觀(guān)摩研討會(huì)上 老師上課的教案和說(shuō)課稿
Lesson Plan for Around Our School
杭州外國(guó)語(yǔ)學(xué)校 謝慧萍
Teaching Material
P 26, Reading, Unit 3 Around Our School,
Cambridge English for Schools Students’ Book One (See Attachment I)
Teaching Object
Class 7(A) Junior Two, Hangzhou Foreign Languages School
Teaching Aims
Criteria
Notes
1. The main task (Outcome)
The students will be able to write a letter to Anne and post it on the blog, where Anne will be able to read.
這是本節(jié)課主要任務(wù)，其它活動(dòng)都是為此做準(zhǔn)備的。
2. Language Focus
(1) The students will be able to use the following words and pattern properly in given situations or their daily life:
flat; café; in the north/ south/ east / west of …
(2) The students will be able to describe the different locations of the buildings in their school, which is a boarding school, and activities concerned.
本單元主題是Around our school，所以學(xué)校的方位和附近環(huán)境描述是學(xué)習(xí)重點(diǎn)。語(yǔ)言要點(diǎn)就是根據(jù)這個(gè)定位，并結(jié)合學(xué)生實(shí)際解讀、提取的。
3. Language Skills
The students will be able to find the places (in the jigsaw puzzle) according to the letter.
這個(gè)很生活化的活動(dòng)可訓(xùn)練搜尋有效信息的閱讀技能。
4. Learning Strategies
(1) The students will be able to guess and reason the presumption by the information collected from the reading of the letter. (認(rèn)知策略)
(2) The students will be encouraged in groups to write back a letter about their school scaffolded with patterns from the text. (情感策略)
學(xué)習(xí)策略是在學(xué)習(xí)活動(dòng)中得到體驗(yàn)的。因此根據(jù)學(xué)生學(xué)習(xí)能力的特點(diǎn)，把推測(cè)能力(認(rèn)知策略)和合作能力(情感策略)的培養(yǎng)分別結(jié)合到閱讀和寫(xiě)作活動(dòng)之中。
5. Affection
The students will be able to focus their attention on the classroom instruction and performance.
初二階段應(yīng)該培養(yǎng)學(xué)生的學(xué)習(xí)意志，從單純的興趣過(guò)渡到有意識(shí)學(xué)習(xí)。
6. Culture
The students will be able to aware the precautions they might need to take while writing to a pen pal at the very beginning.
方位和環(huán)境描述、書(shū)信寫(xiě)作是語(yǔ)言層面內(nèi)容，背后是文化知識(shí)和意識(shí)。所以在課堂活動(dòng)中，要引導(dǎo)學(xué)生關(guān)注此類(lèi)內(nèi)容和活動(dòng)。
Difficulties
The students might find it short of time to construct a letter with a good logic order and in well-organized language.
初二寫(xiě)作訓(xùn)練剛剛起步，是難點(diǎn)。解決辦法有三個(gè)：教師適當(dāng)提供支架、組織小組合作學(xué)習(xí)和足夠時(shí)間。
Teaching Aids
Blackboard, Chalk, Computer, Overhead Projector,
Visualizer, Jigsaw Puzzles, letter paper, a treasure chest
Setting
The students sit in four-member groups around desks.
這樣的設(shè)計(jì)有利于學(xué)生的合作學(xué)習(xí)
Procedures & Activities
Teaching Procedures & Activities
Learning Procedures & Activities
Notes
I. Pre-task phase: to talk about the blog
The teacher is going to play the song Big Big World and open the website BBW to introduce them the blog and the theme “Big Big World”.
— Shall we sing a song together?
— Do we live in a big big world? How big is this world? But I say it is a small world after all. Why? Internet, emails, msn make the world small. Here is a blog. It’s our blog. We can see each other on holiday over this blog.
⑴The students are going to listen to and sing along with the English song Big Big World.
⑵They are going to have an interaction with the teacher, answering some questions.
⑶They are going to be encou- raged to talk about any blog they know.
⑷They read the blog together to warm themselves up for the following activities.
教師建立一個(gè)博客BB World，為課后教學(xué)構(gòu)建平臺(tái)，并以博客主題歌給學(xué)生熱身，培養(yǎng)學(xué)習(xí)情感�；顒�(dòng)形式以師生活動(dòng)為主。
II. Task–introduction & Task–acknowledgement
The teacher is going to inform the students what they are going to do in this lesson and what their final outcome will be.
— A girl named Anne visited the blog and she left a letter. Are you interested in writing her back?
— In today’s class we are going to read her letter and write her a letter back.
The students are going to be informed what they are going to do in this lesson and what their final outcome will be. At the same time they are going to be encouraged to size up the tasks, as well as themselves.
告知學(xué)生本節(jié)課的主要任務(wù)體現(xiàn)了師生民主平等，也有利于學(xué)生自主規(guī)劃、主動(dòng)參與活動(dòng)�；顒�(dòng)以教師講解為主。
III. Pre-reading task: to predict the possible content of Anne’s letter
The teacher is going to help the students form the schemata by a discussion of the following question betweet partners.
— Before we open the letter, can you predict what she might write in her letter?
The teacher wirtes the following two patterns on the Bb if necessary to set up a scaffold before the pair work:
? She will tell us …
? She wants to know …
and takes down the possible guesses and also the questions on the blackboard after the pair work.
1. The students are going to predict the possible content of Anne’s letter.
2. The students are going to work in pairs. Each pair will either give a sentence to predict what she might write in her letter or will think of a question Anne may ask.
3. Some pairs of students are going to tell what they predict.
讀前活動(dòng)重點(diǎn)在于構(gòu)建學(xué)生閱讀圖式，為下步閱讀活動(dòng)做好鋪墊。在這個(gè)過(guò)程中，訓(xùn)練學(xué)生預(yù)測(cè)能力。在語(yǔ)言方面，如果學(xué)生有困難，教師提供一個(gè)“支架”�；顒�(dòng)以自主和pair互動(dòng)為主。
IV. While-reading task: to read for information needed
1. The teacher designs some questions to help the students pick out the things Anne talked about and questions she raised already, and to encourage them to reason some presumption.
— What did Anne write in her letter?
— What did she ask in her letter?
— What are the things she doesn’t talk about? Why not?
— Is this a first letter or not?
— What are the questions you think is polite to ask in your reply letter?
2. The teacher will go around the class to observe, help and monitor while the students work in pairs or in groups.
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