初一英语全英说课稿
我的自传-会计事务所实习周记
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初一英语全英文说课稿
Good afternoon, everyone. I’m
Zhou Yan. I’m an English teacher from Experimental
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
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” 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.
lesson is the first one of Unit
if the Ss can learn it well, it will be helpful to
make
the Ss learn the rest of this unit.
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 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 syllabus'
provision.
dge 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.
y 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
structures.
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.
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.
ult points:
(1) How to make
dialogues and act them out.
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(2) How to write the right whole sentences.
(五) TEACHING AIDS
Multi-media computer,
Tape recorder, Software: Powerpoint or Authorware,
school 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 use “Communicative”
teaching method,
“Audio-visual” teaching
method and “Task-based” teaching method. That is
to say, I’ll let
the Ss to get a better
understanding of the key structure of the
dialogue. I’ll give the Ss
some tasks and
arrange five kinds of activities: talking,
guessing games, watching CAI,
acting out
Sample A and having a competition.
Teaching
special features
To use these methods are
helpful to develop the Ss’ thought.
Part
Three STUDYING WAYS
the Ss how to be
successful language learners.
the Ss pass
—Imitation—Practice
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 Procedure
I’ll finish this lesson in four steps. First
I’ll divide the Ss into four groups and bring a
competition into the class. At last let’s see
which group is the winner.
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 heshe? 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
repetition. Find out
which group will make the
most dialogues.
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. Presentation
This course is very
important. I’ll mainly talk about this step.
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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 leave. 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.
ce
First play the tape recorder. Let the 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 I’ll ask the Ss to think hard
and act it out with a partner according to
Sample A. Then find out which group 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 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 ability.
tion
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 coats 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 and G are talking. etc.
After
watching, I’ll 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 also 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 English.
1 Model 1.
I’ll 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.
the
Ss’ workbook.
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Purpose of my
designing: To check the knowledge Ss have learned
in this lesson.
rk:
(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. It is necessary for the Ss to do some
extensive exercises after class to consolidate
the knowledge they learned.
Blackboard Design
Lesson Six Sample ASix This is my….hey This is
not your. . . .sorry It’s my. . . . Picture
it’s=it is Oh, I’m ’s=that is That’s all
rightOK.
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