英語語法在高中階段佔有重要的地位，雖然在教招考試中出現的頻率較低，但是不能否認出現的可能性，而說課是近年來教招面試中出現頻率較高的考察形式，能夠測出學生的語言功底和表達功底。故學會如何撰寫語法課的說課稿也是非常有必要的，本文以牛津版高中英語必修3 Unit1 The world of our senses 語法課為例進行說課稿設計。
Greeting:
Good morning/afternoon, everyone! I'm very glad to stand here to interpret my lesson. Today, my topic is the world of our senses. My lesson consists of five aspects: the analysis of teaching material and students, teaching aims, teaching and studying method, teaching procedures and blackboard design.
I. Analysis of the teaching material
First of all, let's focus on the analysis of teaching material. The lesson I am going to talk
about is from Oxford Senior English for China Book Unit 3, the world of our senses, grammar part.. After this lesson, we'll enable students to master noun clauses with different conjunctions. Students can also improve their reading and writing skills.
Ⅱ.Analysis of the students
Next, it is about students. My students are in senior 2.After many years of English studying,
they've known many words, sentences and some skills to solve English problems, so they have a good foundation to learn this grammar part. However, they haven’t learnt it systematically so that they even couldn’t recognize the noun clause. So in this period ,I would arrange a variety of activities to help them join in my class.
Ⅲ.Analysis of the teaching aims
Based on the syllabus and the analysis, I set the teaching aims as follows:
Knowledge aims:
Students can get familiar with the grammar point of noun clauses and recognize them.
Students can know the function of conjunction word 「that」 and 「whether」/」if」 and their differences.
Ability aim:
Through different ways of practice, students can use the noun clauses to make sentences and they can understand some passages which contain noun clauses.
Emotional aims:
Students can get more interest in English grammar learning and not afraid of learning grammar.
Ⅳ.Analysis of the key and difficult points
According to the teaching aims, the key point of this lesson are to recognize noun clauses with different conjunctions and their meanings. The difficult points is to use the conjunction 「that」 and 「if/ whether」 skillfully.
V. Analysis of teaching and study methods
To help students achieve the teaching aims much easier, I will mainly use task-based
teaching method, multimedia method and so on. For students, I will lead them to study by
themselves, and learn to communicate with people to let them become the real host of the class.
VI. Analysis of the teaching procedures
Next,let's come to the most important par-the teaching procedures. It includes several parts: lead in, presentation, practice, production and summary and homework.
Step 1 Lead-in (3 mins)
The first step is lead in. I will show them a part of the video of a speech made by Martin Luther King 「I have a dream」, then make students do a imitation of it, paying attention to the pronunciation and the passion in it. In this way, it can arouse students』 interest in the class and lead in the class in a relaxing way.
Step 2 Presentation(20 mins)
And then, it』 a good chance to start the second part, presentation.
(1)At first, I 』d like to show the original text of the classic part of the video again and lead them to discover the rule in these sentences :
1.I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave-owners will be able to sit down together at the table of brotherhood.
2.I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.
3.I have a dream that my four children will one day live in a nation where they will not be judged by the color if their skin but by the content of their character.
(2)My students have already learnt English for several years and they have the sense of English in some extent, so Students may find they are all compound sentences and they all contain a conjunction 「that」. Then I』ll let students make a assumption about what type of sentence they are. They can discuss with their classmates.
(3)After discussion, I』ll just conclude the rule: 「they are called noun clauses, and we use 「that」 to introduce a noun clause when the clause is a statement and the clause is not functioned as anything. Or we use 「that」 to introduce a noun clause and the clause is functioned as subject or object or predicative in the whole sentence. 」 For examples:
The radio announced that the mist would become a thick fog.(object)
That we couldn’t find our way out was really bad news.(subject)
The truth is that the buses will not be running.(predicative)
(4)And then, I』ll continually tell them that we can also use 「if/ whether」 to introduce a noun clause when the clause is a 「yes/ no question」. We change the word order in clause after 「if /whether」 into that of a statement. But we can only use 「whether」 but not 「if」 after a preposition or when the clause as the subject is at the beginning if the sentence. For examples:
She wondered if/ whether the buses would still be running.
She is not certain about whether she has done anything wrong.
Whether it is going to clear up keeps me wondering.
By doing this, these sentence can help students learn noun clauses in a interesting way. And it can be a good start for students to their further study.
Step 3 Practice(10 mins)
So now, it’s time to let students totally master this point. I’m going to talk about the third part, practice. I would like to show a article on the screen about our senses and let some students circle the right words :
Many people wonder if/ whether there is any connection between our senses and our health. Scientists observe that/ if making the most of our senses when we are young can keep us healthy later on in life.
Why do we feel anxious or tired? One study shows if/ that approximately 90% of our time is spent watching TV or using computers. It is added whether/ that while our sense of sight is used too much, our senses of touch and smell have been ignored.
People often ask whether/ if or not we should develop all our senses. The answer is yes. Experts suggest that/ if we do the following things more often. While having dinner, listen to some enjoyable music rather than watch TV. While relaxing at home, have some flowers next to you that smell nice. Before going to bed, turn the lights off. While sleeping, wear a nightshirt that is pleasant to touch—it will make us sleep well.
And then, let them read the following sentences and complete the blanks using 「that/ whether/if」.
I felt my hands and feet were cold.
I thought I needed a hot cup of coffee to warm me up and recover some strength.
I knew I was getting close to the camp, as I could smell food.
I shouted to find out there was anyone there, but there was no answer.
I almost believed I could never find my way.
Suddenly I heard the sound of footsteps from behind and I wondered it was the sound of the wind.
Through the two activities, students can deepen their understanding of the noun clauses introduced by 「if/ whether/ that」.
Step 4 Production(10 mins)
And then, it should be the last part, production. I』d like to ask some students telling stories: they are supposed to make a story that happened in their life and then share it with the class, using the noun clauses introduced by 「if/ whether/ that」. 2 minutes to prepare and 8 minutes to share.
In this way, students can use the noun clauses skillfully and their speaking ability can be trained. It also can improve their confidence to communicate with others in English. And let them become the real host in class.
Step 5 summary and homework(2 mins)
By the end of the class, I』ll invite one student to summarize what we have learned today. And give them today’s homework, let students search for songs or sayings with a noun clause and share them next class. It can consolidate what we have learnt today after class. So it’s good for them to master the point indeed.
以上就是牛津版高中必修3 Unit1 The world of our senses語法課說課稿，更多教師招聘面試備考資料，請查看教師招聘面試備考頻道。
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