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1、说课吧 说课稿作者：漳州一中分校 邢怡Lets explore the Ming Tombs!Selected from Unit 6 Topic 2 Section C, Renai Project English Book 2.Part One Analysis of Teaching MaterialI. Status and Function This is a reading text about the topic “Lets explore the Ming Tombs”. It aims to enhance students reading skills. It also
2、provides some new language points for the students to master.II. Teaching Aims and DemandsThe teaching aims are based on Junior High School English syllabus provision. 1. Knowledge objects (1) To help the students master the new words and expressions. (2) To teach the students how to use the adverbi
3、al clauses of time.2. Ability objects My teaching procedure is designed to promote the students abilities of reading, listening, speaking and writing.3. Emotion objects (1) To arouse the students interest in class activities.(2) To train their team spirit by working in groups.(3) To educate the stud
4、ents to follow the public rules.III. Key Points and Difficult PointsKey points: (1) To help the students to master the new expressions. (2) To enable the students to communicate with each other. Difficult points: (1) How to use adverbial clauses of time. (2) How to retell the text. Part Two Analysis
5、 of Students The students of my two classes are very active. They enjoy taking part in all kinds of class activities. At present they can express their own ideas with simple oral English. Also writing a short passage is among their abilities now. And most of them can retell the text at the end of th
6、e class. Gradually, they have taken great interest in English. Part Three Analysis of Teaching Methods1. Audio-visual teaching method 2. Task-based teaching method 3. Free discussion methodPart Four Analysis of Learning Methods1. To take an active part in class activities.2. To summarize the languag
7、e points through their own thinking.3. To make use of the new language material to express their own ideas.Part Five Analysis of Teaching Procedure Step 1 Brain storming (3 minutes)Step 2 Digest the text (23 minutes) Step 3 Outline the story (5 minutes)Step 4 Discussion (3 minutes)Step 5 Additional
8、materials (5 minutes)Step 6 Project (6 minutes)The six tasks are designed to follow the gradualism principle. Each task is harder than the former one.Step 1 Brain storming This task aims to help the students remember the new words. First, I will guide the students to read the new words according to
9、the pronunciation rules. Second, I will ask the students to make up four short stories with the new words. And the main structure of the story will be given to make the task easy and interesting. The students just need to fill in the blanks with the right words to complete the story. The interesting
10、 stories will help the students to remember the new words quickly. And also this task can begin this lesson with exciting atmosphere.Step 2 Digest the Text Here I adopt four steps for the students to digest the text. 1. Listening (3 minutes) The students are supposed to listen to the tape and get so
11、me main ideas about the text. Then I will ask the students to answer some simple yes-or-no questions to check their listening comprehension. 2. Skipping and Scanning (56 minutes) After listening, students begin to read the text for the first time. First, they should underline the new expressions whi
12、le reading. Second, they should number the pictures in the right order. They should finish this part by skipping and scanning. Third, I will explain the new expressions and ask the students to fill in the blanks with them. This exercise will make the new points more impressive. At last, some transla
13、tion should be done here for the students to practice more. 3. Grammar Focus (10 minutes) This is a difficult point in this lesson. First, I will pick out all the sentences with adverbial clauses of time from the text. And I will ask the students to find out all the conjunctions about time. Second,
14、I will use examples to help the students summarize how to use these conjunctions by comparison. And in this way the students will go through the old grammar points with their own thinking. Then we will move on to the new points. I will help the students to master these new points with explicit illus
15、tration with examples. Third, I will show an abstract of the text with blanks. And the students should fill in the blanks with the right conjunctions. This exercise can help the students learn to make use of the former summary to distinguish the right conjunction from the other ones. At last, senten
16、ce making is employed here. So the students can practice how to use the adverbial clauses of time to consolidate what they have learnt. 4. Intensive Reading (34minutes) Intensive reading helps to get details. So I design some questions about detail information to check the students comprehension. St
17、ep 3 Outline the Story In this task, I design two activities: Activity 1. Use one sentence to sum up the main idea of each paragraph. It can help students to master the whole story. And it can also help them to go through Activity 2. Activity 2. Retell the story in your own words. Retelling the stor
18、y demands the students higher ability to organize the whole passage orally. And it needs their good understanding and good memory as well as good language ability. This activity is a challenge for the quick learners to improve themselves.Step 4 Discussion After the former task, the students can mast
19、er the whole story. To go further, Id like to enlighten the students to think more about the text. And the discussion about the public rules will help me to achieve the emotion objects I mentioned. First, I will ask: Do you think the three boys travel experience was pleasant? Why not? If you go trav
20、eling, should you do the following things? For example, should you wait in the queue? Should you push other people? The students will tell me yes or no. Second, I will let the students discuss and name some other public rules.Step 5 Additional Materials Activity 1. Listen More. This is Part 2 from t
21、his lesson. Here the students are supposed to get some detail information to fill in the blanks with. Activity 2. Read More. Here I select an interesting short story about traveling. Most of the new words are not translated. So the students will guess the meaning of these words while understanding t
22、he whole story. It can help the students to cultivate their language sense. And here is only one question to check their reading comprehension. Step 6 Project I will show some pictures first and tell students about my travel experience to arouse their interest. Then, I will ask them to write an e-ma
23、il to their friends to tell him or her about their own travel experience. At last, I will ask some students to read their compositions as examples for the class.In the end, I will show the assignment for the students to do at home.This is my design of the blackboard. All the useful expressions and g
24、rammar points are listed on the blackboard.Part 6 ReflectionIn the process of teaching, I carry on task-based teaching method. I design six tasks for the students to complete, and each task is harder than the former one. I try to make the lesson rich, effective, and instructive. But as we know, not
25、all the students are of the same level, a few of them may have difficulty in Task 5- retelling the story. However, every coin has two sides. If all the activities are designed for the average students, the quick learners will not improve their ability in such a class. I hope I can find out some multi-activities for students of different levels to solve this problem.声明：本站是一个免费为教师提供教育资源交流的互动平台，资源来自互联网及全站自创部分，有关版权归原作者所有！如果您发现本站存在您的资源，而您不同意在本站刊出或希望我们加注相关说明，我们都会按您的要求来处理！并代表所有教师感谢您的辛勤劳动，祝天下教师健康幸福，桃李满天下。- 4 -