英语说课稿Unit 2 English around the world 听说课

Unit 2 English around the world—Listening

Good morning/afternoon, everyone! I'm very glad to stand here to interpret my lesson. Today my topic is “English around the world” (listening part). I am going to introduce my lesson from the following aspects: the analysis of teaching material and students, teaching aims, teaching key points and difficult points, teaching and studying methods, teaching procedures and blackboard design.

Ⅰ. Analysis of the teaching material

First of all, let’s focus on the analysis of teaching material. This unit is about different aspects of English, for example, history of English development, introduction of different English dialects. The listening part is about interesting story with English dialect and it can help students exclude the disruption of dialects.

Ⅱ. Analysis of the students

Then, I’d like to talk something about my students. They already have learned some basic listening skills, while the English dialects is a difficult point in listening and may disrupt their listening. Therefore, I will try my best to help them distinguish the standard English and English dialects.

Ⅲ. Analysis of the teaching aims

Based on the syllabus and the analysis of teaching material and students, I set the teaching aims as follows:

Knowledge aim:

Students will get a basic understanding about English dialects .

Ability aims:

1. Students can learn some listening tips to enhance their ability of acquiring and processing information by gasping key words and excluding the disruption of dialects.

2. Their listening and speaking ability will have a improvement.

Emotional aim:

Students’ independent learning ability and their team work spirit can be improved by role-play games.

Ⅳ. Analysis of the key and difficult points

According to the teaching aims, the key point of this lesson is to get students learn some listening tips to enhance their ability of acquiring and processing information by gasping key words and excluding the disruption of dialects. And the difficult point is excluded the disruption of dialects in the process of listening.

Ⅴ. Analysis of teaching and studying methods

To help students achieve the teaching aims much easier, I will mainly use task-based teaching method, multimedia method and communicative teaching method and so on. For students, I will encourage them to learn to cooperate with their classmates to let them become the real host of the class.

Ⅵ. Analysis of the teaching procedures

Step 1 Warming up

My class will start with a short video. I will organize them to watch show a short video about dialects which is selected from a TV play named The Ordinary World and ask them some questions, just like: Who can tell me where does this dialects in this video come from and how do you know it? Where do the dialects in this video come from? How do you know it? How many dialects are there in China?

Step 2 Pre-listening

After students answer those, I will demonstrate picture which is about this listening material and ask students to have a free talk .Then I will show words mentioned in this material and their standard form on the PPT. For example, y’all means you all; ain’t means aren’t.

Watching the video can arouse students’ interest to dialect and these dialect words and their standard form can make a good foundation for the following listening.

Step 3While-listening

In this step, students will be required to listen to the material for three times. The first and second listening is extensive listening and the third listening is intensive listening. At the first time, they should find out the main idea and answer one question: where is the dialect from in this material? At the second time, I will give them some tips of listening including gasping the key words, put the exercise 3 in book on power point and ask them to put the sentences (_Lester climbed a tree; Buford, Billy Bob and Lester went swimming; _Lester thought the catfish would eat him; Buford and Billy Bob laughed; _Lester saw a catfish; _Now Lester is too afraid to visit the place.) into right sequences. At the third time, I will write down these questions (1.What does Buford think of Texas? How do you know? 2. How large was the catfish? 3. Why did Lester get out of the water so quickly? 4. Why did Buford and Billy Bob laugh? ) on the blackboard and ask them to discuss these questions with their partner after listening. When students answer these questions, maybe they don’t know how to change the sentences into the answer. At that time I will teach them how to transform it.

For example, I will do like this: Who would like to try the first question? Sam, please! oh, you catch the sentences from the material-y ’all need to understand that we ain’t really a state, but a whole’nother country. You are excellent, but you should try to summary the meaning of this sentence. We can answer it like this: Buford thought that Texas is almost different country from USA. Sit down, please. I believe that students’ listening ability will have a great improvement by gasping key words and excluding the disruption of dialects.

Step 4 Post-listening

In this section, students will work in group of 3, make a dialogue according to the listening material and do a role-play game. By this, their speaking and creative ability will be enhanced.

Step 5 summary& homework

At the end of the class, I will invite one student to sum up what we have learned today. To make them have a deep understanding of some listening skills and English dialects, I will give them two tasks. One is to finish the listening part in workbook in P48.The other is to find a interesting story about English dialects and share with us tomorrow.

Ⅶ. Analysis of the blackboard Design

胡美霞解析

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