教师招聘初中英语《Whydon’tyoutalktoyourparents?》说课稿

2024-02-01 14:44 来源：安徽教师招考网

　　安徽教师招考网同步安徽教师招考网考试动态信息：教师招聘初中英语《Whydon’tyoutalktoyourparents?》说课稿。更多关于教师招聘,初中英语,Whydon’tyoutalktoyou,安徽教师招考网的信息的内容，请关注安徽教师招聘考试网，以及安徽华图教师考编(jiaoshitest)认证号和交流群（）获取更多招考信息和备考资料。

Good morning, dear judges! I’m very glad to be here to present my class today. I’m number X candidate applying for the English teacher of middle school. And my topic today is Unit 4 Why don’t you talk to your parents. In order to make my presentation much clearer, I’m going to divide it into 6 sections, that is, analysis of teaching materials, analysis of students, teaching methods, 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 teaching material. The topic of this unit is “After-school activities”, which comes from section B of Unit 2, Book 3, Go for It, published by PEP. Students can better know the common problems for American and Chinese students. The topic of this unit is closely related to our daily life. After learning, students will understand the importance of keeping a balance between study and relaxation.

Teaching Objectives

1. Given the analysis of teaching materials, the teaching objectives are designed as follows:

2. Students can understand the text and retell it correctly and fluently.

3. Students can grasp and use the key words such as stress, continue, training, development and so on according to the context.

4. After learning, students’ reading skills of predicting, skimming, and scanning are improved through different kinds of reading activities and they can guess the meaning of the words in bold according to the context.

5. Students will understand the attitudes and deeds that American and Chinese parents have about after-school classes, which helps them to look at the problem from different perspectives and foster positive values of keeping a balance between study and relaxation.

Teaching Key and Difficult Points

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

Teaching key points include the main idea of the text and reading skills such as guessing the meaning of the key words in the text better.

While the teaching difficult points are students’ ability of reading comprehension and to learn to keep a balance between study and relaxation.

二、说学情

After the analysis of teaching material, now let me analyze the students. The students are from grade 8 of middle school. They have studied English for at least 5 years and grasped a certain amount of English knowledge. They are eager to show and eager to learn new knowledge. They can cooperate with their classmates to finish a task. On the other hand, students’ ability of using English is limited; their abstract thinking ability is not fully developed. Therefore, all of these should be taken into consideration into today’s teaching plan.

三、说教学方法

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

As for learning method, the students will be suggested to finish each task through self-work and cooperating with their partners. With these methods, it can make the class active and stimulate students’ enthusiasms.

四、说教学过程

The next one is the most important part of today, the teaching procedures, which will be demonstrated in the following steps:

Step 1: Leading in

For this step, first, I will play a video of a schoolboy’s weekends when he attends various after-school activities including ping-pong training, calligraphy courses and piano practice, and then I will ask students their opinions about the phenomenon.

The purpose of this step is to stimulate students learning interest and build up a relaxing and friendly atmosphere.

Step 2: Pre-reading

In this step, students will be asked to think about what the problem is for Chinese children nowadays and then guess if American children have the same problem.

Through two related questions, students are well prepared for the following reading part.

Step 3: While-reading

In this step, I will set up three activities.

Activity 1, skimming, I will let the students read the text quickly, and tell the main idea of it, then discuss with their partners and match the headings with the paragraphs. The whole class will check the answers together.

Activity 2, scanning, students need to read the text again. There are two tasks for them.

Task 1: Guess the meaning of some key words according to the context

Students are asked to read and choose the best answer.

( ) Many children learn a lot on weekends so that they can compete and win. What does “compete” mean?

A. try to be the best of the first to finish something

B. make their parents happy

( ) “In some families, competition starts very young and continues until the kids get older” What does “continues” mean?

A. begins

B. goes on

( ) The doctor say too much pressure is not good for a child’s development. “Kids should have time to relax…”

A. getting better or bigger

B. getting worse or smaller

Task 2: Answer questions

(1) Does Cathy Taylor think it’s important for kids to join after-school activities? Why?

(2) Does Linda Miller agree with Cathy? What’s her opinion?

(3) Does Dr. Green agree with Cathy or Linda? What does she say?

Activity 3, intensive reading

In this activity, I will ask students to recall what opinions different people shared in the text and fill in the chart. Then they’re asked to try to retell according to the chart.

After finishing the three activities above, the students can understand the text and grasp key words. At the same time, they are able to master the reading skills of guessing the meaning from the context, predicting, skimming and scanning.

Step 4: Post-reading

In this step, I designed one task.

Students work in groups to discuss “What do you think of after-school activities?” Students are asked to express their opinions and then give a report.

Sentence patterns for reference:

Ways of expressing opinions: I think…, I don’t think…, in my opinion…, I agree with… because …, I don’t agree/ disagree with… because…

The task-based language teaching method adopted in this step will help to review the key points and students’ comprehensive ability is improved at the same time.

Step 5: Summary

For the summary of this lesson, firstly, students summarize what they have learned in this class. Secondly, the teacher makes supplements. Thirdly, the teacher reminds students of keeping a balance between study and relaxation.

Thus, students can summarize what they learned and the teacher can check the effect of the class and make plans for the next class. In addition, the cultural awareness objective can be achieved.

Step 6: Homework

For the final part of this lesson, I will ask students to retell the whole text and make a weekend plan including learning and relaxing activities. Share it in the next class.

By doing the homework, students can strengthen what they have learned after class.

五、说板书设计

After finishing the part of teaching procedure, I will come to the last section: blackboard design. As you can see, I have summarized the key points on the blackboard so that students will understand the text better.