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2015陕西教师招聘考试英语说课稿教案：unit 5 music

2015陕西教师招聘考试英语说课稿教案：unit 5 music Lesson Plan Interpretation

Good afternoon, my dear judges.Today my topic is music from Unit 5 in Book 2. What I focus on is the comprehensive reading section--The Band that Wasn’t. I’ve been ready to conduct my presentation with several parts--analysis of the teaching material and students, teaching aims, important and difficult points, teaching and studying methods as well as the most important part, teaching procedures. Now please allow me to introduce the first part.

Part1. Analysis of the teaching materials

1. The importance of this lesson

This lesson is a reading passage. It plays quite a crucial role in English teaching of this unit because students’ reading ability should be laid particular emphasis on in senior English teaching.

2. What to teach

a. enlarge students’ knowledge about music

b. get the students to comprehend the passage better

c. do some listening, speaking and writing

d. moral and emotional education

In this passage students can gain more knowledge about music and bands and comprehend the passage better. The students should do some listening, speaking and writing, too. In addition, students are supposed to receive some moral and emotional education.

Part 2. Analysis of the students

The students are in Grade 1. They are still at an age that would like to pursue for new and interesting things and have a sense of competition with others. After several years’ study, they have mastered basic English knowledge and skills, and they are in the transitional period from middle school study to high school study, so I shall help the students in different levels to learn the language of English.

Part3. Teaching aims

My teaching aims include 3 dimensions: knowledge aims, ability aims and moral education aim.

1. Knowledge aims: by the end of this lesson, students will be able to enlarge their knowledge about music and have a better understanding of the meaning and structure of the passage.

2. Ability aims:

a. to develop students’ ability to express their ideas and feeling about music;

b. to improve the reading skills, such as scanning and skimming, especially the skills in grasping the main idea and paying attention to details by extensive reading.

3. Emotional education aim: to enable students to appreciate different kinds of music and stimulate their love and enthusiasm in art art and life.

Part 4. The important and difficult points

Important points:

a. to consolidate the non-restrictive clauses and use it to make sentences;

b. to improve students’ reading ability and comprehension skills through the process of scanning,skimming and in-depth reading.

Difficult point: how to make students express their ideas and feeling about music in both oral and written forms.

Part5. Teaching and studying methods

When I deal with this lesson, I’ll do my best to carry out some teaching theories of the new standard curriculum: making the students the real masters in class while the teacher acts as a guide to bring students’ ability into full play.

1. Teaching methods: “Communicative Language Teaching”, “Task-based Language Teaching”

2. Learning methods: “Discovering learning”, “Cooperative learning”

3. Teaching aids: PPT, tape recorder, blackboard and chalk

Since it is a reading passage, it is very important to develop students’ reading ability. I’ll use some reading methods such as scanning, skimming and in-depth reading. In class, I’ll attempt to use polite and encouraging remarks such as “Would you like to have a try?”“Volunteers?”“Well done!”“You did a good job!”“Great!”“Thank you very much!” and so on . I’ll also get the students to have a competition to develop their quick response, and make full use of modern equipment such as the multi-media and tape recorder to make the class more lively and attractive.

Part6. Teaching procedures

Step1. Lead-in

a. play five different kinds of music,like jazz, rock, rap,folk music and country music

b. ask students such questions as “Are you fond of music?”“Would you like to sing a song for us?”“Can you play a musical instrument? ” and so on.

I will encourage students to speak out their ideas and give praising comment, like “Great!”, “You are a music genius!” .

Step 2. Pre-reading

I will get students to discuss the questions with their partners and then invite them to report. I’ll encourage students to express their ideas freely.

Q1. Do you know any famous bands? Please list some.

Q2. Which band do you like best? Why?

Q3. Do you know anything about Monkees?

After students’ answer, I will give positive feedback.

Step3. While reading: in this step I will let students read the passage twice.

1. Fast reading: scanning & skimming

Task: Students are given five minutes to read the text by themselves and try to find out the topic sentence and main idea of each paragraph and then to fill in the table on the blackboard.

2. Careful reading: detailed reading

Task 1: try to inform students of the non-restrictive clause and use it to make sentences.

Task 2: I play the tape, and students listen to the recording while reading the passage. I will present ten T/F questions on PPT. Students are divided into four large groups and then for each question, the one who stands up first, giving the right answer and tells why it is so can get ten marks for his group. The group which gets the highest mark will win a gift from me.

The purpose of this activity is to make students pay attention to the details and practice their quick response and enhance their team-work spirit.

Step4. Post reading

First I will give a summary paragraph of the text with blanks to consolidate what is talked about in the lesson. Students are encouraged to fill in the blanks with proper words. For the difficult blanks which students fail to offer answers,

I will lead them to find a word or expression in the text. Then I’ll organize students to discuss a topic “Your favorite singer or band ” in small groups. While they are talking, I’ll go to different groups and listen to their ideas. Afterwards, I will invite 3-5 students to share their ideas.

Step5. Homework

a. write a short paragraph to describe the favorite singer or band within 50 words

b. surf the Internet or go to the library to learn more about music

Part7. Contents on the blackboard

Part 8. Reflection and evaluation: (to be filled immediately after class)

https://www.wendangku.net/doc/e57046603.html,?wt.mc_id=bk4492）

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第一部分：小学英语教学内容（一）语音项目 1．基本语音 2．重音 3．读音的变化 4．语调与节奏 5．语音、语调、重音、节奏等在口语交流重的运用 6．主要英语国家的英语语音差异（二）语法项目 1．名词：可数名词及其单复数、不可数名词、专有名词、名词所有格 2．代词：人称代词、物主代词、反身代词、指示代词、不定代词、疑问代词3．数词：基数词、序数词 4．介词和介词短语 5．连词 6．形容词(比较级和最高级) 7．副词(比较级和最高级) 8．冠词 9．动词：动词的基本形式、系动词、及物动词和不及物动词、助动词、情态动词10．时态：一般现在时、一般过去时、一般将来时、现在进行时、过去进行时、过去将来时、将来进行时、现在完成时、过去完成时、现在完成进行时。 11．语态：主动语态、被动语态 12．非谓语动词：动词不定式、动名词、现在分词、过去分词 13．构词法：合成法、派生法、转化法 14．句子种类：陈述句、祈使句、疑问句、感叹句 15．句子成分：主语、谓语、表语、宾语、定语、状语、补语 16．简单句的基本句型 17.主谓一致 18.并列复合句 19.主从复合句：宾语从句、状语从句、定语从句、主语从句、表语从句 20.间接引语 21.倒装 22.强调句 23虚拟语气（三）功能意念项目 1．社会交往 2．态度与情感 3．时间与空间 4．存在 5．特征 6．计量 7．比较 8．逻辑关系 9．职业（四）话题项目

1．日常的生活话题 2．文化与社会话题 3．自然与科学话题第二部分：高等教育对应于小学英语学科教学内容（一）基础英语 1．英语国家文化传统、风俗习惯； 2．中美文化的共性和特性、 3．英语语言的相关知识如英语的多样性、 4．旅游和文化的关系、 5．基督教的概况、 6．社会问题和弱势群体、 7．与文化相关词汇的学习和基于文化的听、说、读、写、译。（二）英语写作基础 1．写作规范 2．标点符号的使用 3．词语的选择:词语的抽象和具体、词语的层次和意义、成语与习语、修辞格的运用 4．句子的使用 5．段落写作：段落要求、段落组织的常用方法 6．短文写作：便条格式、书信格式和逻辑条理、议论文的审题 7．描写文 8．记述文 9．议论文（讲授、练习、讨论、讲评） 10．演讲文和辩论文 11．说明文 12．多视角写作和创造性写作：儿歌、绕口令、诗歌、歌词、散文、小说（三）英语语法 1．词类及用法 2．句子种类及结构 3．语篇结构及知识（四）英美概况 1．了解主要英语国家（美国、英国、澳大利亚、加拿大、新西兰）的历史。2．了解主要英语国家地理。 3．了解主要英语国家政治。 4．了解主要英语国家风土人情等文化背景知识 5．能通过与中国文化的比较，理解文化共性与个性，提高对语言文化内在关系的认识（五）翻译技巧 1．英汉与汉英的翻译基本知识及过程 2．词语、句子和语篇翻译的方法 3．翻译单位与语篇分析 4．翻译的语言对比规律 5．翻译的基本技巧 6．克服翻译症 7．文体与翻译 8．翻译中的文化意识

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第一部分教材教法第一章小学英语课程标准 1、英语课程的性质工具性instrumentality 人文性humanity 2、小学英语课程的基本理念 1）注重素质教育，体现语言学习对学生发展的价值 2）面向全体学生，关注语言学习者的不同特点和个体差异 3）整体设计目标，充分考虑语言学习目标渐进性和持续性 4）强调学习过程，重视语言学习的渐进性和持续性 5）优化评价方式，着重评价学生的综合语言运用能力 6）丰富课程资源，拓展英语学习渠道 3、英语课程的设计思路：共九级，从小学三年级开始，一级为三四年级水平，二级为五六年级的目标要求，九年级结束达到五级，6年级结束达到二级P18 九级6年级2级九年级五级 4、英语课程总目标：使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养 5、小学英语课程的内容标准： 1）语言技能一级语言技能：听做说唱玩演读写视听，二级语言技能：听说读写，玩演视听 2）语言知识语音pronunciation词汇语法grammar以及用于表达常见话题和功能的语言形式 3）情感态度affect 兴趣动机自信意志合作精神 4）学习策略P25：认知：为了完成具体的学习任务而财务的步骤和方法调控:学生对学习加以计划、实施、反思、评价和调整的行动和步骤

交际：学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的行动资源策略：学生合理并有效利用多种媒体进行学习和运用英语的方式和方法 5）文化意识cultural understanding ▲小学英语教学中，如何渗透策略的培养：反思与监控、根据学习风格调整、注重交流和相互学习、提供必要指导（题） 6、教学建议: 1)面向全体学生，为每个学生学习英语奠定基础 2）注重语言实践，培养学生的语言运用能力 3）加强学习策略指导，培养学生的自主学习能力 4）培养学生跨文化交际意识，发展跨文化交际能力 7、小学英语教材编写建议原则：思想性原则、科学性、趣味性、灵活性科学性原则：教材内容的编排要符合学生认知发展水平和语言习得的过程 8、教材的特征（英语教材是学生学习和教师教学的重要内容和手段，使英语课程资源的核心部分） 1）引发学生的好奇、兴趣和注意力make students feel at ease 2)帮助学生建立自信，满足学生的需求meet students’needs 3)可以为学生提供运用目的语进行交际的机会，注重语言运用的真实性（expose students to language in authentic use） 4)能够考虑到语言教学的积极影响往往会延迟以及学生之间学习风格learning style和情感态affective factors的差异。 5）能够有利于学生多元智能的发展，最大限度的发挥学习潜能maximize learning potencial 8、教材的结构：话题（主线）功能结构任务 9、教材的功能P31：国家课程标准的具体化，是教与学的主要凭借，是学生获取知识的主要源头 10、教材的使用建议： 1)对教材内容进行适当的补充和删减2)替换教学内容和活动3)扩展教学内容或活动步骤 4)调整教学顺序5)调整教学方法6)总结教材使用情况

(完整版)小学英语教师招聘考试专业知识

第三篇教材教法与教案知识结构图第三讲英语经典教案示例一： In a Fast-food Restaurant Ⅰ.教学内容 In a Fast-food Restaurant Waiter: Hello, can I help you? Mum: Yes. What would you like, Dick? Dick: I'd like a hamburger. Mum: Me, too. Waiter: Would you like something to drink? Mum: Oh, yes. Two glasses of orange juice, please. Dick: Mum, can I have an ice cream?

Mum: Sure. Two hamburgers, two glasses of orange juice and an ice cream. Waiter: OK. Here you are. 38 yuan, please. Mum: Here the money. Waiter: Thanks. 生词：fast-food restaurant hamburger 句型：What would you like? Would you like something to eat/drink? Ⅱ.教学目标 1. 能听、读、说fast-food，restaurant，hamburger，并了解其含义。 2.能灵活运用重点句型，并清楚其运用的场合和语气。 (1) What would you like? (2) Would you like something to eat／drink? 3.能模仿本文对话，并能在一定的语境中运用所学语言进行交际。 4.培养学生的注意力和观察力，激发学生积极思维，挖掘学生运用语言的创造能力。Ⅲ.教学重难点 1.重难点句型：（1）What would you like? （2）I'd like ... （3）Would you like something to eat／drink? （4）...，please. 2.掌握有关食物名称的词汇。 Ⅳ.教具准备食物图片：ice cream, hamburger, cake, bread, juice, milk, water, hot dog, French fries等。食物和饮料：hamburger，cake，bread，milk，orange juice，cock cola等。道具：服务员工作帽、围裙、托盘，多媒体课件一套。

2017教师招聘考试英语试题

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小学英语教师招聘说课稿(全英文万能版)

英语教师招聘说课稿（英文万能版） ●Good morning, my dear judges. I am number_______. I’m glad to interpret my teaching design here. ●My teaching content today is Part of Unit of PEP Primary English, Book . (Recycle_) This unit is mainly about Now, I will explain the lesson from the following aspects. 1.教学内容 (Contents) Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit . It includes parts: , ____ and . In section 1, it mainly deals with these key words, . And, in section 2, it deals with the patterns:

2.教学对象(talk about the students) Secondly, it is about the students. Our students are in Grade . They are active and curious, interested in new things. After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language. They have learnt English for years, and have already known It is not difficult for them to understand and use the language

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