Unit 11 How was your school trip? 说课稿
李度一中 陈海思
Section B (2a-3c)
Good morning, ladies and gentlemen!
Today, I will give my interpretation from the following 6 aspects.
First of all, I would like to share my understanding of the teaching material with you.
The topic of this unit is about “school trips”, which is related to SS’ daily life. It aims to let the students talk about what happened in the past as well as their feelings .And it’s the first time for the students to learn the past tense, so we should cultivate the SS’ consciousness of the past tense from this unit. The content in today’s class is the extension of the whole unit. It can be divided into 2 parts .The first part (2a-3a) is the reading part or in another word the input part. SS will have to decide which words describe something good and which words describe something bad in2a. And then they will read two diaries and finish several tasks. The second part (3a-3c) is the writing part orthe input part. The tasks in this part are arranged from easy to difficult, which are suitable for SS to master the writing skills.
Next, I will talk about the SS. After their study in the first half semester, most of the SS in Grade 7 are be able t listen, speak, read and write with the target language. They are taking great interest in English study and they are willing to take part in all kinds of class activities. But at least 1/4 SS arelosing their interest and confidence in English gradually especially in reading and writing.
According to the characteristics SS have in this period, I will try my best to make the class nteresting Also, I will let the top SS help the backward SS in cooperative study. To take all things into consideration, I will mainly take up the Task –based teaching method to cultivateSS’ reading and writing skills. At the same time, I may also use the Communicative teaching method and Audio-visual teaching method to combine the based four skills together. During the class, the SS are demanded to find out the key information, guess the meaning of new words from the context, and study both by themselves and by groups.
Teaching goals
Cognitive goals:
1) The new words and expressions: lovely, expensive, cheap, slow, fast, robot, guide, gift, everything ,interested ,dark, hear, all in all ,be interested in, buy…for,
2) The usage of the past tense
3) How to describe feelings
Ability goals:
1) Improve SS’ reading such as skimming and scanning
2) Improve SS’ writing skills
3) Develop SS’ comprehensive skills
Moral goals:
1) Encourage SS to keep diaries
2) Encourage SS to spend their free time properly
3) Encourage SS to express their feeling in a right way.
The key points:
1) The usage of the new words and expressions
2) The application of past tense in reading and writing
The difficult points:
1) Understand the text ,and get the key information
2) Use what they learnt to write a diary
Teaching procedure
Step1 Warm-up
1) Let’s make a list of description words
Before the class, I always ask the SS to prepare for class as a usual practice .This time I will ask them to collect some description words in
groups .Then when the class begins, we’ll have a competition to write their words on the blackboard. At last, I’ll give some of them small presents.
The purpose of this competition is to encourage the Ss to preview the class actively .It also help to arouse SS interest and activate their prior knowledge.
2) Make a complement and finish 2a.
I will make a proper complement on the situation. And then give them a short time to finish 2a. After that, I will let some SS to read, translate and give their answers .Finally, read the words three times together.
Through this part, I want to check how much the SS understand these words. And after being familiar with these words, SS will be able to finish other tasks more quickly and easily.
Step 2 Pre-reading (Lead-in &Presentation)
I will create a situation that we are going to have a school trip to a science museum. I play the role as a “guide”. As the trip goes on, some pictures will be showed on screen and some new words (guide, robot, gift…) will be taught.
Creating the trip situation can not only help the students learn the new words in a half-real situation so that they can master the new words quickly and deeply, but also increase the fun of teaching. This part plays a connecting role.
Step 3 While –reading
Part1 Faster reading
1) I’ll ask the students to read the two diaries for the first time and answer the following questions.
Q1: Did Helen and Jim go on the same trip? How can you decide?
Q2: Did they have the same feelings about the trip?
Q3: How do they feel about the trip?
2) Read the two diaries for the second time and underline the descriptions words which describe good things and circle the ones that describe the bad things.
3) Read for the third time and complete the chart in 2c.
4) Check the answers by a group work. Three students in a group，one is the interviewer，another is Helen ，the other is Jim. They will ask like this “How was/were…?”
In this part，Ss can develop their abilities of catching the key information as well as the some reading skills such as skimming and scanning. Ss may have a general understanding of the two diaries by finishing small tasks. While doing the tasks, they can get a sense of success.
Part 2 Diary by diary reading (Careful reading)
1) Read Helen’s diary
Let the SS read Helen’s diary carefully and find out the difficult sentences or phrases they don’t understand .And then I will explain the language points. Next, let
them to read aloud with the right emotion. At last, I will give them several minutes to retell the diary with partners, after that I will pick up someone to retell in front of the class according to the outline on the screen.
2) Read Jim’s diary
For this part, I don’t want them to read directly. I want to make the verbs
missing and let them fill in the blanks with the words in the box. And then check the answers by listening to the tape. Next, let them read loudly and try to retell the diary. If time is enough, I will let some of them to retell just according to some verbs.
Careful reading is necessary for the SS to read better. The students are in the period when they need to accumulate language materials. With some useful explanation, they can write easily.
Step4Post-reading
1) Let’s help Bob and Linda complete their diaries in 3a and 3b .First, I will analyze the three pictures and the key sentences in each diary with my class, and let them think out some phrases or description words to fill in the blanks.
2) Do a quick survey by asking “who has the habit of keeping a diary”, and encourage Ss to keep diaries.
3) Tell the SS some keys points about writing diaries and ask them to write a diary for their own school trips by themselves. After writing, I will ask several SS to show their diaries in front of the class and give them some comments.
Step5 Conclusion
Check what we have learnt today by reading the words or phrases on the
blackboard.
That is my teaching procedure. After the class, I will put up the good diaries of my SS on the wall to encourage them to write. And I will make a reflection and try my best to perfect my class. That’s all ，thank you for listening！
【素材积累】
1、2019年，文野31岁那年，买房后第二年，完成了人生中最重要的一次转变。这一年，他摘心里对自己的定位，从穷人变成了有钱人。一些人哪怕有钱了，心里也永远甩不脱穷的影子。
２、10月19 日下战书，草埠湖镇核心学校组织全镇小学老师收看了江苏省泰安市洋思中学校长秦培元摘宜昌所作的教训呈文录象。秦校长的讲演时光长达两个多小时，题为《打造高效课堂 实现减负增效 全面提高学生素质》。
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