Interpretation

Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.

I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.

Part 1 Teaching Material

The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.

Part 2 Teaching Aims

According to the new standard curriculum and the syllabus (新課程標(biāo)準(zhǔn)和教學(xué)大綱), and after studying the teaching material, the teaching aims are the followings:

1.Knowledge objects (語(yǔ)言目標(biāo)：語(yǔ)音对竣，詞匯逾雄，語(yǔ)法，功能，話題)

(1)The Ss can master the usage of the important words and expressions.

(2)The Ss can use the __________________ (grammar) in the proper situation.

(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.

2.Ability objects (技能目標(biāo)：聽(tīng)，說(shuō)，讀，寫(xiě))

(1) To develop the Ss’ abilities of listening, speaking, reading and writing

(2) To guide Ss to set up effective studying strategies.

(3) To improve the student’s reading ability, especially their skimming and scanning ability.

(4) To train the Ss’ abilities of studying by themselves and cooperating.

3.Emotion or moral objects (情感目標(biāo)：興趣踩麦，自信，合作氓癌，愛(ài)國(guó)谓谦，國(guó)際視野)

(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.

(2)Teach the Ss_________________________, put the moral education in the language study.

Part 3 the Important and Difficult Points

Based on the requirement of the syllabus.

The important points are__________________________ such as ______________.

The difficult points are_________________________ for example_____________.

Part 4 Teaching Methods

As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(現(xiàn)代社會(huì)交際教學(xué)理論) .

1. Communicative Approach(交際教學(xué)法)

2. Whole Language Teaching(整體語(yǔ)言教學(xué)法)

3. Task-based Language Teaching (任務(wù)教學(xué)法)

4. Total Situational Action (情景教學(xué))

a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (電腦輔助教學(xué)) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.

Part 5 Teaching Procedure

Step 1 Lead-in. (_____min)

___________________________________________________________________

Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.

(2) To set up suspense/develop interest in _______________.

Step 2 Pre-reading

Task 1 (Individual work, pair work, group work, class work; _____min)

Let Ss _____________________________________________________________

Task 2 (Individual work, pair work, group work, class work; _____min)

___________________________________________________________________

Now, let’s see what happened to the_______________/ let’s check whether it is right or not.

Purpose of my design: (1) to get to know something about the _________________.

(2) To have a better understanding about the importance of ___________________.

Step 3 While-reading

Task 1 (Individual work, pair work, group work, class work; _____min)

Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.

Para 1 ___________________

Para 2 ___________________

Para 3 ___________________

Task 2(Individual work, pair work, group work, class work; _____min)

Scanning: Listen to the tape part by part to finish ___________________________.

Task 3 (Individual work, pair work, group work, class work; _____min)

Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.

Task 4 (Individual work, pair work, group work, class work; _____min)

Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.

Purpose of my design:

Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “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.

Step 4 Post-reading

Task 1 (Individual work, pair work, group work, class work; _____min)

(接task3)Ask Ss to close books and finish the summary according their notes.

(接task4)Retell the story /Sum up the passage in Ss’ own words according to the chart.

Task 2 (Individual work, pair work, group work, class work; _____min)

Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.

Purpose of my design:

I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.

Step 5 Homework

1. __________________________________________________

2. __________________________________________________

Purpose of my design:

Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

I Teaching Aims:

1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)

2. To encourage Ss to practice, participate, and co-operate in the classroom activities.

3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think …

II Teaching Approaches

?Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).

So during this lesson, emphases are to be laid on:

1.? ? ? Student-centered teaching

2.? ? ? Task-based learning

3.? ? ? Activity-based teaching (individual work; pair work; group work; class work)

III Teaching Aids:

1.? ? ? a projector

2.? ? ? a multi-media computer system

They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.

IV Teaching Procedure

?Step 1 Warming-up & lead-in

?Activity 1 Free talks (class work)

I will invite Ss to answer the following Qs.

?Q1: Who do you think looks coolest in our class?

?Q2: Do you like him/her?

?Q3: If so, why? If not, why?

?…

?Activity 2 Picture-talking /Music-talking (individual work)

Download some pictures/music from the Internet. Guiding Qs may be:

?Q1: Who’s she/he?

?Q2: Do you like him/her?

?Q3: If so, why? If not, why?

?Q4: Do you think he/she is perfect?

?Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic.

?Step 2 Pre-reading

?Activity1 Look and guess (class work)

?In this activity, Ss are required to look at the title/subtitle and guess what they will read.

Activity2 Brain-storming (class work)

In this activity, Ss are encouraged to think of as many words as possible to describe the picture/…

?Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …

Step 3 Reading

Activity 1 Skimming (class work)

?Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of each Para.)

?Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible.

?Activity 2 Scanning (group work)

?Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form:

Title

Part/Para.

Main idea

Detailed information

1 a. topic sentences/introduction

b. examples/supporting ideas

c. conclusion

?Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.

Activity 3 Report (class work)

?Invite some group members to report their work to the whole class.

?Goal: To overcome Ss’ shyness and stimulate Ss to speak in public.

Activity 4 Further understanding and word study (pair work)

?Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and multiple choices.)

?Q1: What does the word “this” in the last Para? But 3 refer to?

?A.? B.? ?C.?D.

?Q2: What is the Chinese equivalent for the phrase “investing in loss”?

?A.?B.?C.?D.

?Q3: The word “flawless” in Line 5 of Para.2 can be replaced by ___

?Q4: Which of the following statements is true or not true?

?Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly.

Step 4 Post-reading

Activity1 Role-play (pair work)

?? Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview.

Activity2 Discussion (Group work)

?Topics may be:

?Q1:?Do u want to be perfect??

?Q2: Do u think there is anyone in the world that is perfect?

?Q3: Look at the subtitle/title “Remind you”, remind yourself of what?

?Activity3 Poster-designing/Cartoon-designing/… (Group work)

?Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of …

Step 5 Homework

?Task 1 Write a summary of the passage (about 100 words) (Individual work)

Goal: To spur Ss to consolidate what they have learned.

?Task 2 Look up some more information about … (Individual work)

?Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic.

?Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills.

?As for my blackboard-design, since time is limited, I’d like

Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book 4 Unit 1（A student of African wildlife/Why not carry on the good work）I will be ready to begin this lesson from five parts. That is analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk about the teaching material.

Part 1 Teaching Material:

This unit is about

Great women and their achievements

Important people, history and methods of agriculture

Different types of English humor

Culture differences and communication

Different types of theme park）

By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful

The knowledge of farming and Dr Yuan Longping’s achievement

And chemical farming and organic farming.

Charlie Chaplin and his funny and encouraging humor

People from different area have different body language and use the right body language to showing our feelings.

Theme park not only provides fun but also provide various knowledge and exciting experience.

This lesson not only teach the students to learn the related material about

(1) The good character to be a successful person

(2)Yuan Longping’s scientific research spirit and attitudes toward life

The disadvantage of using chemical fertilizers & how to increase production in organic farming.

(3)Charlie Chaplin and his humor

English jokes

(4)Different body language and the similarities in body language which make the others understand our feelings.

(5)Theme park

But also learning ability in English.

A：? If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well.

B：? It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language.

So it plays an important part in the English teaching in this unit.

（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing. ）According to the new standard curriculum and the syllabus (新課程標(biāo)準(zhǔn)和教學(xué)大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:

1. Knowledge objects:

Knowledge objects of this section are

(1) The students can hear, read, and use the main sentence patterns.

(2) The students can understand the content of the lesson:

(3) The students can use the patterns to express their thoughts in proper situation

And learn how to describe people with adjective.

Ability objects:

Ability objects of this section are

(1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.

(2) To train the Ss’ ability of working in pairs.

(4) To improve the Ss’ reading abilities, especially their skimming and scanning ability.

3. Emotion objects:

By reading

A Student of African wildlife /why not carry on the good work,

Students can learn from

(1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful.

Lin Qiaozhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful.

(2)Dr Yuan Longping his scientific research spirit and attitudes toward life

This passage what is chemical and organic farming and their advantage and disadvantage age.

(3)Charlie Chaplin to be optimistic to face the life’s hardships and find out the covert funny of our life.

this passage jokes and its great effect to make people laugh.

(4)this passage the importance and necessity of body language

A and its differences between different cultures.

B and how to use body language to show people’s feeling.

(5) This passage learning knowledge have many ways, we can learn knowledge and play as well in the theme park or other special situation.

What is the most difficult in teaching process? Can you guess? I say one of the teachings difficult is how to enable the students to use new words and phrases in proper situation all through their daily life. The students also find it difficult to describe their experience with the build logic and well organized language (and learn from Great women their good qualities.)

Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? According to the analysis of the teaching material and the students’ learning background, I will use the following methods .

Part 2 Teaching Methods:

“Communicative” Approach(交際教學(xué)法),

“Whole language teaching” (整體語(yǔ)言教學(xué)法)

and “Task-based” language teaching (任務(wù)教學(xué)法).

That is to say, I will let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(現(xiàn)代社會(huì)交際教學(xué)理論), I adopt the

Situational Language Teaching method(情景教學(xué))

Task-Based Language Teaching method (語(yǔ)言任務(wù)教學(xué)) in my teaching.

Part 3 Studying Methods:

Students of this stage are quick in thought and they are eager to show what they know and they have a certain ability to read .But they are lack of geography knowledge , the cultural background of those foreign countries and the courage to express they ideas. Therefore, successful leader should care for their learning strategy，in this lesson贪婉，I will teach my students to master the following strategy反粥；

1）Basic learning strategy；

The students can get the meaning of the words and phrase

2）Practice strategy疲迂；

Practice can help the students get the general idea and have a better understanding of the language.

And Communication strategy

In a ward, I’ll

1. Teach the students how to be successful language learners

2. Let the students pass “Observation—Imitation—Practice” strategy to study language.

Part 4 Teaching Procedure

New English proverb said that the students are real master. In this lesson they are English learners and real master .So teacher should act as a guider, an organizer and a director who play a role when necessary in teaching procedure.

Step 1 Lead-in.

I think the most useful method to lead the students to learn is interest stimulating and discussion by themselves.1. At beginning I will let Ss to discuss: after a glance of the title and the pictures of this passage , what do you think the passage is about? (2.At beginning I will ask Ss which place they like most and what is it famous for. Then we will do the listening part to get some information and then do the following exercise)

(1)And let them to know something about the story of Jane Goodall /Lin Qiaoyin and her full love activity.

(2)And ask the following questions

A? Would you do if there was no rice to eat tomorrow?

Who do you think is the greatest hero for hungry people in the world?

B? What do you know about farming?

What will you do to increase the crop production?

(3)a? And write down you idea in one sentence, then skim the passage to see if you are right.

B? And tell the Ss a funny joke.

(4)a? I will ask one student to make a gesture and let another student to guess what its meaning.

B? I will ask one student to use body language to express his feeling and let another student to guess what its meaning.

(5)a? what do you think a theme park is? With a classmate discuss what you might do in a theme park.

B? What exciting experience do you want to have?

Step 2 Reading

1) Canning: Then students are going to read the passage as quickly as they can to find out the main idea and answer the following (/true or false) questions

(1) A? Who is the student?

What animals were observed?

B? Who is the main character in this text?

What was her job?

Who was her small book intended for?

(2)a? when and who become the first agricultural pioneer in the world to grow rice that has a high output?

What did Yuan Longping invent?

B? Why are chemical fertilizers so popular in farming today?

What is organic farming?

(3)a 1)humor is always kind.? F

2) Charlie Chaplin was born in a rich family? F

3) He solved a sad situation by using nonverbal humor? T

4) He ate the shoes because he thought that was very funny F

5) Charlie Chaplin devoted his whole life to making films T

B? Then I will let students work in pairs to read the jokes in part one. paying attention to the rhythm and intonation

(4)a? what did I do to the airport

Did those international students have the same body language? If not, give an example.

B? And perform the feelings you can find out in this passage to our classmates.

(5)a? What does dollywood mainly show and celebrates?

And in England’s Camelot Park what can you experience?

B? What theme park is mentioned in this passage and what is the theme park’s main content

2)Then we will come to the Close reading part : As we know , audio-visual method make the students have better understanding of the passage, so I play will the tape part by part to let my students to find out the the general idea of each paragraph and pick up their hand to give the answer.

3)Then I will let students have a dissuasion about the text ,then answer some questions in detial.

(1)a? (What was the writer doing in the forest?

What did she discover about chimps?

How did Jane try to protect the lives of chimps in their nature habitat?) and do exercise three.

B? And write down three of Lin Qiaozhi’s achievements then give the answer.

(2)a? (who is Yuan Longping? How much do you know about him?

What is his job? What is his achievement?

What do you think we can learn from him? Why?)

B? What are some of the problems caused by chemical fertilizers?

How to keep the soil fertile in organic farming?

(3)a? 1)what is behind fun?

2) Why people like little Tramp?

3) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?

B? Then do exercise .change the story into a dialogue and act it in groups of three—Li Ming, Wang Fei and a narrator. Pay special attention to the rhythm and intonation of what you say and try to bring out the humor.

(4)a? What people from Colombia usually do when they meet people?

What is the France custom when adults meet people they know?

B? What does smiling means to most people?

How to show that I am bored?

(5)a? what activities you can do in these three different theme park?

B? What are three times and three places you can visit at Futuroscope?

And this (will make the students pay more attention to themselves and people around them and) check the S’s scanning which may be an important reading fields

The last reading is to emphasize and consolidate the new language of the section. I will play the tape and students are going to read the passage as to make the students to imitate the pronunciation and intonation. After reading the students will have a discussion in pairs/ Ask and answer the following questions

(1)a about what make Jane good all and the other females great women.

B 1. For whom and for which purpose did Lin Qiaozhi write a little book about how to look after babies? Why do you think it was necessary?

2. Why do you think the write chose to study at medical college?

(2)a? What advantage and disadvantage do you see in Yuan Longping’s life? Would you like to have a life like his? Why?

B? If you are a farmer which method would you choose? Why?

(3)a? Why do you think Charlie Chaplin was so successful?

B? What is the effort of jokes in our daily life?

(4)a? And find out every country the writer mentioned with the according culture when people greet each other.

B? Why should we be careful with our body language?

Why is it important to watch as well as listen to others?

(5)a? If you have a chance to one of these three parks, which would you visit? Why?

B? ? And try to retell the first paragraph.

This part can enable students to understand the given material better, to make the students grasp the useful phrases, grammar and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently.

Step 3 Learning about language

After reading, I will teach the students the passage in details about vocabulary and grammar.

1) New words: behave shade? ? observe respect argue? ? support? ? intend deliver

2)? Phrase:? human being lead a …life crowd in … by chance? carry on? look down upon

For example devote oneself/sth to sb/sth

It means to give one’s time, energy to sb/sth; dedicate

He devoted his life to the promotion of world peace.

3) Grammar: Subject-verb agreement

There are two sentences in this lesson

…our group are all going to visit them in the forest

….our group is going to be very tired and dirty by the afternoon

We can see from the sentences that the projects are the same but the? ? predicates are different .why ?

Because the former group means all of us, it presents many people, the later group means the group as a whole, it is just one group.

2.? New words: struggle expands rid therefore export regret focus reduces comment

Phrase: thanks to rid of… be satisfied with? would rather

lead to? force on? keep…free from/of

Structures: mainly about persuasion

I’d rather…

It’s better to …

I’d prefer …because….

This is good value because …

A? Grammar: the –ing form as the subject and object

Be used as subject, we can find some sentences in this passage,

For example:

Since then, finding ways to grow more rice has been his life goal

Spending money on himself or leading a comfortable life also means very little to him

Just dreaming for things, however, costs nothing

Be used as object, for example:

As a young man, he saw the great need for increasing the rice output.

Dr Yuan awoke from his dream with the hope of producing a kind of rice that could feed more people.

B? Grammar:

Over the past half century, using chemical fertilizers has become very common in farming .

They damage the land by killing the helpful bacteria and pests as well as the harmful ones

Organic farmers, therefore, often prefer using nature waste from animals as fertilizer.

3.? New words: entertain overcome direct slid whisper react

Phrase: up to now… badly off… pick out… star in

pick off? cut up? cut down? cut off

Structures: the structures to express one’s emotions, such as

How wonderful!

It surprises me that….

I couldn’t laugh when…

I don’t think that’s funny at all.

Grammar: the –ing form as the predicative, attribute, attribute and object complement .we can find some sentences in this passage,

for example:

1.作表語(yǔ)as the predicative

The acting is so convincing that it makes you believe that it is one of the best meals he has ever tasted!

2.作定語(yǔ)as the attribute,

He grew more and more popular as his charming character, the little tramp, became known throughout the world.

3.作賓語(yǔ)補(bǔ)足語(yǔ)as the attribute and object complement

How did the little tramp make a sad situation entertaining?

4.? New words: represent approach defend likely ease

Phrase: defend against… be likely to… in general… at ease… lose face… turn one’s back to

Structures: about prohibition, warnings and obligation, such as

do not…

keep away from …

be careful when…

you must…

you will need to….

Grammar: the –ing form as the attribute and adverbial .we can find some sentences in this passage,

for example:

3.作定語(yǔ)as the attributer

…I saw several young people enter the waiting area…

4.作語(yǔ)as the adverbial

I stood for a minute watching them and then went to greet them.

5.? New words: theme swing preserve advance

Phrase: be famous for? no wander? be modeled after? ? in advance? get close to? come to life

Structures: about asking the way and giving directions

Where is the …?

Can you show me where….?

How can I get to …?

In the north/south/east/west side of the park

Follow the path to….

Grammar:? we will learn three kinds of different vocabulary they are word formation, derivation, conversion

For example: indoor outdoor southeastern horseback

supermarket? disagree enlarge? amusement careful

water(n&v) don’t water the plants with dirty water

mind (n&v) hemazing has an a mind

I don’t mind having dog in the house, if it is clean.

B? In the passage there will be some vocabulary and structures that are different to guess their meaning and make comprehension of this passage difficult to Ss. So I will give the words in the blackboard and let the Ss to fill in the blacks of sentences to express their precise meaning and usage.

Then the students will do a pair work revolve around the vocabulary and grammar which they have just learned and make short dialogues with them .I will give them some minutes and ask some pairs to act their dialogue out in front of the whole class. Then we will deal with some exercises in the workbook to emphasize the new knowledge, such as filling the missing words in the blanks. And retell the story in their own words. Of course, students will make some mistakes in retelling, I will correct them in time .

Step 4 Post-reading Practice

I say to learn is to use. After the reading, students will have some practices. It will be the most interesting part to students. Why? Because I will leave students time to talk together.

1. a The students are divided into several groups and there are four in each group with different roles. Student A will act as an ordinary person and say what makes it difficult to success. Student B will act as a great women who has the good character. Student C will act as a interviewer who ask Student B what makes her success. Student D will have a summarize.

B? The Ss will have a work in groups of four to describe Lin Qiaozhi’s character and quality. Such as? kind? helpful devoted hard-working

2. a The students are divided into several groups and there are four in each group with different roles. Student A will act as a person who comes from Africa whose country is lack of food. Student B will act as a great scientist who has been working on crop. Student C will act as a interviewer who ask Student B how to solve the problem. Student D will have a summarize.

B? The students are divided into several groups and there are four in each group with different roles. Student A will act as a chemical farmer who tells us how to grow crop in chemical method. Student B will act as a great scientist tells us the disadvantage of this method. Student C will act as a organic farmer who tell ue the way solve the problem. Student D will have a summarize.

3.a? Work in groups of four .I will give the students a material of humor and let students? performance them in front of the classroom.

4.b? The students are divided into several groups and there are four in each group with different roles .I will show Student A picture and let the student to performan its meaning to student B. Then Student B will guess its meaning and then performan what he guess to Student C .Student C will do express that he guess by using body language to Student D . at last, Student D will guess and give the answer.

5. Work in groups of four. Discuss what is the purpose of theme park? What kind of people do you think will visit this theme park?

Most students can take their parts in this activities, especially for the Ss who have trouble in English,. In the group activities, they can speak a little English. Without doubt, this will encourage them to speak English. In fact, it is a kind of demand of human being. A famous educator says:” In one’s mind, there is always a kind of deeply rooted demand; this is the hope to feel oneself a finder and explorer. In student’s spirits, such demand is especially strong.” So I will give every student a chance to speak English in our classroom. This part also leads to the emotion objective of this lesson, which is to have moral education in this step.

You can see that the way I teach reading is to follow the bottom up teaching method. I will introduce the vocabulary first and then sentences, structures and last the language focus.

Step 6 Homework

Then Ss will summarize the whole lesson, and arrange the homework.

1. Do the remaining exercises in the workbook. Check the mastering of knowledge of this lesson.

2 a (1) write a short passage to describe a woman you admire most.

b? ? write a short passage to describe a women you admire most .

(2)a Design a placard focus on world food day in 2010

B? Do exercise 3 to write a summary of this passage following the procedure;

1. Wirte the main idea in you own word

2. Rewrite topic sentence of each paragraph

Write the summary.

(3)Ask each student to give a joke and present it in class next period.

(4)Write a short passage about the experience you misunderstand one’s body language or a body language you like most ,why?

(5)Write a short passage to introduce a theme park.

Purpose of my design: I think homework is so important that the students should use English as much as they can in class and after class. It is necessary for the students to master the knowledge they learned. This content is an extension of the previous lesson, to meet the need of increasing communicating and writing demands of some students and bring their personality into play.

Part 5 blackboard Design

Blackboard design should be thank for a thing that attract the student’s attention and let them to write down the important teaching points. I will divide the blackboard into two parts .The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class. The right part will be precious explanation, I will write some sentence of the words, phrases and structures to explain their meaning.

No matter which steps are taken, the purpose is to provide teacher and students with information and internal demand to improve teaching skill and learning quality. Strategy and approach will help students become more independent and the successful learner.

That’s all. Thank you.

一才顿、說(shuō)課

（一）說(shuō)課要求“六說(shuō)”：即說(shuō)課標(biāo)、說(shuō)教材尤蒿、說(shuō)學(xué)生郑气、說(shuō)教法、說(shuō)訓(xùn)練优质、說(shuō)程序竣贪。

課標(biāo)是教學(xué)的依據(jù)军洼，教材特點(diǎn)和學(xué)生情況既是教學(xué)的出發(fā)點(diǎn)巩螃，又是教學(xué)的歸結(jié)點(diǎn)演怎。教法是根據(jù)教材的特點(diǎn)和學(xué)生的情況而選擇的，是達(dá)到教學(xué)目標(biāo)的手段避乏；訓(xùn)練包括課內(nèi)的和課外的爷耀，是培養(yǎng)學(xué)生能力的途徑；程序則是優(yōu)化教學(xué)過(guò)程和優(yōu)化課堂結(jié)構(gòu)的教學(xué)方案拍皮。

“六說(shuō)”構(gòu)成說(shuō)課的整體內(nèi)容歹叮，也構(gòu)成課堂教學(xué)的全過(guò)程。

（二）铆帽、“六說(shuō)”的具體要求

1咆耿、說(shuō)課標(biāo)

主要說(shuō)兩點(diǎn)：

（1）所選課題在本科教學(xué)中的地位和作用。這要依據(jù)課標(biāo)所規(guī)定的教學(xué)原則和要求爹橱，在整體把握教材知識(shí)體系和編寫(xiě)意圖的前提下萨螺，通過(guò)分析新選課題（章、節(jié)愧驱、課）內(nèi)容特點(diǎn)慰技，確定其在整體或單元教學(xué)中的地位。通過(guò)分析新舊知識(shí)的聯(lián)系组砚，確定其在整體或單元教學(xué)中的作用吻商。

（2）根據(jù)“地位”和“作用”，制定本課題的學(xué)習(xí)目標(biāo)糟红，通常從三方面來(lái)制定：

A艾帐、思想教育目標(biāo)①思想政治教育——如“五愛(ài)”教育，歷史唯物主義盆偿，辯證唯物主義教育掩蛤，道德品質(zhì)教育等②學(xué)習(xí)品質(zhì)教育——非智力因素的培養(yǎng)，如毅力陈肛、態(tài)度揍鸟、方法、習(xí)慣等③思維品質(zhì)教育——各學(xué)科有其獨(dú)特的思維方式和特點(diǎn)句旱，需要通過(guò)教學(xué)來(lái)培養(yǎng)學(xué)生良好的思維品質(zhì)阳藻。數(shù)學(xué)——等價(jià)轉(zhuǎn)換，數(shù)形結(jié)合谈撒，分類(lèi)討論腥泥；語(yǔ)文——學(xué)習(xí)與生活相結(jié)合；英語(yǔ)——交際能力啃匿。

B蛔外、知識(shí)傳授目標(biāo)

主要指各學(xué)科的基礎(chǔ)知識(shí)蛆楞，基本理論、基本技能的教學(xué)目的和要求夹厌。

C豹爹、能力形成目標(biāo)

記憶什么，理解什么矛纹，掌握什么臂聋，動(dòng)用什么，評(píng)價(jià)什么或南，綜合什么孩等，在課標(biāo)中要有明確的要求。

2采够、說(shuō)教材

主要說(shuō)對(duì)教材內(nèi)容的理解肄方，分析和處理，包括理論上的理解蹬癌，知識(shí)點(diǎn)的解析权她。重點(diǎn)。難點(diǎn)的確定和解決冀瓦。

分析教材是常規(guī)備課的重點(diǎn)伴奥，也是說(shuō)課的重要內(nèi)容，但說(shuō)課更要側(cè)重說(shuō)明處理教材的理論依據(jù)和采用的處理方法翼闽，而不對(duì)某些具體知識(shí)作更多的解釋和說(shuō)明拾徙。如語(yǔ)文的解釋詞義，歸納段意感局，數(shù)理化的概念尼啡，定理的解釋等。

3询微、說(shuō)學(xué)生

主要是分析學(xué)情崖瞭，如學(xué)生的原有基礎(chǔ)，學(xué)習(xí)本課題的有利因素和存在的問(wèn)題撑毛，上书聚、中、下三類(lèi)學(xué)生的分別藻雌，以及學(xué)法指導(dǎo)等雌续。學(xué)生情況是教學(xué)的重要依據(jù)，難點(diǎn)的確定胯杭，教法的選擇驯杜，課堂訓(xùn)練的設(shè)計(jì)都應(yīng)根據(jù)學(xué)情而定。但這是常規(guī)備課中最薄弱的一環(huán)做个。大多數(shù)老師習(xí)慣于精英教學(xué)鸽心，喜歡從高點(diǎn)來(lái)設(shè)計(jì)滚局，而忽視學(xué)生的實(shí)際接受能力如何。說(shuō)課顽频，把說(shuō)學(xué)生提出來(lái)藤肢，就是為了加強(qiáng)教與學(xué)的針對(duì)性，使老師的每一份努力都能作用在全部學(xué)生身上冲九，收受實(shí)在的課堂實(shí)效谤草。

4跟束、說(shuō)教法

主要說(shuō)明教學(xué)方法及教學(xué)手段的選擇和運(yùn)用莺奸。問(wèn)題不再于什么方法最好，什么手段最簡(jiǎn)便冀宴，而要根據(jù)教材的特點(diǎn)灭贷，學(xué)生的實(shí)際、教師的特長(zhǎng)及教學(xué)設(shè)備的情況等略贮，來(lái)說(shuō)明選擇某種方法和手段的依據(jù)甚疟。有些教法不能從理論上講是科學(xué)的，合理的逃延，但是有選擇運(yùn)用它览妖，要看學(xué)生的實(shí)際，所以說(shuō)教法的選擇揽祥，最大程度上取決于學(xué)情的分析讽膏。

5、說(shuō)訓(xùn)練

主要說(shuō)明訓(xùn)練的目的拄丰，訓(xùn)練方式府树，訓(xùn)練題目的設(shè)計(jì)。訓(xùn)練是培養(yǎng)學(xué)生能力的主要途徑料按，是教學(xué)的重要環(huán)節(jié)奄侠。

課堂教學(xué)中的訓(xùn)練，要根據(jù)學(xué)習(xí)目標(biāo)來(lái)設(shè)計(jì)载矿，為目標(biāo)而服務(wù)垄潮。

訓(xùn)練一般分為①形成性②鞏固性③分層能力訓(xùn)練三種類(lèi)型。

①主要檢查學(xué)生對(duì)概念闷盔、定義弯洗、基礎(chǔ)知識(shí)的理解程度②幫助學(xué)生掌握知識(shí)③根據(jù)學(xué)生掌握情況，使上中下三類(lèi)學(xué)生通過(guò)此練習(xí)都有所得馁筐，培養(yǎng)能力涂召。

6、說(shuō)程序

說(shuō)明整堂課的教學(xué)流程敏沉，即各個(gè)教學(xué)環(huán)節(jié)的實(shí)施過(guò)程果正、炎码。我們常說(shuō)id優(yōu)化課堂結(jié)構(gòu)即指教學(xué)程序的設(shè)計(jì)、

說(shuō)課的內(nèi)容是“六說(shuō)”秋泳，方法有兩種潦闲。一是將材料按“六說(shuō)”分六塊，一一分別來(lái)說(shuō)迫皱，這樣說(shuō)材料容易組織歉闰，條理清晰，但藝術(shù)性不強(qiáng)卓起，給人以支離破碎的印象和敬。二是綜合組織，按教學(xué)程序來(lái)說(shuō)戏阅，將“六說(shuō)”內(nèi)容分布在各教學(xué)環(huán)節(jié)中昼弟，這樣說(shuō)藝術(shù)性強(qiáng)，流暢奕筐，渾然一體舱痘，但組織材料費(fèi)力，還會(huì)條理不清离赫“攀牛總之每個(gè)人要根據(jù)自己的實(shí)際情況選擇適合自己的說(shuō)課方法。

自我介紹：

各位評(píng)委老師渊胸，上午好旬盯，我是_____號(hào)考生。

說(shuō)課：

今天我說(shuō)課的題目是《____________》蹬刷。首先我們來(lái)進(jìn)行教材分析瓢捉。

教材分析：

本節(jié)課出自______________出版社出版的高中《________》第__冊(cè)第__章第__節(jié)。

1办成、本節(jié)課分____個(gè)部分內(nèi)容泡态，分別是：___________________

2、本節(jié)課貫穿了______以后的整個(gè)教學(xué)迂卢，是學(xué)生進(jìn)一步順利某弦、快捷操作____的基礎(chǔ)，也是形成學(xué)生合理知識(shí)鏈的重要環(huán)節(jié)而克。(這條基本上通用)

3靶壮、本節(jié)課聯(lián)系了________和_________，在以后學(xué)習(xí)______具有重要意義员萍。

4腾降、本節(jié)課是在學(xué)習(xí)______的基礎(chǔ)上，進(jìn)一步學(xué)習(xí)___________的關(guān)鍵碎绎。

（以上4條螃壤，靈活運(yùn)用抗果，不用全部說(shuō)上就行〖榍纾可以參考序言中的句子冤馏，主要是說(shuō)學(xué)習(xí)本節(jié)課的意義。）接下來(lái)說(shuō)一下本節(jié)課的教學(xué)目標(biāo)寄啼。

教學(xué)目標(biāo)

知識(shí)目標(biāo)：1逮光、

2、

（只要說(shuō)出本節(jié)課要講的知識(shí)點(diǎn)墩划，也是重點(diǎn)難點(diǎn)就行）

能力目標(biāo)涕刚；1、通過(guò)講練結(jié)合走诞，培養(yǎng)學(xué)生處理____副女、解決問(wèn)題的能力蛤高。

2蚣旱、分組學(xué)習(xí)方式，培養(yǎng)學(xué)生與他人溝通交流戴陡、分工合作的能力塞绿。

3、通過(guò)設(shè)置問(wèn)題情境恤批，提高學(xué)生分析和解決問(wèn)題的能力异吻。

（根據(jù)需要選擇能力目標(biāo)）

情感目標(biāo)：1、培養(yǎng)學(xué)生認(rèn)真喜庞、細(xì)致的學(xué)習(xí)態(tài)度唉地。

2豆励、通過(guò)發(fā)現(xiàn)問(wèn)題、解決問(wèn)題的過(guò)程，培養(yǎng)學(xué)生合作精神骇径，增強(qiáng)學(xué)生的求知欲和對(duì)學(xué)習(xí)計(jì)算機(jī)的熱情。

（對(duì)于教學(xué)目標(biāo)滨嘱，因?yàn)闀r(shí)間短窍荧，不一定要分成這三個(gè)目標(biāo)，只要說(shuō)出3點(diǎn)就行殊者。）

當(dāng)我們對(duì)教材進(jìn)行了分析并且了解了教學(xué)目標(biāo)之后与境，就不難理解本節(jié)課的重點(diǎn)與難點(diǎn)

重點(diǎn)難點(diǎn)

重點(diǎn)：

難點(diǎn)：

（對(duì)于重點(diǎn)、難點(diǎn)猖吴，依然是說(shuō)出本節(jié)課的內(nèi)容就行摔刁，可以參考本節(jié)課的題目和各部分的標(biāo)題）

那么，究竟應(yīng)該怎樣來(lái)完成本節(jié)課的任務(wù)呢海蔽？下面說(shuō)一下本節(jié)課的教法和學(xué)法共屈。

教法：

1扁位、范例、結(jié)合引導(dǎo)探索的方法趁俊，激發(fā)學(xué)生的學(xué)習(xí)興趣域仇。

2、教師精講寺擂、學(xué)生多練暇务，體現(xiàn)了以學(xué)生為主體、教師為主導(dǎo)的教學(xué)原則怔软。

3垦细、采用類(lèi)比法，引導(dǎo)學(xué)生發(fā)現(xiàn)問(wèn)題挡逼，自主學(xué)習(xí)括改，從而體驗(yàn)到獨(dú)立獲取知識(shí)的喜悅感。

4家坎、通過(guò)“教”“學(xué)”“放”“收”突破重點(diǎn)和難點(diǎn)嘱能。

（根據(jù)需要任意選取教法。2-3個(gè)就行虱疏。根據(jù)時(shí)間自行安排惹骂。）

教學(xué)相長(zhǎng)，本節(jié)課我所采用的學(xué)法主要有兩個(gè)做瞪。

學(xué)法：

1对粪、主動(dòng)學(xué)習(xí)法：舉出例子，提出問(wèn)題装蓬，讓學(xué)生在獲得感性認(rèn)識(shí)的同時(shí)著拭，教師層層深入，啟發(fā)學(xué)生積極思維牍帚，主動(dòng)探索知識(shí)儡遮，培養(yǎng)學(xué)生思維想象的綜合能力。2履羞、反饋補(bǔ)救法：在練習(xí)中峦萎，注意觀察學(xué)生對(duì)學(xué)習(xí)的反饋情況，以實(shí)現(xiàn)“培優(yōu)扶差忆首，滿足不同爱榔。”

最后我們說(shuō)一下本節(jié)課的教學(xué)過(guò)程糙及。

教學(xué)過(guò)程：

本節(jié)課在多媒體教室進(jìn)行详幽，所需教具是教師機(jī)---學(xué)生機(jī)、投影儀、黑板唇聘、等版姑。

我將本節(jié)課分為三個(gè)部分。

用約5分鐘時(shí)間進(jìn)行導(dǎo)入部分迟郎，主要是復(fù)習(xí)和引入新課剥险。

用約20分鐘時(shí)間進(jìn)行正體部分。主要是通過(guò)講練結(jié)合的方式完成對(duì)_____ 宪肖、______表制、 ______ 、________幾部分的學(xué)習(xí)控乾。

最后么介，用約5分鐘的時(shí)間進(jìn)行尾聲部分，主要是小結(jié)和作業(yè)蜕衡。

或者說(shuō)是壤短，對(duì)本節(jié)課進(jìn)行總結(jié)以及布置作業(yè)。

（1慨仿、 關(guān)于講練結(jié)合久脯，如果是理論課，練就表示做習(xí)題镶骗，如果是操作課桶现，就表示上機(jī)實(shí)際操作

（2、 我是按一節(jié)課40分鐘分配鼎姊，待考證。

（3相赁、 大概模式是這樣的相寇，你根據(jù)時(shí)間要求自行取舍吧。

（4钮科、 聲音一定要大唤衫，語(yǔ)速不能太快。對(duì)于教學(xué)目標(biāo)绵脯、重點(diǎn)佳励、難點(diǎn)等表示你說(shuō)課流程的詞匯要突出。但是蛆挫，不要板書(shū)赃承，浪費(fèi)時(shí)間。

（5悴侵、 注意瞧剖，偶爾要看一下評(píng)委，眼神交流。

最后要說(shuō)“說(shuō)課完畢”

? ? ? ? 說(shuō)課稿模板

關(guān)于? ? ? ? 的說(shuō)課稿

各位老師你們好!今天我要為大家講的課題是

首先,我對(duì)本節(jié)教材進(jìn)行一些分析:

一抓于、教材分析（說(shuō)教材）：

1.? ? ? 教材所處的地位和作用：

本節(jié)內(nèi)容在全書(shū)和章節(jié)中的作用是：《? 》是? 中數(shù)學(xué)教材第? 冊(cè)第? 章第? 節(jié)內(nèi)容做粤。在此之前學(xué)生已學(xué)習(xí)了? ? ? ? ? 基礎(chǔ)，這為過(guò)渡到本節(jié)的學(xué)習(xí)起著鋪墊作用捉撮。本節(jié)內(nèi)容是在? ? 中怕品，占據(jù)? ? ? ? 的地位。以及為其他學(xué)科和今后的學(xué)習(xí)打下基礎(chǔ)巾遭。

2.? ? ? 教育教學(xué)目標(biāo)：

根據(jù)上述教材分析堵泽，考慮到學(xué)生已有的認(rèn)知結(jié)構(gòu)心理特征，制定如下教學(xué)目標(biāo)：

（1）知識(shí)目標(biāo)：? ? ? ? （2）能力目標(biāo)：通過(guò)教學(xué)初步培養(yǎng)學(xué)生分析問(wèn)題恢总，解決實(shí)際問(wèn)題迎罗，讀圖分析，收集處理信息片仿，團(tuán)結(jié)協(xié)作纹安，語(yǔ)言表達(dá)能力以及通過(guò)師生雙邊活動(dòng)，初步培養(yǎng)學(xué)生運(yùn)用知識(shí)的能力砂豌，培養(yǎng)學(xué)生加強(qiáng)理論聯(lián)系實(shí)際的能力厢岂，（3）情感目標(biāo)：通過(guò)? ? 的教學(xué)引導(dǎo)學(xué)生從現(xiàn)實(shí)的生活經(jīng)歷與體驗(yàn)出發(fā)，激發(fā)學(xué)生學(xué)習(xí)興趣阳距。

3.? ? ? 重點(diǎn)塔粒，難點(diǎn)以及確定依據(jù)：

本著課程標(biāo)準(zhǔn)，在吃透教材基礎(chǔ)上筐摘，我確立了如下的教學(xué)重點(diǎn)卒茬、難點(diǎn)

重點(diǎn)：? ? ? ? ? ? ? ? ? ? ? ? 通過(guò)? ? ? ? ? ? ? 突出重點(diǎn)

難點(diǎn)：? ? ? ? ? ? ? ? ? ? ? ? 通過(guò)? ? ? ? ? ? ? 突破難點(diǎn)

關(guān)鍵：

下面，為了講清重難上點(diǎn)咖熟，使學(xué)生能達(dá)到本節(jié)課設(shè)定的目標(biāo)圃酵，再?gòu)慕谭ê蛯W(xué)法上談?wù)劊?/p>

二、教學(xué)策略（說(shuō)教法）

1.? ? ? 教學(xué)手段：

如何突出重點(diǎn)馍管，突破難點(diǎn)郭赐，從而實(shí)現(xiàn)教學(xué)目標(biāo)。在教學(xué)過(guò)程中擬計(jì)劃進(jìn)行如下操作：教學(xué)方法确沸“贫В基于本節(jié)課的特點(diǎn)：? 應(yīng)著重采用? ? ? 的教學(xué)方法。

2.? ? ? 教學(xué)方法及其理論依據(jù)：堅(jiān)持“以學(xué)生為主體罗捎，以教師為主導(dǎo)”的原則观谦，根據(jù)學(xué)生的心理發(fā)展規(guī)律，采用學(xué)生參與程度高的學(xué)導(dǎo)式討論教學(xué)法宛逗。在學(xué)生看書(shū)坎匿，討論的基礎(chǔ)上，在老師啟發(fā)引導(dǎo)下，運(yùn)用問(wèn)題解決式教法替蔬，師生交談法告私，圖像信號(hào)法，問(wèn)答式承桥，課堂討論法驻粟。在采用問(wèn)答法時(shí)，特別注重不同難度的問(wèn)題凶异，提問(wèn)不同層次的學(xué)生蜀撑，面向全體，使基礎(chǔ)差的學(xué)生也能有表現(xiàn)機(jī)會(huì)剩彬，培養(yǎng)其自信心酷麦，激發(fā)其學(xué)習(xí)熱情。有效的開(kāi)發(fā)各層次學(xué)生的潛在智能喉恋，力求使學(xué)生能在原有的基礎(chǔ)上得到發(fā)展沃饶。同時(shí)通過(guò)課堂練習(xí)和課后作業(yè)，啟發(fā)學(xué)生從書(shū)本知識(shí)回到社會(huì)實(shí)踐轻黑。提供給學(xué)生與其生活和周?chē)澜缑芮邢嚓P(guān)的數(shù)學(xué)知識(shí)糊肤，學(xué)習(xí)基礎(chǔ)性的知識(shí)和技能，在教學(xué)中積極培養(yǎng)學(xué)生學(xué)習(xí)興趣和動(dòng)機(jī)氓鄙，明確的學(xué)習(xí)目的馆揉，老師應(yīng)在課堂上充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，激發(fā)來(lái)自學(xué)生主體的最有力的動(dòng)力抖拦。

3.? ? ? 學(xué)情分析：（說(shuō)學(xué)法）

我們常說(shuō)：“現(xiàn)代的文盲不是不識(shí)字的人升酣，而是沒(méi)有掌握學(xué)習(xí)方法的人”，因而在教學(xué)中要特別重視學(xué)法的指導(dǎo)蟋座。

（1）? ? ? 學(xué)生特點(diǎn)分析：中學(xué)生心理學(xué)研究指出拗踢，高中階段是（查同中學(xué)生心發(fā)展情況）抓住學(xué)生特點(diǎn)，積極采用形象生動(dòng)向臀，形式多樣的教學(xué)方法和學(xué)生廣泛的積極主動(dòng)參與的學(xué)習(xí)方式，定能激發(fā)學(xué)生興趣诸狭，有效地培養(yǎng)學(xué)生能力券膀，促進(jìn)學(xué)生個(gè)性發(fā)展。生理上表少年好動(dòng)驯遇，注意力易分散

（2）? ? ? 知識(shí)障礙上：知識(shí)掌握上芹彬，學(xué)生原有的知識(shí)? ? ? ，許多學(xué)生出現(xiàn)知識(shí)遺忘叉庐，所以應(yīng)全面系統(tǒng)的去講述舒帮；學(xué)生學(xué)習(xí)本節(jié)課的知識(shí)障礙，? ? ? ? 知識(shí) 學(xué)生不易理解，所以教學(xué)中老師應(yīng)予以簡(jiǎn)單明白玩郊，深入淺出的分析肢执。

（3）? ? ? 動(dòng)機(jī)和興趣上：明確的學(xué)習(xí)目的，老師應(yīng)在課堂上充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性译红，激發(fā)來(lái)自學(xué)生主體的最有力的動(dòng)力

最后我來(lái)具體談?wù)勥@一堂課的教學(xué)過(guò)程：

4.? ? ? 教學(xué)程序及設(shè)想：

（1）由? ? ? ? ? 引入：把教學(xué)內(nèi)容轉(zhuǎn)化為具有潛在意義的問(wèn)題预茄，讓學(xué)生產(chǎn)生強(qiáng)烈的問(wèn)題意識(shí)，使學(xué)生的整個(gè)學(xué)習(xí)過(guò)程成為“猜想”繼而緊張的沉思侦厚，期待錄找理由和證明過(guò)程耻陕。在實(shí)際情況下學(xué)習(xí)可以使學(xué)生利用已有的知識(shí)與經(jīng)驗(yàn)，同化和索引出當(dāng)肖學(xué)習(xí)的新知識(shí)刨沦，這樣獲取知識(shí)诗宣，不但易于保持，而且易于遷移到陌生的問(wèn)題情境中想诅。

（2）由實(shí)例得出本課新的知識(shí)點(diǎn)

（3）講解例題召庞。在講例題時(shí)，不僅在于怎樣解侧蘸，更在于為什么這樣解裁眯，而及時(shí)對(duì)解題方法和規(guī)律進(jìn)行概括，有利于學(xué)生的思維能力讳癌。

（4）能力訓(xùn)練穿稳。課后練習(xí)使學(xué)生能鞏固羨慕自覺(jué)運(yùn)用所學(xué)知識(shí)與解題思想方法。

（5）總結(jié)結(jié)論晌坤，強(qiáng)化認(rèn)識(shí)逢艘。知識(shí)性的內(nèi)容小結(jié)，可把課堂教學(xué)傳授的知識(shí)盡快化為學(xué)生的素質(zhì)骤菠，數(shù)學(xué)思想方法的小結(jié)它改，可使學(xué)生更深刻地理解數(shù)學(xué)思想方法在解題中的地位和應(yīng)用，并且逐步培養(yǎng)學(xué)生良好的個(gè)性品質(zhì)目標(biāo)商乎。

（6）變式延伸央拖，進(jìn)行重構(gòu)，重視課本例題鹉戚，適當(dāng)對(duì)題目進(jìn)行引申鲜戒，使例題的作用更加突出，有利于學(xué)生對(duì)知識(shí)的串聯(lián)抹凳，累積遏餐，加工，從而達(dá)到舉一反三的效果赢底。

（7）板書(shū)

（8）布置作業(yè)失都。

針對(duì)學(xué)生素質(zhì)的差異進(jìn)行分層訓(xùn)練柏蘑，既使學(xué)生掌握基礎(chǔ)知識(shí)，又使學(xué)有余力的學(xué)生有所提高粹庞，

教學(xué)程序：

課堂結(jié)構(gòu)：復(fù)習(xí)提問(wèn)咳焚，導(dǎo)入講授課，課堂練習(xí)信粮，鞏固新課黔攒，布置作業(yè)等五部分

Ladies and gentlemen, it’s my great pleasure to be here sharing my lesson with you.

The content of my lesson is (? ? ) book______

1、 教材分析analysis of the teaching material

2强缘、 教學(xué)目標(biāo) teaching aims and demands

3督惰、 教學(xué)重難點(diǎn) teaching keys and difficulties

4、 教學(xué)方法 teaching methods

5旅掂、 教學(xué)工具 teaching aids

6赏胚、 教學(xué)過(guò)程 teaching procedures

7、 板書(shū)設(shè)計(jì) blackboard design

8商虐、 教學(xué)評(píng)價(jià)與反思

Now, let me talk about the teaching material first.

本課時(shí)所教的是外研社高一上學(xué)期使用的必修2 mudule6觉阅。本模塊介紹了----------------------------這節(jié)課學(xué)習(xí)的是listening and vocabulary 和speaking 部分的內(nèi)容，是本模塊的第三課時(shí)秘车，要求通過(guò)聽(tīng)的活動(dòng)了解和學(xué)習(xí)有關(guān)------------------------的詞匯典勇，培養(yǎng)表達(dá)結(jié)果，做總結(jié)的邏輯思維能力和獲取信息的能力叮趴。Speaking 討論了--------------------在這節(jié)課之前割笙，學(xué)生學(xué)習(xí)了reading and vocabulary, 通過(guò)閱讀文章，已經(jīng)掌握了部分------------------的詞匯眯亦，本課由復(fù)習(xí)舊課入手伤溉，引入新課的新詞匯，并以聽(tīng)說(shuō)為主線妻率，對(duì)-------------------這一主題進(jìn)行了延伸和拓展乱顾。

Therefore, on studying the teaching material and analyzing the regulation of students growing of mind, I put forward the teaching objectives according to English syllabus and new lesson standard. I will talk about it from knowledge objects, ability objects and emotion objects:

知識(shí)目標(biāo)：見(jiàn)教參

能力目標(biāo): 見(jiàn)教參

德育目標(biāo)見(jiàn)教參

（1）-----------------------------------------

（2）------------------------------------------

Next, according to the new teaching stand and the teaching content, I made out the key points and the difficult points of this lesson.

(1) 掌握重點(diǎn)詞匯與短語(yǔ)，如----------------

(2) 語(yǔ)法方面掌握-------------------------------以及一些有用的表達(dá)式和句子結(jié)構(gòu)宫静。

(3) 加深學(xué)生對(duì)于文章的理解走净，發(fā)展學(xué)生聽(tīng)、說(shuō)孤里、讀温技、寫(xiě)的基本技能，提高初步應(yīng)用英語(yǔ)進(jìn)行交際的能力扭粱，側(cè)重提高閱讀能力。

Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods; I’ll talk about my teaching methods below.

According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method in my teaching, namely Total Situational Action and Task-based Language Teaching.

They offer the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning; they are free to use any language they want.

At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.

Studying methods:

Let Ss can study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining, thinking etc. and make preparation for completing the new study task.

也就是說(shuō)震檩，為了更好地實(shí)現(xiàn)任務(wù)式教學(xué)和研究式教學(xué)琢蛤，我采用了一下教學(xué)方法：

1蜓堕、 速讀法：根據(jù)高中英語(yǔ)教材側(cè)重閱讀理解這一特點(diǎn)，讓學(xué)生快速閱讀博其，以盡快了解文章的大意套才。

2、 問(wèn)答法：幫助學(xué)生理解文章的細(xì)節(jié)

3慕淡、 翻譯法：適當(dāng)?shù)貞?yīng)用翻譯可幫助學(xué)生理解文章的特點(diǎn)

4背伴、 討論法：通過(guò)pair work, group work 讓學(xué)生都得到一次口語(yǔ)訓(xùn)練的機(jī)會(huì)，教師應(yīng)設(shè)計(jì)一些適當(dāng)?shù)脑掝}峰髓。

5傻寂、 快樂(lè)教學(xué)法：即教師在教學(xué)過(guò)程中，要盡可能地利用多媒體技術(shù)携兵、圖片疾掰、課件等刺激學(xué)生的感官系統(tǒng)，創(chuàng)造一種和諧的學(xué)習(xí)氛圍徐紧，讓老師教得開(kāi)心静檬，學(xué)生學(xué)得開(kāi)心。

【本課時(shí)主要以聽(tīng)說(shuō)教學(xué)為主線并级，以導(dǎo)學(xué)式模式培養(yǎng)學(xué)生的聽(tīng)力理解策略拂檩。以聽(tīng)力技能訓(xùn)練和口語(yǔ)表達(dá)訓(xùn)練為主線，貫穿聽(tīng)說(shuō)讀寫(xiě)綜合技能的培養(yǎng)嘲碧，針對(duì)學(xué)生聽(tīng)力理解障礙稻励，在教學(xué)中遵循“循序漸進(jìn)”的原則，進(jìn)行知識(shí)的輸入呀潭，技能的培養(yǎng)钉迷，和文化知識(shí)的滲透，良好學(xué)習(xí)策略的培養(yǎng)钠署。本課時(shí)采用多媒體教學(xué)糠聪，給予學(xué)生更直觀的感受，也加快了教學(xué)的節(jié)奏谐鼎。課前教師要從網(wǎng)上下載一些相關(guān)的圖片和資料舰蟆。】

Teaching aids: (教學(xué)輔助手段)

Multi-media computer: OHP (overhead projector), tape recorder, software, PowerPoint or authorware

Teaching process:

In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into six steps.

Step1 revision and lead-in

Step2 presentation and practice.

It contains some small steps such as listening, reading, discussion etc.

Step3 task time

This step gives the students 5-8 minutes to make a similar dialogue using the phrase and sentences? ? learned in this passage and everyday life experience according to the given situation (show it on the screen using a multi-media computer). This step is employed to create a language environment for students’communication in the class: if the students can finish this task well, they will benefit a lot in their spoken English.

Step4 consolidation and extension.

Finish exx1 and 3 orally, left ex 2as written work.

Ex1 revises the object clause(賓語(yǔ)從句)狸棍。When transforming the structures, the student are required to pay attention to the change of the verb tenses, personal pronouns and word order.

Ex2 is a revision of the modal verbs(情態(tài)動(dòng)詞) and some useful expression. Let the Ss work in pairs and then check the answers with the whole class.

Step5 homework

Do ex2 in the exercise books. This is used to make the students have a further understand of the modal verbs.

Write a short passage about the dialogue learned. This is used to practice writing ability of the students.

Step6 blackboard design.( show on the CAI)

在整個(gè)課程中身害，我的思路是這樣的：教學(xué)之初，給學(xué)生呈現(xiàn)一些-----------圖片草戈，讓學(xué)生首先從視覺(jué)的角度對(duì)要學(xué)習(xí)的內(nèi)容有一個(gè)深刻的認(rèn)識(shí)塌鸯；在進(jìn)入課文的學(xué)習(xí)之前，先粗略地復(fù)習(xí)上一節(jié)課所學(xué)的相關(guān)的詞匯唐片，要求學(xué)生用簡(jiǎn)單英語(yǔ)解釋丙猬，但允許學(xué)生自主選擇想解釋的詞匯涨颜。這樣，既減少了學(xué)生的膽怯心理茧球，又達(dá)到了運(yùn)用語(yǔ)言的目的：通過(guò)對(duì)于本文的語(yǔ)言片段的學(xué)習(xí)庭瑰，以及圍繞著它所作的拓展訓(xùn)練，培養(yǎng)學(xué)生理解含有所學(xué)生詞的句子和段落并獲取信息抢埋，找出段落和文章的從屬關(guān)系弹灭，培養(yǎng)學(xué)生對(duì)因果關(guān)系的判斷分析能力，歸納分析能力和表達(dá)能力揪垄。

Anyway, the teaching of this lesson aims to develop not only the Ss’language technical abilities, but also the diverse intelligence by integrated teaching methods. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.

Above are the lecture notes of my lesson. Thank you!

Teaching plan for Unit 5 book 2

Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.

Firstly穷吮，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.

Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability

Thirdly, I’d like to talk about teaching aims and demands

1Knowledge aims:

（1）to help students to understand and master the words, phrases and sentence patterns.

（2）to know some basic information about music

2 Ability aims:

(1) To improve the students’ organizing and using skills of English as the second language

(2) To understand the main idea, to scan for the needed information and to grasp the details

3 Emotional aims:

(1) Help students understand different type of music and how to form a band

(2) Develop students’ sense of cooperative learning

Fourthly, teaching key points is

1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.

2. To understand how Monkees formed, developed and succeed.

Teaching difficult points is

1. The students use their own words to express their own ideas.

2. the prep+ whom/which attribute clause

According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.

a. Communicative Language Teaching

Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.

b. Task-based Language Teaching

A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.

c. Computer Assisted Language Teaching

Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.

Part 3 Learning Methods

Task-based, self-dependent and cooperative learning

Part 4 Teaching Procedure

Step One Lead-in

“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.

Question:

What kind of music they like?

Which band they know best?

The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2

Step 2 Reading for information: skimming and scanning

In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.

Task 1? General idea

The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.

The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.

Task 2 Main idea of each paragraph

Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.

Step 3 Reading for comprehension

The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.

Step 4 Solving difficult language problems through reading

It’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.

Step 5 Consolidation

Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities

1 Reading for comprehension

I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.

2 Discussions

During making discussion, the students will deepen their understanding of the main idea of the passage.

a. Why Monkees can be successful? Give reasons.

b. What’s the most important thing for a successful band? Why?

Step 6 Homework

Ask the students to write down sth about their favorite singers, band or music and list the reasons.

The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.

Part 5 Blackboard design

Unit 4? ? Music

Passage: The Band That Wasn’t

Topic Sentences:

1. Many people want to be famous as singers or musician

2. Form a band

3. Began as a TV

4. They became even more famous than the Beatles

Discussion:

a. Why Monkees can be successful? Give reasons.

b. What’s the most important thing for a successful band? Why?

In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.

In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.

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