高中英语说课稿

I Teaching Aims: 1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.) 2. To encourage Ss to practice, participate, and co-operate in the classroom activities. 3. To get Ss to know something about „ and have a better understanding of the importance of „. As for teaching approaches, I think „ II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time). So during this lesson, emphases are to be laid on: 1.?????? Student-centered teaching 2.?????? Task-based learning 3.?????? Activity-based teaching (individual work; pair work; group work; class work) III Teaching Aids: 1.?????? a projector 2.?????? a multi-media computer system They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks. IV Teaching Procedure Step 1 Warming-up & lead-in Activity 1 Free talk (class work) I will invite Ss to answer the following Qs. Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? „ Activity 2 Picture-talking /Music-talking (individual work) Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? „ 1 Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read. Activity2 Brain-storming (class work) In this activity, Ss are encouraged to think of as many words as possible to describe the picture/„ Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as „ Step 3 Reading Activity 1 Skimming (class work) Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work) Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form: Title Part/Para. Main idea Detailed information 1 a. topic sentences/introduction ?? b. examples/supporting ideas c. conclusion Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and multiple choices.) Q1: What does the word “this” in the last Para. but 3 refer to? 2 A. B. C.D. Q2: What is the Chinese equivalent for the phrase “investing in loss”? A.B.C.D. Q3: The word “flawless” in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? „ Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. Step 4 Post-reading Activity1 Role-play(pair work) Suppose one student is a „ and the other „. Ss are encouraged to put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) Topics may be : Q1:Do u want to be perfect? Q2: Do u think there is anyone in the world that is perfect? Q3: Look at the subtitle/title “Remind yourself ”, remind yourself of what? „ Activity3 Poster-designing/Cartoon-designing/„(group work) Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of „ Step 5 Homework Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about „ (Individual work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, I’d like to give a brief introduction. Title Here is the form 。Here are some new words for Ss So much for my presentation. Thank you very much. Bye-bye. 3 给Anne的回信 —— 第七届全国中学(初中) 英语 关于好奇心的名言警句英语高中英语词汇下载高中英语词汇 下载英语衡水体下载小学英语关于形容词和副词的题 教学观摩课说课 杭州外国语学校 谢慧萍 《剑桥中学英语》采用全新任务型教学与生动的交互式学习模式;注重多学科的融通与多元文化的融合;注重学生听、说、读、写能力全面提高。这些特色都很好地体现了国家《英语课程 标准 excel标准偏差excel标准偏差函数exl标准差函数国标检验抽样标准表免费下载红头文件格式标准下载 》所倡导的诸多最新理念。第一册第三单元的教材设计充分体现了这些特点。它以“Around Our School”为话题，通过 书 关于书的成语关于读书的排比句社区图书漂流公约怎么写关于读书的小报汉书pdf 信这个形式，帮助学生学习、掌握用英语表达方位的能力。 本节课的教学对象是刚刚进入初二阶段的学生。他们已经具备理解简单语篇、表达简单内容的能力，在英语语言知识方面，他们已经掌握大约500的词汇，也能使用完整的简单句和一般现在时态。但他们的认知能力、语言能力、语用能力等尚处于初一下水平。 基于上述教材与学生的特点，本节课设计的中心任务是给Anne回信。这个任务涉及的语言、技能、策略、情感、文化等五个方面教学内容贯穿整个课堂教学活动。学生在教师的引导下，通过自主、合作等学习活动，综合操练、实践体验、真实运用，最终达到以下教学目标: 1.语言目标 这阶段的学生基本具备用简单的英语词汇与句型描述周边环境的能力。但是，对于某些具体方位的正确描述，仍存在一定困难。 因此，本节课的语言目标定位在两个方面: 一是学生学会在具体的语言环境下使用“in the north/south/east/west of„、flat、cafe”等词语;二是综合使用此类功能语言，准确描述自己学校校园的环境。这个目标是完成中心任务的语言保证。 2.技能目标 本堂课的语言技能定位在阅读技能的培养。初二上的学生已经能够读懂一些简单语篇的主要信息。在此基础上，本课进一步强化学生read for information的能力。这种能力将会直接影响到本课中心任务的完成质量。因为写回信首先要读懂来信。 3.策略目标 学习策略的培养是提高学习效果的前提，又是需要在学习活动中得到体验的。有意识的在学生的学习活动中培养学习策略是本课的教学目标之一，具体通过阅读和写作活动分别训练他们的推测能力(认知策略)和合作能力(情感策略)。前者旨在提供信息获取资料，后者降低信息输出的难度，以确保中心任务的有效完成。 4. 情感目标 初二阶段应该培养学生的学习意志，从单纯的兴趣过渡到有意识的学习。初二伊始，教师就要有 计划 项目进度计划表范例计划下载计划下载计划下载课程教学计划下载 的在每堂课中培养学生的学习意志。本堂课的重点在于如何让学生在自主学习、小组合作、班级活动中集中注意力，以保证各项任务的展开与完成。 5.文化目标 4 本节课中，学生接触到书信文体。这种文体背后蕴含着一定的文化内容，例如给陌生人写第一封信时应该注意的事项。本课通过对于书信的阅读与回信的写作，培养学生有关这方面的意识。 上述五个目标需要通过完成七个任务得以实现。七个任务中一个是中心任务，即给Anne的回信，要求学生在课后完成。其余六个都是围绕中心任务设计的子任务，贯穿在以下的教学过程中: 任务一:to set up the blog 在课的开始，师生同唱Big Big World，目的在于引出博客话题。在谈论过程中，教师在学生心理与虚拟网络中搭建了两个“博客”。前者帮助学生热身，培养学习情感;后者为课后教学构建平台，拓展学生学习互动的渠道。 任务二:to predict the content of Anne’s letter 这是阅读前的常规任务，主要目的在于构建学生的阅读图式，为下步阅读活动做好铺垫。 在这个过程中，教师设计两大话题:she may tell about „;she may ask about „，诱发学生猜测，训练学生这方面的认知策略。同时教师搭建“支架”帮助学生解决语言方面的困难。 任务三:to read Anne’s letter 阅读是信息输入的过程，靠学生自主活动完成。教师的主要任务是搭建支架(如设计问题)提高学生阅读的效率，提供足够时间让学生自主阅读，设计话题诱发小组合作学习的动机，同时教师提供必要的资源。因此这阶段活动主要以学生自主、合作为主，教师的责任以调控、评价、帮助等为主。学生的阅读活动从自己的预测(图式)与文本的互动开始，获取主要信息(Anne告知的和询问的)，并通过学生间互动(小组合作)，深入解读信息背后的文化知识(tips & warnings for a first letter)，为本课主要任务的完成做好准备。 任务四:a jigsaw puzzle 拼图游戏(jigsaw puzzles)是国外常见的儿童游戏。 这节课利用这种游戏，要求学生在文本理解的基础上体验方位的表达。这一任务，既训练学生的scanning能力，又引导他们关注有关语言。 任务五 a treasure hunting game 寻宝活动(treasure hunting games)是一个富有悬念的活动。在游戏前，教师搭建一个“支架”，提供一些图片、地图和相关情景，并通过师生互动，帮助学生正确理解、操练、使用有关词语，为游戏活动的有效开展打好基础。在寻宝游戏活动中，学生一方面要思考、猜测，另一方面要积极使用语言表达自己的思考和猜测。这个任务主题已经脱离了文本，但训练的还是文本中的语言，因此是属于半控制型活动。这样的拓展有利于学生运用相同语言，表达更广的类似主题。 >>《观摩研讨会上 老师上课的 教案 中职数学基础模块教案 下载北师大版¥1.2次方程的根与系数的关系的教案关于坚持的教案初中数学教案下载电子教案下载 和说课稿》这篇教育教学文章来自[大考吧]www.dakao8.com 收集与整理，感谢原作者。 任务六 introduction of our school 5 这是一个“follow-in”活动。此项设计拓展主题内容，使学生有更多自主、合作的空间，要求他们以书信形式介绍自己学校的设施布局。书信写作对于刚刚进入初二学习的学生来说有一定难度，尤其是整个语篇的构建。为此，教师搭建“支架”，提供给学生一个不完整的书信，帮助学生把注意点定位在方位的描述(这是本节课的重点)，同时为课后的书写回信提供样本，降低难度。另外，教师有意识规范小组活动，明确小组分工，提高合作活动的效率。这样除了能够培养学生合作学习的能力，也能降低任务的难度。第三个降低难度的措施是提供足够的活动时间。 任务七 a letter back to Anne 这是一个“further-up”任务，比“follow-in”(读后活动)的任务开放。经过课堂的一系列任务活动，学生已基本具备准确描述方位的能力。但教师将之设为课后作业，主要是为了保证学生有足够时间完成该项任务。任务设计中的详细步骤，目的在于降低任务难度，同时培养学生良好写作的习惯。博客的建立不但建立了一个互动平台，而且也增加了时代的生活气息，拓展了学生的学习资源。 上述七个任务是一个任务链。任务一与任务二都属于准备型任务。前者的作用在于热身，后者帮助学生构建图式。两者都是为下一步的书信阅读任务服务。而书信阅读又是为了最后学生能够书写回信提供必要的信息与语言支持。任务四与任务五是书信阅读的拓展活动，主要解决话题的提升与语言的操练。任务六是“支架型”的活动，为最后的书写回信降低难度，使得不同层次的学生都能够独立完成“给Anne的回信”。 这是一个较为典型的任务型教学设计。 在课堂操作中，教师通过安排学生进行自主学习、对子交流、小组合作、班级互动等活动，突出学生的主体地位，让学生在各种活动中体验语言、实践语言、使用语言，完成各项任务，达到预设的教学目标。在这个过程中，教师扮演了多种角色，主要表现在调控、评价、帮助等方面。例如在学生各种活动中，教师注意观察、倾听，并根据所获得的信息做出必要的评估、调控、弥补、帮助等。同时，根据实际需要，也不排除讲解。例如在Task introduction阶段，教师通过简单的陈述，向学生介绍本课的任务。 通过这节课的教学，对于今后的课，可在以下方面进行进一步的实践。 第一、任务链的设置 要处理好主任务与子任务之间的关系，明确子任务为主任务服务，突出课堂教学的重心。同时，也要处理好各项子任务之间的关系，理顺任务与任务之间的逻辑顺序，做到各种活动前后的呼应，让学生对于活动有一个整体感。 第二、教学活动博客的设置 课堂是一个有限的互动空间。单靠四十五分钟的课堂活动，难以满足学生真实互动的需要。博客能够拓展互动平台，使之从课堂延伸到日常生活学习之中，大大提高了师生与生生互动的密度。使用博客平台需要注意的是:1. 学生认可该种沟通方式。2.学生可以获得途径上网。3.学生熟悉网络基本操作。4.教师参与维护博客运作。 第三、教师的角色定位 6 一堂课的成功与否教师是关键。 教师角色定位往往决定了课堂教学的模式是以教师为 中心还是以学生为中心。任务型教学以课堂活动为主，需要足够的空间与时间。教师须改变 传统的 “传授者”这一单一角色，要有多重身份的意识，并根据需要进行转换。这种身份 的变化并非意味着教师的作用减弱，相反，任务型教学对于教师的要求更高。教师需要具备 敏锐的观察能力、灵活的调控能力、有效的评价能力等。 对于一名反思型的教师来说，一堂课不仅仅是“一堂课”。它的意义在于促进教师自身 发展，并为他人的研究实践提供案例。上述是本人对于这堂课的一些体会，供大家研究讨论。 Lesson Plan for Around Our School 杭州外国语学校 谢慧萍 Teaching Material P 26, Reading, Unit 3 Around Our School, Cambridge English for Schools Students’ Book One (See Attachment I) Teaching Object Class 7(A) Junior Two, Hangzhou Foreign Languages School Teaching Aims Criteria Notes 1. The main task (Outcome) The students will be able to write a letter to Anne and post it on the blog, where Anne will be able to read. 这是本节课主要任务，其它活动都是为此做准备的。 2. Language Focus (1) The students will be able to use the following words and pattern properly in given situations or their daily life: flat; café; in the north/ south/ east / west of „ (2) The students will be able to describe the different locations of the buildings in their school, which is a boarding school, and activities concerned. 本单元主题是Around our school，所以学校的方位和附近环境描述是学习重点。语言 要点就是根据这个定位，并结合学生实际解读、提取的。 3. Language Skills The students will be able to find the places (in the jigsaw puzzle) according to the letter. 这个很生活化的活动可训练搜寻有效信息的阅读技能。 4. Learning Strategies (1) The students will be able to guess and reason the presumption by the information collected from the reading of the letter. (认知策略) 7 (2) The students will be encouraged in groups to write back a letter about their school scaffolded with patterns from the text. (情感策略) 学习策略是在学习活动中得到体验的。因此根据学生学习能力的特点，把推测能力(认 知策略)和合作能力(情感策略)的培养分别结合到阅读和写作活动之中。 5. Affection The students will be able to focus their attention on the classroom instruction and performance. 初二阶段应该培养学生的学习意志，从单纯的兴趣过渡到有意识学习。 6. Culture The students will be able to aware the precautions they might need to take while writing to a pen pal at the very beginning. 方位和环境描述、书信写作是语言层面内容，背后是文化知识和意识。所以在课堂活动 中，要引导学生关注此类内容和活动。 Difficulties The students might find it short of time to construct a letter with a good logic order and in well-organized language. 初二写作训练刚刚起步，是难点。解决办法有三个:教师适当提供支架、组织小组合作 学习和足够时间。 Teaching Aids Blackboard, Chalk, Computer, Overhead Projector, Visualizer, Jigsaw Puzzles, letter paper, a treasure chest Setting The students sit in four-member groups around desks. 这样的设计有利于学生的合作学习 Procedures & Activities Teaching Procedures & Activities Learning Procedures & Activities Notes I. Pre-task phase: to talk about the blog The teacher is going to play the song Big Big World and open the website BBW to introduce them the blog and the theme “Big Big World”. — Shall we sing a song together? — Do we live in a big big world? How big is this world? But I say it is a small world after all. Why? Internet, emails, msn make the world small. Here is a blog. It’s our blog. We can see each other on holiday over this blog. ?The students are going to listen to and sing along with the English song Big Big World. 8 ?They are going to have an interaction with the teacher, answering some questions. ?They are going to be encou- raged to talk about any blog they know. ?They read the blog together to warm themselves up for the following activities. 教师建立一个博客BB World，为课后教学构建平台，并以博客主题歌给学生热身，培 养学习情感。活动形式以师生活动为主。 II. Task–introduction & Task–acknowledgement The teacher is going to inform the students what they are going to do in this lesson and what their final outcome will be. — A girl named Anne visited the blog and she left a letter. Are you interested in writing her back? — In today’s class we are going to read her letter and write her a letter back. The students are going to be informed what they are going to do in this lesson and what their final outcome will be. At the same time they are going to be encouraged to size up the tasks, as well as themselves. 告知学生本节课的主要任务体现了师生民主平等，也有利于学生自主规划、主动参与活 动。活动以教师讲解为主。 III. Pre-reading task: to predict the possible content of Anne’s letter The teacher is going to help the students form the schemata by a discussion of the following question betweet partners. — Before we open the letter, can you predict what she might write in her letter? The teacher wirtes the following two patterns on the Bb if necessary to set up a scaffold before the pair work: ? She will tell us „ ? She wants to know „ and takes down the possible guesses and also the questions on the blackboard after the pair work. 1. The students are going to predict the possible content of Anne’s letter. 2. The students are going to work in pairs. Each pair will either give a sentence to predict what she might write in her letter or will think of a question Anne may ask. 3. Some pairs of students are going to tell what they predict. 读前活动重点在于构建学生阅读图式，为下步阅读活动做好铺垫。在这个过程中，训练 学生预测能力。在语言方面，如果学生有困难，教师提供一个“支架”。活动以自主和pair 互动为主。 IV. While-reading task: to read for information needed 9 1. The teacher designs some questions to help the students pick out the things Anne talked about and questions she raised already, and to encourage them to reason some presumption. — What did Anne write in her letter? — What did she ask in her letter? — What are the things she doesn’t talk about? Why not? — Is this a first letter or not? — What are the questions you think is polite to ask in your reply letter? 2. The teacher will go around the class to observe, help and monitor while the students work in pairs or in groups. For reference: Tips & Warnings for a first letter: l Remember not to share too much too soon. Wait until someone knows you before you air your family problems and secrets. l Use careful judgment when deciding how much information to share with a stranger. Always be cautious when it comes to revealing personal information. The students are going to read the letter for information needed. 1. Through the text reading and their prediction comparing, in- divivually, the students are going, to read Anne’s letter and to pick out the things that she talked about in her letter and questions she raised already. Then they are going to have a class interaction to collect what thye pick. 2. They are going to have a discussion in pairs or in groups about what Anne didn’t refer to her letter and then to have a class interaction to collect their ideas. 3. They are going to have a further discussion in pairs or in groups about whether Anne’s letter is the first letter or not according to what they find she didn’t write. 4. They are going to work in groups to aware the precautions they might need to take while writing to a pen pal at the very beginning. 阅读本身是个信息输入的过程，应该是学生自主活动。教师的主要任务是搭建支架(如 设计问题)提高学生阅读的效率，提供足够时间让学生自主阅读，设计话题诱发小组合作学 习，同时教师提供必要的资源。因此这阶段活动主要以学生自主、合作为主，教师的责任以 调控、评价、帮助等为主。学生的阅读活动从自己的预测(图式)与文本的互动开始，获取主 要信息(Anne告知的和询问的)，并通过学生间互动(小组合作)，深入解读信息背后的文化 知识(tips & warnings for a first letter)。 V. Post-reading tasks 10 Task one: a jigsaw puzzle 读后活动的主要目的是操练语言、拓展话题。为此，这里设计了三个任务，贯穿两条主 线:语言和话题。 任务一主要通过完成jigsaw puzzle，让学生体验方位的表达。这一活动建立在文本理 解的基础上，既要训练学生的scanning能力，又要引导他们关注有关语言的表达。活动以 学生合作互动为主。 The teacher is going to help the students complete the jigsaw puzzle. 1. The teacher is going to give them the jigsaw puzzle and to organize the group work. 2. The teacher will go around the class to observe their group work, and help them if necessary. 3. The teacher will make some comment about their work. The possible answers to the puzzle: ? is the Teacher’s House ? is the school ? is the park ? is the swimming pool The students are going to complete the jigsaw puzzle according to the information from the reading text. 1. They are going to to scan for the information needed and to work in groups to complete the jigsaw puzzle. They are going to give the reason why they put each piece in the particular place. 2. Some groups will be chosen to present how they work out the puzzle and why they put the piece in the place before the whole class, with the help of the overhead projector and the computer. Task two: a treasure hunting game 任务二是一个寻宝游戏。在游戏前，教师要搭建一个“支架”，提供一些图片、地图和 相关情景，并通过师生互动，帮助学生正确理解、操练、使用有关词语，为游戏活动的有效 开展打好基础。在寻宝游戏活动中，学生一方面要思考、猜测，另一方面要积极使用语言表 达自己的思考和猜测。这个任务主题已经脱离了文本，但训练的还是文本中语言，因此是属 于半控制型活动。这样的拓展有利于学生运用相同语言，表达更广的类似主题。活动以学生 小组合作为主，教师适当参与一些互动。 The teacher is going to organize a treasure hunting game. 1. The teacher is going to present some pictures and maps as a scaffold to help the students learn the new language points, like “flat”, “cafe” and “in the „ of „”. The teacher will help the students with the pronunciation if necessary. 2. The teacher is going to organize a tresure hunting game, 11 ? telling them how to work: — Work in a treasure hunting group! Discuss in groups where the treasure is? Who might find it? Why? (2) giving an example as a scaffold for their language if necessary: — I think the treasure is in the south of the town. It might be in the swimming pool. I will find it, because I go swimming there every day. (3) presenting a finished jigsaw puzzle on PPT: — Jigsaw puzzle is helpful in treasure hunting. Anne has hidden some treasure somewhere on this map. (4) preparing a box of chocolate with a large piece of paper “Write and tell me about your town and school.”, as well as four candies for the winners. For reference: The big treasure is hidden in the café. The places are “café, flat, swimming pool, museum, factories, library” The other places will have an encour- aging sentence and four candies for the group. The students are going to hunt for treasure. 1. Before the game, they are going to learn some language points and to practise dscribing some maps with them. 2. They are going to work in groups to hunt for treasure in the jigsaw puzzle they have finished. And they will be encouraged to use the language points they have practised. 3. Some groups will be chosen to present before the whole class with the help of the overhead projector and the computer. If possible, team work is encouraged, that is, one student reports while another points out the place where they think the treasure is hidden. Task three (main task): introduction of our school 任务三要求通过写信形式介绍学生自己学校的设施布局。这是一个“follow-in”活动， 其主题内容进一步拓展，让学生有更多的自主、合作的空间。但是书信写作对于刚刚进入初 二学习的学生来说有有一定难度，尤其是整个语篇的构建。为此，教师要搭建“支架”，提 供给学生一个不完整的书信，帮助学生把注意点定位在方位的描述(这是本节课的重点)，同 时为课后的书写回信提供一个样本，降低难度。另外，教师要有意识规范小组活动，明确小 组分工，提高合作活动的效率。这样除了能够培养学生合作学习的能力，也能降低任务的难 度。第三个降低难度的措施是提供足够的活动时间。活动以合作学习为主。 The teacher is going to guide the students in letter writing. 1. The teacher is going to present a map of Hangzhou Foreign Languages School. 12 2. The teacher is going to tell the students how to group and what to do in the group work. 3. The teacher is going to provide an imcomplete letter to set up a scaffold to make the writing easier, if necessary. The scaffolding pattern: Dear Anne, We live in Hangzhou! It is a „ city in the „ of „! „ „ is in the „ of the school. We like „ there. Near the „ is „. We „ „ is in the „ of the school. We often „there. There are „. Near the „ is „ We „ Write and tell us more about your _________. Love _________ 4. The teacher will leave students time to write a letter, go around the class to monitor their work, and offer any necesaary help. 5. The teacher will make some comment on Ss’ letters. The students are going to write a letter back to Anne about their own school. 1. The students are going to group themselves and to have different roles in each group activity. Student A: a map designer Student B: a secretary Student C: a presenter Student D: a commentator 2. They are going to read the map of their school and the map designer is going to mark the names of some places in English. 3. They are going to describe the locations of different buildings on campous and what they do there and decide what to write in the letter. The secretary is going to take some notes and to complete the letter together with partners in the group. 4. The presenter of the group chosen is going to read their letter to the whole class. 5. Some commentators are going to make some assessment on the letter. VI. Homework A letter writing task: The students will write a letter to Anne individually about their own town. 1. Draw an English map; 2. Write a letter and try to use the patterns and words learned in this class; 3. Polish the letter and put it into the computer; 13 4. Send the letter to our blog sayyourgrace.tianyablog.com, which Anne is going to read them. 课题作业是一个“further-up”任务，比读后活动中的任务开放。经过课堂的一系列任务活动，学生应该有能力完成这个任务。作业设计中的详细步骤目的在于降低任务的难度，培养学生良好的写作习惯。博客的建立不但建立了一个互动平台，而且也增加了时代的生活气息，拓展了学生的学习资源。 Blackboard Design What Anne might write What Anne might ask „ „ 板书设计力求重点突出，简洁明了，以吸引学生的注意力。 给你一份说课和讲课的范例。参考一下 Module 1 Unit 2 Heroes Lesson 1 Modern Heroes 说课教案 (一) 教学内容 1( 本课是Unit 2 heroes Lesson 1 Modern Heroes 的第一课时。本单元分别介绍了National hero， History makers，Sports stars 和 Superhero。这几篇文章的主题都是hero，但涉及的领域不同，它们融会贯通，承上启下，融为一体。 2( 本课是介绍National Hero，是学生比较熟悉和感兴趣的话题，前部分需要介绍杨利伟和神州五号，让学生掌握有关词汇;后一部分是介绍杨利伟乘坐神州五号宇宙飞船遨游太空的情况。 3( 本课文出现了较多的定语从句，还有生词较多(有些单词表没有而初中又没有学过)，在这样的困难前提下，我引导学生通过 culture and background knowledge，结合课本内容丰富自己的知识面，拓宽学生对航天知识的了解，让学生了解航天英雄的成功之路，激发他们的民族自豪感。 (二) 学生分析 1( 组成情况 职业高中高一学生年龄都在14,16岁之间，大多数学生由于初中的知识基础打得不扎实，而且缺乏主动学习的能动性，自学能力差，对学习没有持有探究性和方向性，也没有养成良好英语学习习惯，所以学习成绩不太理想。 2( 学生的知识与技能水平 职业高中招生的学生，基础知识比较薄弱，甚至连音标都不会读，词汇的掌握范围狭窄，影响了阅读，听力和作文。学生的表达能力还是停留在比较低级的水平，面对每幅图片或某个主题只能说出一两句话，而且在阅读上，未能掌握泛读和精读的技巧和方法，课后的预习和复习能力较差，缺乏总结归纳的能力。 3( 学生已掌握的学习策略 尽管学生的知识和技能水平一般，但经过了一定时间的训练后，他们还是掌握了pair work, group work, using the culture and background knowledge的阅读技巧。 14 (三) 教学目标 1( 通过快速阅读文章，学生能够对每段文章进行归纳总结，准确地把段落主题 与所给的headings联系起来。 2( 通过仔细阅读，学生能够回答关于文章的细节问题。 3( 通过进一步阅读，学生能够学生能用英语对采访自己心目中的民族英雄。并 尝试复述课文。 (四) 教学策略 教学方法:使用交际法，充分调动学生的积极性，积极参与到课堂教学中，通过 师生互动，小组表演的形式，完成各种任务，以达到完成教学任务的途径。 (五) 教学过程 第一步 导入 T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李连杰),Do you know one of his famous movie called HERO? What does „hero‟ mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero? 第二步 介绍文章人物 T: Open your books, and turn to page 100 and 101. Let‟s read two passages about Shenzhou V and Yang Liwei. Shenzhou V is China‟s first manned spaceship. It lifted off at 9 a.m. on Wednesday, October 15th, 2003 in Jiuquan, Gansu Province. It was carrying Yang Liwei. It was launched very successfully and landed in Inner Mongolia safely. Yang Liwei is China‟s first astronaut. He was a pilot in the army. He was chosen from 1,500 other army pilots and started training for his space flight in 1998. During the 21-hour space flight, he circled the earth 14 times. When the spaceship was doing its seventh circle, Yang Liwei showed the flags of China and the United Nations, expressing the wishes of the Chinese people to explore and use space peacefully. 介绍文章时，展示文章中的生词，让学生猜测词意，带读并加以巩固。 第三步 阅读文章 (1) Fast Reading 呈现六个headings，让学生快速阅读，要求归纳每段的主题。 a. Astronaut lands safely b. Welcome home c. International good wished d. An exciting lift-off e. Introdution f. During the flight 学生单个回答并集体讨论改正错误。 (2) Careful Reading 学生通过fast reading,完成了headings后，基本对课文有一定的了解，然后呈 现出五道问题，要求学生再进行第二次阅读，对课文进行更深入的了解。 15 1. How did Yang Liwei feel duing the flight? How did he feel afterwards? 2. What did Yang Liwei do during the Shenzhou V‟s seventh circle of the earth? 3. How many circles did the spaceship complete while Yang Liwei was sleeping? 4. What were helicopters doing as Yang Liwei returned to the earth‟s atmosphere? 5. What did Yang Liwei do when he came out of the spaceship? 第四步 巩固练习 通过两次阅读让学生对课文熟悉，训练学生的阅读速度和解题技巧，最后通过 ask and answer in pairs，培养学生的口语能力，并强迫他们记住文章的主要内 容，为下一步语言运用打下基础。 第五步 语言运用 为提高学生对生活中的热点问题发表自己观点的能力，让学生运用自己学过的语 言知识，对自己心目中的民族英雄进行模拟采访。把全班同学分成若干个小组， 每个小组有一名同学扮演“杨利伟”，其他同学为全国各地新闻媒体记者，他们自 由设计问题，对“杨利伟”进行采访。 教师巡视课堂，发现表现出色的小组，让他们到台前表演。 教师总结评价。 第六步 布置作业 让学生准备复述杨利伟的故事，要求说出自己的民族自豪感。 A Teaching Plan for Unit 3 Celebration Lesson 1 Festivals HUANG SHUI PING General objectives: 1.To read to learn the main Chinese seasonal festivals and their history origin and meanings. 2.To help them learn some phrasal verbs and functional items about the topic and try to use them. Language aim: 1.Phrases: Be celebrated by, fall on , mark, be decorated with, tradition/traditional, serve, take part in, get together 2.important sentences: The Mid-Autumn Festival is celebrated by Chinese people. The Lantern Festival falls on the fifteenth day of the first lunar month. 16 It marks the beginning of the hottest season of the year. Ability aim: 1).Improving the ability of getting the general information and specific information from reading a text. 2). Using own words to describe some important Chinese festivals. Emotion aim: To promote students‟ qualities of a patriotism(爱国主义精神，爱国心) by learning the main Chinese festivals and learn their history origin and their meanings。 Teaching important points and difficult points: 1).To get information from reading 2).To talk about festivals freely in English. Teaching methods: Brainstorming, task-based teaching method , heuristic teaching method , group work. Teaching aids: a recorder, a computer, and blackboard Teaching procedures: Step1. Greeting and reviewing. Greet the class as usual. Ask: what we can celebrate in our life? Get students to answer using the key words in warming up. eg, Graduation, a birthday, Christmas, passing an exam, winning a scholarship, a sporting victory, the Mid-Autumn Festival, the New Year, a wedding, Halloween, the Dragon Boat Festival Step2. Leading-in. Show students many pictures of different seasons on the screen , asking: What‟s your favourite season? Why? Help students answer using the words that they have already learned. Then ask: What festivals happen during your favourite seasons? Show more pictures about different festivals on the screen to help them to answer. Students can work together to answer this question. Eg, T:What is your favorite season? What festivals happen during your favorite season? ( have a discussion) (S1: I liker summer. There are Children‟s Day, Dragon-boat Festival and Mother‟s Day. S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day. S3: …… T:Well done. Thank you. Explain the differences between Day and Festival. 17 Step3.While-reading Activity1.Fast-reading Get students to read the text quickly, match the pictures with the festivals. Activity2. Guessing. Show some describing sentences on the screen to let students read and guess the names of the three festivals . Activity3. Careful-reading This time let students read the text carefully and get more detailed information to fill in the table of exercise3 on page36. Ask some students to report their answers to the class. Step4. Practice Play the tape for the students to listen and ask them to fill in the blanks according the text. 1.The Mid-Autumn Festival happens in September or______. it is important because it is a special _____ for family. 2. There are many different kinds of mooncakes ____ fruit, coffee, chocolate and so on. 3. The ____ ____ Festival falls on the fifth day of the fifth month of the lunar year. 4.The Dragon boat race marks the _____ of the hottest season of the year. 5.________Festival marks the end of the Chinese New Year celebration. Step5. Post-reading. Let students discuss with a partner and answer the following question. Which festival in China is most important for children? Young people? Old people? Women and men? Then ask some students to give a report. Step6. Homework. 1. do the exercise 9 on Page 37 2. remember the new words in Lesson One. 3. use your own words to describe a festival that you are familiar with. Step7. Blackboard design. Lesson 1 Festivals The Mid-Autumn Festival is celebrated by Chinese people. The Lantern Festival falls on the fifteenth day of the first lunar month. It marks the beginning of the hottest season of the year. 18