安徽教师招考面试：高中英语说课示范

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2017年安徽教师招考面试：高中英语说课示范

导语

Good morning, dear judges. I’m No. 5 candidate. It’s my great honor to present my lesson here. Today, my topic is Earthquake. To make my presentation much clearer, I’d like to divide the teaching structure into the following parts: analysis of teaching material, students, teaching and learning methods, teaching procedure and blackboard design. Now I am about to present them one by one. 

说教材

This text is about a terrible earthquake that happened in Tangshan in 1976. Though this kind of topic is not so related to Ss’ daily life, it offers a good chance for them to improve reading skills. According to the demands of the New Standard English, I divide my lesson objectives into three categories: knowledge objects, ability objects and moral objects.

The knowledge objects include to grasp the general idea of the whole passage; to learn the main methods of reading ,such as skimming ,scanning ; to get familiar with the word and phrase: injure; in ruin

Ability objects contain to improve Ss’ ability of getting information by scanning and skimming and intensive reading; enable students to guess the meaning of words in context.

At last moves to moral objects. The moral objects are to cultivate Ss’ awareness to help people who are in trouble and to help Ss’to realize the importance of safety, try to learn how to protect themselves in danger.

Based on the objectives, I make the teaching key points and difficult points as follow.Teaching key point includes: To improve Ss’ reading skills and encourage them to talk about natural disaster.While the teaching difficult point is to retell the story with the help of some key words.

说学情

Students of grade 1 in senior high school have studied English for 10 years and grasped a certain amount of English knowledge. However, they have just moved into the senior high school English study so that their reading ability is in the level of beginner. Take these factors into account, the development of reading ability will be an important object of this lesson. Moreover, the topic of this unit “earthquake” will be a little bit difficult for students, since not all of them have been through a real earthquake. But it is a necessity for them to know some natural disasters and how to survive in such unfamiliar event.

说教法学法

The teaching methods which will be used are task-based language teaching method and communicative approach, because modern foreign language teaching emphasizes that students should be encouraged to develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing, participating, exploring and cooperating under the teacher’s guidance.

As for learning methods, students will learn through independent reading, discussing and cooperating.

说教学过程

In order to achieve my teaching aims successfully I divide my teaching procedure into 6 steps: lead- in, pre-reading, while-reading, post-reading, summary and homework.

Step 1: lead- in

The activity of this step is free talk. I will ask students to answer the following questions “What would you take with you if a quake happened? “, “What kind of signs can tell you that there is a quake?” and “What kind of damage can an earthquake cause?”. After these questions, I will present pictures about Tangshan earthquake and ask them what can they see. 

My purpose of this activity is to stimulate them so think about something about the earthquake which are related to the subject of the following text. Since the main exercise of this part is speaking and listening, students should be able to understand others and keep a relatively smooth communication. The pronunciation and intonation should be idiomatic. Correct diction is another requirements of this exercise. Students can use gestures to help to understand each other if they have difficulties in communication.

Step 2: pre- reading

Pre-reading is a preparation for reading, so in this part, I will tell students the basic background of Tangshan earthquake and ask them what do they know about this famous earthquake and then ask the Ss to predict what will be talked in the text according to the title. My purpose here is to give them some background knowledge to get prepare for the following text and exert the Ss' imagination.

Step 3: While reading

Task 1 Skimming

Then get the students comprehend the passage quickly to grasp the main idea, and meanwhile help the students to form a good habit of reading.

Task 2. Scanning

Next, I will ask them to find the meaning of each paragraph using scanning strategy. And then find answers to the following questions. 1.    How many people were killed and injured during the quake? 2. How many buildings were destroyed? 3. Were there any people coming to rescue them?

This activity provides practice in “scanning”. I will read out the reading strategy for this unit. Explain it in more details and make sure students understand the difference between “reading for meaning” and “reading for detail”. Then ask students to conclude the meaning of each para.

Task 3. Intensive reading

Read the passage carefully find out the answers about the deeper questions 1.What sentences can express the quake is GREAT? 2.What metaphor does the writer use to say the quake is GREAT? 3.What happened when rescue work was going on? At the same time, difficult word and expression “injure” and “in ruin” will be analyzed in the context and then students will do matching on page 27.

The goal of this task is to let Ss get further understanding of the article and check their reading results and the deployment of the reading strategies.

 Step 4: Post-reading

In this step I design 3 activities. 

The first one is ask and answer. The questions are what impresses you most after reading this passage? Why? Or what do you learn from such a disaster? Answers like self-rescue, environment protection, rebuilt, love and help will be elicited. 

Then we will watch a video about self-rescue together to help them find some necessary knowledge about how to save yourselves in danger. 

Finally, students will be asked to do an interview to talk about “If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? Or how could you help them?” in this process, students will express their ideas freely to exercise their listening and speaking skill by using language they learnt this class.

Step5: Summary

Students summarize what they have learned today and I will give supplement and let the students to know that they should learn the persistence spirit showed in earthquake when facing difficulties. Make an assessment on each group. Emphasize the importance of group work and self-learning.

Step 6: Homework

1. Find more news reports about earthquake.

2. Write a piece of news about Tangshan. You can use the information in the passage.

说板书设计

As you can see, key words and activities are listed on the blackboard, which will make the key points of today’s lesson clearly. By looking at the blackboard, students will get the knowledge required today quickly.

That's all for my presentation. Thanks for listening.

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