How do you get to school?说课稿

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Good morning, my dear judges, I am NO.2. It’s a great honor for me to be here to talk about my teaching ideas with you. My presentation will include the following aspects: the analysis of teaching material, the analysis of students,the analysis of teaching procedures and so on.

Analysis of teaching material：

First of all, I’d like to give some analysis of the teaching material. The lesson is the first period of section A, unit 3, PEP for middle school book 7B. The content is about the transportation means, which is close to students’ life. Students can know how to ask and answer the transportation means. By this course, it will become the bedding of the following lesson. The main idea is to cultivate students’ awareness of safety.

Analysis of teaching objectives：

Base on the new curriculum standard, the teaching objectives can be divided into 3 parts. First, knowledge objective. Knowledge objective is to grasp new words like train, nus, subway, hike and walk, and phrases like take the train, take the bus, take the subway, and ride a bike, and sentence pattern like “-How do you get to school? -I...” .

Second, ability objective. Ability objective is to foster students’ observation competence, thinking ability and self-study ability.

Third, emotional objective. Emotion objective is to arouse students’ learning interest, cultivate students’ awareness of safety and spirit of team cooperation.

Analysis of teaching key&difficult points：

Based on the analysis of teaching material, my teaching key point and difficult point are as follows. The teaching key point includes vocabulary, phrases and sentence pattern; and the difficult point is to use them in real situation.

Analysis of students：

After analysis of teaching material, now let me analyze the students. With the growth of age, students in Grade 7 have some mental changes, from activity to quietness, and dislike showing themselves. What’s more, they have four-year study experience, know some English words and can express the things they can do. All of these provide a foundation for the coming lesson. However, their abstract thinking ability is low and their attention can be scattered in a relatively easy way. All of these will be considered in my teaching plan.

Analysis of teaching methods：

According to students’ physical and mental characteristics, I will adopt TBLT method, and the situation method to improve students’ enthusiasm, design a variety of activities and make them learn to play and play to learn.

Correspondingly, students will take part in the activities and finish the tasks in pairs and in groups. They can use the language in a relaxing, pleasant and harmonious atmosphere.

Analysis of teaching procedures：

Step1: leading in

I will lead in the class by greeting and asking questions “Hello, boys and girls. Did you get to school alone or with your parents?” Through a simple question, students can become interested in the coming lesson.

Step2: presentation

I will show five pictures about bus, train, subway, bike and walk and ask them “What can you see?” Students answer the question with “I can see...”. In this way, I can present the new words. And then teach the pronunciation of each word. Students read after me until they can read them correctly and fluently.

Based on the presentation of new words, I will present the phrases by matching the pictures with the phrases. After this step, I will give further explanation of each phrase.

Listen to a tape and ask them “Do you know how to say when you want to know how other students get to school?” Lead students say “-How do you get to school? -I...”.

Step3: practice

For words, I will deign a game: look and match. I will show students some pictures and let students match the pictures with words.

For phrases, I will design a task: fill in the blanks. I will show them some expressions with missing words and let students fill in the blanks.

For sentence pattern, I will design a role-play activity. One student asks “How do you get to school?” and the other answers “I...”. Repeat the process to practice other sentences. With these activities, students can practice what they have learned in the class.

Step4: consolidation

In this part, I will design a TBLT task: complete a form. Divide students into 4groups and group members ask each other and complete a form with their answers. In this way, students can consolidate their learning in a funny way.

Step5: summary

First, let students summarize the content and then I make supplement when necessary. Lastly, I will stress the importance of safety.

Step6: homework

I have one task for students: ask their parents “How do you get to work?” and share it with classmates next time.

Lastly, I’d like to talk about my blackboard design. As you can see, it’s very clear and logical, you can easily see what we have learned in class.

（编辑：shtsg）