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935初中英语全英说课稿[1]


Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experi mental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts. Part One Analysis of the Teaching Material (一) STATUS AND FUNCTION 1.This is an important lesson in Book One. From this lesson, it starts asking t he Ss to grasp contents of each Sample. To attain “four skills” request of liste ning, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English se ntences 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 rest of this unit. 3.Such a topic is related to daily life, so it is helpful to raise learning interest s of students and it will be also helpful to improve their spoken English. (二)ANALYSIS OF THE STUDENTS The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now. (三)TEACHING AIMS AND DEMANDS The teaching aim's basis is established according to Junior School English syll abus' provision. 1.Knowledge objects (1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies” “I'm sorry”“That's all right”. (2) To study the new words “six, hey, sorry, it’s, that’s”, 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 writing. (2) To train the Ss’ ability of working in pairs. (3) To develop the Ss’ abilities of communication by learning the useful struct ures. 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 POINTS The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's 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 English. 2.Difficult points: (1) How to make dialogues and act them out. (2) How to write the right whole sentences. (五) TEACHING AIDS Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, sch ool things and so on. They will be needed in this lesson. Part Two The Teaching Methods 1. Communicative teaching method 2. Audio-visual teaching method 3. Task-based” teaching method As 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 lesson I’ll mainly us e “Communicative” teaching method, “Audio-visual” teaching method and “Tas k-based” teaching method. That is to say, I’ll let the Ss to get a better underst anding of the key structure of the dialogue. I’ll give the Ss some tasks and ar range five kinds of activities: talking, guessing games, watching CAI, acting ou t Sample A and having a competition. Teaching special features To use these methods are helpful to develop the Ss’ thought. Part Three STUDYING WAYS 1.Teach the Ss how to be successful language learners. 2.Let the Ss pass "Observation—Imitation—Practice " to study language. 3.Teach 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 dev elop the Ss’ keen interest in English. Part Four Teaching Procedure I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups an d bring a competition into the class. At last let’s see which group is the winn er. Step1 Warm-up 1. Free talk between T and Ss . Such as: Hi, I’m . . . . What’s your name? This is …. How do you do? Who is he/she? How are you? Who can count from 1to 5? What’s this in English? etc. 2.A game: Ask the 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. It’s your book. etc. In this course I’ll ask them to make a dialogue group by group without repetit ion. Find out which group will make the most dialogues. Purpose of my designing: I think it is important to form a better English learn ing surrounding for the Ss by imitating and at the same time it is necessary t o provide situations to review learned knowledge. Step2. Presentation This course is very important. I’ll mainly talk about this step. I’ll use CAI 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 l eave. Now A is talking with B. A: Hi, B. How are you today? B: I’m fine, thank you. And you? A: I’m fine, too. Oh, this is my bag. B: No, this is not your bag. It’s my bag. A: (Look closely) Oh, I’m sorry. B: That’s all right. (At the same time, C is running up and hitting A.) C: Oh, I’m sorry. A: That’s OK. I’ll write the key points on the Bb while they are watching. After watching, I’ ll teach them to read the words and sentences on the Bb. Make sure 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.Practice First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay att ention 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 empl oyed to make the Ss grasp the Sample .At last I’ll ask the Ss to thi nk hard a nd act it out with a partner according to Sample A. Then find out which grou p will act it out well. I’ll give them red stars. Purpose of my designing: This step is employed to make the Ss get the gener al idea of the dialogue as a whole one. At the same time let the Ss have a c hance to practise their listening and spoken ability. Step4.Production In this step I’ll give the Ss a free space to show their abilities. Second scene: The Ss are having a picnic. It’s hot and they take off their coa ts and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F a

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