Senior two English lecture notes 1 1, teaching material analysis
Making friends is the second lesson of unit 2 in the textbook of senior two. The teaching requirements of this unit include three aspects: one is to learn how to treat and communicate with friends from the text, the other is to understand the important significance of friendship in life, and the third is to let students appreciate the charm of language through the theme of friendship.
Therefore, in the process of making friends teaching, we should pay attention to guiding students to summarize the main points of the article and refine the essence. Students should be well read and appreciated, from which they can experience their thoughts and feelings. This just reflects the requirements in the new syllabus that "we should devote ourselves to improving students' literacy and comprehensive ability, attach importance to accumulation, perception and edification, and attach importance to language use ability". "
Second, the analysis of learning situation
The students in Class 8, Grade 2 are in the lower-middle position in their grades, and lack confidence in English learning due to insufficient accumulation in advance. The theme of this lesson is easy to arouse students' interest, and the article is not difficult. I hope that students will have more interest and confidence in English learning by learning the content and language of the text. And because of the polarization of English learning ability in the class, we adopt the teaching method of teaching students in accordance with their aptitude, and strive to make every student really integrate into classroom learning.
Third, the teaching objectives
According to the requirements of the new syllabus, combined with the characteristics of this paper and the actual situation of students, the following teaching objectives are set:
1, Knowledge Objective: Understand the ways to make friends with people.
2, ability goal:
(1) Master the main points of knowledge through language learning of the text.
② Appreciate the language features of this article and cultivate the ability of thinking and language expression.
3. Emotional goals
Understand the understanding of friendship and the methods of making friends expressed in the article, and learn to get along better with others.
② In the process of English learning, understand the emotions, attitudes and values contained in textbooks.
Fourth, teaching methods and teaching means.
The new curriculum standard strongly advocates that teachers are the dominant in the classroom, while students are the main body of the classroom. In teaching, guide students to see more, read more and discuss more, mobilize students' various senses and take the initiative to participate in learning. At the same time, taking the knowledge in class as the trigger point, it extends from class to extracurricular, striving to apply what they have learned and enrich the accumulation of students' knowledge and life. Use the following teaching methods:
1, skip reading method: the article is long but relatively simple, which can be used to train students' reading speed and find unfamiliar words and phrases. David Wilkins, a linguist, pointed out that it is almost impossible to communicate ideas without grammar and vocabulary, so it is an essential step to dredge new words and difficult words before understanding an article.
2. Reading aloud: Only by reading aloud repeatedly can Chinese taste its charm, so that students can read their favorite sentences and deepen their impression and understanding. Making a written sound is the most basic reading skill. In the process of reading aloud, students can directly perceive and appreciate the content of the article through their eyes, mouth, ears and mind. Can speed up the understanding of the article.
3. Discussion method: organize students to discuss and encourage students to express their views and opinions on things. Discussion not only cultivates students' autonomous ability, but also exercises their oral expression ability.
4. Interactive method: According to modern educational theory, learning is the active meaning construction completed by learners with the help of other learning partners. Teachers should establish classroom teaching organization strategies with cooperative discussion and learning as the main forms. How to make each student have a different experience? Participating in classroom teaching and group cooperation is an effective organizational form.
5, the use of multimedia teaching methods: intuitive appreciation or listening to stimulate students' interest in learning.
Class schedule: 1 class hour
Teaching process of verbs (abbreviation of verb)
Preview before class: think about how to make friends in life.
(2) Import:
1, deskmate discussion: Tell me why I regard XXX as a good friend. The reason why I regard … as my best friend is that … students will make various long or short answers according to their feelings.
2. Play American English and read forever friends. Q: "Which sentence in the article impressed you the most?"
① Play the soundtrack and read "Forever Friends" aloud. Before listening, guide the students to pay attention to the sentences that impress them the most.
(2) Let students feedback their feelings. Express your opinions.
Conclusion: Good friends are so important to our life, how can we make such good friends? So as to guide the study of the text.
(3) Clear teaching objectives. Let the students know the goal of this lesson. One is to learn how to treat and communicate with friends from the text, the other is to understand the important significance of friendship in life, and the third is to let students appreciate the charm of language through the theme of friendship.
(4) The specific process of learning the text.
1. Solve the problems in preview and sort out the words and phrases.
△ Gorgeous new words; ; Sincerely; Respond; Approachable; Spotlight; Compliment; Boast; Go for it; Care; Feel at ease; Catch up; Focus on; Interrupt; Focus on; Light up; Tear down solved the problems in preview through the practice of quick response.
△ Deepen students' mastery of these new words through sentence filling exercises.
2. Ask preview questions, guide students to skip reading, grasp key words and phrases, and cultivate students' generalization ability.
1) What is it about Jamie that makes people notice her? Special questions remind students to pay attention to stressed sentences.
2) Besides the big secret of making friends, there are some extra strategies. Remind the students that this sentence is inverted.
3) It only takes one minute to give someone a compliment or notice what a person has. Remind students to pay attention to sentence patterns: it take/take+time+ (for someone. Do sth.
3. Fill in the blanks with the charts in the textbook, so that students can understand the main idea of the full text. Use skip reading to train students to find topic sentences and keywords in paragraphs.
4. On the basis of understanding the text, complete the summary of the text content. The new curriculum standard points out that vocabulary teaching can not be separated from text reading. Summary of the main idea of the text is to fill in the blanks on the basis of understanding the main idea of the whole article, so as to strengthen students' memory of the words and phrases they have learned.
5. Complete the task of proverb collocation in the form of group cooperation and reading aloud. Using classic proverbs to improve students' learning content.
(5) Summarize the whole class and comment on the students' performance.
Senior two English lecture notes 2 i. teaching material analysis
1) The position and function of teaching materials;
The language materials selected in this review class are more suitable for students' level and meet the requirements of the new curriculum standard. So some students are interested in my chosen topic, but they lack reading skills. Therefore, it is necessary to expand the corresponding knowledge, teach reading skills and improve reading ability.
2) the establishment and basis of teaching objectives
According to the new curriculum standard of junior middle school English, the requirement of cultivating students' communicative competence, especially oral and reading ability, is constantly improving, so I design this course as oral reading class. According to the requirements of quality education for cultivating students' all-round quality, I set three goals for this course: knowledge goal, ability goal and emotional goal.
Knowledge goal: Be familiar with the cultural and custom differences between the East and the West in hospitality, tipping and eating out.
Learn more through listening and reading materials.
Ability goal: train students to master good reading habits and methods, namely skipping, skimming, speed reading and reading, and at the same time pay attention to developing students' memory ability, observation ability, imagination and comparative analysis ability. Effectively improve reading speed and the accuracy of understanding materials. And can use the knowledge flexibly, and express other related contents fluently with rich imagination.
Emotional goal: encourage students to love learning and speaking English, and show great interest and enthusiasm for English learning. Let students feel that they are the main body and center of English learning activities, thus encouraging them to actively participate in English classes and pursue innovation.
3) Key points and difficulties
Teaching Focus: According to the requirements of the new curriculum standard for reading ability, I have determined that the focus of this class is to improve students' fast reading level. I use English interesting teaching method, and adopt the methods of picture introduction, method analysis and step-by-step test to let them master the skills of fast reading.
Teaching difficulty: the improvement of oral English. For a long time, traditional foreign language teaching has paid attention to the teaching of book knowledge and neglected communication.
The cultivation of ability makes many students afraid to speak and shy to express in front of others, so their oral English is weak. I broke through many difficulties by creating fascinating situations, discussing with teachers and students, interviewing experts by reporters and constantly encouraging them.
Teaching methods:
Multimedia-assisted teaching helps to introduce students into situations, enhance the realism of stories, stimulate students' interest and enliven the classroom atmosphere, thus optimizing the English teaching process.
Second, the design of teaching links
Students have unlimited potential and need timely and appropriate guidance from teachers. In this class, I pay special attention to the process of cultivating students to acquire knowledge through cooperative inquiry, and change students' previous learning methods. By designing effective questions to stimulate students' interest, they are always in the state of actively seeking knowledge rather than passively accepting knowledge. I give full play to students' main role and let them really become the masters of the classroom. I will explain this lesson for no more than five minutes.
The new curriculum standard especially emphasizes the change from focusing only on the results of knowledge transfer to focusing on knowledge development and knowledge transfer process. Before class, I gave the students homework and asked them to look up relevant information. Students are exposed to a lot of information in the preview. They must have the ability to choose, reorganize knowledge and build knowledge network, which is the requirement of the new curriculum standard.
Third, the teaching procedure.
Dialogue before class:
After exchanging greetings between teachers and students, let the students have a free dialogue around the knowledge learned in the previous unit in pairs. 3-5 times a day
In order to improve students' communicative competence, the new curriculum standard points out that spoken English is blurted out when people communicate, and both sides of the dialogue must respond quickly to the language they hear in order to keep the dialogue going. At the same time, due to the strong interaction of spoken English, the effect of cooperative learning is very important to the improvement of spoken English. All these require creating necessary conditions for students' oral English learning and providing good training. Work in pairs, so that each student has enough opportunities to say,
Expansion and integration
By explaining my methods of guiding students to read quickly, such as guessing words, skimming, scanning, finding central sentences, keywords, etc., I want to test whether students have mastered this method, so I ask students, what serious problems will the sustained growth of the world population bring? After the students express some personal opinions, I will give them another article to read quickly, which is also the classroom test of this class. I will make a face-to-face revision in class. Then I asked the students to explain this article about the consequences of the rapid population growth, so as to understand the students' reading status and existing problems.
Cooperation and development
Next, I will show the students a set of questions through multimedia. What else have you thought of? Do you want to know what other students think? Want to know the opinion of the teachers present? This fully mobilized the students' enthusiasm and then divided them into six groups. First, they discuss and express their personal opinions in the group, and then encourage them to interview the English teacher present. The purpose of this design is (1) to let students discuss independently first, so as to avoid being limited by the teacher's ideas and not having their own opinions. (2) Interviewing teachers can not only enable students to communicate in English, but also apply what they have learned. There are ways for students to get more information from English teachers and master more English expressions (in fact, some expressions are difficult if they are carried out independently across the country), and because there are not many opportunities for this way of learning, students will find it very fresh and interesting, and they will have a great sense of accomplishment when communicating with teachers. (3) I think it is particularly important to cultivate students' cooperative spirit. Through this link, students can not only have the opportunity to learn independently, but also exercise cooperation with others, and have their own space for divergent thinking in exploration.
Communication and sharing
Let students choose representatives from each group to form an expert group to sit in front of the classroom, and choose a classmate as a reporter to interview "experts", so that they can share the discussion results of each group with everyone, and their team members can add some opinions as a support group, which will not only give students with good oral English more opportunities to show their skills, but also give students with poor oral English opportunities to participate in and learn from others. Finally, according to abundant facts, accurate language and clear expression, judging the most experts and actively supporting groups can make students have a strong sense of collective honor.
The last link is homework.
When students discuss excitedly, they can write one or two compositions. The basis of my assignment is the requirements of the new curriculum standard. The new curriculum standard points out that writing should have clear motivation and positive attitude, and the topic of writing should be combined with the actual needs of students, so that they can write happily and return to their thinking ability, instead of doing homework to deal with teachers.
3 I Introduction of Senior Two English Lecture Notes (Introduction)
As a means of teaching and research reform, lectures were first put forward by classrooms in Hongqi District, Xinxiang City, Henan Province in 1987. Practice has proved that lecture activities have effectively mobilized teachers' enthusiasm for teaching reform, learning educational theory and studying classroom teaching. It is one of the best ways to improve teachers' quality and cultivate research-oriented and scholar-oriented young teachers. English lecture is an important part of English teaching, and it is also a powerful means to measure an English teacher's grasp and analysis of teaching materials and the teacher's own macro-control ability in the classroom process. It can guide teachers to implement the syllabus in theory, truly combine teaching with learning, and integrate teaching materials, syllabus, teachers, students and classrooms, which has played a prominent role in continuously improving teachers' teaching ability and teaching and research ability.
Second, the basic principles of lectures
1, according to the outline requirements, clarify the lecture content. Grasp the difference and connection between lectures and classrooms, correctly understand the hierarchical relationship between textbooks, teaching plans and classrooms, and get out of the misunderstanding that lectures are "teaching plans"
2, teacher-oriented, student-centered, reflecting the advanced teaching concept.
3, detailed and appropriate, focused, reflecting the integrity of the lecture.
4. Combining with the teaching plan, it reflects its operability.
Third, the basic procedures of lectures
1. Talk about teaching materials: scientifically analyze teaching materials, and make clear the key and difficult points, teaching objectives and requirements, and the position and role of teaching materials in the unit.
On "the position and function of teaching materials"
Whether the expression of "the position and function of teaching materials" is appropriate directly reflects the understanding of teaching materials by the lecturers and affects the formulation of teaching objectives. The deeper you understand the textbook, the more substantial and comprehensive the lecture content will be. On the contrary, you can only touch the surface.
Say "teaching goal"
Only after analyzing the teaching materials can we determine the teaching objectives. Teaching goal is the starting point and destination of teaching design, which has a good guiding and monitoring effect on teaching activities.
According to the requirements of curriculum standards, teaching objectives should try to embody the three-dimensional curriculum objectives of "knowledge and skills", "process and method" and "emotional attitude and values". However, is it necessary to artificially divide the teaching objectives into three aspects during the lecture? This is also worth discussing. Because three-dimensional goals are often integrated in the same learning process. If the teaching objectives are described in three aspects, will the internal relationship between the three-dimensional objectives be separated?
On "Teaching Emphasis and Difficulties"
In a sense, the teaching process is a process of emphasizing key points and breaking through difficulties. Therefore, the establishment of teaching emphasis and difficulty has become a key to teaching design, and it is also the content that must be expounded in class-telling activities. To determine the key points and difficulties, it is necessary to find out which knowledge is the key point and analyze how the learning difficulties are formed.
2. Talk about students: talk about the structure of students' knowledge and ability, and make clear the difficulty of talking about the content of the class. Say "learn to love"
In-depth analysis of curriculum standards and textbooks lies in grasping the teaching objectives and contents. However, it is not enough to master the teaching objectives and contents, because students are the main body of learning, and their situation restricts the development of learning and affects the realization of the goals. Therefore, the analysis of learning situation is also an aspect that must be highlighted in oral English class. How to analyze the academic situation? Because learning is not only restricted by students' original knowledge base and skill level, but also influenced by students' cognitive style, ability and interest in learning. Therefore, a good teaching plan should comprehensively analyze students' situation from five aspects: known, unknown, knowable, wanting to know and how to know, which is the basis of teaching students in accordance with their aptitude.
1, the "known" of students, where "known" refers to the knowledge, experience and ability level that students already have related to this section. It is very important to make it clear, which determines the starting point of teaching and learning.
2. The "unknown" and "unknown" of students are relative to the "known", including both the unknown knowledge and skills that should be achieved through learning and the knowledge and skills that students do not have before reaching the ultimate goal.
3. Students' "knowability" and "knowability" refer to what students can achieve through this course. It determines the orientation of the learning end point (that is, the learning goal).
4. Students' "want to know" and "want to know" refer to what students want to know in addition to the requirements stipulated in the teaching objectives (Note: students often express "want to know" by asking questions in their studies. Of course, students' "want to know" may exceed the teaching objectives or students' cognitive level. If this is the case, classroom teaching may not be expanded, but it is suggested to give students a suggestive explanation or give individual answers in extracurricular time.
5. Students' "how to know" and "how to know" reflect how students learn chemistry, and their cognitive style, learning methods and learning habits.
3. Teaching methods: talk about the teaching means, methods and the use of teaching AIDS to be implemented in this course.
4. Speaking of learning methods: talk about the application of learning methods and the goals to be achieved.
5. Talking about the teaching plan: Why should we design this plan? What is the purpose and intention? What was the result?
6. blackboard design: talk about the basis and reasons of blackboard design, and strive to reflect the procedural, general and artistic nature of blackboard design.
7. Say "Teaching Reflection"
How to reflect in class activities? This is a question worthy of further discussion. Generally speaking, teaching reflection is a process in which teachers examine their teaching practice with the mentality or perspective of researchers. It includes two aspects: teachers reflect and criticize the shortcomings and mistakes in teaching; Affirmation and persistence of advantages and advantages in teaching. Therefore, talking about teaching reflection in class is nothing more than analyzing teaching material analysis and students' analysis, especially the advantages and disadvantages of teaching design. Specifically including:
1, the success of teaching presupposition. For example, what is unique about teaching material analysis's analysis with students? What control measures have been prepared according to the students' learning situation; How to effectively stimulate students' interest in learning; How to implement feedback and monitoring of students' learning results; What are the advantages in the development of curriculum resources?
2. There are still some shortcomings or difficulties in preset teaching. Specifically, it includes: what are the puzzles about the orientation of teaching goals, especially the hidden goals (such as process and method, emotional attitude and values, etc.). ); What are the difficulties in academic situation analysis? What activities designed in teaching design may not achieve the expected results, etc.
Fourth, pay attention to lecture information and feedback and summary.
The objects of lectures can be experts, peers and even students. Ask the teacher for advice, seek advice, and strive for continuous improvement and improvement.