篇五：语法课说课稿

　　Good morning, honorable judges. I’m xx, No.1. It’s my great honor to be here sharing my lesson with you.

　　I’m going to talk about my design of the grammar lesson. It is taken from Book1, Unit3 for Junior Two students. The topic is “I’m more outgoing than my sister”.

　　I am talking from the following aspects.

　　Firstly, let me introduce the teaching and learning objectives. This is a grammar lesson. After the lesson, my students will be able to know how to make the comparative form of some adjectives or adverbs .In addition; they will be able to use comparative degree to describe the things around. And also, learning how to praise others with the comparative degree can train my students to adopt good habits in life and this is one of the important tasks of the new curriculum.

　　Secondly, I want to tell something about the focal and difficult points. Although students have the basic abilities of listening, speaking, reading and writing, they still need some opportunities to practice the change regulation of words, to learn comparative degree to describe things, feelings and experience. As the junior students, they are supposed to understand how to use the comparative degree in daily life.

　　Thirdly, I’d like to talk about the teaching and learning methods. According to the analysis above, I’ll try to use the PPP model to help my students learn and understand this grammar, which is presentation,

　　practice, and production. In this lesson, I’ll guide my students to learn to use the comparatives. And learning method is self-dependent and cooperative learning.

　　The fourth part is the teaching procedures. I’ll divide the lesson into 5 parts. They are presentation &practice of adding er; presentation &practice about changing y into i then adding er; mechanical practice of part 1&2, leading more, next part is mechanical exercise about more, and Semi controlling compositive practice; the final part is production. Then I’ll talk about the first step. The first step is to lead in comparative and teach them the

　　comparative which needs add er. At the beginning of the class, I’ll draw two straight lines on the blackboard to lead in longer. Then I will give more examples by showing pictures on PPT .After that, I will ask my students to look at the PPT and observe the change regulation with the color tip. Let students try to conclude the rule first. Then show rule one on the PPT. The purpose of doing this is to attract the Ss’ attention and lead in the comparative and make Ss get a general understanding of it.

　　The second part is to introduce the presentation of the rule which change y into-ier. In this part, I show some vivid pictures to draw students’ attention. I will lead in some adjectives and adverbs, and give them those words’ comparative form in sentences. At the end of this part, I will join those sentences together showing on PPT and the comparative

　　form in those sentences emerged in red. The purpose of doing this is to let students pay attention to the changing place, and they can easily find the regulation. Then the practice of this part is filling the blank. In order to cause the Ss’ attention and let the Ss be able to use this rule, I will give 5 fill-in questions using the adjectives and adverbs are given to change into their comparative form.

　　And then, I will give more exercise to consolidate the knowledge they have learned: add er to the adjectives/adverbs to make their comparative form, the other is change y into -ier to make their comparative form.

　　Group work is my first choice to let Ss learn to use the change regulation of comparative (+er, y-ier), and make it clear to distinguish the two kinds of words. So I will ask them to fill the proper words into the table (see table one) in group activity.

　　Next，I will give my students six sentences to practice, they are supposed to answer the questions during one game(see table two). To do this is to raise my students’ interests in participating in the lesson and enable them to get more familiar with the knowledge they just learned. After doing this, I will show two pictures to my students and ask them to describe the pictures with the information already given; So I can check whether my students have master what they have learned or not and prepare for their production.

　　The last step is to introduce my production part. I will divide this part into two steps. First I will ask my students to choose one student “who do you like best in our class and compare him or her with yourselves and then give reasons”. This is to enable my students learn how to use the knowledge they learned to praise others and improve themselves. The second step is to ask my students to find an ideal friend for themselves so their oral English get practiced and they will know how to use the comparative degree to express themselves.

　　Next I will assign the homework to Ss, let them write about their ideal friends.

　　Finally I will talk about my blackboard design (see table three). In my opinion, the blackboard design can reflect the teacher’s ability of mastering the lesson and showing the most important information of the class.

　　So, when students are reading, I will write down the three regulation of comparative degree so that the students will keep them in mind.

　　That is all for my presentation, and your advice is most valuable to me.

　　Thank you!

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