2010徐州教师公招面试材料系列英语说课

1、英语说课Unit4 Reading A Night The Earth Didn't Sleep 时间：2009-12-14 | 栏目：高中英语说课稿 2021.12.6 Good afternoon, ladies and gentlemen, I'm greatly honored to have the opportunity to share my teaching ideas with you. I am No.8 and my topic is “A night the Earth Didn't Sleep taken from Unit4，Book1. M

2、y presentation consists of 6 parts: The analysis of teaching material; teaching methods; learning methods; teaching procedures, teaching assessment，blackboard design and time division. Part1 The Analysis of the Teaching Material This part consists of 3 aspects 1. Status and function of this passage

3、This reading passage is the highlight of this unit. It maily talks abut the biggest earthquake which hit Tangshan in 1976. By describing the terrible disaster, students can know more information about the earthquakes and feel prouder of our great nation and great people. So it not only contains the

4、most important words and sentece strtuctures of this unit but also embodies the theme of this whole unit. 2. Teaching aims 1Knowledge aims: To help the students master the usage of important words, phrases and sentence patterns,especially the attributive clauses. Guide the students to use these voca

5、bularies and sentence patterns to describe a disaster. 2) Ability aims: To develop ss 4 basic skills, especially reading skills, such as skimming, scanning, guessing and concluding; detailed reading, study reading and appreciation. Guide them to find the clue of such a narrative style and use these

6、reading skills to collect and deal with information. Meanwhile, encourage them to express their own opinions using the language they learned in the class and cultivate their ability to cooperate with others. 3) Emotional aims: Get the ss to know more knowledge about an earthquake and know how to sur

7、vive an earthquake. Then get them to learn from the bravery of people in Tangshan to face the reality and rebuild the city, thus strenghening their strong will and make them love our nation and people. Key points and difficult points 1) The key point is how to enable the students to master the readi

8、ng skills, such as skimming, scnning, detailed reading and so on. 2) The difficult point is how to get the students to master the words and expression_r_rs in this unit and how to help the students to express their thoughts using what they have learnt in the reading. Part2 Teaching methods To achiev

9、e the teaching aims above, Ill adopt the following teaching methods: 1. Brainstorming activates the ss quickly, master the words easily and come into the topic naturally. 2. Task-based teaching method enables the ss to read and learn more efficiently and with more curiosity. 3. Situational approach

10、enables the ss to be active and creative. 4. Multi-media assistance arouses the ss interest, curiosity and desire for learning. Part3 Learning Methods As is described in modern educational theory, “the process of obtaing knowledge is more important than obtaining knowledge itself , so I will try to

11、arouse the ss potential and make them obtain knowledge by way of autonomous study and cooperation, and at the same time form good learning methods to improve their reading, speaking, and writing abilities. Part4 Teaching procedures； According to the teaching aims, I divide the teaching procedures in

12、to 3steps, that is warming up and pre-reading, while-reading and post-reading. Step1 Warming-up and pre-reading(It includes 2tasks) Task1: Get the ss to discuss in groups about the warming-up, encourage them to imagine bravely and describe the damage to these beautiful and calm buidings after the ea

13、rthquake. Task2: Discuss the 2 questions in pre-reading part and report their result to the whole class. The purpose of this step is to revise some words and enrich the ss background knowledge about earthquakes by brainstorming. Step2 While-reading (This step includes 4 tasks) Task1 skimming Skim th

14、e passage and do some true or false questions. The purpose is to enable the students to find out some exact information quickly. The students can also combine their background knowledge they got in pre-reading with detailed information. Task2 Scanning Scan the passge and do exx.2 by individual work

15、and pair work. Meanwhile get the ss to find out the main idea of each paragrah. The purpose is to enable the students to find out the clue of this text and understand the structure of this passage. Task3 Study reading Get the students to read and study the passage to find out the difficult and charm

16、ing sentences and then try to analyze and memorize them. The purpose is to train the ss ability of understanding, appreciating and using language. Task4 Listening and reading aloud Now that the ss have fully understood the whole passage, I will get them to listen to the tape and read it aloud to pre

17、pare for the next step: post-reading. Step3 post reading(It includes 2tasks) Task1 Writing Get the ss to write a summry of this passage, using the useful expression_r_rs and sentence patterns they have learnt in this unit. Task2 Acting out an interview Get the ss to act out an interview between a re

18、porter and a survivor from the Tangshan earthquake. One ss acts as a reporter, and the other acts as a reporter. The purpose of this step is to consolidate the ss language knowledge and language ability, and at the same time to broaden the ss cultural awareness. Step4 Homework Finish off the reading

19、 task on workbook and preview the tasks in learning about language. Part 5 Teaching assessment (It includes 4 aspects) 1. self-assessment 2. the group members assessment 3. the teachers assessment 4. Speaking assessment Part 6. Blackboard design and time division 1. Blackboard design: 1) Key words a

20、nd sentences 2)Questions for reading 3) The main idea for each paragraph. 2. Time division Warming up and pre-reading: 8 minutes While-reading: 25 minutes Post-reading: 12 minutes. 高中英语说课稿2009年08月16日 星期日 19:35高中英语说课稿2009年05月11日 星期一 12:08一、Introduction导言英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏

21、观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。二、说课的根本原那么1. 遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案的误区。2. 以教师为主导，学生为主体，表达先进的教学理念。3. 详略得当，重点突出，表达说课的完整性。4. 与教案相结合，表达其可操作性。三、说课的根本程序1. 说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。2. 说学生：谈谈学生的知识与能力结

22、构，明确说课内容的难易程度。3. 说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。4. 说学法：谈谈学习方法的运用以及将要实现的目标。5. 说教学程序：说为什么要设计该程序？目的、意图何在？结果如何？6. 说板书设计：谈谈板书设计的根据和理由，力求表达说板书设计的程序性、概括性和艺术性。四、注重说课信息和反应与总结说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息，力求不断改良和提高。高中英语全英文说课稿模板2009年09月21日 星期一 09:59Good afternoon, everyone, Its my great pleasure to be here sh

23、aring my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. Ill be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard design.First, let me

24、 talk about the teaching material.Part 1 Teaching Material: This unit is about science and scientists. By studying of this unit, well Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instruction

25、s. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well,

26、 it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after

27、 studying the teaching material and analyzing the rule of childrens growing of mind,I think the teaching aims are the followings:1.Knowledge objects:a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.c)The Ss can use the patterns to express

28、their thoughts in the proper situation.2.Ability objects:(1) To develop the Ss abilities of listening, speaking, reading and writing. (2) To train the Ss ability of working in pairs. (3) To Improve the students reading ability, especially their skimming and scanning ability.3.Emotion or moral object

29、s:a)By completing the task,the Ss increase their interest and set up self-confidence in science;b)Teach the Ss what is “science, put the moral education in the language study.now,lets come to the Important points and the Difficult points.Well, how to achieve the teaching objects better, how to stres

30、s the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and t

31、he studentslearning background ,I will use the following methods . Part 2 Teaching Methods:In my opinion,the main instructional aims of learning English in the Middle School is to develop the students abilities of listening, speaking, reading, writing and their good sense of the English language. So

32、 in this lesson Ill mainly use “Communicative Approach(交际教学法), “Whole language teaching (整体语言教学法)and “Task-based language teaching (任务教学法). That is to say, Ill let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theorie

33、s(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene activity teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the

34、 Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, Ill make use of the modern electricity teaching equipments and all kinds of te

35、aching means, it can develop the Ss creativity in learning English.Part 3 Studying Methods: .6-2 说课稿2009年09月23日 星期三 10:35外研版顺序选修六module 2 ?fantasy literature-introduction?说课稿 高二英语组 郝洪实1.     教材：?高中英语课程标准?要求高中学生在义务教育阶段英语学习的根底上，开展自主学习于合作学习的能力，形成有效的英语学习策略，培养学生的综合运用能力，特别是提高学生用英语进行思维和

36、表达能力.本模块是关于fantasy literature的内容。较具有时代气息，内容能够引起学生的阅读兴趣。通过本模块的学习，学生可以学会使用并能够灵活运用关于科幻题材书籍的词汇，增强语言运用的真实感，使学生体验到语言的生活性，同事也培养了他们对英语及英美文学的兴趣，并且了解英美国家较流行的梦想小说或电影系列，初步学会欣赏梦想文学，拓宽知识性，提高文化素养。教学目标：了解作者背景及本模块涉及到的科幻小说背景；培养在阅读过程中猜想词义的能力。教学重点：掌握新学词汇及关于书籍的一些形容词。教学难点：精确表达并能够自由运用相关词汇对书籍进行描述。2教法： 任务教学法、活动教学法2. &#

37、160;   学法： 参与式学习法、知识迁移法3.     教学步骤：1.     words、revision book 5 module 32.     The background of the author3.     complete activity 14.     complete activity 2 (improve Ss listening ability)

38、5.     complete activity 36.     show a short movie about the passage7.     Fast Reading complete activity 1-4 虚拟条件句2009年10月20日 星期二 15:27虚拟条件句的三种根本类型：与现在事实相反、与过去事实相反、与将来事实相反。 条件句有真实条件句和非真实(虚拟)条件句两种。真实条件句所表示的假设是有可能发生的，而非真实条件句那么通常表示一种假想，

39、与事实相反或不大可能会发生： If I have time, I will go with them. 假假设我有时间，我就同他们去。(陈述语气) If I were you, I would go with them. 假假设我是你，我就同他们去。(虚拟语气) 与现在事实相反 假设与现在事实相反，条件从句的谓语用过去式(be通常用were)，主句谓语用“should (would, could, might)+动词原形： If I knew her number ，I could ring her up. 要是我知道她的 号码，我就可以给她打 了。(可惜我不知道) 与过去事实相反 假设与过去

40、事实相反，条件从句的谓语用过去完成时(had+过去分词)，主句谓语用“should (would, could, might)+have+过去分词： If Id left sooner，Id have been on time. 要是我早点动身，我就准时到了。(但我动身太迟了) 与将来事实相反 假设与将来事实相反，条件从句的谓语用过去式(be通常用were)，主句谓语用“should (would, could, might)+动词原形： If I asked him，Im sure hed help us. 如果我向他提出要求，肯定他会帮助我们。(不过我不打算这样做) 注：几点特别说明 主句

41、谓语中的should主要用于第一人称后。would, might, could的大致区别是：would表示结果，might表示可能性，could表示能力、允许或可能性。比拟： If you tried again ，you would succeed. 要是你再试一试，你就会成功的。(would表结果) If you tried again， you might succeed. 要是你再试一试，你可能会成功的。(might表可能) If you tried again ，you could succeed. 要是你再试一试，你就能成功了。(could表能力) 对于与将来事实相反的情形，请注意

42、以下几点：一是这里说的与将来事实相反，实为对将来情况的推测；二是此用法中的条件从句谓语除用过去式外，有时也用“should+动词原形(表示可能性极小，常译为“万一)或“were to+动词原形(表示与将来事实相反的假设)；三是当条件从句使用“should+动词原形这样的谓语时，主句谓语除可用“should (would, could, might)+动词原形这样的虚拟语气外，也可用直陈语气或祈使语气： If it should rain tomorrow, dont expect me. 万一明天下雨，就不要等我了。祈使语气 If I should see him, Ill tell him.

43、 万一我见到他，我就告诉他。直陈语气 2、错综时间虚拟条件句 所谓错综时间虚拟条件句即条件从句与主句所指时间不一致，如从句指过去，而主句即指的是现在或将来，此时应根据具体的语境情况，结合上面提到的三种根本类型对时态作相应的调整： If it had rained last night, the ground would be wet now. 要是昨晚下过雨的话，现在地面就会是湿的。 You would be much better now if you had taken my advice. 假假设你当时听我的话，你现在就会好多了。 3、两个常考虚拟语气句型 句型介绍 这两个句型是If i

44、t werent for和If it hadnt been for，这是两个很常用的虚拟语气句型，也经常受到命题人的青睐，其意为“假设不是(有)“要不是有。如： If it werent for water, no plant could grow. 要是没有水植物就无法生长。 If it hadnt been for your assistance ，we wouldnt have succeeded. =But for your assistance ，we wouldnt have succeeded. =Without your assistance ，we wouldnt have

45、succeeded. 5、wish后宾语从句用虚拟语气 用法说明 动词wish后接宾语从句时，从句谓语要用虚拟语气。假设要表示与现在事实相反的愿望，从句谓语用一般过去时或过去进行时；假设表示与过去相反的愿望，从句谓语用过去完成时或would / could+have +过去分词；假设表示将来没有把握或不太可能实现的愿望，用would (could)动词原形。如： 注：特别注意 从句的时态只与从句所指的时间有关，而与wish的时态无关，比拟： I wish I were rich. 要是我现在有钱就好了。 I wish I had been rich. 要是那时我有钱就好了。 I wished

46、I were rich. 当时我懊悔自己没有钱。 I wished I had been rich. 当时我懊悔自己曾经没有钱。 6、if only后的句子用虚拟语气 if only 与 I wish一样，也用于表示与事实相反的愿望，其后所虚拟语气的时态与 wish后所接时态的情况相同： If only she had had more courage! 她再勇敢一些就好了。 If only I had listened to my parents! 我要是当时听了父母的话就好了。 If only she would go with me! 她要是愿意和我一道去就好了! 注：if only 通

47、常独立使用，没有主句。 7、as if (though) 从句用虚拟语气 根本用法 以as if (as though)引导的方式状语从句或表语从句，有时用虚拟语气，假设表示与现在事实相反，谓语动词用一般过去时；假设表示与过去事实相反，用过去完成时；表示将来的可能性不大，用would (might, could)+动词原形： He acts as if he knew me. 他显得认识我似的。 They treat me as though I were a stranger. 他们待我如陌生人。 He talks as if he had been abroad. 他说起话来好似曾经出过国

48、。 注：两点说明 (1) 从句所表示的内容假设为事实或可能为事实，也可用陈述语气： It looks as if well be late. 我们似乎要迟到了。 (2) 注意 It isnt as if的翻译： It isnt as if he were poor. 他不像穷的样子(或他又不穷)。 8、Its time后的从句用虚拟语气 根本用法 从句谓语通常用过去式表示现在或将来，有时也用过去进行时或“should+动词原形(较少见，且should不能省略)，其意为“(早)该干某事了： Its time we went were going, should go. 我们该走了。 Its ti

49、me I was in bed. 我该上床睡了。(不用were) 9、would rather后句子用虚拟语气 在would rather, would sooner, would just as soon 后的that从句中, 句子谓语习惯上要用虚拟语气， 表示宁愿做什么 ，具体用法为： 一般过去时表示现在或将来的愿望 Id rather you went tomorrow (now). 我宁愿你明天(现在)去。 用过去完成时表过去的愿望 Id rather you hadnt said it. 我真希望你没有这样说过。 10、宾语从句用虚拟语气的10种类型 I wish后的宾语从句 动词w

50、ish后接宾语从句时，从句谓语要用虚拟语气。假设要表示与现在事实相反的愿望，从句谓语用一般过去时或过去进行时；假设表示与过去相反的愿望，从句谓语用过去完成时或would / could+have +过去分词；假设表示将来没有把握或不太可能实现的愿望，用would (could)动词原形。如： I wish I could be of some use. 我希望我能有什么用处。 We wish he didnt smoke. 我们希望他不吸烟。 I wish prices would come down. 我希望物价能降下来。 表示“坚持后的宾语从句 主要是指insist的宾语从句，从句谓语由“

51、should+动词原形构成，其中的should在美国英语中通常可以省略。如： I insisted that he (should) stay. 我坚持要他留下。 注：动词insist后接宾语从句时，除可用虚拟语气外，也可用陈述语气，两者的区别是：假设谓语动词所表示的动作尚未发生，或尚未成为事实，那么用虚拟语气；假设谓语动词所表示的动作已经发生，或已经成为事实，那么要用陈述语气。比拟： He insisted that I had read his letter. 他坚持说我看过他的信。 He insisted that I should read his letter. 他坚持要我看他的信。

52、 表示“命令后的宾语从句 主要是指order, command的宾语从句，从句谓语由“should+动词原形构成，其中的should在美国英语中通常可以省略。如： He ordered that it (should) be sent back. 他命令把它送回去。 表示“建议后的宾语从句 主要是指advise, suggest, propose, recommend等的宾语从句，从句谓语由“should+动词原形构成，其中的should在美国英语中通常可以省略。如： He suggested that we should leave early. 他建议我们早点动身。 注：与动词insist

53、相似，动词suggest后接宾语从句时，除可用虚拟语气外，也可用陈述语气，两者的区别也是：假设谓语动词所表示的情况尚未成为事实，那么用虚拟语气，此时suggest通常译为“建议；假设谓语动词所表示的情况为既成事实，那么要用陈述语气，此时的suggest通常译为“说明、“认为。比拟并体会： He suggested that we (should) stay for dinner. 他建议我们留下吃饭。 I suggested that you had a secret understanding with him. 我觉得你与他心照不宣。 表示“要求后的宾语从句 主要是指ask, demand

54、, require, request等后的宾语从句，从句谓语由“should+动词原形构成，其中的should在美国英语中通常可以省略。如： I ask that he leave. 我要求他走开。 He requires that I (should) appear. 他要求我出场。 表示“提议“投票后的宾语从句 主要是指move, vote等后的宾语从句，从句谓语由“should+动词原形构成，其中的should在美国英语中通常可以省略。如： I move that we accept the proposal. 我提议通过这项提案。 表示“敦促后的宾语从句 主要是指动词urge后的宾语从

55、句，从句谓语由“should+动词原形构成，其中的should在美国英语中通常可以省略。如： He urged that they go to Europe. 他敦促他们到欧洲去。 表示“安排后的宾语从句 主要是指动词arrange后的宾语从句，从句谓语由“should+动词原形构成，其中的should在美国英语中通常可以省略。如： He arranged that I should go abroad. 他安排我去国外。 表示“希望“打算后的宾语从句 主要是指动词desire, intend后的宾语从句，从句谓语由“should+动词原形构成，其中的should在美国英语中通常可以省略。如：

56、 She desires that he do it. 她希望他做此事。 表示“指示后的宾语从句 主要是指动词direct后的宾语从句，从句谓语由“should+动词原形构成，其中的should在美国英语中通常可以省略。如： The general directed that the prisoners should be set free. 将军指示释放那些俘虏。 11、主语从句中的虚拟语气 在It is necessary，important，strange，natural， advisable, anxious, compulsory, crucial, desirable, eager

57、, essential, fitting, imperative(绝对必要), impossible, improper, obligatory, possible, preferable, probable, recommended, urgent, vital etc. ；it is a pity；It is requested/suggested/desired/proposed等结构后的主语从句中要用虚拟语气，即Should+动词原形或只用动词原形。如： Its important类 这一类型主要包括It is (was) important (necessary, desirable

58、, imperative, advisable)that. . .句型。如： It is impossible that he should go home. 他不可能会回家去。 Its a pity类 It is a pity that she should fare so badly. 她竟吃得这么差，真可怜。 Its desired类 这种主语从句还常用在It is (was) desired (suggested, settled, proposed, requested, decided, etc. ) that.句型。如： It is requested that a vote be taken. 建议付诸表决。 12、表语从句、同位语从句中的虚拟语气 在advice, agreement, command,