教师招聘小学英语《He’sadoctor》说课稿

2024-01-28 11:48 来源：安徽教师招聘网

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Good afternoon, dear judges! I’m very glad to be here to present my class today. I’m number X candidate applying for the primary school English teacher. And my topic today is Module 9 Unit 2 He’s a doctor. In order to make it clear, I will express my thoughts from the following 5 parts, which are the analysis of the teaching material, analysis of students, teaching methods and learning methods, teaching procedures and blackboard design. Now I am going to present them one by one.

一、说教材

First of all, I will give a brief analysis of the teaching material. The topic of this unit is “He is a doctor”, which is the Unit 2 of Module 9 in Book 1 of Grade 3, published by Foreign Language Teaching and Research Press. Students can learn to talk about different jobs and learn to respect different jobs. The topic of this unit is closely related to the daily life and many students know some jobs but not very clear. In view of this, this lesson is very important for introducing different jobs in real life.

Given the analysis of teaching material, the teaching objectives are designed as follows:

1. Students can understand the meanings of the new words “doctor, policeman, driver” and the sentence pattern “He/She is a …”.

2. Students can apply the words and sentence pattern to introducing others’ jobs in practical situation flexibly.

3. Students can develop their abilities of listening and speaking through different activities.

4. Students can cultivate their awareness of respecting different jobs and be encouraged to speak English bravely.

Based on the objectives, I make the teaching key point and difficult point as follows:

The teaching key point is that students are able to talk about different jobs with the useful words and sentence patterns. While the teaching difficult point is that students are able to cooperate with partners and respect different jobs.

二、说学情

After the analysis of the teaching material, now let me analyze the students. Students in grade 3 are about 9 to 10 years old and they have just started learning English. Because of their young age and lively and active nature, they like intuitive visual thinking and are particularly interested in games, competitions, and drawing, so it is important to cultivate students’ interest in English learning and encourage them speak in English bravely. What’s more, they are eager to learn, eager to know, but their ability of communicating in English need to be improved.

三、说教学方法

Based on the analyses of the teaching material and students, I will choose situational method and task-based language teaching method for this lesson.

According to teaching objectives and students’ characteristics, in this class, students will be encouraged to work in pairs and groups to grasp the new knowledge.

四、说教学过程

According to the above analysis, teaching procedures—the most important part is designed as follows:

Step 1. Lead-in

For this step, first, I will greet all the students and then present the picture of Doraemon’s time machine and let them get on it to 2050. Here are two questions for them: Where do you want to go? What do you want to be when you grow up? The purpose of this step is to elicit the topic and attract students’ interest.

Step 2. Presentation

In this step, I will play the tape twice to introduce the new words and sentences combined with showing pictures, and describing. For example, “He wears a white uniform and if you feel ill, you can find him. He wears a dark blue uniform and if you face danger, he will help you.”

Then, students are asked to listen to the tape for the last time and read the words and the sentence pattern, paying attention to the pronunciations.

Thus, students will have their first impression of the new words and new sentence pattern, which is the necessary input of this lesson.

Step 3. Practice

For this step, I have 2 activities.

Activity 1: Do the game “Words sprint” to practice the words. I will divide the class into two teams that stand at the back of the classroom. Then I will hold some word cards, standing in the front of the classroom. When the activity starts, each team member runs to me in turn and looks at one word card. After that, he/she runs back to draw or perform the word, and the team that guesses it firstly scores. Finally, the team with the highest score wins.

Activity 2: Do the game “Change the treasure” to practice the words and sentence pattern. Six students are in a group. Each group has a bag with some Chinese word cards and pictures. Each one takes one out in turn. If it is a Chinese word card, one should read it out in English. If not, introduce what it is by using “He/She is a …”. In this way, the new words and the sentence pattern will be fully practiced, which may also make the class interesting.

Step 4. Consolidation

In this step, I designed 2 tasks.

Task 1: Ask students to work in groups, make a survey about the jobs of their group members’ relatives, and make a table. After that, each student should introduce it in front of other members by using what they have learnt in the class.

Task 2: Ask students to design a poster about their own dream jobs, and introduce it to others.

The task-based language teaching method adopted in this step will help to develop students’ English communication skills.

Step 5. Summary

For the summary of this lesson, firstly, students summarize what they have learnt in this class. Secondly, I will make some supplements. Thirdly, I will ask remind students to respect different jobs. Thus, students can summarize and consolidate the key point of this lesson and I can check the effect of the class and make plans for the next class.

Step 6. Homework

For the final part of this lesson, I will ask students to share their dream jobs with their parents after class. By doing the homework, students can strengthen what they have learnt. Thus their speaking skill will be improved.

五、说板书设计

After finishing the part of teaching procedures, I will come to the last section: design of the blackboard. As you can see, I have mainly used the pictures to activate the language points so that students will grasp them better and use them in the actual life.