作业微格说课报告.docx
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作业微格说课报告.docx
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作业微格说课报告
外国语学院师范生
微格教学实验报告
年级:
11级
班级:
4班
小组:
第四小组
姓名:
黎泳清
学号:
1103010409
广西师范学院外国语学院教师教育教研室制
2012年3月
微格训练教学实验报告
第次
主讲人
黎泳清
学号
1103010409
年 级
11级
指导教师
邓芳娇老师
实验日期
2014年5月 4 日
教 室
课题名称
外研版.七年级.下,Module1Unit1Whosebagisthis?
训练目的
□导入技能 □教学语言技能 □提问技能 □讲解技能 □变化技能
□强化技能 □呈现演示技能 □板书技能 □结束技能 □组织技能
背景知识
LearnersAnalysis:
ThestudentsthatIamsupposedtoteacharethefirst-yearstudentsofjuniorhighschool.MostofthemhavelearnedEnglishformorethan3years.Forthelinguisticproficiency,theyhavesomegeneralideaofgeneralandspecialquestions,butnotverygoodatit.Inaddition,asfortheaffectivestate,thestudentsatthisageareusuallyeagertospeakandcurious,buttheyareeasytogetabsent-mindedinclass.Therefore,inthisclass,Iwilldesignvariousactivitiestoarousetheirinterestandgivethemopportunitiestospeak,whichhelpthemconcentrateontheclass.
MaterialsAnalysis:
ThelessonthatIamgoingtoteachisModule1Unit1”Whosebagisthis?
”takenfromEnglishBook2,publishedbyForeignLanguageTeachingandResearchPress.Thisisalisteningandspeakingclass.Thetextisadialogueaboutsomethings’belongingsintheclass’sLostandFoundbox.Asthefirstclassofthismodule,it’ssensibletogivethestudentsageneralpictureofthetopicofthismodule.
教学目标
Linguisticobjectives
1)Bytheendoftheclass,studentswillbeabletomakeaskgeneralquestionsandmakecorrectlyanswers.
2)Bytheendoftheclass,studentswillbeabletoaskspecialquestionsleadingby”whose”andmakecorrectlyanswers.
Strategicobjectives
1)Bytheendoftheclass,studentswillbeabletoidentifythings’belongingsbycommunicatinginEnglish.
Emotionalobjectives
1)Bytheendoftheclass,studentswillbeabletohaveabetterunderstandingofthespiritofreturninglostthingstotheirowners
教学
重点
难点
Keypoints
Waysout
1)Specialquestionsentencesleadingby”whose”.
2)Usingthenominalpossessivepronouncetoanswerquestions.
Difficultpoints
Waysout
1)Studentswillhavedifficultiesinwritingdownallthesentencesleadingbywhoseandgeneralquestionsentences.
2)Studentswillhavedifficultiesinactingoutthesketchinthelostandfoundofficeintheairport.
1)Givesomepausewhenlistentothetasksentences.
2)Providestudentswithsomenecessarysentencestructuresandsomekeyphrase.
教学方法(理论)
Myteachingphilosophy:
Intoday’slanguageteaching,teachersshouldtaketheroleofscaffoldingforthestudents.Heshouldnottellthestudentseverything,butprovidesupportforthestudentstofindthingsontheirown.Besides,aclassshouldbeamaximizingmeaningfulinteractionsclassandstudentsshouldtrytheirbesttospeakinEnglish.Therefore,theclasstimeshouldbegiventothestudents’interactiveactivities.
Specificteachingmethods:
1)Top-downmethodinlisteningcomprehension
2)theguideddiscoverymethodinngrammarteaching
教学用具
(含教学软件)
Computer,chalks,textbook.
TeachingProcedure
Steps(min)
Students’activities
Teacher’sactivities
Designingpurpose
Stage1:
(6min)
1)Talkaboutwhattheyhadlostandwhattheyhadfoundintheirschoollifefierce.
2)Predictthethingswillbetalkedaboutinthedialogue.
1)Askthestudentstotalkaboutwhattheyhadlostandwhattheyhadfoundintheirschoollife.
2)Askthestudentstopredictwhatthingsofthelostandfoundofficewillbetalkedaboutinthedialoguebybrainstorming.
Tomotivethestudents’interestandletthestudentshaveapreparationforthislesson.
Reasonsforstage1:
Thepurposeofthisstageistoarousethestudents’interestandtobringacloselinkbetweenthestudents’priorknowledgeandthein-cominginput.Thedesignofthefirststageinthiswayisbasedontheconstructivisttheory.Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnersconstructmeaningbasedontheirownexperienceandwhattheyalreadyknow.So,inthisstage,Iwanttohelpstudentsmakegoodpreparationforthislesson.
Stage2:
(10min)
1)Listentothedialogueanddothemultiplechoicescarefully.
2)Listentothedialogueanddotheexercise.
1)Askthestudentstolistenforthemainideaofthedialogueanddomultiplechoicequestionbasingonthedialogue.
2)Askthestudentstolistentothedialogueforthesecondtimeandfindouttheirrealownersofthosethingstalkedinthedialogue.
Toletthestudentshaveageneralideaofthedialogueandpayattentiontothedetails.
Stage3:
(6min)
1)Listentothedialogueandwritedowntheaskedsentencesasmanyaspossible.
1)Askthestudentstolistentothedialogueforthethirdandfourthtimesandwritedownthesentencesleadingby“whose”andgeneralquestionsentencesasmanyaspossible.
Toletthestudentshaveabetterunderstandingofthedialogue.
Reasonsforstage2andstage3:
Socio-constructivisttheorybelievesthatlearningisbestachievedthroughthedynamicinteractionbetweentheteacherandtheleanerandbetweenthelearners.Forthisreason,Iaskthestudentstolistentothetextforthirdandfourthtimeswiththelisteningactivitiesmoreandmoredifficultfromgettingthegist,tocatchingthedetails,andtogettingsomecompletesentences.Inthisway,Isetupscaffoldingforthestudentsladderbyladderbycarryingoutaseriesofcloselyconnectedanddifficulty-increasedactivities.Thenthestudentscanextendtheirskillsandknowledgetothefullestpotential.Inthisprocess,teacher’srole,asaguideandfacilitator,canbeenactedvividly.
Stage4:
(22min)
1)Readthedialogueandfocusesontasksentences.
2)Takepartinthediscussionandthesketch.
1)Askthestudentstoreadthedialoguebythemselvesandpayattentiontothesentencesleadingby“whose”,somegeneralquestionsentencesandsomeadjectivalpossessivepronouncesandnominalpossessivepronounces.
2)Askthestudents,eachofthemplayingarole,todiscussthenactoutasketchinthelostandfoundofficeintheairportingroupsof4usingsentencesleadingby“whose”andsomegeneralquestionsentences,thenusesomeadjectivalpossessivepronouncesandnominalpossessivepronouncestoanswer.
Toletthestudentshaveabetterunderstandingofthosesentencestructuresandtheirfunctions.
Stage5:
(1min)
Takenotesaboutthehomework.
Askthestudentstowritedowntheirsketchesactingintheclassandtofindoutsomeusefulwordsandphrasesinthedialogue.
Toletthestudentsusewhattheyhavelearntintopractice.
Reasonsforstage5andstage6:
Thesetwostagesarestagestocheckwhetherthelessonfinishtheteachingobjectivesandtoseetheeffectivenessofthisclass,andthesestagesshouldbeconnectwithproductionsuchasspeakingandwriting.Besides,studentsareeagertospeak,thisactivitycanmotivatethem.What’smore,Idesignmanyactivitiesbeforetohelpstudentstoprepareforthisactivity,whichmeetstherequirementsofstudents’rightlanguagelevel.
板书设计/媒体设计
教学评价
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自评
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