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　　初中英語面試詞匯課試講稿

　　一、強化語音教學(xué)，為詞匯教學(xué)打好基礎(chǔ)

　　詞匯教學(xué)一般采取由音到形再到義的順序。音是學(xué)生接觸一個詞的最初印象，如果讀不出音就記不住形，無音無形就談不上什么義，因此，要牢記一個單詞，首先應(yīng)把音念準(zhǔn)。聽是語言教學(xué)的根本方法，先聽音、后開口和發(fā)準(zhǔn)音是語音教學(xué)的基本步驟。在語音教學(xué)中，教師可以自己讀，也可用錄音帶，要求學(xué)生靜靜地聽，并告訴學(xué)生聽后進(jìn)行模仿。教師可以把兩組或幾組音先讀給學(xué)生聽，讓學(xué)生辨出哪一組發(fā)的是哪個音，也可以把音標(biāo)寫在黑板上，讀一個句子或一組詞，讓學(xué)生辨出含有該音的詞。

　　語音教學(xué)雖然重點是語音，但不能就音論音，而應(yīng)把單音放在詞和句中，反復(fù)練習(xí)，不斷糾正。同時要充分利用現(xiàn)代教學(xué)設(shè)備，以電視、錄像、錄音、幻燈等多種形式，給學(xué)生提供更多模仿、練習(xí)發(fā)音的機會，以達(dá)到最終準(zhǔn)確發(fā)音的目的。

　　二、詞匯教學(xué)，提升英語價值

　　詞匯是英語語言的基本構(gòu)成要素，不同詞匯組合到一起構(gòu)成了英語語句。因而，初中生在學(xué)習(xí)英語課程時必須要掌握相關(guān)詞匯的具體含義，從而有助于提升學(xué)生的英語水平。英語詞匯教學(xué)應(yīng)注重學(xué)生理解、應(yīng)用、表達(dá)等方面的能力培養(yǎng)，這對于初中英語教學(xué)有著顯著的教育價值。學(xué)生在初中階段接觸英語課程時容易混淆知識內(nèi)容，對小學(xué)、初中英語的差異性把握不準(zhǔn)，這對后期初中英語學(xué)習(xí)是不利的。英語詞匯教學(xué)對學(xué)生英語知識應(yīng)用能力的培養(yǎng)大有幫助，教師在詞匯教學(xué)中能讓學(xué)生接觸到不同詞匯的具體運用方式，對各詞匯的具體含義有深刻的理解。此外，當(dāng)學(xué)生掌握足夠的詞匯量以后，教師也可為學(xué)生搭建詞匯應(yīng)用平臺，使其能充分發(fā)揮自己的英語才能。

　　三、探究引導(dǎo)，鍛煉詞匯能力

　　詞匯是英語知識的基本構(gòu)成，“探究引導(dǎo)”是英語詞匯教學(xué)的有效方式，教師通過引導(dǎo)學(xué)生參與詞匯學(xué)習(xí)以激發(fā)其大腦潛能，對英語詞匯能有充足的記憶與理解。1、創(chuàng)造探究機會。初中英語詞匯內(nèi)容豐富多樣，不同學(xué)生對詞匯知識的理解存在差異。為了讓所有學(xué)生的詞匯能力得到鍛煉，教師應(yīng)努力創(chuàng)造探究機會，讓學(xué)生有機會參與探究活動。面對初中新教材改革，我則要求學(xué)生在學(xué)習(xí)中對新、舊詞匯進(jìn)行總結(jié)，如：kickback(回扣)，hippie(嬉皮士)，special economic zone(經(jīng)濟特區(qū))，yumcha(飲茶)，realwoman(淑女);eyeball(觀察)，cowboy(莽撞鬼/標(biāo)新立異的人)等。經(jīng)過詞匯對比探究活動，學(xué)生不僅回顧了舊詞匯知識，對新詞匯也有一定的了解。2、引導(dǎo)探究環(huán)節(jié)。為學(xué)生搭建探究平臺之后，教師需對探究的具體流程進(jìn)行規(guī)劃，以保證各探究環(huán)節(jié)的有序進(jìn)行。通常英語詞匯探究活動需按照“由淺入深、由易到難”的次序，逐漸引導(dǎo)學(xué)生掌握詞匯知識。對于某些詞匯而言，學(xué)生經(jīng)過深入探究可獲得不同的組詞方式，如：合成法組詞，typewriter，gentleman，evergreen;轉(zhuǎn)化法組詞，rain，water，cool等名詞、形容詞均可以轉(zhuǎn)化為動詞使用;教師可通過單一詞組教學(xué)，再進(jìn)行詞匯轉(zhuǎn)換教學(xué)。

　　四、注重詞匯意義的教學(xué)

　　英語詞匯十分豐富，一詞多義情況較多。要使學(xué)生掌握詞的實際意義，準(zhǔn)確無誤地運用所學(xué)的每個單詞、詞組，注重詞匯意義的教學(xué)就顯得尤為重要。英語的詞義有語法意義和詞匯意義兩大類。表示語法概念的意義，叫做語法意義;詞匯意義是指詞所表現(xiàn)的內(nèi)容。例如，盡管come、comes、came、coming的語法意義大不相同，它們的詞匯意義卻是共同的。因此，詞匯教學(xué)不能僅僅局限于讓學(xué)生知道詞的基本含義，更重要的是讓他們懂得如何正確使用。例如，提到“國家”一詞，學(xué)生們會脫口而出country，但是還有另外三個英語單詞nation、state、power也都有“國家”之意，只是在用法上有區(qū)別而已。country側(cè)重于國土、疆土;nation側(cè)重指民族、人民;state側(cè)重于政府;power則指政權(quán)，強調(diào)其“強大”。同義詞也可能在用法上不同。教學(xué)中，研究并根據(jù)這些特點有的放矢地進(jìn)行教學(xué)，可使學(xué)生更完整、更深刻地理解詞義，達(dá)到正確運用的目的。

　　五、學(xué)以致用，靈活運用知識

　　初中英語詞匯教學(xué)的最終目的是讓學(xué)生掌握應(yīng)用詞匯的能力，結(jié)合所學(xué)的詞匯知識解決現(xiàn)實學(xué)習(xí)中遇到的問題。新課標(biāo)改革之后，初中英語教材內(nèi)容也作出了很大的調(diào)整，尤其是新舊詞匯的對比應(yīng)用也存在許多不同。教師應(yīng)顧及初中生靈活運用詞匯知識，使用詞匯表達(dá)時盡量做到“精、準(zhǔn)、全”。

　　1、情景對話。情景對話是英語詞匯教學(xué)的常用方式，也是學(xué)生用英語詞匯表達(dá)中文意思的重要平臺。課堂教學(xué)開始之前，教師可以根據(jù)某一特定情景與學(xué)生展開交流，以激發(fā)學(xué)生“說”英語的潛能。如：針對打電話這一情境，我與學(xué)生展開了簡單的對話。

　　A： Hello! May I speak to Jack?

　　B： I"m sorry he isn"t here. Can I take a message for you?

　　A： OK! This is Lily. My telephone number is 82666910.

　　B： All right.

　　A： Thank you very much. Bye.

　　B： Bye.

　　通過簡單的情景對話練習(xí)，學(xué)生不僅有機會用英語詞匯表達(dá)內(nèi)容，且可以鍛煉自己說英語的勇氣，敢于用英語詞匯與他人交流。教師在課堂開始前用5分鐘時間進(jìn)行對話訓(xùn)練，持續(xù)一段時間后學(xué)生的詞匯英語能力明顯加強。

　　2、口語交際?？谡Z交際相比情景對話難度略大，其不限定于某一個情景，而是從多個方面培養(yǎng)學(xué)生的口語表達(dá)能力。教師除了在課堂上與學(xué)生英語交流外，在現(xiàn)實生活里也可直接用英語與學(xué)生對話交流，讓學(xué)生的英語水平更上一個層次。聯(lián)系生活實際，我為學(xué)生設(shè)計了有關(guān)“興趣”方面的話題進(jìn)行討論，如：What food do you have for breakfast，lunch and supper?通過1個生活小問題，教師與學(xué)生之間可以進(jìn)行簡短的口語交流，讓學(xué)生掌握基本的詞匯運用方法，在口語交際過程中鍛煉自己的知識應(yīng)用能力。

　　初中是學(xué)生學(xué)習(xí)文化知識的黃金階段，教師在開展詞匯教學(xué)活動時要充分考慮學(xué)生的具體需求，制定科學(xué)的詞匯教學(xué)方案?？傊?，遵循教學(xué)規(guī)律，運用科學(xué)的教學(xué)方法，中學(xué)詞匯教學(xué)必會出現(xiàn)突破性的進(jìn)展。

　　初中英語面試詞匯課試講稿

　　詞匯教學(xué)試講

　　Teaching aims:

　　Knowledge aims:

　　Students can master the phrases of “come from” and “help with”.

　　Students will get familiar with the topic of seeking for help.

　　Ability aim:

　　Students will develop their ability of guessing the meaning of the phrases.

　　Emotional aim:

　　Students can foster their willingness to offer helps.

　　Key and difficult points:

　　Key point:

　　Get to know the meaning and usage of the target words.

　　Difficult point:

　　How to foster the awareness of helping each other.

　　Teaching procedures:

　　Step 1: Warming-up

　　1. Greetings.

　　2. Let students enjoy a song named You are My Sunshine and ask them what the song is talkig about.. The song goes like this:

　　You are my sunshine .

　　My only sunshine.

　　You make me happy.

　　When skis are gray.

　　You’ll never know dear.

　　How much I love you.

　　Please don’t take my sunshine away.

　　Ask students to answer the question. Then tell them this song is about friendship and lead in the topic.

　　Step 2: Presentation

　　1. Read the passage and then find the main idea. While reading, pay attention to the underlined words and guess the meanings.

　　2. Write down the underlined words, further explain them with other collocations and read together .

　　Step 3: Practice

　　1. Fill in the blanks

　　Choose the correct phrase to fill in the blanks.

　　Q1: Where does she_____?

　　Q2: She often ___ me ___ it.

　　2. Sentence master

　　Students should make sentence one by one as fast and correctly as possible.

　　Step 4: Production

　　Ask students to do a survey about “What they will do when their friends are in trouble?” in group of 5, one act as a interviewer while the others work as interviewees. 5 minutes will be given, later some of the representative will be invited to make a report.

　　Step 5: Summary and Homework

　　Summary: summarize with students about today’s lesson. Ask students to give their hands to their friends because a friend in need is a friend indeed.

　　Homework: ask students to find out more words about “come” and “help”, and then use them to write a story about their friends, share the story next class.

　　Blackboard design:

　　初中英語面試詞匯課試講稿

　　Good morning, everyone !

　　I’m No.____ candidate. Nice to meet you! (鞠躬)

　　Today my topic is about ________________________,(板書) I will analyze the lesson from the six parts.：analysis of teaching

　　material, teaching aims and demands, student analysis, teaching methods, learning methods and procedures.

　　Part 1 Analysis of the teaching material .

　　Status and functions :

　　The topic of this unit is about________________. It is from the unit ______of PEP English < go for it> the _______semester of grade ______. This is an interesting topic for students .So all the activities in this unit are helpful to raise students’ learning interest. As we all know, interest

　　is the best teacher for students .This unit includes two sections

　　(section A and section B). I will finish section A from 1a to Grammar Focus in this period. Let students learn happily and easily. All the activities in this lesson are designed to help Ss consolidate the language points in this unit.

　　Part 2 Teaching Aims and Demands Knowledge objects:

　　The Ss can master the usage of the important words, expressions and sentences.

　　Ability objects:

　　To develop the Ss’ abilities of listening, speaking, reading and writing. To improve the student’s reading ability. To guide Ss to set up effective studying strategies. Emotion or moral objects:

　　By studying this lesson，the students will put the moral education in the language study.

　　In order to achieve these aims, we must be clear about the important points and difficult points: The important points：

　　The difficult points：

　　Part3 Teaching Methods

　　In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of English language. So in this unit， I’ll mainly use “Communicative” Approach(交際教學(xué)法), “Task-based” language teaching (). The Situational Approach() .

　　Part4 The Studying of Students and learning Methods

　　Most of the students are from the countryside, and most of them are poor in cooperative learning skills. Some students are not active in the class, and some students don’t like English. Therefore, I’ll make Ss get the knowledge actively by probe study and cooperative study and let the Ss pass "Observation—Imitation—Practice " to study. Part5 Teaching Procedure

　　Period 1(1a--- Grammar Focus)

　　Step 1 warming up It will cost 3 minutes

　　In this step , I’ll ask students to have a free talk with the knowledge they have learnt last lesson . In this way , students will pay their attention to our class easily , and their speakingability will be improved . Step 2 leading in It will cost 2minutes .

　　I’ll show some pictures about__________________, and tell something about _________, these can form a relaxing atmosphere and let the students get ready for the next step . Step 3 presentation It’ll cost 20 minutes

　　I’ll show some words and sentences ,and ask students to guess the meaning of new words , with the help of PPT . I’ll set a real situation to help the class learn new words and sentence pattern .students can follow the tape recorder reading words and text .

　　Situational approach is used here . Step 4 practice It’ll cost 10 minutes

　　In this step , I’ll divide the whole class into 4groups to have a competition by reading the dialog and role-playing . Then ,I’ll ask students to make a new dialog to check if they can use new words and sentence pattern correctly .

　　Task-based teaching method is used here，and students’ cooperation ability will be well developed .

　　Step 5 summary It’ll cost 5 minutes .

　　In this step ,I’ll guide students to conclude key words and sentence pattern to wide their knowledge

　　In the end ,I’ll give some homework ,go over today’s lesson and preview next lesson , go to the library or search the internet for some information ,then write a short passage .

　　Ok ,that’s all for my lesson ,Thank you a lot for listening .

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