四川省高中英语教师资格证说课稿.docx
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四川省高中英语教师资格证说课稿.docx
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四川省高中英语教师资格证说课稿
Unit20Archaeology(Grammar)(考古学)
Hello,everyone.TodayIverypleasedtohaveanopportunitytotalkaboutsomeofmyteachingideas.MytopicisthegrammarpartofSeniorEnglishforChinabook2Unit20,archaeology,anditismadeupofsixparts.
Part1Myunderstandingofthislesson
Thislessonisagrammarone.Itisaroundgrammartoexpand.afteritstudentscanfurthergrasptheEnglishlanguage.
Theanalysisoftheteachingmaterial:
Thetopicofthisunitisarchaeology,andthewholelessonisspreadaroundthistopic.grammarisoneofthemostimportantitemsinEnglishlearning.Itcantrainstudents'Englishability.ItalsoplaysaveryimportantpartintheEnglishteachingofthisunit.BystudyingthisLesson,Studentscanimprovetheirreadingespeciallywritingabilities.
TeachingAims:
1.Knowledgeaim:
use“it”tomakesentences.
2.abilityaim:
grasp some new words and improve the ability of defining words in English
3.Emotionalaim:
makestudentsunderstandEnglishnotonlybythelanguagesensebutalsobyamorerationalthought.
TeachingImportantPoints:
Masteranduse“it”tomakesentences.
I.PreparatorySubject(形式主语)
1.Itbe+p.p./n./adj.+thatclause
2.Itseems/appears/happens+thatclause
3.Itbe+n./adj./+wh-/howclause
4.Itbe+adj.+for/ofsb.todosth
5.It’snousedoing---
II.PreparatoryObject(形式宾语)
1.Subject+vt.+it+adj.+todosth
2.Subject+vt.+it+adj.+thatclause
III.Theemphaticphrase(强调句型)
Itbe+---+who/that----
Teachingdifficultpoint:
Howtogetthestudentstomastertheuseof“it”
Part2Myteachingtheories,methodsandaids
Beforedealingwiththislesson,I’lldomybesttocarryoutthefollowingtheories:
MaketheStudentstherealmastersinclasswhiletheteacherhimselfactsasdirector;Combinethelanguagestructureswiththelanguagefunctions;LetthestudentsreceivesomecommonsenseaboutbodylanguagewhiletheyarelearningtheEnglishlanguage.
TeachingMethods:
1.task-basedleaningmethod:
it’sverypracticalandoperableandalsoitcanstimulatestudents’initiativeinlearninganddeveloptheirabilityinlanguage.Usingthismethodstudentsaretherealmastersinclasswhileteachersactasthedirectors.
2.grouplearningmethod:
inthefollowinglessonIwilldividethewholeclassintofourgroups.Withinthegroupstudentscantalkanddiscussfreelybyusingthesentencepatternofit.Thismethodcanre-strengthentheirknowledgeabouttheuseofit.
TeachingAids:
1.PPT(多媒体演示文稿)2.somebooks 2.theblackboard
Part3Analysisofthestudents
ThestudentsofSeniorGrade2havealreadyhadsomeknowledgeaboutEnglishlanguage.Andstudentshavecertainabilitiesofself-studying.ButindailylifestudentsseldomconsiderthegrammaticalpointswhentheyuseEnglish.butaftermasteringthegrammar,studentscanunderstandEnglishfurtheranduseitmoreproperly.
Part4Teachingsteps/procedures
Ihavedesignedthefollowingstepstotraintheirabilitiesofspeaking,especiallylisteningabilities.Theentirestepsare:
lead-in,presentation,practiceandconsolidation,homework.
Step1lead-in
letSshaveatestofthecommonuseof“it”:
LetSstotellwhattheword“it”referstoanditsfunctions.
Examples:
1.It’sdifficulttorememberalltheirnames.
2.Hemadeitclearthathedidn’twanttospeaktome.
3.ItwasonTuesdaythatMrs.Smithcame.
4.ItisthefirsttimefortheseEuropeanstovisittheGreatWall.
Step2presentation
1.elicitthecontentsofthegrammaticalpoints
learnthetheuseofit
2.analyzethislessonindetails
nowIwillgivesomeexamplestoanalyzetheuseofit
Itmademeexcitedtofindthegroundwascoveredwithsnow.
Itwasinterestingthatweplayedwithsnowtogether.
Summary1.“it”canbeusedinthesubjectpositiontostandfortheinfinitive(不定式),gerund(['dʒerənd]动名词),ora
clause[klɔ:
z](从句).Itis...+todoing/aclause
Thengivestudentssomesituationsforthemtopracticeusing“it”.
situations:
1.gooutaloneatnight
2.winthefirstprize
3.ChinawillholdOlympicGames
4.maybeMr.Smithwillgiveaspeechhere.
Now,pleaselookatthetwosentencesonthescreen:
◆ItissaidthatTomhascomebackfromabroad.
PeoplesaythatTomhascomebackfromabroad.
Summary2“It”isalsousedinthesubjectpositiontostandforaclause.Butitcanbechangedinto“people+vt.+thatclause”.Thatis,Itbe+pastparticiple(V.p.p(过去分词))+thatclause
(suchasthefollowingpastparticiple(V.p.p):
reported,believed,thought,proven,know,hoped,suggested,hoped…Thenletstudentsdotheexercises1and2onpage78.Nowletstudentslookatthesentenceonthescreenandtellthat“it”referstoandit’sfunction.
Henrygavemeatieformybirthdaylastyear.
ItwaslastyearthatHenrygavemeanewtieformybirthday.
ItwasHenrywhogavemeanewtieformybirthdaylastyear.
ItwasformybirthdaythatHenrygavemeanewtielastyear.
Summary3.fromtheabovesentenceswecanreachaconclusionthat:
Itis+…that(who)+clauseisaemphaticsentence(强调句型)
Summary4.Impersonal(无人称的)“it”canbeusedtotalkaboutsomethingorsomebodymentionedabovesuchastime,date,weather,distance,seasonandsoon.
Step3practiceandconsolidation
Morepracticeinclasstoenhancetheusageof“it”
Step4homework
1.revisetheuseof“it”
2.writetensentencewhichcanused“it”andexplainthefunctionoftheword“it”
Part5Blackboarddesign
JustasIhavewrittenontheblackboard.
Unit20Archaeology(Grammar)
TeachingImportantPoints:
Masteranduse“it”tomakesentences.
IV.PreparatorySubject(形式主语)
1.Itbe+p.p./n./adj.+thatclause
2.Itseems/appears/happens+thatclause
3.Itbe+n./adj./+wh-/howclause
4.Itbe+adj.+for/ofsb.todosth
5.It’snousedoing---
V.PreparatoryObject(形式宾语)
1.Subject+vt.+it+adj.+todosth
2.Subject+vt.+it+adj.+thatclause
VI.Theemphaticphrase(强调句型)
Itbe+---+who/that----
Teachingdifficultpoint:
Howtogetthestudentstomastertheuseof“it”
Patr5Teachingassessment(教学评价)
Forteachingpurposes,Istimulatestudents’interestsmainlybyteachersandstudentsinteractingway.Ibelievethatthislessonwilllayagoodfoundationforstudents’furtherEnglishstudy.
That’sallformyteachingplanaboutthislesson,thanks!
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