Unit-3-i’m-more-outgoing-than-my-sister-writing写作说课稿4页

1、这是一篇针对教师招聘面试，说课时间为20分钟的写作课说课稿， 实际时耗在15分钟左右。如果你的说课时间是10分钟的话，请注意适当删减。有什么建议可以在评论区给我留言。Unit 3 Im more outgoing than my sister. Writing.Good morning, dear judges! Its my great honor to have this opportunity to share my teaching design with all of you. Today my topic is “Could you please clean your room?”

2、. In order to explain what to teach, how to teach and why do so, I put my presentation into five parts: analysis of the teaching material, teaching and learning methods, analysis of the students, teaching procedures and blackboard design. (If you worry about overtime, you can cut it down.) Now, plea

3、se let me present them one by one.First of all, lets focus on Part 1, analysis of the teaching material.This lesson is from Section B, 3a, unit 3 of PEP English book for junior high school, grade 8. The topics of this unit are personal traits, functions are talking about personal traits, comparing p

4、eople and structures of the grammar are comparatives with (i) er and more, both and asas. This lesson, as a writing lesson, talks about the comparisons between friends, which almost every student has discussed before.Such a topic is very close to students daily life and study, and all of the student

5、s have something to say. So, Ill take this opportunity to mobilize enthusiasm of the students and enable them to talk about the similarities and differences between Wang Lingling and Liu Lili. In addition, its also comprehensive use of comparatives. Therefore, this lesson is in the important positio

6、n of the teaching material.Based on the analysis above and the new curriculum standard, I design the teaching objectives as follows:Knowledge Objectives:1. Students can master the structures of making comparisons such as A is comparative with adjective than B. A is as positive with adjective as B. 2

7、. Students can recall the comparative rules of change.Ability Objectives:1. Students can improve writing and speaking ability2. Students can describe the similarities and differences between people using the sentence structures above.Emotional Objectives:Students will understand others, understand y

8、ourself. Dont judge people by appearance and know what kind of friend is a true friend.In order to achieve these aims, we must be clear about the key points and difficult points.The Key Points:1. improve writing ability2. Master the structures of making comparisons above.The Difficult Points:Describ

9、e the similarities and differences between people. Part2 Teaching and learning MethodsAccording to BasicPrinciples ofThe NewCurriculum,“Thecurriculum promotes activity-based methods, experientialandparticipatorylearning.” So, in this lesson, Ill mainly use Task-based Language Teaching, Communicative

10、 Approach and Situational Approach. I dont talk about them here, but in the teaching procedures.As for learning methods, I think different kinds of methods can make students pay more attention to the class. Ill do my best to diversify the forms of the activities such as pair work, group work, cooper

11、ative learning and self-learning, so that the students will become the real masters of the learning.Part 3 Analysis of the studentsThe students have learned English for years, and Ill instruct them to learn the new words and expressions in advance, so they can understand most of words, phrases and s

12、entences. Theyre active, interested in the topic about personal traits, and most importantly, they have learned the comparative rules of change and the usage of comparatives before.But there is still a long way to train students writing and speaking ability and their independent thinking ability and

13、 cooperative ability remain to be improved, so some tasks, situations and performances will be adopted to motivate the students and enrich the class.Part 4 Teaching ProceduresStep 1 warming up and lead-inAt the beginning of my class, Ill ask my students to sing a song with me named Faded.After singi

14、ng the song, students will have a brainstorm to come up with as many sayings about friends as possible. Its OK, whether it is English saying or Chinese saying, such as “a friend in need is a friend indeed”, “a life without a friend is a life without a sun” and so on.This step can create a relaxing a

15、tmosphere by the brainstorm. And can also attract students attention and stimulate their interest in learning this lesson.In this step, Situational Approach is reflected. The Situational Approach emphasizes the integration of English language and the life situation. Step 2 Pre-writing1.Show two phot

16、os of my students one by one, one is Li Jie, the other is Liu Fang. and let students work in pairs to describe their traits.2.Then put the two photos together, and ask students to compare them.This step can activate the background knowledge related to the following writing in the students mind. Task

17、 1 helps students recall the adjectives describing people, and task 2 helps students recall the structures of making comparisons such as sb is comparative with adjective than sb. Sb is as positive with adjective as sb. In this step, Task-based Language Teaching is reflected. Task-based Language Teac

18、hing is an approach based on the use of tasks as the core unit of planning and instruction in language teaching. Step 3 While-writing1. Ill say “I have two good friends, they are Wang Lingling and Liu Lili.” And show the chart in 3a. Then students work in groups to analyze kinds of vocabulary includ

19、ing appearance, hobby, personality and learning quality. And choose the appropriate sentence patterns, such as, describe hair style using sb has long/short hair, describe hobby using sb likes reading/sports, and describe the others using sb be adjective. If they need help, Ill give some instructions

20、. Students can know the directions and methods of writing by cooperative learning, so this step can reduce their fear of writing and it also conforms to the basic principle of the new curriculum, “students are put at the center of the curriculum.”2. Students start to write the comparison between the

21、m. After that, everybody reads his/herwriting to the group aloud, while the rest listen, check and then correct the mistakes. “peer assessment” meets the requirement of the new curriculum standard that the assessment system should diversify both the subjects and forms of assessment.In this step, Tas

22、k-based Language Teaching is reflected.Step 4 Post-writing.1. Each group sends a representative to show his/her writing in front of the class. Then the students from other groups come to the front to have a look at the writing and give comments from three perspectives: handwriting, grammar and conte

23、nt. In the end, Ill feed back on the comment.2. Students make notes about two of their friends. One friend should be similar to them, the other should be different.A friend who is similar to meA friend who is different from meName:Name:Task 1 can cultivate students communicative ability and the spir

24、it of cooperation, and Task 2 helps students master the target language further. During the process, experiential and participatory learning are embodied. In this step, communicative approach and task-based language teaching are reflected. Communicative Approach emphasizes the goal of language learning is communicative competence. As for task-based language teaching, its functions have been explained above. So, I dont talk about again.Step 5 SummaryLet students discuss and sum up the knowledge points by themselves and take notes. Ill make s