教师招聘高中英语《Into the wild》说课稿

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Good morning, dear judges! I’m very glad to be here to present my class today. I’m number X candidate applying for high school English teacher. And my topic today is Unit 5 Into the wild. In order to make my presentation much clearer, I’m going to divide it into 6 sections, that is, analysis of the teaching material, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design. Now I am going to present them one by one.

一、说教材

First of all, I will give a brief analysis of the teaching material. This lesson, a reading text, is

taken from unit 5 of Book 1 for high school students, published by Foreign Language Teaching and Research Press. The theme of the reading is about “The Monarch’s Journey”, which aims at a special phenomenon that happens between different animals’ migration. And this passage is about the monarch butterfly’s migration and the current situation they are faced with. Reading part plays a very important role in this unit. By studying the lesson, students can improve their reading ability and understand some difficult sentences to comprehend the passage better.

Teaching Objectives

Given the analysis of teaching materials, the teaching objectives are designed as follows:

1. Students can find the answer to the migration of animals, especially the monarch butterfly.

2. Students can learn more knowledge about the monarch butterfly, such as the way of their migration.

3. Students can read the passage quickly and get the main idea of the passage by skimming.

4. Students can find some specific information by reading the passage carefully.

5. Students’ awareness of protecting nature and animals can be cultivated and strengthened.

Teaching Key and Difficult Points

Based on the objectives, I make the teaching key point and difficult point as follows:

The teaching key point is that students can make use of the reading skills to understand the passage and complete the tasks that the teacher sets for their learning. The teaching difficult point is that students can adopt the reading skills, such as skimming and scanning when they are reading other passages in the later study.

二、说学情

A senior student in high school has learned English for several years. Students in this grade have acquired some basic knowledge of the development of English and they are active in mind. They are able to express simple ideas in simple English under the teacher’s guidance. A freshman in senior school has gradually formed the competence of processing information and analyzing problems, however, their writing skills are not enough. Using proper words and sentence structures is a bit difficult for them. Therefore, in this lesson, I will stress the importance of their ability of expressing their opinion in English in a correct way. For instance, organize them to talk about their ideas about measures that can be adopted to save the monarch butterflies. In addition, this topic is about animals which students are very interested in, so I will make use of it to motivate them.

三、说教学方法

Teaching methods

Based on the analysis of the teaching material and students, task-based language teaching method is adopted in this lesson. I will give students some tasks to get the main idea of the passage. By means of this method, students are engaged in the tasks and classroom activities, and therefore they can learn more about the text.

Learning methods

Students need to develop some reading strategies such as skimming, scanning, intensive reading, and so on. In this lesson, students are instructed to develop the above-mentioned reading strategies. Besides, they should get information about this passage by individual work and group work.

四、说教学过程

Here comes the most important part — teaching procedures, which include six steps: lead-in, pre-reading, while-reading, post-reading, summary and homework.

Step 1. Lead-in

In this step, I will show students a video about different animals. And this video is about some typical animal actions like bees’ circle dance, ants moving. Then I will ask students what other typical phenomena of animals they have met before. One minute will be given for their discussion and then I can collect some results from their discussion. Through this activity, students’ interests for this passage can be stimulated and do a better preparation for this class.