英文说课稿---ANALYSIS.doc

Good morning, everyone. Its been a great opportunity for me to stand here so that I can pursue my dream as a teacher. So, I will try my best to present my lesson. Today Ill talk about section 1, unit 4 of Go For It textbook for grade one junior high school students. And my contents consist of 9 parts. They are :Analysis of the teaching materialAnalysis of the studentsTeaching methods teaching aims and demandsteaching aidsteaching key and difficult pointsTeaching proceduresBlackboard designand the last one is ConclusionWell, to start with, I will talk about part 1 analysis of the teaching material. I have concluded the features of this unit. The lesson is focused on the topic of professions, which is related to our daily life. It lays stress on the communication. This book designs a lot of material to improve the students listening and speaking ability, which will eventually do good to students communicative ability in their future.Then I would like to say something about the analysis of the students. My students will be grade one students, they are at the beginning period of middle school, each of them would like to learn English well at the first beginning. And the kids are very active and eager in learning, they like playing games, doing role-play and other interesting forms of activities as well. I will design some funny and efficient activities to activate the class and let as many students as possible to participate in the activities.In this lesson, I will mainly adopt Task-based Language Teaching method and Situational Language Teaching method. Situational teaching methodology which emphasizes the real scene of language learning cultivates students listening and speaking abilities by means of creating the scene of language learning and regarding the scene as the center. As the result of its combination of language and environment, it can enhance students perceptual understanding of English language. While TBLT helps to enhance students confidence and promote their collaborative learning. Through pair work or group work, TBLT creates a relaxed and amicable climate which helps students to overcome anxiety, reduces psychological tension and gives students confidence to try out whatever language they know in the relative privacy. Group work or pair work involves mutual support and interdependence, and such an embracing atmosphere promotes their cooperation because it enables them not only to practice language but also to learn from each other. Lets move on to the next part, teaching aims and demands. There are knowledge aims, ability aims and emotion aims. First of all, knowledge aims are to enable the students to master the new words and phrases and also the useful sentences, to help students to finish the exercise on their exercise books. Secondly, ability aims are to enable the students to know how to describe a job and read the want ads and create want ads as well. Last but not least, the aims of emotion are to ensure that they are capable of talking about ones professions in the daily life and freely speak about their future dreamed jobs. Lets go on. As far as teaching aids are concerned, blackboard, chalks, tape recorder and some pictures will be needed in this lesson.Now here comes the teaching key and difficult points. The key points are to recognize and understand the vocabulary of different professions and the target language about how to inquire someone about their career. As for the difficult points, students are expected to give the descriptions of different jobs, besides, there are some want ads in the book that are difficult for students to create.Now, I am going to talk about the most important part: teaching procedure. It consists of 6 steps.Step 1 is warming up. I will first have a free talk with the students, like greetings, talking about the weather and something like that.Step 2 is lead-in. A picture of Jackie Chan will be shown to the students in order to lead in the new topic I want to be an actor .And the next step is presentation. In this step, at first, I will mainly use some pictures of famous people and questions like Jackie Chan is an actor, so besides actor, what other jobs do you know? to deliver new words and meanwhile write them on the blackboard. Teach students to read and practice the new words, give them some minutes to read by themselves, pick up one or two students to check if they have mastered the pronunciation correctly, and after it, do the excise in the textbook. Here goes step 4 guessing game.To arouse students interest, I intend to play a guessing game with the students. I will ask them like this, I have a brother, could you guess what he does? let students guess, guiding them to guess using Is he a/an? Then let the students do the guessing games among themselves. Step 5 is practice.Ask and answer activity will be carried through between teacher and students during this step. I will ask S1 what do you do? S1 answers I am a student. then I will go on to ask S2 what does she do? (points at S1), S2 answers She is a student.T: I am a teacher now, but actually I want to be a reporter. Tell me, what do you want to be?S1: I want to be an actress.T: S2, what does she want to be? (points to S1)S2: She wants to be an actress.some more students will be asked to practice like this.Then I will ask students to work in pairs to practice the dialogue like we just did. During the practicing time, I will write the target language on the blackboard.A few minutes later, students are expected to present their outcome.Lastly, let the students to listen to the tape, finish the blanks and then check the answer by using the questions to guide students to answer with the whole sentence.The next one is imagination.Suppose you are the manager of personnel department in a powerful company, you want to hire some employees, so how would you create the want ads to hire the suitable employees that you want? What kind of genius would you want for your company?Step 7 is homeworkask students to do a survey around the classmates, the subject is whats your dreamt job?Fill in the form and sum up the statistical findings. Students are expected to do a report in the next class.How many students in your class want to be a scientist/teacher/manger. in the future?Well, last but one, the blackboard design.Some vocabulary: reporter, clerk, assistant, actor, actress etc.Target language: what do you do? - I am a reporter what does he/she do? - He/She is a scientist. What do you want to be? - I want to be an actress. What does he/she want to be? - He/She wants to be a bank clerk.To be a teacher has been my dream since I was a little girl, in my perspective, a teacher is not only a guide for the students, but also a friend of them. He or she will organize and prepare well for her class. It is the one who truly wants his or her students to succeed. So, if I were a teacher, I would try my best to exert all I have learned and known to my students, build a close relation with them, helping them not only on their study, but also on their lives. Well, thats all for my speaking. Thanks!早上好，同学们。这是一个很好的机会，我站在这里，所以我可以去追求我的梦想，作为一个老师。所以，我会尽量教训。今天我要谈1节，4去了教科书一年级初中学生。我的内容包括9部分。他们是：教材内容分析学生分析教学方法教学目的和要求教具教学重点和难点教学程序板书设计而最后一个是结论嗯，首先，我要谈谈1部分分析教材。我的结论的特点这一单元。本课重点专题的专业，这是与我们的日常生活。它侧重于通信。本书设计了很多材料，提高学生的听说能力，最终将有益于学生交际能力的未来。我想说一些关于学生情况分析。我的学生会的一年级学生，他们是在中学时期开始，每个人都想学好英语，起初。和孩子们非常活跃，渴望学习，他们喜欢玩游戏，做角色扮演和其他有趣的活动形式以及。我会设计一些有趣和有效的活动，激活课堂，让尽可能多的学生参加这个活动。在本课中，我主要采用任务型语言教学和情景教学法。情境教学方法，强调真实场景语言学习培养学生听说能力的手段，创建场景的语言学习和以现场为中心。由于其组合语言和环境，可以提高学生感性认识英语语言。而任务型教学有助于提高学生的信心和促进协作学习。通过对工作或工作组的任务，创造一个轻松和友好的气氛，帮助学生克服焦虑，减少心理紧张，让学生有信心尝试任何一种语言，他们知道在相对隐私。工作组或工作涉及相互支持和相互依存的，和这样一个拥抱氛围是促进合作，因为它使他们不仅要学习语言也相互学习。让我们进入下一部分，教学目的和要求。有知识目标，能力目标和情感目标。首先，知识的目的是使学生掌握新单词和短语，也有用的句子，帮助学生完成练习练习本。其次，能力，目的是让学生了解如何描述一个工作，看招聘广告，广告以及创造希望。最后但并非最不重要的，情感目标是确保他们能够谈论一个专业在日常生活和自由谈论他们的未来梦想的工作。让我们继续下去吧！至于教具而言，黑板，粉笔，磁带录音机和一些图片将需要在这一课。现在这里是教学重点和难点。其要点是认识和理解的词汇的不同职业和目标语言如何询问别人对他们的职业生涯。至于困难点，学生将给予说明不同的工作，除此之外，还有一些希望广告的书，学生难以创造。现在，我要谈谈最重要的部分：教学程序。它包括6个步骤。1步是热身。我会先有一个自由与学生交谈，如问候，谈论天气之类的。2步是导入。成龙的照片将显示给学生以引领新的话题我想成为一名演员。与下一个步骤是介绍。在这一步，首先