面試 說課稿3 人教版 英語 初中 寫作課 Can you play the guitar 2016

1、Can you play the guitar?Good morning, dear judges. I am candidate No. 8, applying for Junior high school English teacher. 1. Analysis of teaching materialThe writing lesson I am going to present is taken from Unit 1. Can you play the guitar? book 7A, published by PEP for junior high school students.

2、 The topic of the writing lesson is to make a poster. It is made of two parts. The first part is an incomplete model writing for Ss to fill in the blanks and imitate. The second part is meant for Ss to use their imagination and make a English poster on their own. This lesson is not only an extension

3、 of target language including the vocabulary about abilities, but it can also help foster some writing strategies for Ss such as brainstorming, making outline and discussion, ect. Teaching objectives compactly interpret the ideal teaching efficiency desired for the Ss. All the teaching activities ar

4、e carried out under the guidance of teaching objectives.Teaching aims:1. Ss can speak, read and recognize the vocabulary such as “wanted” and “musician”,ect. 2. Ss further grasp the use of “can” and learn to use the sentence pattern “Can you?” to ask about peoples abilities. 3. Ss can learn about th

5、e content and format involved in making an English poster for a want ad. 4. They can correctly use the target sentence pattern “Can you?” to help school clubs make English posters for want ads. Their English writing ability can be improved by imitation and creation.5. Through talking about each othe

6、rs abilities and hobbies, Ss awareness of community and cooperation can be cultivated. Ss can also be inspired to make full use of their spare time to develop more abilities and hobbies.Teaching key and difficult points:Ss can learn how to make English posters for want ads properly using “Can you.?”

7、2. Analysis of the StudentsSs in junior high school have already learnt to describe something with short sentences. Some of them can take the initiative to think carefully about the topic and collect topic-related information ahead. But most of them often fail to keep a good writing habit. For insta

8、nce, they of rush to write down whatever is on their mind instead of making an outline or preparing a rough draft. Thus in todays lesson I will come up with varied activities to help them cultivate good writing habits and develop effective techniques.3. Teaching and learning methodsThe new curriculu

9、m 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 question-leading me

10、thod to stimulate students enthusiasm and interest in participating in class activities;(2) Using audio visual method to help students understand the words and phrases one by one. While grasping the main idea of the dialogue, students can figure out its detailed information;(3) Using communicative m

11、ethod 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;(4) Using practice-consolidation method to enable students to use what they have learned fl

12、exibly.Now come the most important part of my presentation- teaching procedures. 4. Teaching ProceduresAs 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,

13、 I willStep 1 Lead-inI will prepare some riddles for Ss to guess what school activities the riddles are talking about. For instance, it is enjoyed by almost everybody at school. It is held once in a year. You can see a big and beautiful stage. You can also hear beautiful music, watch lovely dancing

14、and other exciting performances. Ss are led to guess that the activity is school music festival. Step 2 Pre-writingActivity 1 Study the Model PosterIn this part, Ss will be encouraged to study the want ad and find out the essential elements involved in it. Through group discussion, Ss can sum up tha

15、t an ad should contain the requirement of the applicants abilities, contact information as well as individualized design, such as drawing and handwriting, ect.The purpose of studying the model poster is to familiarize Ss with structure, outline and elements involved in making a want ad. Activity 2 b

16、rainstorming Ss work in a group of 4 to brainstorm about other activities that is in need of a poster. Teacher can help offer some suggestions such as sports meeting, school trip, school art festival and English contest, ect. The purpose of designing the predicting activity is to arouse Ss desire to

17、 read the text. In the meanwhile, they can be trained to improve their reading ability with the help of text-related pictures.Step 3 While-writing1. Ss work in groups to brainstorm about the abilities required for the specified occasion, contact information and special designs, ect for a more attrac

18、tive want ad. For instance, they may choose sport meeting. They need Ss who love doing sports, Ss who can run fast, Ss who can do high jump or long jump, or Ss who can make oral reporter or Ss who can host, ect. 2. Ss write down their brainstorming ideas, think about and draw up an outline and struc

19、ture, for instance what abilities to be included, which should be put first or next. 3. Ss individually work on their first draft and teacher will remind them that they need to pay attention to the spelling and grammatical elements. The purpose of asking them to write down flashing ideas and make ou

20、tline is to lead them to keep good writing habit and develop efficient writing technique. Step 4 Post-writing1. In this part, first I will share the evaluation criterion for good writing. They can cooperate with their partner to check whether the description of required abilities are suitable for th

21、e certain activity and whether there is any key missing factor for a want poster. Besides, they also need to find whether there is a title for the poster, a question mark after the “Can you”, any spelling and grammatical mistake, ect. 2. Later, some Ss will be encouraged to come to the front and pre

22、sent their writing to the class. In the meanwhile other Ss and I will help to sum up the highlights of the well-made poster. 3. Ten most beautifully-made posters will be chosen and stuck on the spare blackboard for the class to enjoy and appreciate. The Purpose of letting them check and cross out an

23、y technological mistakes or mistakes concerning its content or outline on their own is to give full play to their initiative, help them develop good writing techniques and improve their writing ability.Step 5 SummaryIn this part, first I will share the evaluation criterion for good writing. They can

24、 cooperate with their partner to check whether the description of required abilities are suitable for the certain activity and whether there is any key missing factor for a want poster. Besides, they also need to find whether there is a title for the poster, a question mark after the “Can you”, any spelling and grammatical mistake, ect. The purpose why Ss summarize by themselves is to check whether they have grasped the key points involved in making want ads. And encouraging Ss to develop more