英语说课稿

 

Good morning, ladies and gentlemen! I am very pleased to have an opportunity to talk about some of my
teaching ideas. The topic of this Unit is “What should I do?” from the textbook—go for it book 8 unit 2 for junior
middle school students.  V d like to say it from 5 parts as follows ： There are  teaching materials, teaching meth-

ods, learning strategies, teaching procedures and blackboard design.

Now, Let’ s come to the first part—Teaching materials. It includes two parts, status and functions of the material and the teaching content. The things in the text book are appropriate to students’ interests, experiences and knowledge ； provide the students with opportunities to use the target language and stimulate students to seek further information. In unit 2，Students will learn to talk about problems and learn to give advice to others. So it is helpful to improve their communicative competence.

Ok, second, teaching content, which includes four aspects, the key vocabulary, the target language, im-portant and difficult points, and the teaching aims. About the teaching aims, in this unit, students will talk about problems which students come up with in their daily lives and learn to use modal verbs “could” and “should” to make suggestions. The second is ability aims, to improve the students’ abilities of listening, speaking and read-ing by providing various tasks. The last is the affection aims, that is, to help each other and learn to cooperate.

Next, let’ s come to the second part—teaching methods. While dealing with this lesson, I usually adopt “Task-based” teaching approach. It aims at providing opportunities for the learners to explore both spoken and written language through learning activities. So, I will let the students learn in real situations, fulfill several tasks such as pair work or group work. And in this unit the communicative approach and the situational language ap-proach will be adopted. And the focus is on functional language usage and the ability of learners to express their own ideas, feelings, attitudes, desires and needs. So combine these methods together, enable the students to re-ceive ,process and retain new information through “multiple intelligences”.

Next I’ d like to talk about part three—Learning strategies. I usually tell the students some learning strate-gies. For four language skills, I also tell the students to leam efficiently through strategies. Say listening, in my class I train the students to get the general ideals, make prediction, make a reference, identify key words and sig-nal words. About the word-formation and the exploitation are also very important strategies. Each student can be involved in the class by using the strategies which are suitable for therxi.

Task 1—Pair work. I’ 11 ask the students to work with their partners to leam to give advice to different prob-lems using the key words and the grammatical points. Task 2—Listening practice. I designed the ( 1) Pre-listening activities (2) While-listening activities (3) Post-listening activities. Task 3—Group work. I’ 11 get the students act out the conversation in small groups.

In      this step, I prepared two activities.         First is—Let’    s think. Michael, coming from USA.         He    wants       to

practice his Putonghua, But he is very shy.     So can you give some advice to him? I suggest that he  should      get   a tu-

tor, can you give more? Make a list of your suggestions. The second is—Discussion. Let’ s take a look at the screen, from the picture we can see the children are studying and living in the very poor condition, 1. What ’ s the matter with these children? 2. What could they do? 3. What should we do? ( showing pictures) Put the knowledge into the real situations, elicit the students to find out the most efficient ways to the problem in our coun- tiy.

Firstly, let me say something about status and functions. As we know, this lesson is from the textbook “New Senior English For China” . Briefly speaking, the things in the text book are appropriate to students’ interests, ex-periences and knowledge ； it also provides opportunities for contextual language use and practice to enrich Ss’ gen-eral knowledge. And the most important feature is that it provides the students with opportunities to use the target language to achieve communication goal and stimulate students to seek further information.

Firstly, let me say something about status and functions. As we know, this lesson is from the textbook “New Senior English For China” . Briefly speaking, the things in the text book are appropriate to students’ interests, ex-periences and knowledge ； it also provides opportunities for contextual language use and practice to enrich Ss’ gen-eral knowledge. And the most important feature is that it provides the students with opportunities to use the target language to achieve communication goal and stimulate students to seek further information.

Next let’s come to the third part—learning strategies. While teaching in class I usually tell the students some learning strategies and train them to use it. They will cooperate with each other to finish several tasks. When they finish some tasks they can leam to communicate with each other. Before they do listening or reading activities, they must leam to predict the words or sentences which they are going to hear or read.

Ok now, let’s come to the fourth part—teaching procedures. I’ll divide my lesson into 7 steps, they are war-ming up, lead in, pre-task, task cycle, post-task, home work and self-assessment. This step-by-step progression allows .students to build up confidence while learning English.

I want to talk about self-assessment. The most important and difficult role that the teacher has to play is to be an organizer. Nowadays many approaches and methods advocate task-based learning activitier. So one of the teacher’s major responsibilities is to design and organize tasks that students can carry out in the class. The teacher’s role is the same as the role of instuction materials. However, when students are supposed to work on their own, the teacher should hold his readiness to provide resources.

And the last part is blackboard design. I will write the new words on the left, on the right I write the target language. If possible, I will draw some pictures. OK, that’s all. Thank you.

 

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