Unit 1 Module 3 Book1 for Junior Students

执教学生：                         _{——————}级 _———专业 _———班     

指导老师:_{————————}                        职称:_{————————}                     

Topic: There are 46 students in my class

Contents:

1. The new words in this part;

2. “There be “ sentence structure.

Teaching aims:

1. To make good use of the words in this part

2. To learn the usage of “There be “ sentence structure.

3. To understand a short dialogue about school in listening.

4. To learn to love the nature and sports

Teaching difficulties:

Help the students to analyze the two articles and find out the similarities and differences between hiking and rafting.

Teaching procedures:

Step 1 Revision

1. T (teacher): Before the class, I want to ask you some questions.

1) Do you like traveling? And Why?

2) Do you like adventure travel?

3) Do you like hiking? Can you tell us something about hiking?

4) Do you know rafting? Can you tell us something about rafting

5) Which do you like better, hiking or rafting?

(Ask individual students to answer the questions above)

2. T (teacher): So, both hiking and rafting are adventure travels. They are always done outdoors. They are fun and exciting. In order to get close to nature, people always go hiking and rafting. Today we are going to learn the differences between hiking and rafting.

Step 2 Presentation

1. Now, open your books and turn to page seventeen, read the Hiking and Rafting again, and find out the differences between hiking and rafting.

2. Draw a form on the blackboard.

Step 3 Drill

(Have you found the answers? Now let’s do together.)

1. We know hiking is always on foot. You must take a long walking. So, we always go hiking on the mountains, in a forest or along a river. However, rafting is down on rivers and streams where the water moves quickly.

    (Fill the answer in the form)

2. Ok, let’s talk about the cost. Hiking is very cheap while rafting is somewhat expensive.

    (Fill the answer in the form)

3. And skills needed? From the book, we know if you want to go hiking, you must walk a long distance, so you must have good walking skills; if you want to go rafting, you must be careful not to fall into water, so you must have good rafting and swimming skills. (Fill the answer in the form)

4. T: …

  S: …

  T: …

  S: …

Step 4 Discussion

Ask the students to discuss the following differences (equipment and possible skills) in groups of four. Think about what we should take and what possible dangers we may meet when we are going hiking and rafting, and tell the reasons to each other.

(At this time, I walk around the classroom to see what they are talking about.)

Step 5 Consolidation

Ask some students to tell us the answers and their reasons. Then ask them to write the answers on the blackboard.

Step 6 Homework

Ask students (Ss)to find out the similarities after class, and complete the form on Page 18. Leave some time for students to ask questions.

注意：

    1. 教案要求用全英文撰写，既要注重语法的正确性、语言的流畅性，又要参照中学备课教学的规范要求，要注重课堂教学术语的有机运用；

2. 教案不仅要重点地突出本节课的教学重点、难点、考点(可用字体、字号加以区别)，又要体现课堂教学环节、教学原则和学生的认知接受能力；

3. 教案要体现教者具备的教育学、心理学知识、外语教育教学思想、英语新课程理念。

 

第二篇：高中英语教师资格证书试讲--说课万能模板

Good morning, everyone. Today I`m very pleased to have an opportunity to talk about some of my teaching ideas. The content of I`ll be ready to begin this lesson from four parts. They are 1 Analyzing teaching Material 2.the teaching methods 3.the studying methods 4.the teaching procedures, and while presenting these parts I will do the blackboard design properly. Ok now I am going to start from the first part

Part 1 Analyzing teaching Material:

This lesson is studying of this lesson, we`ll enable the students to know the serious At the same time, let the students learn how to give instructions. This lesson plays an important part in the English teaching in this unit. As it is the main passage in this unit which outlines the theme of this unit .If the Ss can learn it well, it will be helpful to make Ss learn the rest of this unit. And as we all know , reading belongs to the input during the process of language learning. The input has great effect on output, such as speaking and writing. Then according to the new standard curriculum and syllabus(新课程标准和教学大纲), I think the teaching aims of this lesson are the following:

1.Knowledge aim：Understand the main idea of the text.

2. Ability aim: Retell the text in their own words.

Then the Teaching important point is how to understand the text better

And the teaching difficult points are:

1. Use own words to retell the text

Part 2 Teaching methods:

Dealing with this lesson. I`ll do my best to carry out the following theories: Make the Ss the real masters in class while me, myself acts as director; Combine the language structures with the language functions; Let the Ss receive some moral education while they are learning the English language. To achieve my goal I`ll use the following teaching methods:

1.Commucative Approach(交际教学法)

2.Task based watch and listen activity

3. Question and answer activity

4.Pair work or individual role play or scene play activity

And in order to practice my teaching methods well, I need the following teaching aids

1. a projector

2. a tape recorder

3. multimedia

4. the blackboard

Part 3 Studying Methods:

As Ss are poor in cooperative learning skill, many Ss are not active in class, and even some of them don`t like English. Therefore, I `ll have Ss study in a relaxed atmosphere. The learning process of students is from seeing, thinking,saying . So after feeling and understanding the language points, I will let the students get the knowledge actively by cooperative study. In a word I will

1. Let the Ss pass observation –imitation-practice to study language.

2. Teach the Ss how to master dialogues and how to communicate with others.

Part 4 Teaching Procedure

I have designed the following steps to train their ability of listening, speaking, reading and writing. Especially reading ability.

Step 1.Lead-in

Have a free talk then discuss the

Purpose: arouse the Ss` interest of study

Step 2. Listening comprehensions

1. Present the students the questions before listening to the text

2.Get the students to listen to the tape and then answer the questions.

Purpose: Train the Ss` listening ability to grasp the general idea of a passage and prepare for the later exercises.

Step 3.Fast reading

Read the passage as quickly as they can. I will use the question and answer activity to help them get the main idea of each paragraph, then ask them to use their own words to conclude the main ideas of each paragraph.

Purpose: Improve the Ss` fast reading skills like skimming reading and scanning reading. Understand the general idea of each paragraph.

Step 4 Intensive reading

Read the passage carefully again and answer some detailed questions.

it is also called depth reading or study reading. It means reading for detailed information.

Purpose: Further understand the text to find out some different sentences and details of the text.

Step 5.Retell the passage

1.I will list out the general idea of each paragraph which the Ss have concluded in fast reading

2. Encouraging Ss to use their own words to retell the passage according to the general ideas .

Purpose: I want to check if my students really understand the whole text and if they master what I mean to tell them in this class. What`s more, I want to make the students practice their oral English through retelling.

Step 6.Language points

I will show the important words phrases and sentences which the Ss need to learn in this passage on the screen one by one. Then give them the right usages of these new language points. What`s more I will ask Ss to make sentences by using these newly learnt words and phrases.

Step 7.Pair work or individual role play or scene play activity

Purpose: I mean to give them emotional education. I give them muti-media pictures to arouse their interest of study and their love Step 8 Summary

I will go through the important points and difficult points of this lesson with the students once again.

Step 9 Homework

Write an article I want to improve the ability of their writing. At the same time, train the ability of do it yourself and looking up the information by themselves.

Above is my teaching plan of this lesson. Thank you for listening.

注：关于blackboard(板书设计)，在说课前在黑板上表出课题，然后只需在说课过程中根据内容需要（比如课程导入或者课堂活动时）稍许写一下，切忌满篇板书而减少了说课时间，也最好不要把板书设计单独成为一个说可部分。