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2020年教师招聘面试说课稿：初中英语《Could you please clean your room》
Unit 11 Could you please clean your room
(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 11 Could you please clean your room. 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 11, Section A of Go For It, 8A, published by People's Education Press. Its main theme is about cleaning the room, which is closely related to students' daily life. The text offers a very good example of English learning, during which students' language knowledge and their consciousness of loving labor will be improved at the same time.
Based on the New Curriculum Standard，today's teaching objectives are as follows:
1. Knowledge objectives
Knowledge objective is to master the usage of "could".
2. Ability objectives
Ability objective is to grasp how to express requests politely.
3. Emotional objectives
Emotional objective is to arouse the students interest in learning English and enhance their awareness of loving labor.
Given the teaching materials and the students' characteristics, I suppose the teaching key and difficult points are the usage of "could" and how to express requests politely in real situations.
Part Two: Analysis of the students
OK, let's turn to the analysis of students. Students of Grade 8 have studied English for at least 5 years and grasped a certain amount of English knowledge. They are eager to show, eager to learn. They can cooperate with their classmates to finish a task. On the other hand, students' ability of using English is limited; their abstract thinking is not fully developed and they can be easily distracted. Therefore, all of these shall be taken into consideration into today's 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 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, in order to raise students interest and help them get a general idea of today's lesson, first of all, I'm going to create a daily situation to lead in today's topic. So I'll begin by saying hello to students. Then I will invite one student to go on the conversation like this: "give me your pencil". I will accept the pencil and t give it back to the student. Then I'll ask the whole class:“what is a more polite way to ask for a pencil?”After several minutes' thinking, I will give them a sample sentences such as, "please give me your pencil".
Step 2. Pre-task
In order to get the students to be more familiar with today's topic, I will show another polite way to ask for something.
“could you please give me your pencil?”
I'd like the whole class to repeat the question. Then I'll write it under the other two sentences on the blackboard that mean the same thing. In the same way, I'll preset another new sentence “ could I please go home now?” This time, I will circle the word "could you please" and "could I please" in the sentences on the blackboard to introduce today language points.
Step 3. While-task
In this step, I'm going to provide some tasks for students to finish.
(1)Discussion
I'll show some chores in the house on the screen and ask: OK, boys and girls, do you do the chores at home? students can discuss with their parters, and finish the table.
| Yes or No | Reason | |
| Do the dishes | ||
| ... |
(2)Listening Comprehension
I'll play the recording of 1b and ask the students to listen carefully. After that students will decide who has done the chores and fill in the chart below.
| Peter's mother | Peter | |
| Do the dishes | √ | |
| ... |
Later I'll put the right answer on the screen and check with the students.
(3)Pair work and role play
I'd like the whole class to read the dialogue of 1c. Then students will be asked to make up a similar one like the sample conversation. And they will be remind of the usage of "could" . Then I will ask two students to read it to the class and act it out.
Step 4.Post-task
(1)Listening Comprehension
I'll have another listening comprehension. First, I will point to the chart in activity 2a and get the students to know what to do ,then I will play the recording and ask them to check “yes” or “no” in the table. When students have finished with that, I'll check the answers with them. Later students will listen again and do with activity 2b in the same way.
(2)Pair Work
Students will work in pairs to read the dialogue, then I'll ask some pairs to act out their conversations.
Step 5.Homework
Homework is important for the further development of students' language ability. So, I'd students to make a conversation using “Could you please …? Could you … ?”.
Part Six: Design of the blackboard
Last but not the least is the blackboard design. As you can see, I have mainly used the tables to activate the language points so that students will grasp them better and use them in the actual life.
|
Unit 11 Could you please clean your room Section A The First Period |
|
give me your pencil. pleasegive me your pencil. could you pleasegive me your pencil? could I pleasego home now? |
  |
OK, so much for my presentation, thanks for your listening.
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