《英語說課稿 Unit Nine Can you come to my party》由會員分享，可在線閱讀，更多相關(guān)《英語說課稿 Unit Nine Can you come to my party（9頁珍藏版）》請?jiān)谘b配圖網(wǎng)上搜索。

1、 本科畢業(yè)設(shè)計(jì) 學(xué)生試講說課稿 二 級 學(xué) 院 外國語學(xué)院 專 業(yè) 英語 年 級/班 級 學(xué) 號 學(xué) 生 姓 名 指 導(dǎo) 教 師 職 稱 完 成 時(shí) 間 2015 年5 月2 日 Unit Nine Can you come to my party?. Section A (2a-2d) Hello, everyone! Today I’m very pleased to have such

2、an opportunity to talk about some of my teaching ideas. My topic is section A part (2a-2d) taken from Unit 9 “Can you come to my party?” It is made up of four parts. 1 My Understanding of This Lesson This textbook published by People’s Education Press. Unit 9 consists of three parts, Section

3、A, Section B and Self check. This lesson mainly learns section A part. 1.1 Teaching aims: 1.1.1 Knowledge Aims: (1) After this lesson, students will be able to read and write the new words. Key vocabulary: available, another time, until, hang, hang out, catch; (2) After this lesson, students w

4、ill use the sentence patterns correctly. a.---Can you come to my party on Saturday? ----Sure, I’d love to. ----Sure. Thanks for asking. b.---Can you go to the movies on Monday? ---I’m sorry, I’m not available. I have too much homework on Monday. ---That’s too bad. Maybe another time. (3)A

5、fter this lesson, the students can use the modal verbs can and have to to reply an invitation. 1.1.2 Ability Aims: (1)After this lesson, students can learn and use the basic knowledge for daily communication and invite and reply others politely. (2)After this lesson, students can drop to achieve

6、the result of cooperation and make progress together. 1.1.3 Emotional Aims: (1)After this lesson, students will be motivated to co-operate with each other. (2)After this lesson, students will be learning in a lively circumstance, moreover, their interests maybe certainly enhance and they would

7、be active in class. 1.2 Teaching Important Points and Teaching Difficult Points 1.2.1 Teaching Important Points: (1) Key vocabularies: available, another time, until, hang, hang out, catch, not…until… (2) Sentence patterns： a.---Can you come to my party on Saturday? ----Sure, I’d love to.

8、----Sure. Thanks for asking. b.---Can you go to the movies on Monday? ---I’m sorry, I’m not available. I have too much homework on Monday. ---That’s too bad. Maybe another time. 1.2.2 Teaching Difficult Points (1) Students can’t listen to the material and finish the listening tasks successfu

9、lly. (2)The correct use of not…until… 1.3 Something about the Students (1) The students have known the modal words like can, must, might, would and have to, but they don’t know the exact use of them. (2) The students have known something about the topic through the study of the last lesson. (3

10、) They don’t often express themselves and communicate with others in English. (4) Some students are not active in the class because they are afraid of making mistakes. 2 My Teaching Methods and Aids 2.1 Teaching Methods (1)Listening and Speaking Method; (2)Task-based Learning Language Teachi

11、ng Method; (3)Question-and-answer Activity Teaching Method; (4)Watch-and-listen Activity; (5)Group Work or Role-play Work Method. 2.2 Teaching aids: a text book; a tape recorder; a projector; 3 Teaching Steps / Procedures I have designed the following steps to train their ability of li

12、stening, speaking, reading and writing, especially listening and speaking ability. The entire steps are: Pre-tasks (Greetings; Revision and conclusion); While-tasks (Listening Practice; Group Work; Role-play) Post-tasks ( Summary; Homework.) Step 1 Greetings Greet the whole cla

13、ss as usual. Step 2. Revision and conclusion (1)Ask students a question to review the last lesson learning（The teacher asks students questions and students answer questions）. T. Can you come to my party? S1:.Yes, I’d love to. S2: No, I can’t. I’m not available. I have to … （Ask stu

14、dents to conclude the answers together and then students draw a conclusion.） Purpose: Through this part Ss can consolidate what they had learnt last lesson. Step 3. Listening Practice 1 Listen to the tape and finish 2a in page 66. (1) The teacher read the title of 2a and the five sentences as we

15、ll. (2) Look at the screen and ask students how to answer this kind questions. (3) Play the recording. (4) Check the answers with the whole class. Purpose: let the Ss learn English in an active atmosphere and Ss will be concentrated on the class. Step 4.Listening Practice 2 Listen to the tape

16、and finish the task 2b (1) Tell the students listen and write the names and reasons on the chart. (2) Play the recording. ●The first listening, Ss listen and write the names of persons who can’t go to the party. ●The second listening, Ss listen and fill in the blanks which listed on the PPT. (

17、3)Check the answers (three students to share their answers) (4)Read out the five conversations together. Purpose: Make the listening easier. Thinking about that listen to the whole sentences maybe too difficult for grade eight students, so listen to the phrases may be easier. At the same time they

18、 may be confident to do next task. Step 5.Group Work (1) Tell Ss to use the information in 2b to complete the chart in two mins. (2) Teacher explains the language points. ● too much + UC ● much too +adj./adv. Eg: too much homework/water much too easy/early (3) Ss practice the conversati

19、on in 2c freely in 2 mins, using the information in the chart. ●divide the whole class into five groups ●a group of four Ss (4)Ask two groups to show their conversations.(each group send two Ss as representatives to act out their conversations) Purpose: encourage the students to do further stu

20、dy and grasp the knowledge; what’s more, this activity can make the class lively. Step 6 Role-play (1) Students answer the three questions which listed on the screen. (2) Check the answers. (3) Teacher explains the usage of some important points and asks Ss to take notes. (4) Ss read the conver

21、sation after the teacher. (5) Role-play the conversation.(Ss ask their desk mates as partners to role play the conversation. One Student as Jeff and the other is Nick) Purpose: After studying for a long time , Ss would be a little tired, this activity should certainly arouse their interest and Ss

22、will be concentrated on the role play activity. Also, Ss have the desire to take part in co-operative learning and make each student join the class activities, so the class must be active. Step 7. Summary Simply summarize the focus of the knowledge that have been learned in this lesson. Guide the

23、students to summarize the main content of the lesson to check if they could understand the language points. Purpose: Through the summary, students can be clear about what they have learnt in this class and their memory would be deepened again. Step 8. Homework After class, Ss try their best to re

24、cite the conversation in 2d and preview the Grammar Focus in page 67. Purpose: Homework is so important that the Ss should speak English as much as they can in class or after class. And preview the new knowledge is to have a brief understanding of next lesson. 4 Blackboard Design Write the ti

25、tle in the center of the blackboard above. First I would divide the Bb into two parts. On the left, I would write down the questions before the class begins, and there would be conclusions. For example: Q: Can you come to my party? Accept: Yes, I’d love to./ Sure, I’d love to./ Sure, thanks for a

26、sking. Decline: No, I can’t. But I have to…/ Sorry, I can’t, I’m not available. I have to…/That’s too bad, maybe another time. On the right, I would use it flexible. Write down some important points or answers. For example: too much + UC(water/homework) much too + adj./adv. (easy/early) not…un

27、til… hang out Purpose: listed the important language points on the Bb to make the Ss can understand the points at a glance. Also, the Blackboard writing is a micro teaching plan in the class. The key points and sentence patterns would be written down on the blackboard.

28、 Bibliography Willis J.A Framework for Task-based Learning[M].Longman Limited，1996. Catherine Twomey Fosnot.Constructivism: Theory，Perspectives，and Practice［M］.Teachers College Press，1996.? Anderson, A.＆Lynch.Listening[M].Oxford:Oxford University Press.1988. Breen,M.Learner contribution to tas

29、k design.In Candlin,C.＆D.Murphy(eds). Language Learning Tasks［J］.(PP.23-46)London: Prentice Hall.1987. Ellis,R.Task-based Language Learning and Teaching［M］. Oxford: Oxford University Press.2003. 崔林.建構(gòu)主義學(xué)習(xí)理論及其對我國外語教學(xué)的啟示[J].遼寧師范大學(xué)學(xué)報(bào):和會科學(xué)版，2002. 傅道春.教師的成長與發(fā)展[M].北京：教育科學(xué)出版社.2001. 王薔. 英語教學(xué)法教程[M].（第二版）(PP.26-29),(PP.136-155),北京：高等教育出版社.2006. 王文君.試析任務(wù)型教學(xué)法[J].浙江師范大學(xué)學(xué)報(bào):社會科學(xué)版，2003. 鄒為誠等.外語教師職業(yè)技能發(fā)展[M].北京：高等教育出版社.2008. 8