教师资格证初中英语说课稿

Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
(1) Key Vocabulary
extremely, worried, neighbor, garbage, mystery, director, escape, ocean
(2) Target Language
In my dream, I was swimming in an ocean of paper.
Maybe it means you're afraid of too much homework!
2.Ability Objects
(1) Train students' reading skill.
(2) Train students' writing skill.
(3) Train students' integrating skills.
3.Moral Object
Everyone has had a dream. But don't dream away your time.
Ⅱ.Teaching Key Points
1.Key vocabulary
2.Reading practice
3.Writing practice
Ⅲ.Teaching Difficult Points
1.Reading practice
2.Writing practice
Ⅳ.Teaching Methods
1.Practice method
2.Groupwork
Ⅴ.Teaching Aid
A projector
Ⅵ.Teaching procedures
Step Ⅰ Revision
Check homework. Collect pictures from students on the teacher's desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example:
T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture?
S1: He must be a student.
S2: He could be having a dream.
S3: He might like reading books.
S4: …
Step Ⅱ 3a
This activity provides reading practice using the target language.
Show the key vocabulary words on page 38 on the screen by a projector.
extremely adv. 极其;非常
worried adj. 烦恼的;焦虑的
neighbor n. 邻居;邻人
garbage n. 垃圾;废料
mystery n. 神秘的事物;不可思议的事物;谜
director n. 决策者;董事;导演
escape v. 逃跑;逃走
ocean n. 大海;海洋
Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article strange events in Bell Tower neighborhood to the class. And then point to the picture and ask students. How is the person feeling? Help students to answer. He is confused and upset .
Call students' attention to the article.
Read it to the class. Say, Now please read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower. Point out the sample answer.
Get students to complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed.
Check the answers
Answers
an animal, teenagers, the wind, a dog
Step Ⅲ 3b
This activity provides reading and writing practice using the target language.
Get students to discuss any words or sentences they don't know in Activity 3a with one another. Call students' attention to the three sets of notes. Ask different students to read them to the class.
Chu family-late night footsteps in the hallway-might be the neighbors
Lao Zheng-someone trying to get in the window-might be the wind
Xiao Ning-finds garbage in front of her house-might be cats
Say, You are to write another paragraph about Bell Town using these notes. You may use the article in Activity 3a as a model. Ask students to write their paragraphs on their own in the exercise books. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class.
Answers will vary. Write the sample version on the blackboard.
A sample version
These days, something unusual is happening in my neighborhood. Mr. Chu often hears footsteps in the hallway at late night. His wife thinks it might be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. Xiao Ning, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn't think so. My neighbor hood used to be quiet. But now everyone is worried. I don't know what to do.
Step Ⅳ 3c
This activity provides writing practice using the target language.
Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery.
Invite a student to read the opening sentences to the class. Divide the class into groups of four to discuss what should be included in the article.
Two or three minutes later, stop the activity. Say, Now please finish the article about the strange events in Bell Tower. Use the ideas you discussed along with original ideas of your own to complete the article.
Get students to complete the task on their own in the exercise books. As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class.
Collect students' works and write a comment on each paper before returning them.
Step Ⅴ Part 4
This activity provides reading, writing, listening and speaking practice using the target language.
Read the instructions to the class. Point to the picture. Ask students to tell what is happening in it. Invite a pair of students to read the sample conversation in the box to the class.
SA: In my dream, I was swimming in an ocean of paper.
SB: Maybe it means you're afraid of too much homework.
Say, Once I had a dream. In my dream, I was eating a state dinner. What might the dream mean? Students may answer. Maybe it means you are too hungry.
Say. Think of a dream you had recently and tell your classmates about it. Your classmates guess what the dream might mean. Please work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. Ask different pairs to tell the class about their dream and what they may mean.
Step Ⅵ Summary
Say, In this class, we've mainly done much reading and writing practice using the target language. We've learned some vocabulary words as well.
Step Ⅶ Homework
1.Reread the newspaper article in Activity 3a.
2.Review the paragraph in Activity 3b.
Step Ⅷ Blackboard Design
Unit 5 It must belong to Carla.
Section B
The Fifth Period
A sample version to Activity 3b:
These days, something unusual is happening in my neighborhood. Mr. Chu often hears footsteps in the hallway at late night. His wife thinks it might be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. Xiao Ning, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn't think so. My neighborhood used to be quiet. But now everyone is worried. I don't know what to do.

上课是根据课程大纲要求采用多种方法把知识传授给学生，让学生掌握这些知识。说课是把你怎样上课、为什么这样上告诉同行，让同行进行参考研究。下面是一份说课评估标准，你可以参考一下就明白了。说课评估参考标准说教材分析（25分） 教师首先应从整体把握教材，对教材的教学目标、知识结构、重点难点、知识渗透点、能力训练点、情感教育结合点有基本的介绍与分析，依据课程标准，明确说出对教材的使用处理意见。 说教学方法设计（20分） ⒈ 教学方法的设计必须以促进学生的发展为目的⒉ 教学方法灵活实用，体现因材施教原则，注重启发式教学。 说教学过程策划（25分） ⒈ 教学过程应体现知识、能力、情感和学习教育目标四者的统一。⒉ 教学过程应体现“学生为主体、教师为主导、活动为主题、训练为主线”的原则。⒊ 课堂结构应保证学生有较多的自主活动时间和训练时间。说学法指导练习设计（20分） ⒈ 注重学法指导，重视学生自学能力以及分析问题能力、解决问题能力的培养。⒉ 练习设计题应涵盖教学目标，训练量与难度适中，重点突出，层次分明，巩固提高作用明显。 教学基本功（10分） ⒈ 专业知识基础扎实，无知识性错误。⒉处理教材的能力强。⒊教学方法选择得当。⒋语言表达能力强，熟练正确地使用普通话。⒌板书设计合理。⒍教态自然、亲切大方。

我也要~
对了 朋友知不知道 这个说课他提前给范围吗

吸取的经验教训发出其内容的学生说，教科书，说教学目标，伊斯兰教说，说重点，难点，讲座课程计划，其内容，教学目标，重点，难点和类似，但不用说了吧，主要是15至20分钟的课堂设计是基于教案，学生“是面试官。