四川省高中英语教师资格证说课稿
教师资格证说课稿(最新2篇)
教师资格证说课稿（最新2篇）高中英语教师资格证说课稿篇一Good morning, everyone, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is New Senior English for China Book3 U1 Festivals Around the World. I’ll be ready to begin this lesson from two parts. The first part is analyzing the teaching material and the second part is teaching procedure. First, let me talk about the teaching material.Part 1 Teaching Material:This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China. The teacher can ask the students if they have some idea about the foreign and domestic festivals.The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include.The reading passage titled Festivals and Celebrations which is briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. The teacher can first let them work in pairs or in groups to find the answers together, and then check their answers with the whole class. Students should be required to talk about festivals in their own words at the end of the class.Part 2 Teaching Steps:In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. Therefore, the teaching steps are very important and they should be arranged in good orders. Moreover, the teaching methods should be considered in this part, such as pair work activity and Students –Centered-Teaching.Now let me introduce my teaching steps.Step 1 Leading-inI will have a free talk with students. Ask them the following questions: Did you have a good time in your winter holidays? How did you celebrate your Spring Festival?With this topic we will begin the new unit which is talk about the festivals around the world.Step 2 Warming upI will let students talk about other Chinese festivals that they familiar to. （Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. 。
高中英语教师资格证认定-说课稿
This lesson is on how to write examples appropriately in task-based writing. The teaching material includes four examples selected from four different task-based writing samples. The Teaching Object is class 9 or class 11 in grade 3 of Tian Jiabing Senior High School. Students’ writing abilities from the two classes are in the middle level. There are two teaching Objectives in this lesson. The Teaching Important Point is that Students can be familiar with three excellent examples. That students can apply what they learn in the first three excellent examples to what they should write is the teaching difficult point. Task-based Teaching, Learner-centered Teaching and Communicative Language Teaching are the main teaching approaches of this lesson. The Teaching Aids are the multimedia and a blackboard. As for Teaching Procedures, there are five steps in this lesson. Today I only focus on the interpretation of step 1 and step 3. The teacher and students should spend five minutes in dealing with step 1 Warming-up. The objective of this step is t o activate students’ interest in knowing more about the task of this lesson. The methods adopted by the teacher are class and individual work. There are three procedures for Step 1 Warming-up. The first procedure is that Students watch a short video of the film called Juno with the two questions. The two questions are what happened to the teenage girl called Juno? and how did Juno get out of trouble?. The objective of this procedure is to activate students’ interest in this le sson. Now let’s appreciate the short videotogether. The second procedure is that the teacher and students discuss the answers to the two questions on the video together. The key to the second question -------S he got out of trouble with her friends’ and parents’ help. The phrase “with her friends’ and parents’ help” can draw students’ attention to the subject of this lesson----------help. The third procedure is that the teacher shows students the task of this lesson. There are two tasks for this lesson. The objective is to let students understand what they should do in this lesson. There are two tasks in this lesson. The first is that students can be familiar with the three excellent examples on help in task-based writing. The second is students can write an example about their friends’ help. Learning on step 3 -------writing example 2: My father’s help to the stranger needs eight minutes. The objective is to make students impressed by this example and help students accumulate important words and phrases and the method is group work. There are five procedures for this lesson. The first procedure is students read the incomplete example and try to add a perfect ending to it. Meanwhile, students are divided into nine groups and discuss their endings. The objective of this procedure is to arouse students’ interest in this example and activate students’ creativity. The second procedure is that the teacher invites two or three students to speak out their endings and lets others comment on theirs. During this procedure, the teacher chooses students in the three lucky groups to speak out their endings and comment on theirs.At the end of the discussion, the teacher announces Group 2, 5 and 8 are the lucky groups. The first student and sixth student speak out their own endings and other members in group 2 should try their best to help them. The same applies to the fourth student in group 5 and other members in group 5. The second and fifth student in group 8 should comment on their endings. Finally the teacher gives a comment. The objective of this procedure is t o activate students’ awareness of competition and assessment. The third procedure is the teacher gives the original ending. The objective is to let students compare the original ending with theirs. The fourth procedure is the top student selected by the teacher asks others to read out the underlined words and phrases. The objective is to stimulate the top student’ and other students’ enthusiasm on English learning. The fifth procedure is students see if there is any word or phrases that they still don’t understand and the teacher asks some students to explain them. During this procedure, students or the teacher can explain words and phrases in Chinese or paraphrase them. The objective of this procedure is to help students understand the difficult words and phrases, especially the relevant ones in step 5 Discussing and writing: The third sentence structure in the step 5 is a good example: He/ she talked with me ____________, which convinced me that I _____ figure out why __________________________________.。
四川省高中英语教师资格证说课稿
Unit 20 Archaeology(Grammar)(考古学)Hello, everyone. Today I very pleased to have an opportunity to talk about some of my teaching ideas. My topic is the grammar part of Senior English for China book2 Unit20, archaeology, and it is made up of six parts.Part 1 My understanding of this lessonThis lesson is a grammar one. It is around grammar to expand. after it students can further grasp the English language.The analysis of the teaching material:The topic of this unit is archaeology, and the whole lesson is spread around this topic. grammar is one of the most important items in English learning. It can train students' English ability. It also plays a very important part in the English teaching of this unit. By studying this Lesson, Students can improve their reading especially writing abilities.Teaching Aims:1.Knowledge aim: use “it” to make sentences.2.ability aim: grasp some new words and improve the ability of defining words in English3.Emotional aim : make students understand English not only by the language sense but also by a more rational thought. Teaching Important Points:Master and use “it” to make sentences.I.Preparatory Subject(形式主语)1.It be+ p.p./ n./ adj. + that clause2.It seems /appears/ happens+ that clause3.It be +n./ adj./ +wh-/how clause4.It be +adj.+ for/ of sb. to do sth5.It’s no use doing---II.Preparatory Object（形式宾语）1. Subject + vt. +it +adj. +to do sth2. Subject + vt. + it + adj. +that clauseIII.The emphatic phrase（强调句型）It be +---+ who/ that----T eaching difficult point:How to get the students to master the use of “it”Part 2 My teaching theories, methods and aidsBefo re dealing with this lesson, I’ll do my best to carry out the following theories: Make the Students the real masters in class while the teacher himself acts as director；Combine the language structures with the language functions; Let the students receive some common sense about body language while they are learning the English language.Teaching Methods:1. task-based leaning method: it’s very practical and operable and also it can stimulate students’initiative in learning and develop their ability in language. Using this method students are the real masters in class while teachers act as the directors.2. group learning method: in the following lesson I will divide the whole class into four groups. Within the group students can talk and discuss freely by using the sentence pattern of it. This method can re-strengthen their knowledge about the use of it. Teaching Aids:1. PPT(多媒体演示文稿)2. some books 2. the blackboardPart3 Analysis of the studentsThe students of Senior Grade 2 have already had some knowledge about English language. And students have certain abilities of self-studying. But in daily life students seldom consider the grammatical points when they use English. but after mastering the grammar, students can understand English further and use it more properly.Part 4 Teaching steps / proceduresI have designed the following steps to train their abilities of speaking, especially listening abilities. The entire steps are: lead-in, presentation, practice and consolidation, homework.Step 1 lead-inStep 2 presentation1.elicit the contents of the grammatical pointslearn the the use of it2.analyze this lesson in detailsnow I will give some examples to analyze the use of itIt made me excited to find the ground was covered with snow.It was interesting that we played with snow together.Summary1. “it” can be used in the subject position to stand for the infinitive(不定式), gerund（['dʒerənd]动名词）, or a clause[klɔ:z]（从句）. It is ...+ to doing/a clauseThen give students some situations for them to practice using “it”.situations:1. go out alone at night2. win the first prize3. China will hold Olympic Games4. maybe Mr. Smith will give a speech here.Now, please look at the two sentences on the screen: It is said that Tom has come back from abroad.People say that Tom has come back from abroad.Summary2“I t”is also used in the subject position to stand for a clause. But it can be changed into “people + vt. + that clause”. That is, It be+ past participle (V.p.p(过去分词))+that clause(such as the following past participle (V.p.p): reported, believed, thought, proven, know, hoped, suggested, hoped… Then let students do the exercises 1 and 2 on page 78. Now let students look at the sentence on the screen and tel l that “it” refers to and it’s function.Henry gave me a tie for my birthday last year.It was last year that Henry gave me a new tie for my birthday.It was Henry who gave me a new tie for my birthday last year .It was for my birthday that Henry gave me a new tie last year.Summary3.from the above sentences we can reach a conclusion that:It is +…that (who)+clause is a emphatic sentence(强调句型)Summary4. Impersonal(无人称的) “it” can be used to talk about something or somebody mentioned above such as time, d ate, weather, distance, season and so on.Step 3 practice and consolidationMore practice in class to enhance the usage of “it”Step 4 homework1.revise the use of “it”2.write ten sentence which can used “it” and explain the function of the word “it”Part 5 Blackboard designJust as I have written on the blackboard.Unit 20 Archaeology(Grammar)Teaching Important Points:Master and use “it” to make sentences.IV.Preparatory Subject(形式主语)1.It be+ p.p./ n./ adj. + that clause2.It seems /appears/ happens+ that clause3.It be +n./ adj./ +wh-/how clause4.It be +adj.+ for/ of sb. to do sth5.It’s no use doing---V.Preparatory Object（形式宾语）1. Subject + vt. +it +adj. +to do sth2. Subject + vt. + it + adj. +that clauseVI.The emphatic phrase（强调句型）It be +---+ who/ that----Teaching difficult point:How to get the students to master the use of “it”Patr 5 Teaching assessment(教学评价)For teaching purposes，I stimulate students’interests mainly by teach ers and students interacting way. I believe that this lesson will lay a good foundation for students’further English study.That’s all for my teaching plan about this lesson, thanks!。
四川省教师资格证高中英语说课教案the rescue
SEFC Book1A Unit4 Reading “The Rescue”一、T eaching Aims :1. To be able to grasp the detailed information of the whole passage2. To be able to describe an event3. To be able to handle natural disasters in real-life situation二、Key Points :key words, verb phrases and difficult sentences三、Difficult Points :1.How to lead the students to understand the story.2.Narrate an event they experienced with knowledge learned from this lesson.四、Teaching Theory, Approaches and AidsTeaching Theory: Make the students the real masters in class while the teacher acts as a director, and ensure that the students know how to handle natural disasters in real-life situation.Teaching Approaches: task-based method, communicative method, interactive method Teaching Aids: a projector, a tape recorder五、Teaching Procedures：Step 1 Pre-reading (lead-in)Before reading the passage, I'll greet the class as usual, talk about unforgettable experiences, such as the Wenchuan earthquake I experienced on May 12th, 2008. Then I'll ask several students to share their unforgettable experiences, I'll ask them questions and comment on their stories.PURPOSE: To prepare the students for the new lesson and arouse the students' interest in the new lessonStep 2 While-reading1. Bring in the new lesson.Ask the students to listen to the tape and read after the tape aloud.PURPOSE: To get basic information of the story when listening and reading, at the same time, students can have good pronunciation, stress and intonation.2.Scanning (reading for specific information)After listening and reading after the tape, I'll get the students to answer the following questions, whether they are True or False.Q1: When the flood came, Flora was in the house. FQ2: After the second wave came, Jeff held onto a tree which grew against the wall. T Q3: Flora's beautiful hair and dress were all wet and cold, but she still felt happy. FQ4: In the end, they didn't find the chimney. FPURPOSE: To find the answers, students should read the passage quickly for specific information, which is good to improve their reading ability to find information in a short time. Students are also required to read aloud the sentences where they get answers.3.Skimming (reading for main idea)Then, I'll give the students several minutes to skim again, ask them to divide the passage into 3 parts:Para1-2 in the gardenPara3-6 on the way to the housePara7-11 inside the housePURPOSE: To know the structure of the story clearly.Then, I'll get them to answer the following questions:Q1: What were Flora's first two feelings when she turned around and saw the water coming?Q2: Why was Jeff looking for the chimney?4.Intensive ReadingAfter that, I'll read the passage sentence by sentence, and tell the students their Chinese meaning. In this process, I'll focus on making clear each language point to lead the students to know the detailed information. I'll also encourage the students to translate some difficult sentences. The students can guess the meaning of some words and expressions according to the context, clues and word form.PURPOSE: It is a very effective way to train their reading skills.Then, I'll get the students to find out verbs and verb phrases that describe the flood: sweep down, swallow, flow around, strike, move up, sweep past, cut down, sweep awayStep 3 Post-reading1.RetellingGet the students to read the passage quietly and retell how Jeff and Flora rescued themselves from the flood according to time order. (First-Next-Then-Finally) PURPOSE: It is an effective way to deepen students' understanding and practice their oral English, and also a good way to get feedback of this lesson.2.DiscussionThen, I'll give students a topic to discuss.What should you do if a fire breaks out in the classroom?Show some useful words and expressions to guide the students. After discussing, ask someone to summarize their answers, and comment on their answers. PURPOSE: To put what the students learned into practice.3.HomeworkBefore the end of this class, I'll assign homework for the students.Write an article about one of your unforgettable experiences.PURPOSE: To consolidate what the students learned after class.。
高中英语教师资格证试讲教案
高中英语教师资格证试讲教案第一章：课程概述与目标1.1 课程背景分析高中英语课程的背景和重要性，强调其在学生全面发展中的作用。
1.2 课程目标阐述高中英语课程的教学目标，包括语言知识、技能、情感态度和文化意识等方面。
1.3 教学方法介绍常用的教学方法，如任务型教学法、合作学习法和信息技术辅助教学等。
第二章：教学内容与教材分析2.1 教学内容分析高中英语课程的主要教学内容，包括听说读写技能和词汇语法知识等。
2.2 教材分析分析所使用的教材的特点和结构，如人教版高中英语教材和新概念英语等。
2.3 教学资源介绍可以使用的教学资源，如多媒体课件、网络资源和纸质教材等。
第三章：学生分析与学习策略3.1 学生分析分析学生的年龄特点、学习兴趣和英语水平，以便更好地制定教学计划。
3.2 学习策略介绍有效的学习策略，如自主学习、合作学习和反思学习等。
3.3 教学评价阐述教学评价的方法和标准，包括课堂表现、作业质量和考试成绩等。
第四章：教学计划与教学活动设计4.1 教学计划制定详细的教学计划，包括教学目标、教学内容和教学步骤等。
4.2 教学活动设计设计具体的教学活动，如听力练习、口语表达、阅读理解和写作训练等。
4.3 教学反思强调教学反思的重要性，并提供一些反思问题和修改建议。
第五章：教学实施与课堂管理5.1 教学实施描述教学过程中的具体操作，包括课堂讲解、学生互动和教学反馈等。
5.2 课堂管理介绍有效的课堂管理策略，如规则制定、学生激励和纪律维护等。
5.3 教学改进提出教学过程中的改进措施，以提高教学效果和学生的学习兴趣。
高中英语教师资格证试讲教案第六章：听力教学6.1 听力教学目标阐述听力教学的目标，包括提高学生的听力理解能力和听觉注意力。
6.2 听力教学方法介绍常用的听力教学方法，如听写练习、听力游戏和多媒体辅助听力等。
6.3 听力教学活动设计设计具体的听力教学活动，如听力对话、听力短文和听力练习等。
第七章：口语教学7.1 口语教学目标阐述口语教学的目标，包括提高学生的口语表达能力和交流能力。
高中英语老师面试说课稿范文
高中英语老师面试说课稿范文As an experienced high school English teacher, I am excited to have the opportunity to share my approach to teaching and my lesson plan for this interview. In my years of teaching, I have developed a deep passion for helping students develop their English language skills and cultivating their love of literature.At the heart of my teaching philosophy is the belief that learning should be an active, engaging, and student-centered process. I strive to create lessons that challenge students to think critically, express themselves clearly, and make meaningful connections to the content. In my English classes, students don't simply sit passively and absorb information; rather, they are actively involved in discussions, collaborative activities, and hands-on projects that bring the material to life.For this interview lesson, I have prepared a 60-minute plan that focuses on teaching students to analyze and interpret a classic work of literature. The lesson is designed for a 10th grade English class that is currently studying 20th century American literature. Theprimary text we will examine is "The Great Gatsby" by F Scott Fitzgerald.I will begin the lesson by engaging students with a thought-provoking question that connects to the themes and ideas explored in the novel. I might ask something like "What does it mean to achieve the American Dream, and how does Gatsby's pursuit of this dream shape the events of the story?" This question will encourage students to draw on their prior knowledge of the novel and begin to think critically about its key themes.Next, I will provide students with a brief overview of the historical and cultural context of "The Great Gatsby." I will discuss the post-World War I era in which the novel is set, highlighting the dramatic social and economic changes that were taking place in American society at the time. I will also touch on Fitzgerald's own life and experiences, as these often served as inspiration for his writing.With this foundation laid, I will then guide students through a close reading of a pivotal passage from the novel. I will carefully select a passage that exemplifies Fitzgerald's masterful use of language and symbolism, as well as one that illuminates important character development or thematic elements. As we read through the passage together, I will pause at key moments to ask probing questions that encourage students to analyze the author's word choice, narrativetechniques, and underlying messages.For example, I might focus on a passage that describes one of Gatsby's lavish parties, and ask students to consider how the details Fitzgerald includes reflect the excesses and illusions of the Jazz Age. Or I might examine a scene that depicts the stark contrast between Gatsby's ostentatious mansion and the bleak "valley of ashes" where George and Myrtle Wilson live, and have students discuss how this contrast serves to critique the emptiness of the American Dream.Throughout this close reading, I will be sure to model effective annotation strategies, such as underlining key phrases, circling important symbols, and jotting down questions or observations in the margins. I will encourage students to actively engage with the text and follow along, annotating the passage as we proceed.After the close reading, I will transition to a small-group activity that allows students to delve deeper into the novel's themes and their own interpretations. I might have students work in pairs or triads to analyze a different passage from the text, using the same close reading strategies we practiced as a class. Each group will then share their findings with the larger group, sparking a lively discussion.To wrap up the lesson, I will bring students back together for a final reflection. I might ask them to consider how the passage weexamined today connects to the novel as a whole, or to share one key insight they gained about Fitzgerald's artistic vision and its relevance to their own lives. This will reinforce the enduring significance of "The Great Gatsby" and encourage students to continue exploring its themes and complexities.Throughout the lesson, I will employ a variety of instructional strategies to maintain student engagement and accommodate different learning styles. In addition to the whole-class discussions and small-group activities, I may incorporate multimedia elements such as audio recordings of Fitzgerald reading excerpts from the novel, or visual aids that illustrate the lavish world of 1920s Long Island. I will also be sure to differentiate my questioning and provide ample opportunities for students to share their ideas and receive feedback.Ultimately, my goal for this lesson is to inspire students to develop a deep appreciation for "The Great Gatsby" and the art of literary analysis. By guiding them through a close reading of the text, facilitating engaging discussions, and encouraging them to make personal connections to the material, I hope to ignite their curiosity and deepen their understanding of this enduring American classic. Through this process, students will not only hone their critical thinking and communication skills, but also gain valuable insights into the human condition and the pursuit of the American Dream.Thank you for the opportunity to present my approach to teaching English literature. I am confident that my passion for the subject, my commitment to student-centered learning, and my ability to craft dynamic, engaging lessons will make me a valuable addition to your teaching staff. I welcome any questions you may have, and I look forward to further discussing my qualifications and teaching philosophy.。
高中英语教师资格证试讲教案
高中英语教师资格证试讲教案一、教学目标1. 知识目标：学生能够掌握英语语法和词汇的基本知识。
学生能够理解和运用所学的英语语法和词汇。
2. 能力目标：学生能够提高英语听、说、读、写的综合能力。
学生能够运用所学的英语语法和词汇进行有效的口语表达和书面表达。
3. 情感目标：学生能够培养对英语学习的兴趣和积极性。
学生能够培养团队合作和自主学习的能力。
二、教学内容1. 章节名称：英语语音知识2. 教学内容：学生能够了解英语音标的基本知识。
学生能够正确发音英语音标。
学生能够辨别英语音标的区别。
三、教学方法1. 讲授法：教师通过讲解英语语音知识，引导学生理解和掌握相关概念。
2. 实践法：教师组织学生进行发音练习和听力练习，提高学生的语音能力。
3. 互动法：教师引导学生进行小组讨论和口语表达，增强学生的参与感和合作意识。
四、教学步骤1. 导入：教师通过引入英语语音的重要性，激发学生的学习兴趣。
2. 讲解：教师讲解英语音标的基本知识和发音规则。
3. 练习：教师组织学生进行发音练习和听力练习。
4. 互动：教师引导学生进行小组讨论和口语表达。
5. 总结：教师对所学内容进行总结，强调重点和难点。
五、作业布置1. 学生完成英语语音练习册的相关题目。
2. 学生准备英语语音的口语表达练习。
教学评价：1. 课堂参与度：观察学生在课堂上的积极参与和发言情况。
2. 作业完成情况：检查学生完成作业的正确性和及时性。
3. 口语表达：评估学生在口语表达中的语音准确性和流畅性。
六、教学评价1. 课后听写：检测学生对英语词汇和语法的掌握情况。
2. 课堂练习：评估学生在课堂上的实时答题能力和理解力。
3. 小组讨论：观察学生在团队合作中的互动交流和语言运用。
七、教学拓展1. 推荐英语学习网站或APP，引导学生自主学习。
2. 组织英语角活动，提高学生的口语表达能力。
3. 鼓励学生参加英语竞赛，激发学习兴趣。
八、教学计划调整1. 根据学生的学习进度和反馈，适时调整教学内容和难度。
教师资格证高中英语说课稿
教师资格证高中英语说课稿尊敬的评委老师，各位同仁：大家好！今天，我有幸站在这里，为大家说课一节高中英语课。
本次说课的内容是人教版高中英语必修一的Unit 3 “Travel Journal”。
我将从教材分析、教学目标、教学重点与难点、教学方法、教学过程以及板书设计六个方面进行详细的阐述。
一、教材分析本单元以旅行为主题，通过阅读、写作和口语交际等活动，让学生了解不同文化背景下的旅行经历，培养学生的跨文化交际能力。
同时，通过对旅行日记的学习和写作，提高学生的英语阅读和写作技能。
本单元由两部分组成：第一部分是一篇关于埃及旅行的日记，第二部分是关于如何写旅行日记的指导和练习。
二、教学目标1. 知识与技能目标：- 学生能够理解并掌握本单元的重点词汇和句型。
- 学生能够通过阅读旅行日记，提取关键信息，并理解作者的观点和感受。
- 学生能够撰写一篇简短的旅行日记，表达自己的旅行经历和感受。
2. 过程与方法目标：- 培养学生通过合作学习和自主学习提高英语阅读和写作能力。
- 通过小组讨论和角色扮演等活动，提高学生的口语交际能力。
3. 情感态度与价值观目标：- 激发学生对旅行的兴趣，培养他们对不同文化的尊重和理解。
- 培养学生的环保意识，使他们在旅行中能够做到保护环境。
三、教学重点与难点1. 教学重点：- 重点词汇和句型的学习和运用。
- 旅行日记的写作技巧和结构。
2. 教学难点：- 如何引导学生深入理解旅行日记中的情感表达和文化差异。
- 如何帮助学生克服写作中的困难，提高写作的条理性和逻辑性。
四、教学方法本节课我将采用任务型教学法、合作学习法和多媒体教学法。
通过设计不同的任务，激发学生的学习兴趣和参与度。
同时，利用多媒体教学资源丰富教学内容，提高教学效果。
五、教学过程1. 导入（5分钟）- 通过展示一些旅行图片，激发学生的兴趣，并引导学生谈论他们自己的旅行经历。
2. 阅读（15分钟）- 学生自主阅读课文，理解旅行日记的主要内容。
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Unit 20 Humour (grammar)
Hello, everyone. Today I very pleased to have an opportunity to talk about some of my teaching ideas. My topic is the grammar part of Senior English for China book1 Unit20, Humour, and it is made up of six parts.
Part 1 My understanding of this lesson
This lesson is a grammar one. It is around grammar to expand. after it students can further grasp the English language.
The analysis of the teaching material:
The topic of this unit is humour, and the whole lesson is spread around this topic. grammar is one of the most important items in English learning. It can train students' English ability. It also plays a very important part in the English teaching of this unit. By studying this Lesson, Students can improve their reading and especially writing abilities.
Teaching Aims:
1.Knowledge aim:
① Learn how to use some useful words, phrases and understand some difficult sentences.
②. learn the–ing Form used as Attributive（定语）and object complement(宾补)
2. Ability aim: Train and improve students’ English ability on the whole.
3.Emotional aim : make students understand English not only by the language sense but also by a more rational thought.
Teaching Important Points:
the–ing Form used as Attributive（定语）or object complement(宾补)
a running man(前置定语)
The man running in the picture is Liu Xiang（后置定语）
see sb/sth doing sth（宾补）
Teaching difficult point:
How to get the students to master the ing -form.
Part 2 My teaching theories, methods and aids
Befo re dealing with this lesson, I’ll do my best to carry out the following theories: Make the Students the real masters in class while the teacher himself acts as director；Combine the language structures with the language functions; Let the students receive some common sense about body language while they are learning the English language.
Teaching Methods:
1. task-based leaning method: it’s very practical and operable and also it can stimulate students’initiative in learning and develop their ability in language. Using this method students are the real masters in class while teachers act as the directors.
2. group learning method: in the following lesson I will divide the whole class into four groups. Within the group students can talk and discuss freely by using the –ing form. This method can
re-strengthen their knowledge of using –ing form.
Teaching Aids:
1. PPT(多媒体演示文稿)
2. some books 2. the blackboard
Part 3 Analysis of the students
The students of Senior Grade 1 are interested in learning English. They learn something new
very quickly. In daily life students seldom consider the grammatical points when they use English. but after mastering the grammar, students can understand English further and use it more properly. Part 4 Teaching steps / procedures
I have designed the following steps to train their abilities of speaking, especially listening abilities. The entire steps are: lead-in, presentation, practice and consolidation, homework.
Step 1 lead-in
1．Let Ss recall some sentences with –ing form of the verbs as the predicate.
2．Then tell Ss –ing form can be used as attribute and object complement.
Step 2 presentation
1. Tell Ss to look at the examples of the -ing form on P54, translate them into Chinese, and then tell them it can be used as the attribute and object complement.
Step 3 practice and consolidation
1.work in pairs to use the ing- form..
2.tell Ss that the verbs which can follow present participle（现在分词）as object complement: let、have、keep 、leave、make、（五让）
look at、see、watch、（三看）
hear、listen to、（两听）
notice
find feel（注意找到抓住感觉）
Catch
3.Let Ss do Exercise 3 on P54 to strengthen their conception of this usage.
Step 4 Homework
1.Let Ss finish the exercises in Workbook after class.
2. review the grammar.
Part 5 Blackboard design
Just as I have written on the blackboard.
Patr 6 Teaching assessment(教学评价)
For teaching purposes，I stimulate students’interests mainly by teachers and students interacting way. I believe that this les son will lay a good foundation for students’further English study. That’s all for my teaching plan about this lesson, thanks!。