練，從而到達(dá)穩(wěn)固知識(shí)的目的。 三、教學(xué)方法： 通過五步教