Thisismysister[初中]说课稿

TeachingPlanforInterpretationGoForIt,Book1AUnit3Thisismysister(Period1)--DesignbyLinzhenyi(0603010728)ContentsTeachingmaterialTeachingmethodsStudywaysTeachingproceduresPart1Understandingoftheteachingmaterial1.BackgroundanalysisThediscussionofthisunitiscenteredonthelistening-speakingactivities.InthisperiodwejustlearnSectionA(1a,1b,1c,1d,2a,2b.).AndthecentraltopicisThisismysister.Allthestudentsactivitieshappensinreal-lifescenes.ThegrammarfocusontheformofSingularnounandPluralnoun,thegrammarpointswillrunthroughtheteachingactivities.Theteachingcontentsprovidethenecessarymaterialsforlearningfocusgrammar.Thisunitalsoshowsthefeather,whichisthecombinationofgrammarandcommunicativesituation.2.ContentsanalysisoftheperiodThecentraltopicisIntroducingandidentifyingpeopleandthefocusgrammaristheformofSingularnounandPluralnoun,theverbbe,therelationshipsofthesePronouns(thisthatthesethose),theteacherorganizesaseriesofactivities,speaking,listeningpracticing,whichroundsthecentraltopic.AlltheactivitiesisfitforNewCurriculumofEnglish.ThedesignedactivitiesareonthebasisofSocio-constructructivisittheory.3.TeachingarrangementWarm-up,listening,speaking.4.TeachingkeypointsPlayasongaslead-inwhichistoarousestudentsinterestandattracttheirattention.LanguagepracticeandcommunicationA.RecognizethewordsoffamilymembersB.PracticedialoguewithclassmateswiththefollowingsentencestructuresThis/Thatismy,TheseareThoseare.(Introducingpeopletoothers)C.Actouttheirdialoguestothewholeclass.5.Teachingdifficultpoints:Introducingpeople(This/thatismy),formofSingularnounandPluralnoun.Teachingimportantpoint:ToidentifyformofSingularnounandPluralnoun,therelationshipsofthesePronouns(thisthatthesethose).6.Teachingaids:taperecorder,tape,photosoffamilymembers.7.Teachingaims:Bytheendofthelessonstudentswillbeableto1KnowledgeaimLearnandunderstandthisnewwordssister,mother,father,parent,brother,grandfather,grandmother,friend,these,are,those.Understandandusethesesentencestructures:IsthisyoursisterNoitisnt.IsthatyourbrotherYesitis.Thisismyfriend.Thesearemyfriends.Thatismybrother.Thosearehisbrothers.2)AbilityaimIntroducepeopleandintroducepeoplewiththesekeysentencestructures:A.ThisisB.ThatisC.TheseareD.Thoseare.3EmotionalaimStudentswilllearnhowtogetwellwithotherssuchfriendsclassmatesandhowtobepolite.Part2TeachingmethodsTBLTPart3Studyingways1.Studentslearnsomenewwordsaboutfamilymembersandhowtointroducepeople.2.Studentslearnhowtousethenewwordsandusefulsentencestructuretopracticethefocusgrammarexerciseandmakedialogues.3.Studentsareencouragedtocommunicatewithothers.Part4TeachingproceduresStep1.Warm-up:3mins1.Lead-inwithaChinesesong.2.StudentsshouldwritedownnamesoffamilymemberstheyveheardinthesonginChineseasmuchaspossible.Seewhocanwritedownthemostnames.ThedesignedpurposeTomotivatestudentsinterestinlearningthislessonitisbasedonGardnerstheory---MultipleIntelligencesespeciallytheMusical-Rhythmicintelligence.Step2Presentation(10mins)1.Showstudentsaphotoandthenaskthemsomequestionswiththefollowingsentenceswhichtheylearnedbefore.TWhatisthisinEnglishSsItsaphoto.T:IsthisyourphotoSs:No,itisnt.T:Itsmyphoto.3.TeacherusesthephototointroducehisorherfamilymemberswiththesentencestructureThisismy(newwords:mother,sister,mother,father,parent,brother,grandfather,grandmother)4.Learnnewwords.Teachingstudentsnewwordswithsomerelativephotosandpictures.Afterthatstudentsreadthenewwordsrepeatedlyintheformsofthewholeclassgroupbygroupandinpair.5.Putthenamesoffamilymembersinafamilytree.ThedesignedpurposeLeadinginbyaphotoandlearningnewwordswithsomephotosistocatchstudentsattentionandthestudywayislivelyandeffective.Step3Practicing(7mins)1.Task1Studentstrytofindthesepeopleinthepicture(P13).Matchthenewwordswithpeopleinthepicture.2.Studentstrytointroducepeoplewiththesesentencestructures:This/Thatismy...,These/Thosearemy(Noticemistakesthatstudentsmade,especially,theformofpluralnouns.)ThedesignedpurposeTomakeopportunityforstudentstopracticethenewwordsandnewsentencesmore.EachstudenthaschancestospeakEnglish.Step4ListeningandPracticing.(1b,1c)(9mins)1.Task2:Playthetape(1b)twice.Atthefirsttime,studentslistenandlookatthepicture;andatthesecondtime,studentscirclethepeopletheboytalksabout.Thenasksomestudentstoreadtheiranswers.2.TochoosesomepairstotalkaboutDavesfamily.(withthefollowingsentencestructures:Thisishissister.Thesearehisbrothers)Teachershouldgivesomeexamples.Andstudentsimitate.3.Task3:Listeningtopart2twice.Atfirststudentslistenandcirclethenewwordstheyhear;andthen,studentsmatchthenameswithpeopleinthepicture.Afterthat,picksomestudentstosharetheiranswers.4.Checktheanswers.ThedesignedpurposeTocheckstudentsunderstandingofthenewwords.Seeiftheyhavegotthemeaningofthenewwords.Step5OralPractice(7mins)Task4Studentsmakeadialogueinpairwiththeirphotoswiththekeysentencesstructures.Asktwopairstotheplatformtoactouttheirdialogues.ThedesignedpurposeTheactivityistocheckstudentsabilitytousethenewsentencestructurestomakedialogue.AndthestudentsgetthesenseofsuccesswhentheyuseEnglish.Itisalsotochecktheteachingeffect.Step6(2mins)Makeaconclusiontow