2018年云南省事业单位考试—说课稿 人教版 英语 高中

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　　人教版高中英语必修三

　　Unit 5Canada the true north

　　焦娟

　　Good morning, dear judges. I am candidate No. ___, applying for senior high school English teacher.

　　To make my presentation much clearer, I’ll describe my thoughts from the following aspects: analysis of teaching material, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design. Now I am going to present them one by one.

　　1. Analysis of teaching material

　　The text I am going to present is Canada the true north. It is taken from Unit 5, module 3, published by PEP for senior high school students. It is a reading text about Canada including its geography, major cities, sceneries, traditions and its plural cultures, etc. The study of this text can not only help Ss gain some basic information about Canada, but it can also make Ss aware of the essential elements involved in the writing of travel journal.

　　According to the new standard curriculum and the syllabus, after studying the teaching material and analyzing the rule of students’ growing of mind, the teaching aims are set as follows:

　　Teaching aims:

　　1. Ss can gain some basic information about Canada including its geography, major cities, sceneries, traditions and its plural cultures, etc. They can master the key vocabularies such as “surround, measure, aboard, within…”and target grammar “appositive clause”.

　　2. Ss can get the main idea through the title and fast reading. The basic information of Canada’s such as its geography and cities can be obtained through scanning. They can also carry out simulate communicative activities based on the obtained information about Canada.

　　3. Ss can learn to understand and appreciate different cultures between Canada and China. Their cross-culture awareness can be stimulated and promoted.

　　Teaching key and difficult points:

　　Ss can have a good knowledge of Canada and their reading ability can be improved through the employment of various reading strategies.

　　2. Analysis of the students

　　Though having had a solid basic knowledge of English, students in senior high school haven’t got rid of dumb English completely. Furthermore, not all of them can apply what they learn to realistic communication with others. The theme of this text is about describing travel journey, which is concerned about earnest observation and correct description. By active learning, independent learning and reflective learning, this text is to improve the students’ comprehensive ability of language using.

　　3. Teaching and learning methods

　　The new curriculum standard puts such in the first place as “cultivating students’ interest in learning English, building self-confidence, developing good habits of autonomous learning” to boost teaching and learning efficiency. Therefore, I will guide students from the following aspects.

　　(1 Using communicative method to not only help the students make a better understanding of the dialogue by talking with others but also help to exercise their ability of language expression as well as to improve their spoken English;

　　(2) Using practice-consolidation method to enable students to use what they have learned flexibly.

　　Now come the most important part of my presentation- teaching procedures.

　　4. Teaching Procedures

　　As the old saying goes, a good beginning is half done. So is a good lead in. An effective lead-in can arouse Ss’ interest and instantly involve them in the class learning. So in the step of lead in,

　　Step 1 Lead-in

　　I will invite Ss to do a quick quiz on Canada and enjoy some beautiful pictures about it just like this:

　　T: Guys, how much do you know about Canada-the country of maple leaves? We will have a quiz. I’ll divide you into two groups (boys and girls). You are going to have a competition. Now look at the screen and answer the questions. Which is the national flag of Canada? Which is the national flower of Canada? What language/languages do Canadians speak? What is the capital of Canada? and so on.

　　Quiz and pictures can easily lead in the topic of Canada and get Ss interested in the topic. In the meanwhile, Ss’ relevant cognition can be motivated.

　　Step 2 Pre-reading

　　I will lead my Ss to take a careful look at thetitle and illustration in the text, trying to predict the main idea. Through guessing, not only Ss' curiosity can be aroused, but also their reading ability can be improved through predicting.

　　Step 3 While-reading

　　When it comes to understandingthetextand help Ss cultivate efficient reading strategies, I will instruct Ss to do skimming and scanning.

　　In the part of skimming, Ss skim the passage quickly and answer the following questions.

　　①What is the passage mainly about?

　　②What is “The True North”?

　　③match each paragraph with the corresponding headline.

　　In the part of scanning, Ss read the passage more carefully and find out more information about Canada. Then finish the following tasks. Get more details about the basic facts about Canada, and have a further understanding including some words and sentences.

　　Task 1 Cities: Ss scan the passage and find out places and their travelling routes. First, what do you know about each city?

　　Task 2 Numbers:Ss Go through the passage and find out all the members, such as 5,500,90, and one third. Read aloud these sentence and understand their meanings. Deal with some language points if necessary.

　　Task 3 Time: go through Paragraph 3-5 and find out all the time phrases and link them to the travelling route.

Time	Place/Route	feelings
Earlier that day
After two days’ travelling
After dinner
That night

　　Step 4 Post-reading

　　1. Ss try to retell the story with the help of the key words and the map.

　　2. I will create a situation: suppose you have got a chance to visit Canada during the summer holidays. You have just come back from Canada. Work in groups and tell your classmates about your tour.

　　In addition to the regular activity of retelling, Task-based teaching method is adopted to provide Ss with a real-life situation to use the language to improve their communicative and cooperative abilities.

　　Step 5 Summary

　　I will encourage my Ss to summarize what they have learnt from the text and I will also make some supplements if necessary. The point will be also emphasized that travelling to a foreign country can not only enrich our knowledge and broaden our horizon, but it can also make us experience other cultures. We should seize every opportunity to go out, to explore and experience. But remember to pay attention to cultural differences. When in Rome, do as the Romans do.

　　The reason why Ss summarize by themselves is to check whether they have grasped the target language points. And the question “Do you think the good look is the most important thing?” can help fulfill the emotional aims.

　　Step 6 Homework

　　Ss search online for more information about Canada and write it down. They are supposed to share it next time. The purpose is for them to use the language they learn and improve their English writing skills.

　　5. Blackboard design

Time	Place/Route	feelings
Earlier that day
After two days’ travelling
After dinner
That night

　　At last, I’d like to say something about my blackboard design. My blackboard writing is presented along with my class teaching. They perfectly complement each other, making it much easier for Ss to understand the key points of today’s lesson.

　　That’s all for my presentation. Thank you for your listening.

　　附原文:

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