作业微格说课报告Word格式.docx

作业微格说课报告Word格式.docx

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1103010409

广西师范学院外国语学院教师教育教研室制

2012年3月

微格训练教学实验报告

第次

主讲人

学号

年　　级

指导教师

邓芳娇老师

实验日期

　2014年5月　4　日

教　　室

课题名称

外研版.七年级.下，Module1Unit1Whosebagisthis?

训练目的

□导入技能　□教学语言技能　□提问技能　□讲解技能　□变化技能

□强化技能　□呈现演示技能　□板书技能　□结束技能　□组织技能

背景知识

LearnersAnalysis:

ThestudentsthatIamsupposedtoteacharethefirst-yearstudentsofjuniorhighschool.MostofthemhavelearnedEnglishformorethan3years.Forthelinguisticproficiency,theyhavesomegeneralideaofgeneralandspecialquestions,butnotverygoodatit.Inaddition,asfortheaffectivestate,thestudentsatthisageareusuallyeagertospeakandcurious,buttheyareeasytogetabsent-mindedinclass.Therefore,inthisclass,Iwilldesignvariousactivitiestoarousetheirinterestandgivethemopportunitiestospeak,whichhelpthemconcentrateontheclass.

MaterialsAnalysis:

ThelessonthatIamgoingtoteachisModule1Unit1”Whosebagisthis?

”takenfromEnglishBook2,publishedbyForeignLanguageTeachingandResearchPress.Thisisalisteningandspeakingclass.Thetextisadialogueaboutsomethings’belongingsintheclass’sLostandFoundbox.Asthefirstclassofthismodule,it’ssensibletogivethestudentsageneralpictureofthetopicofthismodule.

教学目标

Linguisticobjectives

1）Bytheendoftheclass,studentswillbeabletomakeaskgeneralquestionsandmakecorrectlyanswers.

2）Bytheendoftheclass,studentswillbeabletoaskspecialquestionsleadingby”whose”andmakecorrectlyanswers.

Strategicobjectives

1）Bytheendoftheclass,studentswillbeabletoidentifythings’belongingsbycommunicatinginEnglish.

Emotionalobjectives

1）Bytheendoftheclass,studentswillbeabletohaveabetterunderstandingofthespiritofreturninglostthingstotheirowners

教学

重点

难点

Keypoints

Waysout

1）Specialquestionsentencesleadingby”whose”.

2）Usingthenominalpossessivepronouncetoanswerquestions.

Difficultpoints

1）Studentswillhavedifficultiesinwritingdownallthesentencesleadingbywhoseandgeneralquestionsentences.

2）Studentswillhavedifficultiesinactingoutthesketchinthelostandfoundofficeintheairport.

1）Givesomepausewhenlistentothetasksentences.

2）Providestudentswithsomenecessarysentencestructuresandsomekeyphrase.

教学方法（理论）

Myteachingphilosophy:

Intoday’slanguageteaching,teachersshouldtaketheroleofscaffoldingforthestudents.Heshouldnottellthestudentseverything,butprovidesupportforthestudentstofindthingsontheirown.Besides,aclassshouldbeamaximizingmeaningfulinteractionsclassandstudentsshouldtrytheirbesttospeakinEnglish.Therefore,theclasstimeshouldbegiventothestudents’interactiveactivities.

Specificteachingmethods:

1）Top-downmethodinlisteningcomprehension

2）theguideddiscoverymethodinngrammarteaching

教学用具

（含教学软件）

Computer,chalks,textbook.

TeachingProcedure

Steps（min）

Students’activities

Teacher’sactivities

Designingpurpose

Stage1:

（6min）

1）Talkaboutwhattheyhadlostandwhattheyhadfoundintheirschoollifefierce.

2）Predictthethingswillbetalkedaboutinthedialogue.

1）Askthestudentstotalkaboutwhattheyhadlostandwhattheyhadfoundintheirschoollife.

2）Askthestudentstopredictwhatthingsofthelostandfoundofficewillbetalkedaboutinthedialoguebybrainstorming.

Tomotivethestudents’interestandletthestudentshaveapreparationforthislesson.

Reasonsforstage1:

Thepurposeofthisstageistoarousethestudents’interestandtobringacloselinkbetweenthestudents’priorknowledgeandthein-cominginput.Thedesignofthefirststageinthiswayisbasedontheconstructivisttheory.Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnersconstructmeaningbasedontheirownexperienceandwhattheyalreadyknow.So,inthisstage,Iwanttohelpstudentsmakegoodpreparationforthislesson.

Stage2:

（10min）

1）Listentothedialogueanddothemultiplechoicescarefully.

2）Listentothedialogueanddotheexercise.

1）Askthestudentstolistenforthemainideaofthedialogueanddomultiplechoicequestionbasingonthedialogue.

2）Askthestudentstolistentothedialogueforthesecondtimeandfindouttheirrealownersofthosethingstalkedinthedialogue.

Toletthestudentshaveageneralideaofthedialogueandpayattentiontothedetails.

Stage3:

1）Listentothedialogueandwritedowntheaskedsentencesasmanyaspossible.

1）Askthestudentstolistentothedialogueforthethirdandfourthtimesandwritedownthesentencesleadingby“whose”andgeneralquestionsentencesasmanyaspossible.

Toletthestudentshaveabetterunderstandingofthedialogue.

Reasonsforstage2andstage3:

Socio-constructivisttheorybelievesthatlearningisbestachievedthroughthedynamicinteractionbetweentheteacherandtheleanerandbetweenthelearners.Forthisreason,Iaskthestudentstolistentothetextforthirdandfourthtimeswiththelisteningactivitiesmoreandmoredifficultfromgettingthegist,tocatchingthedetails,andtogettingsomecompletesentences.Inthisway,Isetupscaffoldingforthestudentsladderbyladderbycarryingoutaseriesofcloselyconnectedanddifficulty-increasedactivities.Thenthestudentscanextendtheirskillsandknowledgetothefullestpotential.Inthisprocess,teacher’srole,asaguideandfacilitator,canbeenactedvividly.

Stage4:

（22min）

1）Readthedialogueandfocusesontasksentences.

2）Takepartinthediscussionandthesketch.

1）Askthestudentstoreadthedialoguebythemselvesandpayattentiontothesentencesleadingby“whose”,somegeneralquestionsentencesandsomeadjectivalpossessivepronouncesandnominalpossessivepronounces.

2）Askthestudents,eachofthemplayingarole,todiscussthenactoutasketchinthelostandfoundofficeintheairportingroupsof4usingsentencesleadingby“whose”andsomegeneralquestionsentences,thenusesomeadjectivalpossessivepronouncesandnominalpossessivepronouncestoanswer.

Toletthestudentshaveabetterunderstandingofthosesentencestructuresandtheirfunctions.

Stage5:

（1min）

Takenotesaboutthehomework.

Askthestudentstowritedowntheirsketchesactingintheclassandtofindoutsomeusefulwordsandphrasesinthedialogue.

Toletthestudentsusewhattheyhavelearntintopractice.

Reasonsforstage5andstage6:

Thesetwostagesarestagestocheckwhetherthelessonfinishtheteachingobjectivesandtoseetheeffectivenessofthisclass,andthesestagesshouldbeconnectwithproductionsuchasspeakingandwriting.Besides,studentsareeagertospeak,thisactivitycanmotivatethem.What’smore,Idesignmanyactivitiesbeforetohelpstudentstoprepareforthisactivity,whichmeetstherequirementsofstudents’rightlanguagelevel.

板书设计/媒体设计

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