说课稿参考模板.docx

说课稿参考模板.docx

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说课稿参考模板

Module4Unit1HowlonghaveyoustudiedEnglish?

Period1listening&speaking

Book3,ForeignLanguageTeachingandResearchPress

LearnersAnalysis

ThelearnersarethesecondgradersofhighschoolinNanning.Forthelinguisticproficiency,theymayhavesomeideawiththepresentperfect,butnotverygoodatit.Forcognitivestructure,theyhaveknownsomethingabouttheHopeSchool.Asfortheaffectivestate,theyareusuallyactiveandcurious,but,atthesametime,theyareeasytogetabsent-mindedinclassiftheyarekeptlisteningtotheteacherallthetimeinapassiveway.Therefore,inthisclass,Iintendtodesignvariousactivitiessoastoactivatetheirschemata,tostimulatetheirinterest,andtomakethemconcentrateontheclass.

MaterialsAnalysis

ThelessonIamteachingisModule4Unit1HowlonghaveyoustudiedEnglish?

Thisisalisteningandspeakinglesson.ThetextisaboutHopeSchoolwiththepresentperfect,asthelinguisticfocus.Asthefirstclassofthismodule,it’ssensibletogivelearnersageneralpictureofthetopicofthismodule.Itisalsonecessarytointroducethelanguagepointsofthismodule.Inthisway,Iamsurelearnerscanmakegoodpreparationforthefurtherstudy.

TeachingObjectives

Linguisticobjectives

Bytheendofthisclass,learnerswillbeableto

1）retellthetextanddescribetheirownEnglishlearningexperiences,

2）rxpresswhatpeoplehavedonebyusingthepresentperfecttense,especiallythesentencesthatinclude“howlong”.

Culturalobjectives

Beabletogetabetterunderstandingaboutthemeasuresthatourgovernmenttakesineducation.

Emotionalobjectives

BeabletohaveabetterunderstandingofProjectHope.

Keypoints

Keypoints

Waysout

Expressthedurationofbehaviorbyusingthepresentperfect,especiallysentencesthatinclude“howlong”（Keypoint）

Askthestudentstodothereadingcomprehensionquestionsontheworksheetwiththepresentperfect.

Thestudentsareabletoretellthetext.（Difficultpoint）

Providethestudentswithsomecuesforreference.

ThestudentsareabletowriteapassageonthetopicMyexperiencesofstudyingEnglish.（Difficultpoint）

Setupscaffoldingsladderbyladderforthestudentsthroughaseriesofcloselyconnectedbutdifficulty-increasedactivities.Thenprovidethemwithawrittensummaryofthetextforthestudentstoimitate.

Methodology

Myphilosophy

Intoday’slanguageteaching,teachersshouldtaketheroleofscaffoldingforthestudents.Heshouldnottelllearnerseverything,butprovidesupportforthemtofindthingsontheirown.Anotherkeyelementinlanguageteachingisinteraction,withoutwhichlanguagecannotbelearned.Therefore,theclasstimeshouldbegiventothestudents’interactiveactivities.

Withtheteacher’scarefulscaffoldingandlearners’meaningfulinteractions,itwillbesuccessfulindevelopingthelearners’communicativecompetenceintheend.

Specificteachingmethods

1）Top-downmethodinlisteningcomprehension

2）Inductivemethodingrammarteaching

3）Communicativeapproachinspeakingandwritingactivities

Flowchart

Procedures

Stages

Steps

Learners’activities

Teacher’sactivities

Purposes

Time

Stage1

Lead-in

1.Warming-upactivity

enjoythepicturesandtellasmuchastheyknowaboutthepictures

presentlearnerswiththepicturestheProjectHopeandintegratenewwordsandexpressionsinthedescriptionofthepictures

tocatchlearners’attentionandforeshadowthetopicofthislesson

2ms

2.Brainstormingactivity

predictthecontentofthedialoguebybrainstormingactivity

letlearnerstopredictthecontentofthedialoguebybrainstormingactivity

tofacilitatelearnerstogetcloserandclosertothetext

5ms

Brainstorming

forthisstagectivity:

theSs.oeawith_____,butnotverygoodinit.Thepurposeofthisstageistostimulatethestudents’interestandtobringacloselinkbetweenthestudents’priorknowledgeandthein-cominginput.Thedesignofthefirststageinthiswayisbasedontheconstructivisttheory.Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnersconstructmeaningbasedontheirownexperienceandwhattheyalreadyknow.Therefore,inthesetwosteps,Iaimatengaginginthestudents’personalexperiencebyactivatingthestudents’schemata.

Stage2

Top-downlistening

3.1stlisteningforthegist

listenforthegistofthedialogueanddothemultiplechoicequestionontheworksheet

telllearnerstolistenforthegistofthedialogueandpresentmultiplechoicequestiononthemainideaofthetext

tohaveageneralpictureofthetext

4mins

4.2ndlisteningforthedetails

listentothedialogueforthe2ndtimeanddotheT/Fstatementsontheworksheet

informthemtolistentothedialogueforthe2ndtimeanddotheT/Fstatementsontheworksheet

tohaveabetterunderstandingofthedialogueandpayattentiontothedetails

5mins

5.3rdlisteningforlanguage

dothereadingcomprehensionquestionsontheworksheetwiththepresentperfect

havethemdothereadingcomprehensionquestionsontheworksheetwiththepresentperfect

6mins

6.4thlisteningforretelling

retellthedialogueorallybyusingthekeywordsascuesprovidedbytheteacher

providethemwithsomecuestopreparetheirtext-retellinginpairworkfor2minutesandthenasksometoretellthetextinclass

tosortoutthetextinalogicalway

5mins

Step3What’sthetopicofthisdialogue?

（）.

A．schoollife

B．family

C．work

D．future

Step4T/Fstatements:

1）BettyhasknownLinglingfor3years.（F）

2）SallywillarriveinBeijingnextmonth.（T）

3）Bettyhaveyoulivedheresince2004.（T）

4）LinglinghaslearnedChineseforayear.（F）

5）AHopeSchoolisaschoolforrichchildren.（F）

Step5Languagework-Thepresentperfectwith“howlong”

1.HowlonghasLinglingknownSally?

2.HowlonghasProjectHopebuiltschoolsalloverChina？

3.HowlonghasSallystudiedChinese?

4.HowlonghasBettylivedinChina?

Step6Retelling

Cuesforretelling:

know/arrive/getonwellwith/live/hear/arrive/howlong/Chinese/hasstudied/since/theHopeSchool/alloverChina

Summary（forreference）

SallyandLinglingarehavingatalk.SallywillarriveinBeijingnextmonth.BettyasksLingling“HowlonghaveyouknownSally?

”Linglingsay“Fortwoyears.SallycanspeakalittleChinese.”AndBettyhasstudiedChineseforayear.Shelivedheresince2004.Sally’sschoolorchestrahassomeconcerts,butshehasheardabouttheHopeSchoolforpoorchildren.Since1989ProjectHopehasbuiltschoolsalloverChina.

Socio-constructivisttheorybelievesthatlearningisbestachievedthroughteacher’sscaffoldingandstudents’peersupport.Forthisreason,Iaskthestudentstolistentothetextfor4timeswiththelisteningactivitiesmoreandmoredifficultfromgettingthegist,tocatchingthedetails,tolearningthelinguisticitems,andtoretellingthetext.Inthisway,Isetupscaffoldingforthestudentsladderbyladderbycarryingoutaseriesofcloselyconnectedanddifficulty-increasedactivities.Thenthestudentscanextendtheirskillsandknowledgetothefullestpotential.Inthisprocess,teacher’srole,asaguideandfacilitator,canbeenactedvividly.

Stage3Production

7.follow&writeactivity

taketheteacher’swrittensummaryasthereferencetowriteaparagraphonthetopicMyexperiencesofstudyingEnglish.

presentawrittensummaryofthetextasareferenceforthemtoimitatethewritingonthetopicMyexperiencesofstudyingEnglish.

topayattentiontothelanguagepointsofthislesson

5mins

8.oralpresentationactivity

presentthewrittenparagraphsinthewholeclassandmakepeerevaluation.

encouragethemtopresenttheirwrittenworkandgivepeerevaluationandthentheteacherprovidesfeedback

anopportunitytopracticespeaking

6mins

9.homework

writeacompositionof50wordsabouttheProjectHope

tousewhattheyhavelearntintopractice

2mins

Stage3aimstodetecttheaccomplishmentsoftheteachingobjectivesandtoseetheeffectivenessofthisclass.Therefore,productiveskillsaswritingandspeakingshouldbeconcerned.ThisiswhyIdesignfollow-and-writeactivityandoralpresentationactivityinthisstage.Inaddition,thecommunicativeapproachbelievesstudentscanbemotivatedbyauthentictasksthathavesomecommunicativeelements,andsothetopicforwritingshouldbefamiliar,meaningful,andrelevanttothestudents’lifeandinterests.Therefore,Ichoosethetopic“MyexperiencesofstudyingEnglish.”whichmeetstherequirementsmentionedabovetothefullestextent.

Reflection

First,thislessonisatask-basedprocessinwhichtheteachermanagestosetupscaffoldingforthestudentsbycarryingoutaseriesofclosely-connectedanddifficulty-increasedtasks.

Second,thelessonaimstoimprovelearners’overalllanguageability,includingthelanguageskills,languageknowledge,cultureawareness,emotionalattitude,andlearningstrategies.

Lastbutnottheleast,theteachertriestoactivatelearners’schematabypresentingpicturesandbrainstormingactivity.

However,thislessonmaybenotsoeffectiveindevelopinglearner’scriticalthinking.

Worksheet

Activity1Multiplechoicequestions★

Themainideaofthistextis:

（）.

A．schoollife

B．family

C．work

D．future

Activity2T/Fstatements★★

1）BettyhasknownLinglingfor3years.（F）

2）SallywillarriveinBeijingnextmonth.（T）

3）Bettyhaveyoulivedheresince2004.（T）

4）LinglinghaslearnedChineseforayear.（F）

5）AHopeSchoolisaschoolforrichchildren.（F）

Activity3Languagework★★★

1.Howlonghas