2010徐州教師公招面試材料系列英語說課

1、英語說課Unit4 Reading A Night The Earth Didn't Sleep 時間：2009-12-14 | 欄目：高中英語說課稿 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. 高中英語說課稿2009年08月16日 星期日 19:35高中英語說課稿2009年05月11日 星期一 12:08一、Introduction導言英語說課是英語教學中的重要一環(huán)，也是衡量一位英語教師對教材的把握、分析及教師本人對上課進程的宏

21、觀控制能力的有力手段，能從理論上指導教師貫徹教學大綱，真正做到教與學相結合，將教材、大綱、教師、學生、課堂融為有機整體，對不斷提高教師教學能力和教研能力，有著突出的作用。二、說課的根本原那么1. 遵循教學大綱要求，明確說課內(nèi)容。把握說課與上課的區(qū)別與聯(lián)系，正確理解教材、教案說課、上課之間的層進關系，走出說課即是“說教案的誤區(qū)。2. 以教師為主導，學生為主體，表達先進的教學理念。3. 詳略得當，重點突出，表達說課的完整性。4. 與教案相結合，表達其可操作性。三、說課的根本程序1. 說教材：科學分析教材，明確重點難點、教學目標和要求以及教材在單元中的地位和作用。2. 說學生：談談學生的知識與能力結

22、構，明確說課內(nèi)容的難易程度。3. 說教法：談談本節(jié)課要實施的教學手段、方法以及教具的使用。4. 說學法：談談學習方法的運用以及將要實現(xiàn)的目標。5. 說教學程序：說為什么要設計該程序？目的、意圖何在？結果如何？6. 說板書設計：談談板書設計的根據(jù)和理由，力求表達說板書設計的程序性、概括性和藝術性。四、注重說課信息和反應與總結說課的對象可以是專家、同行甚至是學生。向說課對象征詢意見、獲取信息，力求不斷改良和提高。高中英語全英文說課稿模板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 (新課程標準和教學大綱), 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(交際教學法), “Whole language teaching (整體語言教學法)and “Task-based language teaching (任務教學法). 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(現(xiàn)代社會交際教學理論), I adopt the TSA method(情景教學) and TBLT method (語言任務教學)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 說課稿2009年09月23日 星期三 10:35外研版順序選修六module 2 ?fantasy literature-introduction?說課稿 高二英語組 郝洪實1.     教材：?高中英語課程標準?要求高中學生在義務教育階段英語學習的根底上，開展自主學習于合作學習的能力，形成有效的英語學習策略，培養(yǎng)學生的綜合運用能力，特別是提高學生用英語進行思維和

36、表達能力.本模塊是關于fantasy literature的內(nèi)容。較具有時代氣息，內(nèi)容能夠引起學生的閱讀興趣。通過本模塊的學習，學生可以學會使用并能夠靈活運用關于科幻題材書籍的詞匯，增強語言運用的真實感，使學生體驗到語言的生活性，同事也培養(yǎng)了他們對英語及英美文學的興趣，并且了解英美國家較流行的夢想小說或電影系列，初步學會欣賞夢想文學，拓寬知識性，提高文化素養(yǎng)。教學目標：了解作者背景及本模塊涉及到的科幻小說背景；培養(yǎng)在閱讀過程中猜想詞義的能力。教學重點：掌握新學詞匯及關于書籍的一些形容詞。教學難點：精確表達并能夠自由運用相關詞匯對書籍進行描述。2教法： 任務教學法、活動教學法2. &#

37、160;   學法： 參與式學習法、知識遷移法3.     教學步驟：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 虛擬條件句2009年10月20日 星期二 15:27虛擬條件句的三種根本類型：與現(xiàn)在事實相反、與過去事實相反、與將來事實相反。 條件句有真實條件句和非真實(虛擬)條件句兩種。真實條件句所表示的假設是有可能發(fā)生的，而非真實條件句那么通常表示一種假想，

39、與事實相反或不大可能會發(fā)生： If I have time, I will go with them. 假假設我有時間，我就同他們?nèi)ァ?陳述語氣) If I were you, I would go with them. 假假設我是你，我就同他們?nèi)ァ?虛擬語氣) 與現(xiàn)在事實相反 假設與現(xiàn)在事實相反，條件從句的謂語用過去式(be通常用were)，主句謂語用“should (would, could, might)+動詞原形： If I knew her number ，I could ring her up. 要是我知道她的 號碼，我就可以給她打 了。(可惜我不知道) 與過去事實相反 假設與過去

40、事實相反，條件從句的謂語用過去完成時(had+過去分詞)，主句謂語用“should (would, could, might)+have+過去分詞： If Id left sooner，Id have been on time. 要是我早點動身，我就準時到了。(但我動身太遲了) 與將來事實相反 假設與將來事實相反，條件從句的謂語用過去式(be通常用were)，主句謂語用“should (would, could, might)+動詞原形： If I asked him，Im sure hed help us. 如果我向他提出要求，肯定他會幫助我們。(不過我不打算這樣做) 注：幾點特別說明 主句

41、謂語中的should主要用于第一人稱后。would, might, could的大致區(qū)別是：would表示結果，might表示可能性，could表示能力、允許或可能性。比擬： If you tried again ，you would succeed. 要是你再試一試，你就會成功的。(would表結果) If you tried again， you might succeed. 要是你再試一試，你可能會成功的。(might表可能) If you tried again ，you could succeed. 要是你再試一試，你就能成功了。(could表能力) 對于與將來事實相反的情形，請注意

42、以下幾點：一是這里說的與將來事實相反，實為對將來情況的推測；二是此用法中的條件從句謂語除用過去式外，有時也用“should+動詞原形(表示可能性極小，常譯為“萬一)或“were to+動詞原形(表示與將來事實相反的假設)；三是當條件從句使用“should+動詞原形這樣的謂語時，主句謂語除可用“should (would, could, might)+動詞原形這樣的虛擬語氣外，也可用直陳語氣或祈使語氣： If it should rain tomorrow, dont expect me. 萬一明天下雨，就不要等我了。祈使語氣 If I should see him, Ill tell him.

43、 萬一我見到他，我就告訴他。直陳語氣 2、錯綜時間虛擬條件句 所謂錯綜時間虛擬條件句即條件從句與主句所指時間不一致，如從句指過去，而主句即指的是現(xiàn)在或將來，此時應根據(jù)具體的語境情況，結合上面提到的三種根本類型對時態(tài)作相應的調(diào)整： If it had rained last night, the ground would be wet now. 要是昨晚下過雨的話，現(xiàn)在地面就會是濕的。 You would be much better now if you had taken my advice. 假假設你當時聽我的話，你現(xiàn)在就會好多了。 3、兩個常考虛擬語氣句型 句型介紹 這兩個句型是If i

44、t werent for和If it hadnt been for，這是兩個很常用的虛擬語氣句型，也經(jīng)常受到命題人的青睞，其意為“假設不是(有)“要不是有。如： If it werent for water, no plant could grow. 要是沒有水植物就無法生長。 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后賓語從句用虛擬語氣 用法說明 動詞wish后接賓語從句時，從句謂語要用虛擬語氣。假設要表示與現(xiàn)在事實相反的愿望，從句謂語用一般過去時或過去進行時；假設表示與過去相反的愿望，從句謂語用過去完成時或would / could+have +過去分詞；假設表示將來沒有把握或不太可能實現(xiàn)的愿望，用would (could)動詞原形。如： 注：特別注意 從句的時態(tài)只與從句所指的時間有關，而與wish的時態(tài)無關，比擬： I wish I were rich. 要是我現(xiàn)在有錢就好了。 I wish I had been rich. 要是那時我有錢就好了。 I wished

46、I were rich. 當時我懊悔自己沒有錢。 I wished I had been rich. 當時我懊悔自己曾經(jīng)沒有錢。 6、if only后的句子用虛擬語氣 if only 與 I wish一樣，也用于表示與事實相反的愿望，其后所虛擬語氣的時態(tài)與 wish后所接時態(tài)的情況相同： If only she had had more courage! 她再勇敢一些就好了。 If only I had listened to my parents! 我要是當時聽了父母的話就好了。 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、常獨立使用，沒有主句。 7、as if (though) 從句用虛擬語氣 根本用法 以as if (as though)引導的方式狀語從句或表語從句，有時用虛擬語氣，假設表示與現(xiàn)在事實相反，謂語動詞用一般過去時；假設表示與過去事實相反，用過去完成時；表示將來的可能性不大，用would (might, could)+動詞原形： He acts as if he knew me. 他顯得認識我似的。 They treat me as though I were a stranger. 他們待我如陌生人。 He talks as if he had been abroad. 他說起話來好似曾經(jīng)出過國

48、。 注：兩點說明 (1) 從句所表示的內(nèi)容假設為事實或可能為事實，也可用陳述語氣： It looks as if well be late. 我們似乎要遲到了。 (2) 注意 It isnt as if的翻譯： It isnt as if he were poor. 他不像窮的樣子(或他又不窮)。 8、Its time后的從句用虛擬語氣 根本用法 從句謂語通常用過去式表示現(xiàn)在或將來，有時也用過去進行時或“should+動詞原形(較少見，且should不能省略)，其意為“(早)該干某事了： Its time we went were going, should go. 我們該走了。 Its ti

49、me I was in bed. 我該上床睡了。(不用were) 9、would rather后句子用虛擬語氣 在would rather, would sooner, would just as soon 后的that從句中, 句子謂語習慣上要用虛擬語氣， 表示寧愿做什么 ，具體用法為： 一般過去時表示現(xiàn)在或將來的愿望 Id rather you went tomorrow (now). 我寧愿你明天(現(xiàn)在)去。 用過去完成時表過去的愿望 Id rather you hadnt said it. 我真希望你沒有這樣說過。 10、賓語從句用虛擬語氣的10種類型 I wish后的賓語從句 動詞w

50、ish后接賓語從句時，從句謂語要用虛擬語氣。假設要表示與現(xiàn)在事實相反的愿望，從句謂語用一般過去時或過去進行時；假設表示與過去相反的愿望，從句謂語用過去完成時或would / could+have +過去分詞；假設表示將來沒有把握或不太可能實現(xiàn)的愿望，用would (could)動詞原形。如： I wish I could be of some use. 我希望我能有什么用處。 We wish he didnt smoke. 我們希望他不吸煙。 I wish prices would come down. 我希望物價能降下來。 表示“堅持后的賓語從句 主要是指insist的賓語從句，從句謂語由“

51、should+動詞原形構成，其中的should在美國英語中通?？梢允÷?。如： I insisted that he (should) stay. 我堅持要他留下。 注：動詞insist后接賓語從句時，除可用虛擬語氣外，也可用陳述語氣，兩者的區(qū)別是：假設謂語動詞所表示的動作尚未發(fā)生，或尚未成為事實，那么用虛擬語氣；假設謂語動詞所表示的動作已經(jīng)發(fā)生，或已經(jīng)成為事實，那么要用陳述語氣。比擬： He insisted that I had read his letter. 他堅持說我看過他的信。 He insisted that I should read his letter. 他堅持要我看他的信。

52、 表示“命令后的賓語從句 主要是指order, command的賓語從句，從句謂語由“should+動詞原形構成，其中的should在美國英語中通?？梢允÷?。如： He ordered that it (should) be sent back. 他命令把它送回去。 表示“建議后的賓語從句 主要是指advise, suggest, propose, recommend等的賓語從句，從句謂語由“should+動詞原形構成，其中的should在美國英語中通?？梢允÷浴Ｈ纾?He suggested that we should leave early. 他建議我們早點動身。 注：與動詞insist

53、相似，動詞suggest后接賓語從句時，除可用虛擬語氣外，也可用陳述語氣，兩者的區(qū)別也是：假設謂語動詞所表示的情況尚未成為事實，那么用虛擬語氣，此時suggest通常譯為“建議；假設謂語動詞所表示的情況為既成事實，那么要用陳述語氣，此時的suggest通常譯為“說明、“認為。比擬并體會： He suggested that we (should) stay for dinner. 他建議我們留下吃飯。 I suggested that you had a secret understanding with him. 我覺得你與他心照不宣。 表示“要求后的賓語從句 主要是指ask, demand

54、, require, request等后的賓語從句，從句謂語由“should+動詞原形構成，其中的should在美國英語中通?？梢允÷?。如： I ask that he leave. 我要求他走開。 He requires that I (should) appear. 他要求我出場。 表示“提議“投票后的賓語從句 主要是指move, vote等后的賓語從句，從句謂語由“should+動詞原形構成，其中的should在美國英語中通?？梢允÷?。如： I move that we accept the proposal. 我提議通過這項提案。 表示“敦促后的賓語從句 主要是指動詞urge后的賓語從

55、句，從句謂語由“should+動詞原形構成，其中的should在美國英語中通常可以省略。如： He urged that they go to Europe. 他敦促他們到歐洲去。 表示“安排后的賓語從句 主要是指動詞arrange后的賓語從句，從句謂語由“should+動詞原形構成，其中的should在美國英語中通?？梢允÷?。如： He arranged that I should go abroad. 他安排我去國外。 表示“希望“打算后的賓語從句 主要是指動詞desire, intend后的賓語從句，從句謂語由“should+動詞原形構成，其中的should在美國英語中通?？梢允÷?。如：

56、 She desires that he do it. 她希望他做此事。 表示“指示后的賓語從句 主要是指動詞direct后的賓語從句，從句謂語由“should+動詞原形構成，其中的should在美國英語中通?？梢允÷?。如： The general directed that the prisoners should be set free. 將軍指示釋放那些俘虜。 11、主語從句中的虛擬語氣 在It is necessary，important，strange，natural， advisable, anxious, compulsory, crucial, desirable, eager

57、, essential, fitting, imperative(絕對必要), impossible, improper, obligatory, possible, preferable, probable, recommended, urgent, vital etc. ；it is a pity；It is requested/suggested/desired/proposed等結構后的主語從句中要用虛擬語氣，即Should+動詞原形或只用動詞原形。如： Its important類 這一類型主要包括It is (was) important (necessary, desirable

58、, imperative, advisable)that. . .句型。如： It is impossible that he should go home. 他不可能會回家去。 Its a pity類 It is a pity that she should fare so badly. 她竟吃得這么差，真可憐。 Its desired類 這種主語從句還常用在It is (was) desired (suggested, settled, proposed, requested, decided, etc. ) that.句型。如： It is requested that a vote be taken. 建議付諸表決。 12、表語從句、同位語從句中的虛擬語氣 在advice, agreement, command,