2018下半年高中教師資格證英語面試說課稿

　　2018下半年高中教師資格證英語面試說課稿

　　英語：《Festivals around the world》

　　Period 1 Warming up and Reading(說課稿)

　　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-in

　　I 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 up

　　I 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. . . )

　　And then I will let students read the information about Chinese festivals in the book and discuss another three Chinese festivals. Next I will let them complete the form in this part in pair work and ask some to share their opinions with the whole class.

　　After finish the form I will talk about some foreign festivals with students by PPT such as Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day and so on.

　　Step 3 Pre-reading

　　In this part, we will have a discussion about the following questions:

　　What festivals or celebrations do you have in your city or town? What part of a festival do you like best—the activities, the music, the sights, the food or the people who visit?

　　Step 4 Reading

　　This part will conclude 3 parts, the fast reading, intensive reading and reading and discussion. About the fast reading, I will ask students to skim the reading passage and then fill in a following chart. This part is very important because students can improve their reading skills and reading speed by skimming reading scanning reading.

　　For the intensive reading part I will allow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish some questions.

　　Last is the reading and discussion, in this part, the students are allowed to read the text a third time and then work in pairs to finish the form and discuss which festivals are the most important and which are the most fun. I will encourage them to expand their answer by their own experience.

　　Step 5 Homework

　　The last step is homework.

　　1. Learn the useful new words and expressions in this part by heart.

　　2. Read the reading passage again and again and try to talk about festivals both in and out of China.

　　Purpose of the homework: I think homework is so important that the students should speak English as much as they can in class or after class. It is necessary for the students to do some exercises after class to master the knowledge they learned.

　　Last by not least, class mood is very important for both students and teachers. I will make my class in an easy mood by using some beautiful music and flash or other suitable methods. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.

　　Above is the lecture note of my lesson. Thank you for listening!

　　寫作課課型 四色筆 講稿模板

　　紅色字體為板書內(nèi)容 藍(lán)色字體為設(shè)計目的 黑色字體為口述內(nèi)容 綠色字體為提示內(nèi)容

　　寫作課：Writing class : Healthy eating (健康飲食)

　　Teaching Objectives(教學(xué)目標(biāo))：

　　一、知識技能目標(biāo)：

　　1.

　　2.

　　3. 總結(jié)平衡膳食的定義，并且能提出一些健康建議。

　　二、情感態(tài)度目標(biāo)：了解有關(guān)營養(yǎng)飲食的基本常識和培養(yǎng)健康的飲食習(xí)慣。

　　教學(xué)重難點：

　　1. 教學(xué)重點:如何區(qū)分健康食品以及垃圾食品并且會用英語表達(dá);.

　　2. 教學(xué)難點: 教會學(xué)生如何自如表達(dá)自己的意見和建議并且?guī)椭鷮W(xué)生總結(jié)出平衡膳食的定義。

　　教學(xué)方法：

　　1. Pair work and Group work (小組合作，交流式教學(xué))

　　2. Discussion and cooperative learning (自主探究、合作探究)

　　3. Task-based approach (任務(wù)式教學(xué))

　　教學(xué)步驟：

　　Part 1 導(dǎo)入(Warming up)

　　1. 以一句話：“Everybody needs foods, so do I”及麥當(dāng)勞、肯德基的相關(guān)飲食引入話題。 (1 分鐘)

　　T: Good afternoon, boys and girls. Today we’ll talk about “Healthy eating(板書的內(nèi)容) “. We have three meals everyday. Everybody needs foods, so do I. I want to know the following questions. The first question: Have you had lunch or breakfast in McDonald’s or KFC?

　　The second question: Do you like the food there?

　　The third question: Which one do you prefer?”

　　(The purpose of this part is to stimulate Ss’ interest and call their attention to the topic. ) Part 2 小組練習(xí)(Pair works)(3分鐘)

　　T: Now, two students in pairs to ask each other about the above three questions, and then I’ll ask some of you to practice the dialogue in front of all of us. Now, let’s begin. (下去轉(zhuǎn)轉(zhuǎn))

　　T: Ok. Now, which pair wants to act this dialogue in volunteer? (Pause) Tom and Kate, please. Good! Sit down please.

　　T: Any other pair? (Pause) Well, Linda and Susan, please. (Pause，pretend to be listening)Good! Sit down please.

　　Part 3 頭腦風(fēng)暴(Brain storming)3分鐘

　　1、 Now, I will divide the whole class into two parts, the students on the left will be Group One, and the students on the right will be Group Two. Let’s compete between the two groups. One student will be the leader to collect the names of the food. Let’s see which group will get more names of the food. Who will be the leader? Ok! Tom and Kate. Ready? Go! (Pause)

　　Ok! Now, let’s show the two sheets. (展示兩張紙，寫點對應(yīng)的內(nèi)容就行，一會好念，提前備課時就寫好)Group One win the game! Well done!

　　(把學(xué)生分成兩組競賽，看哪組的同學(xué)收集的食物單詞多，然后教師教導(dǎo)朗讀(2-3分鐘)

　　Part 4 句型練習(xí)(Sentence structure practicing)(2分鐘)

　　Now, I’ll show some of the names of food on the black board, (讀其中的一些食物名稱)let’s discuss which are junk food and which are healthy food? You can use the sentence structure” I think that (or the food name) is junk/healthy food because….” And you can talk about “What is the name of the food? / What nutrition does it mainly contain?” Four students in a group, and let’s begin. (Pause, Junk food VS Healthy food,板書完成后，此時可下去轉(zhuǎn)轉(zhuǎn))

　　老師先展示如何使用句型：“I think that (or the food name) is junk/healthy food because….”來描述什么是健康食品，什么是垃圾食品。然后把學(xué)生按4人分成一組進(jìn)行討論練習(xí)，老師給出了對話該涉及的內(nèi)容范圍：What is the name of the food? / What nutrition(營養(yǎng)物質(zhì))does it mainly contain? (2分鐘)

　　Part 5: Activity task----make a survey活動任務(wù)--- 做調(diào)查報告(2分鐘)

　　T: Now I’ll give you a sheet. Ask 3 students around you about their dieting habits, and offer them some advice. You can use the sentence structure as” You should take less…, and you should have more….” (Pause，可以下去轉(zhuǎn)轉(zhuǎn))

　　給學(xué)生發(fā)一張表格，引導(dǎo)學(xué)生按照表格詢問周圍3個左右的同學(xué)，了解同學(xué)間的飲食習(xí)慣，并能提出一些健康建議。

　　調(diào)查的表格如下: (可忽略不備)

　　Part6. 布置作業(yè)(1分鐘左右)

　　T: Ok, let’s see the food Pyramid map together.(稍微暫停)From this picture you may well understand how to keep a balanced diet in our daily life. After class, write a composition about “Healthy Eating”. Ok, so much for this class. Class is over, see you!

　　老師在課件上展示食物金字塔圖，讓學(xué)生了解飲食的營養(yǎng)應(yīng)如何平衡，然后布置作業(yè)：讓學(xué)生自己寫一篇健康飲食的作文。

　　板書設(shè)計

　　Healthy Eating

　　1. Junk food VS Healthy food

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