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英语说课稿《Unit1 Can you play the guitar？》
作为一位不辞辛劳的人民教师，有必要进行细致的说课稿准备工作，说课稿有助于教学取得成功、提高教学质量。怎样写说课稿才更能起到其作用呢？以下是小编为大家整理的英语说课稿《Unit1 Can you play the guitar？》，欢迎阅读，希望大家能够喜欢。
Good morning, dear teachers! I’m candidate ***. Today my topic is
It’s my great honor to present my lesson here. To make my presentation much clearer, I’ll describe my teaching thoughts into six parts: analysis of teaching material, analysis of students, teaching key points and difficult points, teaching methods and learning methods, teaching procedures, and blackboard design.
First, I’d like to share something about teaching material.
Part1. Teaching material:
This lesson is the first period of unit 1，PEP English book 2， grade seven. This is an important lesson in the book. The topic is joining a club. The function is talking about abilities.
Part2. Analysis of students:
Junior students have learned English for at least 4 years, they are already equipped with some basic learning and speaking skills.Besides, their abstract thinking ability is not fully developed, while their image thinking ability is comparatively strong. So their attention can be scattered easily.
Part3. Teaching aims:
Based on the new curriculum standard, the teaching objects are knowledge object, ability object, and emotional object.
Knowledge object is grasping the new words and phrases, dance, swim, join, club, play chess, speak English….and learning the sentence pattern “can you…?” “Yes, I can. / No I can’t.” “I want to join….”
Ability object: students can develop their skills of listening and speaking by listening to radio and saying in target language.
Emotional objects are arousing their interests in learning English, encouraging students to join all kinds of clubs and developing their interests and hobbies.
Part4: Teaching key points and difficult points.
Based on the objectives, I make the teaching key points and difficult points as follows.
Teaching key points include: students can grasp the new words and phrases, understand and use the target language, and master the usage of modal verb “can”.
While the teaching difficult points include: students can use the target language to talk about their abilities, and master the modal verb” can”.
Part4: Teaching methods and learning methods
I’ll adopt task-based teaching method, together with the communicative teaching method and situational teaching method. I will give students some tasks such as individual work, pair work, and group work to practice new words, phrases and key sentences. So students will attain autonomous learning, cooperative learning and researched learning.
Part5: Teaching procedures:
Ok, so much for the teaching methods, learning methods and teaching tools. Next comes to my most important part, the teaching procedures.
Step1 Warming up
I’ll play an English song: Can you swim? And let the students sing after the song to lead in the new topic” can you…?” the aim is arousing students interests in learning English, and attracting students’ attention to the class.
Step2: Pre-listening
Activity1. I will present new words by doing some actions. And let students to guess “What is it?” In this way, the action can be taught vividly.
Activity2. I’ll design a game, it is called boom game to practice the key words and phrases, for example : I put a boom in the word, and a boom in this word, when I point to the boom words, students shouldn’t read them out. Instead, they should do like this, or they’ll perform a show to the class. In this way, students can remember the words more interesting and easily.
Activity3. I’ll let the students do 1a: match the activities with the pictures.
Activity4. I’ll do some individual work to practice the sentences.
First, I’ll show some pictures about activities in this lesson and ask:Look, there are so many clubs. What club do you want to join?
Student1: sing, dance …… then,I ask: can you ….?
Student1: yes, / No.
And I will help him to compete it, and say “Yes, I can./ No, I can’t.” Then, I will ask another one “Can you dance?” According to what I taught. Students will be able to answer “Yes, I can./ No, I can’t.” In this way, students can get the ideas and conversation naturally.
Step3: While-listening
I’ll do listening practice in 1b. Students listen and number the conversations in 1b. Then check the answers. Then passage is quite easy for students, so they can get the right answer easily. Next, students will read after the radio to check the conversations again, to make sure the full understanding of conversations.
Step4: Post-listening
Activity1. I’ll give students 2 mins to practice the conversation in “1c”.
A : What club do you want to join?
B: I want to join the art club/ music club/ English club/ chess club.
A: Can you……?
B: Yes, I can/ No, I can’t.
And then act the conversations out.
Activity2.In this activity, students work in pairs to make their own dialogue, according to their reality..
Activity3. In this step, I’ll organize the Group work:
First, I’ll divide 4 students in a group and make a survey about each group members’ abilities.
These three difficulty-rising activities will develop students’ ability of speaking and the interest in English.
Step5 Summary & Homework
In order to check the students’ weak points, I’ll choose some students to summarize what they have learned in this lesson. Then I’ll make supplements and emphasizes the importance in this lesson to help them review what we’ve learned. As for homework, express what can you do in English at least 3 sentences. Write what club do you want to join and why.
Part6 Blackboard design.
Finally, I will talk about my blackboard design. To help students be clear about what we’ve learned, the top of the blackboard is the title, the left side is some key words and phrases, and the right side is the key sentence patterns.
That’s all for my presentation, thank you!
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