Unit11-How-was-your-school-trip说课稿

1Unit11Howwasyourschooltrip?说课稿SectionB(2a-3c)Goodmorning,ladiesandgentlemen!Today,Iwillgivemyinterpretationfromthefollowing6aspects.Firstofall,Iwouldliketosharemyunderstandingoftheteachingmaterialwithyou.Thetopicofthisunitisabout“schooltrips”,whichisrelatedtoSS’dailylife.Itaimstoletthestudentstalkaboutwhathappenedinthepastaswellastheirfeelings.Andit’sthefirsttimeforthestudentstolearnthepasttense,soweshouldcultivatetheSS’consciousnessofthepasttensefromthisunit.Thecontentintoday’sclassistheextensionofthewholeunit.Itcanbedividedinto2parts.Thefirstpart(2a-3a)isthereadingpartorinanotherwordtheinputpart.SSwillhavetodecidewhichwordsdescribesomethinggoodandwhichwordsdescribesomethingbadin2a.Andthentheywillreadtwodiariesandfinishseveraltasks.Thesecondpart(3a-3c)isthewritingpartortheinputpart.Thetasksinthispartarearrangedfromeasytodifficult,whicharesuitableforSStomasterthewritingskills.Next,IwilltalkabouttheSS.Aftertheirstudyinthefirsthalfsemester,mostoftheSSinGrade7arebeabletolisten,speak,readandwritewiththetargetlanguage.TheyaretakinggreatinterestinEnglishstudyandtheyarewillingtotakepartinallkindsofclassactivities.Butatleast1/4SSarelosingtheirinterestandconfidenceinEnglishgradually,especiallyinreadingandwriting.AccordingtothecharacteristicsSShaveinthisperiod,Iwilltrymybesttomaketheclassinteresting.Also,IwillletthetopSShelpthebackwardSSincooperativestudy.Totakeallthingsintoconsideration,IwillmainlytakeuptheTask–basedteachingmethodtocultivateSS’readingandwritingskills.Atthesametime,ImayalsousetheCommunicativeteachingmethodandAudio-visualteachingmethodtocombinethebasedfourskillstogether.Duringtheclass,theSSaredemandedtofindoutthekeyinformation,guessthemeaningofnewwordsfromthecontext,andstudybothbythemselvesandbygroups.TeachinggoalsCognitivegoals:1)Thenewwordsandexpressions:lovely,expensive,cheap,slow,fast,robot,guide,gift,everything,interested,dark,hear,allinall,beinterestedin,buy…for,2)Theusageofthepasttense3)HowtodescribefeelingsAbilitygoals:1)ImproveSS’readingsuchasskimmingandscanning2)ImproveSS’writingskills3)DevelopSS’comprehensiveskillsMoralgoals:1)EncourageSStokeepdiaries2)EncourageSStospendtheirfreetimeproperly23)EncourageSStoexpresstheirfeelinginarightway.Thekeypoints:1)Theusageofthenewwordsandexpressions2)TheapplicationofpasttenseinreadingandwritingThedifficultpoints:1)Understandthetext,andgetthekeyinformation2)UsewhattheylearnttowriteadiaryTeachingprocedureStep1Warm-up1)Let’smakealistofdescriptionwordsBeforetheclass,IalwaysasktheSStoprepareforclassasausualpractice.ThistimeIwillaskthemtocollectsomedescriptionwordsingroups.Thenwhentheclassbegins,we’llhaveacompetitiontowritetheirwordsontheblackboard.Atlast,I’llgivesomeofthemsmallpresents.ThepurposeofthiscompetitionistoencouragetheSstopreviewtheclassactively.ItalsohelptoarouseSSinterestandactivatetheirpriorknowledge.2)Makeacomplementandfinish2a.Iwillmakeapropercomplementonthesituation.Andthengivethemashorttimetofinish2a.Afterthat,IwillletsomeSStoread,translateandgivetheiranswers.Finally,readthewordsthreetimestogether.Throughthispart,IwanttocheckhowmuchtheSSunderstandthesewords.Andafterbeingfamiliarwiththesewords,SSwillbeabletofinishothertasksmorequicklyandeasily.Step2Pre-reading(Lead-in&Presentation)Iwillcreateasituationthatwearegoingtohaveaschooltriptoasciencemuseum.Iplaytheroleasa“guide”.Asthetripgoeson,somepictureswillbeshowedonscreenandsomenewwords(guide,robot,gift…)willbetaught.Creatingthetripsituationcannotonlyhelpthestudentslearnthenewwordsinahalf-realsituationsothattheycanmasterthenewwordsquicklyanddeeply,butalsoincreasethefunofteaching.Thispartplaysaconnectingrole.Step3While–readingPart1Fasterreading1)I’llaskthestudentstoreadthetwodiariesforthefirsttimeandanswerthefollowingquestions.Q1:DidHelenandJimgoonthesametrip?Howcanyoudecide?Q2:Didtheyhavethesamefeelingsaboutthetrip?Q3:Howdotheyfeelaboutthetrip?2)Readthetwodiariesforthesecondtimeandunderlinethedescriptionswordswhichdescribegoodthingsandcircletheonesthatdescribethebadthings.3)Readforthethirdtimeandcompletethechartin2c.4)Checktheanswersbyagroupwork.Threestudentsinagroup，oneistheinterviewer，anotherisHelen，theotherisJim.Theywillasklikethis“Howwas/were…?”3Inthispart，Sscandeveloptheirabilitiesofcatchingthekeyinformationaswellasthesomereadingskillssuchasskimmingandscanning.Ssmayhaveageneralunderstandingofthetwodiariesbyfinishingsmalltasks.Whiledoingthetasks,theycangetasenseofsuccess.Part2Diarybydiaryreading(Carefulreading)1)ReadHelen’sdiaryLettheSSreadHelen’sdiarycarefullyandfindoutthedifficultsentencesorphrasestheydon’tunderstand.AndthenIwillexplainthelanguagepoints.Next,letthemtoreadaloudwiththerightemotion.Atlast,Iwillgivethemseveralminutestoretellthediarywithpartners,afterthatIwillpickupsomeonetoretellinfrontoftheclassaccordingtotheoutlineonthescreen.2)ReadJim’sdiaryForthispart,Idon’twantthemtoreaddirectly.Iwanttomaketheverbsmissingandletthemfillintheblankswiththewordsinthebox.Andthenchecktheanswersbylisteningtothetape.Next,letthemreadloudlyandtrytoretellthediary.Iftimeisenough,Iwillletsomeofthemto