我的英文说课稿.doc

Good morning, everyone. I’m Peng Hongmei from Pengchang Middle School. It’s my great honor to share my teaching ideas with you here today. I hope you can enjoy it.

My presentation today consists of six parts. They’re Analysis of teaching material, Analysis of teaching methods, Analysis of learning strategies, Teaching procedures, Blackboard design and Summary. Now let’s start from Part 1, Analysis of teaching material.
The period I’m going to talk about is from “Go for it!” Grade 7 Unit 11, Section B. My presentation is from 2a to 3c. First, 2a to 2c is the reading part. Ss will learn some descriptive adjectives in 2a and tell if they are positive negative or both. Then, they will skim two diary entries about a school trip in 2b and answer two questions. At last they will scan the text and find out the descriptive adjectives to fill in the chart in 2c. They should try to summarize the different attitudes of the two writers about the same trip. Second, 3a to 3c is the writing part. 3a not only provides the sentence structure, as well as pictures. While 3b only provides sentence structure. And in 3c, Ss will write a diary entry about their school trip, explain if they liked it or not and why.
According to Ss’ English level and the demands of the New Standard English, I divide my teaching aims into three categories: knowledge aims, ability aims and moral aims.
　　The aim of knowledge is to master the key words and sentences, improve Ss’ comprehensive skill and consolidate the target language.
　　The aim of ability is to improve Ss’ ability of getting information by scanning and skimming and teach them how to describe past events with diary entries.
　　And the aim of moral education is to educate Ss to express the feelings and share joy with others.
　　Now let’s come to the important and difficult points. Since the Simple Past Tense is one of the most important tense that students should master. I set the important points as follows. Master the key words and sentences. Be able to describe past events through diary entries. And the difficult point is to write a diary entry about school trip , of course using the simple past tense.

　　Now let me introduce the analysis of teaching methods. For achieving the teaching aims, I will mainly use the PWP teaching method. That is Pre-reading, While-reading and Post-reading. In order to make the students learn in a more interesting and easier way, I will use the situational teaching method, competition method and audio-visual method during the PWP procedure.

　　Now I’ll talk about Part 3 Analysis of learning strategies.
　　Firstly, most students are interested in school trips. So this topic can greatly attract their interests. I will show Ss to a context reading by key words and photos. Secondly, as teenagers, Ss are energetic and creative. So I will get them to learn by group work, pair work, team work, and competition. That is to say, by cooperation. Thirdly, Although Ss have the basic abilities of listening, speaking, reading and writing, they still feel difficult in reading and writing. The reading strategies, such as key words and a story map, will be helpful to improve their comprehensive ability.

　　Now let’s focus on the teaching procedures
In order to achieve my teaching aims successfully I divide my teaching procedures into 6 steps: Pre-reading, While-reading, Post-reading, Imitative writing, Writing, and Homework. Before the teaching, I’ll divide Ss into two groups and bring a competition into the class.
Step1. Pre-reading.
At first, I will get the students to watch a short movie—Let’s take a trip! And then I will talk about one of my trip with Ss
The purpose of my design is to arouse Ss’ interest and lead into the new lesson.
Next, we will move to Part 2a. First I’ll ask Ss to have a look at the descriptive words and explain to Ss that words might mean different things to different people, and that’s fine. Then, I will show some photos of Helen’s and Jim’s school trip. Get them to predict what Helen and Jim did during the trip and try to guess their feelings. In this step, the students who give more prediction will get their stars.
The purpose of my design is to arouse Ss’ imagination and present the new words and phrases.
Now, let’s move to Step 2 While-reading.
Here I have designed 2 activities to help Ss read in skimming and scanning. First, I will ask the students to skim the first two sentences and the last sentence of each diary. Predict the main idea and then answer the two questions. After that, I will have the students work in pairs to read the diaries again more carefully. Student A must scan for positive adjectives and Student B must scan for negative adjectives. After they are finished they should switch roles. Finally they should compare answers. I will remind Ss that scanning is reading quickly and searching for something in particular. They should not take a long time to read the passages. In this step, the students who have the right answers will get a star for his group.
The purpose of my design is to provide skimming and scanning practice with target language.
Now here comes Step 3 Post-reading.
First I will get Ss to read the text in groups and find out the useful expressions. The purpose of my design is to explain the important and difficult language points. And then I will play the tape recorder. Let the students listen and imitate the text. Get them to pay attention to their pronunciation and intonation.
The purpose is to make the students get the general idea of the text and practice their listening and speaking ability.
Since reading is an input process, students need to transfer the information into their own. Retelling is a good way to check their learning. So I will ask the students to retell the passage with the help of the key words and the photos. Their speaking ability will have another practice. In this step, the students who do a good job will get a star for his group.
　　The Purpose is to improve Ss’ ability of speaking and organization of material.
　　Now let’s move to Step 4 Imitative writing.
　　First, I will get the students to look at the pictures and say what they can see in them. And then complete Bob’s diary entry. Next, I will have the students read Linda’s diary and find the clues to Linda’s feelings about her trip. And then encourage Ss to complete it individually. In this step, Ss will work in groups and they can get their stars for the good job.
　　The purpose is to prepare Ss to write using the target language.
　　Now the last step: Writing.
　　In 3b, the writer expresses a negative opinion about a school trip. But it is not very polite to say negative things. So in 3c, I present some interesting photos in order to help the students understand that school trips are often seen as a special treat for them. And they are intended to be enjoyable as well as educational. I will give Ss enough time to finish the writing individually. In this step, the students who share their diary entries will get stars.
　　The purpose is emotional education and to let Ss use the target language to communicate about themselves
　　As for homework, I will get the students to finish the Self Check.
　　The purpose is to provide a comprehensive review of key vocabulary and functions presented in the unit.
　　This is my blackboard design. On the left is the key words and phrases. On the right is the main steps. And in the middle is the record of the competition. It will give Ss a clear impression of this lesson.
　　At last, let me make a summary.
　　From the very beginning of my English learning, I’ve always been asking myself-- What is language for? Some people seem to think it's for practicing grammar rules and learning lists of words——the longer the lists, the better. But, I think that's wrong. In my opinion, language is for the exchange of ideas and information. It's meaningless knowing all about a language if you can't use it freely. So we should help the students learn English by using it. I always tell my students, “Enjoy learning, enjoy communicating”.
　　That’s all for my presentation. Thanks for listening.