the science of the stars说课稿

Good morning, dear judges. I'm number 2. It’s my great honor to have this opportunity to discuss my teaching design here. The subject of this lesson is “Astronomy: the science of the stars”.

The first part in my presentation is the analysis of teaching material. This lesson is chosen from PEP English book of high school, grade1, Unit 4. It is about a grammar focus----the subject clause. This class is based on the former grammars, such as object clause and other none clauses, and this class is also very important to the further study of other clauses, so this grammar focus plays an implacable role in high school’s English. The topic of this unit will attract many students who is interested in mystery things, while the grammar class would be a little boring, so it would be much better if the teacher combines this interesting topic with the grammar instruction together.

The next part is the analysis of students. We know that grammar is one of the most difficult point to Chinese students to study foreign language, let alone the poverty-stricken area of China. Our students are in Grade1 of high school. They have learnt English for many years, but since they are in the north-west part of China, so their English level is not very high, especially the grammar and their speaking abilities. So the teacher should pay more attention to their response in class, and use different methods and exercises to improve their grammar, as well as speaking ability.

According to the idea of New Curriculum Standard, I set following three teaching aims:

First one is knowledge aims: students can understand the function of the subject clause; and can identify which kind of clause is subject clause.

The next one is ability aim: students can set up effective studying strategies;

Students can make sentences which contains the subject clause.

The last one is Emotional aims: students can foster their abilities of studying by themselves and cooperating. They also can improve their interest in learning English grammar.

Now let’s move on to the analysis of key point and difficult point. The key point of this lesson is the comprehension of the function of the subject clause and identify which kind of clause is subject clause, and use subject clause into their writing; the difficult point is that how to let students keep passion in the grammar class.

The following part is about the analysis teaching methods and studying methods. I will use following teaching methods: Communicative Approach: this method emphasizes the activities and co-works between students , could help students cultivate the ability of communication and co-operation; Task-based Language Teaching Method: Teacher will ask students to complete the set tasks and let students through the task know new knowledge. This method was used frequently in teaching procedures; and Computer Aided Instruction, it would be very convenient for the teacher and students to do grammar exercises. As to the studying methods, I will combine the following two methods: group discussion and independent thinking.

Now, let me talk about the analysis of teaching aids. The teaching aids I need in this class is multi-media; and I will ask students to review the passage of this lesson, and find out the subject clauses in the text.

After above analysis, here comes the most important part ---- analysis of teaching procedures.

Step 1. Lead-in and warming up.

At the very beginning of class, I will say hello to every students. After that, I will play a scientific video about the origin of universe to review the content of text, and then I will ask students to tell me about the evolution procedure of universe, they can borrow the ideas in this video or in the text.

The purpose of this step is reviewing the content of text. Combining with the video, this grammar class would have an active beginning, and create an ease and interesting atmosphere to students. And with the help of vivid video, their retelling would be more complete.

Step 2. Presentation.

In this step, I will ask students to tell the subject clauses they underlined in the text. Then I will use PPT to present some sentences appeared in the text which contains subject clause. And I will ask students to discuss what’s the similarities among these sentences. Then after discussion, I will ask the group leader to share their ideas with other students. One of the sentences I will present on the PPT as follows:

It was so hard that we could not say anything to each other.

After their discussion and report, I will present some other object sentences, and will let students discuss what’s differences compared with the subject clauses. After their group discussion, I will also invite some group leaders to share their opinions with us. Some of the sentences I will present on the PPT as follows:

Many people think that this was important for the beginning of life.

This is how the earth began to show its special qualities.

Based on the above comparison, we can easily get the conclusion that a clause in one sentence serves as a subject, so we call it Subject Clause.

Then I will present some sentences containing subject clause on the PPT and let the students to consolidate the feature of subject clause. The sentences are:

How the pyramids were built was still a mystery.

That thy are badly in need of help is quite clear.

Whether they will sell the house is not yet decided.

……

And then, with the help of these sentences, I will let students summarize the connectives of subject clause. The connectives include:

Conjunction: that, whether

Conjunctional Pronoun: who, whoever, what, whatever, which

Conjunctional adverb: when, whenever, where, wherever, how, why

The purpose of this step is that this kind of presentation is based on the comparison between the old knowledge, and students can find out the characters of subject clause easily through the character of object which we have learnt before. So the definition of subject would be very clear to students than the teacher tell them directly what’s the definition of a subject clause. And this kind of instruction method is very popular among students.

Step 3. Practice

In order to make the grammar focus more clear, then I will also ask students to find out whether the following sentence is subject clauses or not.

It is pity that she has made such a mistake.

And after discussion and my guidance, students will understand that this sentence is a subject clause too. So I will summaries another feature of the subject clause: in order to balance the sentence structure, if the subject clause is a little bit long, we could use “it” and a replace, and put “it” at the place of the subject, and put the real subject clause after the stem of this sentence.

Through these two parts of extension, students will understand the deep meaning of subject clause, and this kind of instruction method pushes students to think deeply.

Step 4. Consolidation.

I will ask students to rewrite the following sentences.

That the earth turns around the sun is known to all.

That they are badly in need of help is quite clear.

Step5. Summary and Homework

I will invite some students to summarize the different kinds of subject clauses and make sentences by different structures.

My homework: please use the subject clause to describe your mother.

Example: What my mother like is ____. Why my mother would be happy is____. How my mother cooks the dinner is_______.

The purpose of this step is to help students to improve their understanding about subject clause .

The last part is the analysis of the blackboard design. I will design my blackboard as follows.

Unit4 Astronomy：the science of the stars

Subject Clause

Conjunction: that, whether

Conjunctional Pronoun: who, whoever, what, whatever, which

Conjunctional adverb: when, whenever, where, wherever, how, why

That’s all for my teaching design. Thank you for listening.

（责任编辑：李明）