A Day in the Clouds 说课稿.docx
- 文档编号:10526558
- 上传时间:2023-02-21
- 格式:DOCX
- 页数:8
- 大小:20.41KB
A Day in the Clouds 说课稿.docx
《A Day in the Clouds 说课稿.docx》由会员分享,可在线阅读,更多相关《A Day in the Clouds 说课稿.docx(8页珍藏版)》请在冰豆网上搜索。
ADayintheClouds说课稿
ADayintheClouds说课稿
Goodmorning,ladiesandgentlemen.Justnow,Ishowedyoumyclasswithoutattendanceofstudents.I’dliketosharemyideasofhowIdesignedthislesson.ThecontentofthisperiodisSeniorEnglishBook2Unit2WildlifeProtectionPeriod2ReadingandThinkingADayintheClouds.Letmestartmypresentationofteachingideasfromthefollowingsevenparts,includingAnalysisofTeachingMaterials,Analysisofstudents,TeachingAimsandDemands,KeyPointsandDifficulties,TeachingandLearningApproaches,Teachingprocedureandblackboarddesign.
Part1:
Analysisoftheteachingmaterial
Let’sstartwiththeteachingmaterial.Thereadingpassageisajournal,whichtellsaboutwhattheauthorsees,hearsandfeelsonavisittoChangtangNationalNatureReserve.ThetextpointsoutthefactsandreasonswhyTibetanantelopeswereonceontheedgeofextinction,aswellasthemeasurestakenandachievementsofthegovernmenttoprotectTibetanantelopes.
Thepassageisthecenterofthisunit.Itismadeupof7paragraphs.Thefirstparagraphgivesthevisitingplaceandpurposeoftheauthor;Fromthesecondtothelastparagraph,itshowstheeleganceandbeautyofTibetanantelopesandpointsoutthattheyaresufferingfromthedisasterofillegalhunting.Theauthorexpressesthefeelingofconcernandhatredforcriminals.
Part2AnalysisofStudents
Secondly,Iwanttotellsomethingaboutthestudents.ThroughthreeyearsofEnglishlearning,studentshavecertainabilitiesoflistening,speaking,reading,andwriting,.TheycanexpresswhattheywanttosayinsimpleEnglish.However,onaccountoflimitedvocabularyandlackofabilitytodistinguishcomplicatedsentencestructure,theystillfinditdifficulttoexpresstheirideasfreely.Thus,theyarenotactiveinparticipatingclassactivitiesforfearofmakingmistakes.Theystillneedmanyopportunitiestopracticewhattheyhavelearned,andtodeveloptheirautonomouslearningabilityandcooperativelearningability
Part3TeachingAimsandDemands
After studying the teaching materials and analyzing the rule of student’s growth of mind, I’ll lay my teaching aimsanddemands on the following 3 parts.
Knowledgeaims:
(1)tohelpstudentstounderstandandmasterthewords,phrasesandsentencepatternsinthepassage.
(2)tomakethemgetsomebasicinformationabouttheendangeredanimalsandwildlifesituationandprotection.
2Abilityaims:
(1)Toimprovethestudents’organizingandusingskillsofEnglishasasecondlanguage
2)Tounderstandthemainidea,toscanfortheneededinformation
andtograspthedetails
3Emotionalaims:
Helpstudentsrealizetheimportanceofthewildlifeprotectionandlovewildlifeandlovenaturelivinginharmonywithnature.
Part4KeyPointsandDifficulties
Then, what are the key pointsanddifficulties?
Basedontherequirementofthesyllabusandthestudents'characteristics,thekeypointsare
1.Tohelpthestudentsgetageneralideaofthewholepassage,and
somedetailedinformationandlanguagepointsaswell.
2.Tounderstandtheimportanceofwildlifeprotectionandthendo
somethingforwildlife.
Thedifficultpointisodevelopstudents’abilitytoexpresstheirownideasinEnglish.
Part5TeachingandLearningApproaches
Accordingtotheanalysisabove,I’lltrytousethefollowingtheoriestomakestudentstherealmasteroftheclasswhiletheteachermyselfjusttheirdirector,guide, organizer, helper and partner of class activities.Inordertoachievetheaimsmentionedabove,Idecidetochoose“CommunicativeApproach”、“Task—basedTeachingMethod”“VisualandAudialapproach”and“SituationalTeachingMethod”asthemainteachingmethods.Languageisusedforcommunication.It'slearner-centeredandemphasizescommunicationandreal-lifesituations.
Ataskresemblesactivitieswhichourstudentsorotherpeoplecarryoutineverydaylife,Learnersshouldbegivenopportunitiestoreflectonwhattheyhavelearnedandhowwelltheyaredoing.So,ineachstep,I’llsetafewtaskstotesthowwelltheyunderstandandmastertheteachingcontents.Forsituationalteachingmethod,I’llgetthemtojoininaroleplayandcreateareallifesituationforlanguagecommunication.
Forlearningmethods
Thelearningmethodsofthislessonareindividualwork,pairwork、groupwork,andteamwork.Eachtaskrequiresstudentstouseautonomousandcooperativelearningapproaches
Inthisclass,ononehand,I’llallowstudentsplentyoftimeforscanning,skimmingandintensivereadingforinformationwithself-explorationmethod.Onetheotherhand,Isetafewtaskswhichtaketeamwork.Studentshavetodiscussandcooperatewitheachothertocompletethetask.
Part6:
Teachingprocedures
Now let’sgoonto the most important stage of this lesson. My teaching procedure is arranged as follows:
StepOneLead-in
Interestisthebestteacher.Attheverybeginningoftheclass,Ishouldsparkthestudents’mindtofocusonthecentertopic:
importanceofwildlifeprotection.
Firstofall,I'llshowthemsomebeautifulpicturesofwildanimals,suchaslions,Tibetantelopes,monkeysandsoon.Askthemwhattheyknowaboutthoseanimals.Theanswersshouldconcernrelatedadjectiveslikelovely,friendly,harmoniousandsoon.
ThenI’llshowashortvideoinwhichTibetanantelopesarebeingillegallykilledbyhuntersfortheirvaluablefur.Askthemwhatishappeningtoantelopes.
Bywatchingthevideo,thestudentsgenerallyformedabasicunderstandingofwildlifeprotectionandthemaincharacterofthislesson,Tibetanantelope.ThestudentswillbeeagertoknowsomethingabouttheendangeredwildlifeandthisistheverytimetonaturallyleadtheclassintoStep2
Step2Scanning
Inthisstep,I’lluseTask-basedLanguageTeachingmethod,whichcangivestudentsaclearandspecificpurposewhileskimmingandscanningthecontext.
Task1Generalidea
Thestudentswillbeaskedtojustglanceatthetitleandthepicturesofthepassage,andthenguesswhattheywillreadinthetext.
Byscanningthetitleandpicture,studentscanquicklyfindspecificinformationtheyneed,forexample,Tibetanantelopes,endangeredwildlife.Thepurposeistoinspirethestudentstoreadactively,notpassively.Inaddition,thetaskistodevelopthestudents’readingskillbymakingpredictionandtoencouragethestudentstoexpresstheirthoughtsinEnglish.
Step3Skimming
Task2Mainideaofeachparagraph
Skimmingisveryfastreading,andaveryusefulskillofreading.Itwillallowyoutogetinformationquicklyfromanythingyouread.Knowinghowtoskimwillmakeyouabetterreader.Inskimming,thestudentshouldattempttogetthemainideaofeveryparagraphplusafewfacts.He/shecannothopetopickupallthefactsinthestorybutpickupsomefacts,namesornumbers.Inordertogetthemainideasandafewofthedetails,studentsmustbegintoleaveoutmaterial,readingonlykeysentencesandphrases.
Byscanningandskimming,andthroughpre-readingprediction,studentscanhaveageneralunderstandingofthecontentofthetextandprepareforintensivereading.
Step4IntensiveReading
Thepurposeofreadingistogetthecorrectandusefulinformation.Studentsshouldnotonlyhaveahighspeedofreadingbutalsohaveacorrectunderstandingofdetails.Thereforethefollowingpracticescanhelpcheckthesituation.
IntheteachingofEnglishreading,Blank-fillingproblemsisjustoneofvarioustypesofquizzeswhichtesthowwellstudentsunderstandreadingmaterialsandobtaindetailedinformation.Itevaluatesstudents’abilityofintensivereadingcomprehension.Studentsmustpayattentiontosomespecificwordsorphrasesindicating“who,what,where,when,why,etc.”
Mindmaphasbeenwidelyrecognizedasaneffectiveteachingandlearningtoolinalllevelsofeducation.TheapplicationofmindmapintheteachingofEnglishreadingcanmakethedifficultandcomplexcontentsclearandeasy,anditwillhelpstudentsunderstandthetextandknowledgedeeplyandmemorizematerialseasily.Theapplicationofmindmapliketreediagramswillpromotestudentstouseoutlineoflanguage,contents,andformstounderstandthetexteffectivelyandtoimprovetheirreadingabilities,anddeveloptheabilityofspeaking,andwritingbyreadingexercises.Let’ssupposethismindmaptobeatreediagram,the“trunk”,thatis,themaingoalis“protectingtheTibetanantelope”,andthebranchesarethevarioustasksthatneedtobeaccomplishedtoachievethegivenobjective.Theonlyrequirement,however,isthateachtaskshouldbecompletedstepbystep.
Thisquestionisactuallythesummaryofthepassagewhichemphasizestheintentionoftheauthorwritingthearticle.It’salsowhatthepassageteachesaboutemotionalvalue.
ThisstepofIntensiveReadingisthemostimportantpartofreadingprocess.Itallowsstudentstoreadeverysentenceorwordtogetdetailedinformationsuchasexacttime,place,person,event,causeandeffect.What’smore,theycangrasplogicalrelationshipbetweensentencesandparagraphsthroughmeditation,analyzation,andsummarization。
Step5
Criticalthinkingistheabilitytothinkclearlyaboutwhattodoorwhattobelieve.Itincludestheabilitytoengageinindependentthinking.Someonewithcriticalthinkingskillsisabletounderstandthelogicalconnectionsbetweenideas,detectcommonmistakesinreasoning,andreflectonthejudgementofone'sownbeliefsandvalues,especiallytheyshoulddistinguish“literalmeaning”and“impliedmeaning”.
Theliteralmeaningisthemostobvioussenseofwords.Insomecases,whenthespeakersaysasentenceandmeansexactlyandliterallywhathesays,
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- Day in the Clouds 说课稿