说课稿参考模板.docx

1、说课稿参考模板Module 4 Unit 1 How long have you studied English?Period 1 listening & speakingBook 3, Foreign Language Teaching and Research PressLearners AnalysisThe learners are the second graders of high school in Nanning. For the linguistic proficiency, they may have some idea with the present perfect,

2、but not very good at it. For cognitive structure, they have known something about the Hope School. As for the affective state, they are usually active and curious, but, at the same time, they are easy to get absent-minded in class if they are kept listening to the teacher all the time in a passive w

3、ay. Therefore, in this class, I intend to design various activities so as to activate their schemata, to stimulate their interest, and to make them concentrate on the class.Materials AnalysisThe lesson I am teaching is Module 4 Unit 1 How long have you studied English? This is a listening and speaki

4、ng lesson. The text is about Hope School with the present perfect, as the linguistic focus. As the first class of this module, its sensible to give learners a general picture of the topic of this module. It is also necessary to introduce the language points of this module. In this way, I am sure lea

5、rners can make good preparation for the further study.Teaching ObjectivesLinguistic objectivesBy the end of this class, learners will be able to1) retell the text and describe their own English learning experiences,2) rxpress what people have done by using the present perfect tense, especially the s

6、entences that include “how long”.Cultural objectivesBe able to get a better understanding about the measures that our government takes in education.Emotional objectivesBe able to have a better understanding of Project Hope.Key pointsKey pointsWays outExpress the duration of behavior by using the pre

7、sent perfect, especially sentences that include “ how long”(Key point)Ask the students to do the reading comprehension questions on the worksheet with the present perfect.The students are able to retell the text. (Difficult point)Provide the students with some cues for reference. The students are ab

8、le to write a passage on the topic My experiences of studying English. (Difficult point)Set up scaffoldings ladder by ladder for the students through a series of closely connected but difficulty-increased activities .Then provide them with a written summary of the text for the students to imitate.Me

9、thodologyMy philosophyIn todays language teaching, teachers should take the role of scaffolding for the students. He should not tell learners everything, but provide support for them to find things on their own. Another key element in language teaching is interaction, without which language cannot b

10、e learned. Therefore, the class time should be given to the students interactive activities. With the teachers careful scaffolding and learners meaningful interactions, it will be successful in developing the learners communicative competence in the end.Specific teaching methods 1) Top-down method i

11、n listening comprehension 2) Inductive method in grammar teaching 3) Communicative approach in speaking and writing activities FlowchartProceduresStagesStepsLearners activitiesTeachers activitiesPurposesTimeStage1Lead-in1. Warming-up activityenjoy the pictures and tell as much as they know about the

12、 picturespresent learners with the pictures the Project Hope and integrate new words and expressions in the description of the picturesto catch learners attention and foreshadow the topic of this lesson2 ms2. Brainstorming activitypredict the content of the dialogue by brainstorming activitylet lear

13、ners to predict the content of the dialogue by brainstorming activityto facilitate learners to get closer and closer to the text5 msBrainstorming for this stagectivity:the Ss.o ea with _, but not very good in it. The purpose of this stage is to stimulate the students interest and to bring a close li

14、nk between the students prior knowledge and the in-coming input. The design of the first stage in this way is based on the constructivist theory. The constructivist theory believes that learning is a process in which the learners construct meaning based on their own experience and what they already

15、know. Therefore, in these two steps, I aim at engaging in the students personal experience by activating the students schemata.Stage2Top-down listening3. 1st listening for the gistlisten for the gist of the dialogue and do the multiple choice question on the worksheettell learners to listen for the

16、gist of the dialogue and present multiple choice question on the main idea of the textto have a general picture of the text4 mins4. 2nd listening for the detailslisten to the dialogue for the 2nd time and do the T/F statements on the worksheetinform them to listen to the dialogue for the 2nd time an

17、d do the T/F statements on the worksheetto have a better understanding of the dialogue and pay attention to the details5 mins5.3rd listening for languagedo the reading comprehension questions on the worksheet with the present perfecthave them do the reading comprehension questions on the worksheet w

18、ith the present perfect6 mins6. 4th listening for retellingretell the dialogue orally by using the key words as cues provided by the teacherprovide them with some cues to prepare their text-retelling in pair work for 2 minutes and then ask some to retell the text in classto sort out the text in a lo

19、gical way5 minsStep 3 Whats the topic of this dialogue? ( ). Aschool lifeBfamilyCworkDfutureStep 4 T/F statements:1) Betty has known Lingling for 3 years. ( F )2) Sally will arrive in Beijing next month. ( T )3) Betty have you lived here since 2004. ( T )4) Lingling has learned Chinese for a year. (

20、 F )5) A Hope School is a school for rich children. ( F )Step 5 Language work-The present perfect with “ how long ”1. How long has Lingling known Sally? 2. How long has Project Hope built schools all over China？3. How long has Sally studied Chinese? 4. How long has Betty lived in China?Step 6 Retell

21、ingCues for retelling: know/ arrive/ get on well with/live/ hear/ arrive/how long/Chinese/has studied/since/the Hope School/all over China Summary(for reference)Sally and Lingling are having a talk. Sally will arrive in Beijing next month. Betty asks Lingling “How long have you known Sally?” Linglin

22、g say “For two years. Sally can speak a little Chinese.” And Betty has studied Chinese for a year. She lived here since 2004. Sallys school orchestra has some concerts, but she has heard about the Hope School for poor children. Since 1989 Project Hope has built schools all over China. Socio-construc

23、tivist theory believes that learning is best achieved through teachers scaffolding and students peer support. For this reason, I ask the students to listen to the text for 4 times with the listening activities more and more difficult from getting the gist, to catching the details, to learning the li

24、nguistic items, and to retelling the text. In this way, I set up scaffolding for the students ladder by ladder by carrying out a series of closely connected and difficulty-increased activities. Then the students can extend their skills and knowledge to the fullest potential. In this process, teacher

25、s role, as a guide and facilitator, can be enacted vividly.Stage 3 Production7. follow & write activitytake the teachers written summary as the reference to write a paragraph on the topic My experiences of studying English.present a written summary of the text as a reference for them to imitate the

26、writing on the topic My experiences of studying English.to pay attention to the language points of this lesson5 mins8. oral presentation activitypresent the written paragraphs in the whole class and make peer evaluation.encourage them to present their written work and give peer evaluation and then t

27、he teacher provides feedbackan opportunity to practice speaking6 mins9. homeworkwrite a composition of 50 words about the Project Hopeto use what they have learnt into practice2 minsStage 3 aims to detect the accomplishments of the teaching objectives and to see the effectiveness of this class. Ther

28、efore, productive skills as writing and speaking should be concerned. This is why I design follow-and-write activity and oral presentation activity in this stage. In addition, the communicative approach believes students can be motivated by authentic tasks that have some communicative elements, and

29、so the topic for writing should be familiar, meaningful, and relevant to the students life and interests. Therefore, I choose the topic “My experiences of studying English.” which meets the requirements mentioned above to the fullest extent.ReflectionFirst, this lesson is a task-based process in whi

30、ch the teacher manages to set up scaffolding for the students by carrying out a series of closely-connected and difficulty-increased tasks. Second, the lesson aims to improve learners overall language ability, including the language skills, language knowledge, culture awareness, emotional attitude,

31、and learning strategies. Last but not the least, the teacher tries to activate learners schemata by presenting pictures and brainstorming activity. However, this lesson may be not so effective in developing learners critical thinking. WorksheetActivity 1 Multiple choice questions The main idea of th

32、is text is :( ). Aschool lifeBfamilyCworkDfutureActivity 2 T/F statements 1) Betty has known Lingling for 3 years. ( F )2) Sally will arrive in Beijing next month. ( T )3) Betty have you lived here since 2004. ( T )4) Lingling has learned Chinese for a year. ( F )5) A Hope School is a school for rich children. ( F )Activity 3 Language work 1. How long has