高师技能大赛说课稿

LadiesandGentlemen,Iappreciatehavingthischancetobeheresharingmylessonplanwithyou.ThecontentofmylessonisfromFLTRPforseniorgrade1students.TodayI’llshowthegrammarpartandthereare7partsinmylessonplan.AnalysisofTeachingmaterialAnalysisofSudentsTeachingobjectives:FocalpointsanddifficultpointsTeachingmethodsTeachingproceduresTeachingreflectionTheAnalysisofTeachingMaterialNow,letmetalkaboutthefirstpart,theanalysisofteachingmaterial.Thisclassmainlyfocusesonthegrammar,verb-nounasobject.Inthisunit,itisbasedonthereadingpassagewelearntlastclass.Bylearningthisgrammar,studentscanhaveabetterunderstandingofthereadingpassageandpreparestudentsforthespeakingpartlinguistically.Beforethisclass,studentshavealreadylearntverbsthatcanhaveverb-nounasobjectsuchaslike,enjoy,dislikeetc.Buttheycanonlyusenounsastheirobject,soitisnecessarytolearnthegrammarpoint,verb-nounsasobject,whichwilllayagoodfoundationforthelearningofthenextunits.TheAnalysisofStudentsAsforthestudents,generallyspeaking,theyhaveagoodcommandofEnglish.Ascooperativeactivitiesareoftenusedinclass,theyaregoodatcooperatingwitheachother.Butstudentseasilyfeltunderpressureandnotactiveingrammarclass,soitisveryimportanttoorganizeactivitiestoarousetheirinterestinlearninggrammar.TeachingObjectivesBasedontheanalysisoftheteachingmaterialandstudents,IputforwardtheteachingobjectivesaccordingtoNationalEnglishCurriculumandIwilltalkaboutitfromKnowledgeobjectives,AbilityobjectivesandEmotionalobjectives:First,theknowledgeobjectives:1.Afterthisclass,studentswillbeabletomemorizetheverbsintheverb-nounasobjectstructure2.Studentswillbeabletounderstandthegrammarrule,verb-nounasobjectSecond,theabilityobjectives:StudentswillbeabletousethegrammarruletospeakandcommunicatetoexchangeinformationThird,theemotionalobjectives:1.Studentswillbeinterestedinlearningthegrammarpointbytakingpartinactivities2.StudentswillunderstandeachotherbetterbyfinishingatasktocommunicateandexchangeinformationwithothersFocalPointandDifficultPointThenitcomestomyfocalpointanddifficultpoint.Thefocalpointofthisclasswillbethelearning,understandingandusingofgrammarpoint,verb-nounasobject.Thedifficultpointisthatstudentsusethegrammarruletocommunicateandexchangeinformation.TeachingMethodWell,howtoachievetheteachingobjectivesbetter,tostressthefocalpointandbreakthroughthedifficultpoint?Thekeyishowtomakeuseoftheproperteachingmethods;I’lltalkaboutmyteachingmethodsbelow.AccordingtorecentLinguisticresearchresultsandbasedonmyownunderstandingofEnglishteaching,teachersshouldhelpstudentstoknowhowtocombinethegrammaticalrulesandvocabularytoexpressnotionsthatperformfunctionsandteachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creativeandcriticallearners.SoIamgoingtousePPPteachingmethodforthewholegrammarlearningprocess,andCommunicativeapproachinanactivityandTBLTinatask.Theactivityandtaskhavecommunicativepurposesforstudentstofocusonthemeaningofthegrammarrule.Inthewholeprocess,theroleoftheteacherisafacilitator.TeachingProcedureInordertorealizetheteachingprocesssystematically,properlyandefficiently,Idividetheteachingprocessinto3stages,presentation,practice,production.PresentationTherearethreestepsinmypresentationstage.Step1:WarmingupandleadinInordertoachievearelaxedandagreeableatmosphere,Ibeginmyclasswithadailyconversation.BytellingthemIamexcitedbecauseIamgoingtoplaytenniswithmyfriendsafterclass,Iturntoaskthemthefollowingquestionsnaturallyandleadinthegrammarpointbyguideddiscoverymethod.Q1:Whatdoyouoftendoinyoursparetime?Q2:Doyouenjoyyourself?Byinteractingwithmystudents,3sentenceswillbeselectedandwrittenontheblackboard.Withthepurposetodiscoverthestructure,Iunderlinetheverbandthenoun-verbstructureanddrawstudents’attentiontothatpart.Step2FormDiscovery:Inordertoletstudentsfindandgetfamiliarwiththeform,theyareaskedtounderlinethesentencescontainingverbandverb-nounstructureinthereadingpassage,MyNewTeachers.Aimingatmakingstudentstoremembertheformofthisgrammar,someofthemareaskedtowritethosesentencesontheblackboardandreadingaloud.Step3Sincestudentshavebeenfamiliarwiththeform,let’scometothethirdstep.Aninterestingactivityisgiventodrawstudents’attentiontothemeaning.Bydoingthisactivity,studentscanalsoknowwhatotherverbswecanuseinthisgrammarstructure.First,Iwilldrawasmallboyontheblackboardtoarousestudents’interest.Next,I’llwritethefirstsentencefromexercise2ontheblackboard.Withthepurposetofocusmoreattentiononthemeaning,studentsareaskedtoworkinpairsandgrouptheverbsintotwogroupsthatcanmaketheboyontheblackboardtobeanhoneststudentordishoneststudent.Last,inordertoletstudentsspeakandpracticethemeaningfulsentences,severalpairsareaskedtosharetheiranswers.PracticeAfterthediscoveryofthegrammarrule,let’scometothepracticestage.Amechanicalpracticeisgiventoachieveformaccuracy,givestudentsrepeatedattentionandfinallymakethe‘leap’fromform-focusedaccuracytomeaning-focusedfluency.Studentswillbeaskedtofinishpractice2andusetheverbsfromthebox.ProductionInordertopracticethetargetstructurewhilenegotiatingmeaning,ataskisgivenintheproductionstage.Thepurposeofdoingthetaskistol