英文说课文稿.doc

Ladies and Gentlemen:Good morning everyone! Im glad to interpret my lesson here. Im going to talk about my lesson from four aspects:the teaching materials,the teaching objectives,the teaching methods,and the theaching procedures.Part 1: that teaching materials, analysis of materials:Materials Analysis:Unit16 is the second volume of the second unit, that is the second semester of this new unit.Unit16 is built around the theme of ask and guiding the start,At the same time teaching students how to use to modal verb Can and May to express permission and possibility.In the second volume of textbooks last semester, the students have learned something about ask and guiding the knowledge, but they also know that part of the expression on the license, such as May I come in? Can I borrow your pen? May I speak to Ann, please? and so on.So at this time the students knowledge in this area seems ripe for expansion and consolidation.But in real life students to develop their understanding of maps and the ability to distinguish the direction of particular importance.61 lessons that expand on this knowledge.62 course is a subject closely linked with this reading material.Lesson 63 is on the May and Can of grammar.Lesson 64 is the consolidation of the entire unit, which includes listening, speaking, reading, writing, and a reading area of the implementation of the short.Part 2 I think that the teaching objectives of this unitShould be: Cognitive:1, the students can use the following words:kind, lady, library, cross, reach, corner, Church, caf, fix, lab, suddenly, history, key2, students can use the following expression: Turn left & right at the . crossing.Go on unit you reach .You cant miss it.On ones way to, first of all, be / get lost, wait forCapacity and skills1, the students according to instructions given or street map of the specific location of some sites.2, students can ask for a different way.3, students can use the Can and May express permission and possibility.Feelings and attitudes 1, so that students feel that they learn English in order to communicate in real life, not just to English class and learn to cope with exams.2, so that students feel they are the subject of English learning activities and centers in order to motivate them to actively participate in English class, the pursuit of innovation.Learning Strategies:1, the students should learn different ways of expressing the same thing, learn to think in English, which uses the imagination to express their views.2, students should learn to use brainstorming in EnglishCultural knowledge:1, teaching students be honest and helpful.2, teaching students how to put yourself in other people look like.There are two difficulties about this unit:1, how to accurately express freely with so many ways to ask directions and instructions.2, How to Can and May with the expression of possibility.Part 3: according to the characteristics of teaching materials and student factors, I will use the following teaching methods:1, the communicative approach and scenario teaching methodIn order to actively encourage students to talk in class, I will design some of the real situations to stimulate student interest and learning of these students focus on communication between each other on the sense of language while learning English and they willlinked to real life in English to develop their creative thinking skills.2, student-centered and task-based teaching.Note that students as independent learners, the teacher as a guide, organizer, leader, sometimes as a group, in which one determines the type of learning task we choose.On this unit I will be in my classroom activities designed information gap tasks, problem solving, and interactive interviews and surveys.Lesson plans in our design, I would like to mention the task relevance.All the teaching activities that form a chain of causality, in the process, the first event after the success of becoming a prerequisite for the smooth conduct of activities.Part 4: teaching steps:In 61 lessons, the first rhythm game I used to review the names of some public places.While the students clapped on the side of the work and the work place for the question and answer, for example: hospital, police station, school, past office, bus station and so on.Then I will write the name of these places thick cardboard on the desks of students, let students talk about each of this position in public places: in front of, next to, beside, on the night / left, between . and., outside and so on.In this way I will present new words and expressions: I tell students that this Sunday I have a lot to do.The following is the list:1) send some postcards2) borrow some books3) drink coffee with my friends4) buy some VCDs5) go to my friends weddingI want to do more for students to answer what will be going places.At the appropriate time, I will present to students cafes, homes and churches disc photographs.And then produce a map of 61 classes on the screen, ask them how to go to these places, teach them to use the following expression Go across the bridge, Go up this road to the end, Go on until you reach the end, Turn right at the second crossing.Reference tables for students to write the expression in practice how to get more points after four to six groups of students to discuss the matter once more done the best path.Then, students will learn is that the new knowledge to their real lives.I will hang out a map of our local, so that students that go to some places (bus station, library, the Great Wall, hotels and banks) in the path, while others think he / she will be where to go.In this class, I will design an information gap task.Each of the two students who will be two different maps (student A is complete, the student B is not complete.)Let them through questions and answers with each other to complete the B students in the hands of the map.Of course the premise is not allowed to see each others maps.The final task is creative.I asked students to imagine that 20 years after their place of residence, and a map drawn on paper.According to this map, other people on how to go to his / her home to start quiz.62 is a drama class, so I ask students to imitate rather than simply watching DVDs listening to the tape.Steps in the regular reading, in order to enable students to have a general reorganization of understanding of the article, I ask students to fill out the form below.What did Liu Mei do to help the woman?Whats wrong with the woman? What did Liu Mei do?After watching the DVD, I will design the following tasks to help students further understand the deep:Task 1: role-playing the role students play in groups of five sub-text contentTask 2: Description of drawing according to the police draw a map for the old lady.Task 3: Guess guess the information on the Liu Mei, with the Maybe and mayTask 4: repeat the old woman called a radio reporter, and told him the story.Task 5: Interview with Liu Mei radio interview with a classmate: Liu Meis how you look?Why?If you run into this woman on the road, how would you do?About 63 lessons that I would like to start:In the text at the beginning, I will chat with students in the form to achieve the purpose of review Can and May: May I come in? Can I borrow your . May I speak to . and so on.The first part of the 63 lessons on the screen shows the pictures came out (cover text), students guess where they are and what they are doing and what they may say, and then open the book while being read to the students think.In order to give students the opportunity to practice, I will show more pictures to students to enable them to compile a similar dialogue.A: May / Can I swim here / cross the road now / take photos with the tiger / watch TV?B: No, you cant. I can be dangerous. / It can be bad for your eyes.Other pictures can be: clean the windows of a girl in the chair, one child with a knife Xiaoping Guo, a gas range is open for women, a boy across the street and so on.Enable students to learn to answer: Be careful! You may hurt. Yourself.Scene with a real dialogue will be presented a short paragraph, I guess for the students to prepare for a game, so that students will guess where my family and they may do.In this step I will teach my students to the new word fix and the lab, so at the same time I planted the seeds for the third part.In the third part of students to practice, I think right now would be a consolidation of activities.I ask students to investigate the intention of friends on Sunday, and fill the form below and let the students do some reporting:What may your friends do next Sunday?Who Where they may be Things they may do64 class is the final lesson of this module, so I think that in a later stage of learning English a summary is necessary.First of all I would like to design some activities for students to review the ask and guiding the expression.Listening, speaking, reading, painting, I wanted to give him a chain training as consolidation.The fifth part is a read the article.First, I will show three images: the first one, I was a big shopping mall to buy something, the first two, I lost the first three, I sudden