2023福建教师招聘面试模拟题：《Languages around the world》说课稿

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　　Good morning, dear judges! I’m number X candidate applying for senior school English teacher. It’s my great honor to be here to share my presentation. And my topic today is Unit 5 Languages around the world. In order to make my presentation much clearer, I’m going to divide it into 6 parts, which are analysis of the teaching material, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design. Now I am going to present them one by one.

　　一、说教材

　　First of all, I will give a brief analysis of the teaching material. Languages around the world is a reading text, taken from unit 5 of Book 1 for senior school students, published by People’s Education Press. The passage The Chinese writing system: connecting the past and the present talks about the history of Chinese writing system and how it helps Chinese culture survive. By studying the lesson, students can have deeper understanding of Chinese writing and traditional culture, during which students can also improve their reading abilities.

　　Teaching Objectives

　　Given the analysis of teaching materials, the teaching objectives are designed as follows:

　　1. Students can understand the main idea of the passage and grasp new words and expressions.

　　2. Students will learn how Chinese writing system develops and have deeper understanding of our writing history.

　　3. Through kinds of reading activities, students’ reading skills and strategies, such as predicting, skimming, scanning and information collecting by timeline, can be improved.

　　4. Students are able to talk about Chinese writing system and writing history with newly-learnt expressions.

　　5. Students will learn to appreciate Chinese writing and the history can help students cultivate cultural confidence.

　　Accordingly, I set the following teaching key and difficult points:

　　Key Point

　　Students can grasp the vocabulary and basic information of the history of Chinese writing system and improve their reading abilities.

　　Difficult Points

　　Students can use timeline to deal with detailed information.

　　二、说学情

　　Students are the core of a class, so the analysis of students can contribute to a better class. Students in grade one of senior middle school have mastered a large number of English words and expressions, and have quite abundant knowledge about Chinese traditional culture. However, they haven’t developed their reading ability fully and systematically, and they are unfamiliar with some reading strategies like scanning and timeline. And the topic is not so common in English, so I will stress both the text itself and some reading strategies in the class.

　　三、说教法

　　To achieve this, I will adopt communicative method and task-based language teaching method in this lesson. I will lead students to communicate to exchange ideas and improve their spoken English, and set tasks to help students better understand the passage and get everyone involved in the class activities.

　　四、说学法

　　Students can learn this passage by individual work and group work, during which they can practice their reading strategies such as skimming, scanning, intensive reading and so on. Students will be encouraged to solve problems on their own and then through discussion, they can develop communicative ability.

　　五、说教学过程

　　Then comes the most important part of my presentation: teaching procedures. And I design my teaching procedures in the following several parts based on the above analysis.

　　Step 1. Lead-in

　　Before the class, I will show some pictures of oracle bone inscriptions from Shang Dynasty and ask students to guess the meaning of each picture. Pictures are used to catch students’ attention and arouse their learning interest. Oracle bone inscriptions can lead in today’s topic naturally.

　　Step 2. Pre-reading

　　I will show the picture in the book and the title of the passage and let students guess the main idea. This is to arouse students’ enthusiasm for study and students can get well-prepared for the reading.

　　Step 3. While-reading

　　Skimming

　　Then students will read the text quickly for the first time to check their predictions and share their feelings about the Chinese writing. And they should answer some simple questions like “Was Chinese writing system all the same in history? Since when did the system begin to develop in one direction?”

　　Scanning

　　(1) In this step, students read the text for the second time to find the words and phrases that describe a time to make a timeline of Chinese writing history.

　　(2) After they finished, to help students better understand the passage, I will ask two detailed questions:

　　a. How did written Chinese unify Chinese people divided by geography and dialects?

　　b. How does written Chinese connect Chinese people today with those of the past?

　　Intensive reading

　　Next, I will guide students to work in pairs to read the passage again and try to make a mind map according to the passage. I will invite some students to share their mind maps.

　　In this way, students can develop their reading ability and apply reading skills such as skimming, scanning and intensive reading. They will understand the details of the passage step by step.

　　Step 4. Post-reading

　　After learning this passage, I will divide students into groups of 4. Students will discuss what other factors help the Chinese language and culture survive. They are required to make a report and 5 minutes later share their results in class.

　　Group discussion can improve students’ comprehensive language ability and develop their divergent thinking ability. And during the process, students can have deeper understanding of traditional culture.

　　Step 5. Summary

　　Students summarize the main idea and what they have learnt according to the blackboard and I will make a supplement that the passage introduces the history of Chinese writing system and how it carries Chinese culture into modern society. Then I will point out that we should feel proud of Chinese writing and have confidence in Chinese culture. Meanwhile I will encourage students to promote Chinese writing actively to the world.

　　Step 6. Homework

　　As for the homework, students work in groups to search information about the history of Confucian culture and make a presentation next class.

　　六、说板书设计

　　Last but not least, the final part of my presentation is the blackboard design. As you can see, I made it simple but clear to organize today’s knowledge.

　　That’s all my presentation. Thanks for your listening.

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