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陕西教师招聘面试：初中英语说课稿(2)

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　　Unit 3 Teenagers should be allowed to choose their own clothes

　　(Section A)

　　Good morning/ afternoon, dear judges! I'm very glad to be here to present my class today. I'm number X candidate applying for the English teacher of the secondary school. And my topic today is Unit 3 Teenagers should be allowed to choose their own clothes. To get a better understanding of my instructional designing, I'm going to divide it into 6 sections, that is, the analysis of teaching materials, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design. Now I am going to present them one by one.

　　Part One: Analysis of the Teaching Material

　　The first and foremost is the analysis of the teaching materials. Today's lesson is the Unit 3, Section A of Go For It, Grade 9, published by People's Education Press. Its main theme is about talking about what students are allowed to do. In our everyday life, students have encountered different kinds of rules more or less, so they will be very interested in today's topic. What's more, if they are allowed to choose their own clothes freely just like the title implies, they will be much more excited.

　　Based on the New Curriculum Standard，today's teaching objectives are as follows:

　　1. Knowledge objectives

　　Knowledge objective is to master the usage of " be + past participle".

　　2. Ability objectives

　　Ability objective is to grasp how to talk about approval and disapproval by using the sentence pattern "be allowed to" .

　　3. Emotional objectives

　　Emotional objective is to encouraged the students to understand and reflect on their everyday behavior.

　　Given the teaching materials and the students' characteristics, I suppose the teaching key and difficult points are the usage of "could, should" and how to talk about problems and give advice in real situations.

　　Part Two: Analysis of the students

　　OK, let's turn to the analysis of students. Students of Grade 9 have studied English for at least 6 years and grasped a certain amount of basic English knowledge. They are active, eager to show and learn; their abstract thinking is developing rapidly, they can cooperate with their classmates to finish tasks, they can make their own judgments based on their life experience. On the other hand, students of Grade 9 cannot use English freely; they make mistakes now and then, and their attention span is limited. Therefore, I should take into account all of these factors in my teaching.

　　Part Three: The Teaching Methods

　　According to the analysis of teaching materials and students, I'm going to arrange my lesson by mainly using the Task-based Method.

　　Part Four: The Learning Methods

　　The learning Methods of this lesson will be focused on cooperative and researched methods. Students will finish a series of activities to learn the language points today.

　　Teaching Aids

　　During the teaching process, recorder, CAI and computer will be needed.

　　Part Five: Teaching Procedures

　　OK, so much for the teaching and learning methods. And the next one is the most important part of today, the teaching procedures, which will be demonstrated in the following steps:

　　Step 1.Leading-in

　　In this step, I'm going to lead in today's topic by introducing some common questions about students in their life. An example is given below:

　　T: What do your parents let you do at home?

　　S1: My mother lets me go shopping on Sundays.

　　T: That sounds nice.So you are allowed to go shopping on Sundays. What about you, Tracy?

　　S2: My father lets me watch TV at home.

　　T: Good. So you are allowed to watch TV at home.

　　Then, I'm going to write two sentences with the passive voice on the blackboard and ask students to discuss what they can do at home. Students shall make a list.

　　By doing so, students will get a general idea of today's lesson and their interest will be raised as well.

　　Step 2. Pre-task

　　1. Thinking:

　　In order to get the students to be more familiar with today's topic, I' d like them to have a thinking game first. I'll show the students some pictures, in which some people are against the rules, such as run the red light, speeding. Then Ss shall think about why these actions should not be allowed.

　　2. Discussion

　　During students' thinking, I'm going to write a table on the blackboard. Then I'd like the students to work in groups to talk about the situation and give their judgment. Students will fill in the table below.

　　Step 3. While-task

　　In this step, I'm going to provide a series of tasks for students to finish.

　　(1) Information Collecting:

　　I' d like the students to collect their own personal information and try to express it in the passive voice.

　　(2) Debating

　　Students will be divided into 2 groups to debate over some rules at home, such as whether students shall be allowed to choose their own clothes. I will encourage the students to talk about this topic by mainly using the sentence patterns: 'Teenagers should be allowed to do ... because ...”or “Teenagers should not be allowed to do ... because ...'

　　Through cooperation in the group, students can use the passive voice more freely and correctly, to those who can not grasp this grammar, I will give extra help. During the course, I will emphasize the correct structure of the passive voice now and then. Often students will talk about the following sentences:

　　I am allowed to watch TV for half an hour every night.

　　I am allowed to go shopping with friends once a week.

　　I am not allowed to play computer games every night.

　　I'll show these sentences on the screen and invite some students to talk about their ideas by using the pattern:Teenagers should be allowed to do sth.

　　(3)Extension

　　To encourage the students to use the language creatively and master the passive voice by speaking, I will continue to provide one topic for students to discuss. The question is "Should students be allowed to bring mobile phone to school?" Students will work on groups to discuss this, give their answer and reason.