英语说课一等奖作品及课件
广东高考试卷-邀请函英文
英语说课一等奖作品及课件
Lesson Plan for
Around Our School
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
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.
（这是本节课主要任务，其它活动都是为此做准备的。）
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.
（本单元主题是Around our sc
hool，所以学校的方位和附近环
境描述是学习重点。语言要点就是根据这个定位，并结合学生
实际解读、提取的。）
3. Language Skills
The
students will be able to find the places (in the
jigsaw puzzle)
according to the letter.
（这个很生活化的活动可训练搜寻有效信息的阅读技能。）
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. (认知策
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)
（学习策略是在学习活动中得到体验的。因此
根据学生学习能
力的特点，把推测能力（认知策略）和合作能力（情感策略）
的培养分别结合到
阅读和写作活动之中。）
5. Affection
The
students will be able to focus their attention on
the classroom
instruction and performance.
（初二阶段应该培养学生的学习意志，从单纯的兴趣过渡到有
意识学习。）
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
位和环境描述、书信写作是语言层面内容，背后是文化知
识和意识。所以在课堂活动中，要引导学生关注
此类内容和活
动。）
Difficulties
The students
might find it short of time to construct a letter
with a
good logic order and in well-organized
language.
(初二写作训练刚刚起步，是难点。解决办法有三个：教师适当
提供支架
、组织小组合作学习和足够时间。)
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.
(这样的设计有利于学生的合作学习)
Procedures & Activities
-task phase: to talk about the blog
Teaching Procedures & Activities
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.
Learning Procedures &
Activities
The 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 encouraged to
talk about any blog they
know.
⑷They read
the blog together to warm themselves up for the
following activities.
(教师建立一个博客BB World，为课
后教学构建平台，并以博
客主题歌给学生热身，培养学习情感。活动形式以师生活动为
主。)
II. Task–introduction & Task–acknowledgement
Teaching Procedures & Activities
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.
Learning
Procedures & Activities
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.
(告知学生本节课的主要任务体现了师生民主平等，
也有利于学
生自主规划、主动参与活动。活动以教师讲解为主。)
III. Pre-
reading task: to predict the possible content of
Anne’s
letter
Teaching Procedures &
Activities
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:
ö She will tell us …
ö She wants to
know …
and takes down the possible guesses and
also the questions on the
blackboard after the
pair work.
Learning Procedures & Activities
The students are going to predict the possible
content of Anne’s
letter.
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 pairs of students are going to
tell
what they predict.
(读前活动重点在于构建学生阅读图式，为下步阅读活动做好
铺
垫。在这个过程中，训练学生预测能力。在语言方面，如果学
生有困难，教师提供一个“支架
”。活动以自主和pair互动为主。)
IV. While-reading task: to
read for information needed
Teaching
Procedures & Activities
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.
For reference:
Tips &
Warnings for a first letter:
l
Remember not to share too much too soon. Wait
until
someone knows you before you air your
family problems and
secrets.
l Use
careful judgment when deciding how much
information
to share with a stranger. Always
be cautious when it comes to
revealing
personal information.
Learning Procedures &
Activities
The students are going to read the
letter for information needed.
1. Through the
text reading and their prediction comparing, in-
divivually, the students are going, to read
Anne’s letter and to pick
out the things that
she talked about in her letter and questions she
raised already. Then they are going to have a
class interaction to
collect what thye pick.
2. They are going to have a discussion in
pairs or in groups about
what Anne didn’t
refer to her letter and then to have a class
interaction to collect their ideas.
3.
They are going to have a further discussion in
pairs or in groups
about whether Anne’s letter
is the first letter or not according to
what
they find she didn’t write.
4. They are going
to work in groups to aware the precautions they
might need to take while writing to a pen pal
at the very beginning.
(阅读本身是个信息输入的过程，应
该是学生自主活动。教师的
主要任务是搭建支架（如设计问题）提高学生阅读的效率，提
供足够
时间让学生自主阅读，设计话题诱发小组合作学习，同
时教师提供必要的资源。因此这阶段活动主要以学
生自主、合
作为主，教师的责任以调控、评价、帮助等为主。学生的阅读
活动从自己的预测（图
式）与文本的互动开始，获取主要信息
（Anne告知的和询问的），并通过学生间互动（小组合作），
深入解读信息背后的文化知识（tips & warnings for a first
letter）。
V. Post-reading tasks
Task
one: a jigsaw puzzle
Teaching Procedures &
Activities
The teacher is going to help the
students complete the jigsaw
puzzle.
1.
The teacher is going to give them the jigsaw
puzzle and to
organize the group work.
2.
The teacher will go around the class to observe
their group work,
and help them if necessary.
3. The teacher will make some comment about
their work.
The possible answers to the
puzzle:
⑴ is the Teacher’s House
⑵
is the school
⑶ is the park
⑷ is the
swimming pool
Learning Procedures & Activities
The students are going to complete the jigsaw
puzzle according to
the information from the
reading text.
1. They are going to to scan for
the information needed and to
work in groups
to complete the jigsaw puzzle. They are going to
give the reason why they put each piece in the
particular place.
2. Some groups will be
chosen to present how they work out the
puzzle
and why they put the piece in the place before the
whole
class, with the help of the overhead
projector and the computer.
(读后活动的主要目的是操练语言、拓展
话题。为此，这里设计
了三个任务，贯穿两条主线：语言和话题。
任务一主要通过完成jigsaw puzzle，让学生体验方位的表达。
这一活动建立在文
本理解的基础上，既要训练学生的scanning
能力，又要引导他们关注有关语言的表达。活动以学
生合作互
动为主。)
Task two: a treasure
hunting game
Teaching Procedures & Activities
The teacher is going to organize a treasure
hunting game.
1. The teacher is going to
present some pictures and maps as a
scaffold
to help the students learn the new language
points, like
“flat”, “cafe” and “in the … of
…”. The teacher will help the
students with
the pronunciation if necessary.
2. The teacher
is going to organize a tresure hunting game,
⑴
telling them how to work:
— Work in a treasure
hunting group! Discuss in groups where the
treasure is? Who might find it? Why?
(2)
giving an example as a scaffold for their language
if necessary:
— I think the treasure is in the
south of the town. It might be in the
swimming
pool. I will find it, because I go swimming there
every
day.
(3) presenting a finished
jigsaw puzzle on PPT:
— Jigsaw puzzle is
helpful in treasure hunting. Anne has hidden
some treasure somewhere on this map.
(4) preparing a box of chocolate with a
large piece of paper “Write
and tell me about
your town and school.”, as well as four candies
for the winners.
For reference:
The
big treasure is hidden in the café.
The places
are “café, flat, swimming pool, museum, factories,
library”
The other places will have an
encour- aging sentence and four
candies for
the group.
Learning Procedures & Activities
The students are going to hunt for treasure.
1. Before the game, they are going to learn
some language points
and to practise dscribing
some maps with them.
2. They are going to work
in groups to hunt for treasure in the
jigsaw
puzzle they have finished. And they will be
encouraged to
use the language points they
have practised.
3. Some groups will be chosen
to present before the whole class
with the
help of the overhead projector and the computer.
If
possible, team work is encouraged, that is,
one student reports
while another points out
the place where they think the treasure is
hidden.
(任务二是一个寻宝游戏。在游戏前，教师要搭建一个“支架
”，
提供一些图片、地图和相关情景，并通过师生互动，帮助学生
正确理解、操练、使用有关词
语，为游戏活动的有效开展打好
基础。在寻宝游戏活动中，学生一方面要思考、猜测，另一方
面
要积极使用语言表达自己的思考和猜测。这个任务主题已经
脱离了文本，但训练的还是文本中语言，因此
是属于半控制型
活动。这样的拓展有利于学生运用相同语言，表达更广的类似
主题。活动以学生
小组合作为主，教师适当参与一些互动。)
Task three (main task):
introduction of our school
Teaching Procedures
& Activities
The teacher is going to guide the
students in letter writing.
1. The teacher is
going to present a map of Hangzhou Foreign
Languages School.
2. The teacher is going
to tell the students how to group and what
to
do in the group work.
3. The teacher is going
to provide an imcomplete letter to set up a
scaffold to make the writing easier, if
necessary.
The scaffolding pattern:
Dear
Anne,
We live in Hangzhou! It is a … city in
the … of …! …
… is in the … of the
school. We like … there. Near the … is ….
We …
… is in the … of the school. We often …there.
There are …. Near
the … is … We …
Write
and tell us more about your _________.
Love
_________
4. The teacher will leave students
time to write a letter, go around
the class to
monitor their work, and offer any necesaary help.
5. The teacher will make some comment on Ss’
letters.
Learning Procedures & Activities
The students are going to write a letter back
to Anne about their
own school.
1. The
students are going to group themselves and to have
different
roles in each group activity.
Student A: a map designer
Student B: a
secretary
Student C: a presenter
Student
D: a commentator
2. They are going to read the
map of their school and the map
designer is
going to mark the names of some places in English.
3. They are going to describe the
locations of different buildings on
campous
and what they do there and decide what to write in
the
letter. The secretary is going to take
some notes and to complete
the letter together
with partners in the group.
4. The presenter
of the group chosen is going to read their letter
to
the whole class.
5. Some commentators
are going to make some assessment on the
letter.
(任务三要求通过写信形式介绍学生自己学校的设施布局。这是
一个“follow-in”活
动，其主题内容进一步拓展，让学生有更多
的自主、合作的空间。但是书信写作对于刚刚进入初二学习的
学生来说有有一定难度，尤其是整个语篇的构建。为此，教师
要搭建“支架”，提供给学生一个
不完整的书信，帮助学生把注
意点定位在方位的描述（这是本节课的重点），同时为课后的
书写
回信提供一个样本，降低难度。另外，教师要有意识规范
小组活动，明确小组分工，提高合作活动的效率
。这样除了能
够培养学生合作学习的能力，也能降低任务的难度。第三个降
低难度的措施是提供
足够的活动时间。活动以合作学习为主。)
VI. Homework
A letter
writing task: The students will write a letter to
Anne
individually about their own town.
1. Draw an English map;
2. Write a
letter and try to use the patterns and words
learned in
this class;
3. Polish the
letter and put it into the computer;
4. Send
the letter to our blog , which
Anne is going
to read them.
(课题作业是一个“further-up”任务，比读后活动中的任务
开放。
经过课堂的一系列任务活动，学生应该有能力完成这个任务。
作业设计中的详细步骤目的
在于降低任务的难度，培养学生良
好的写作习惯。博客的建立不但建立了一个互动平台，而且也
增加了时代的生活气息，拓展了学生的学习资源。)
Blackboard Design
What Anne might write What Anne might
ask
(板书设计力求重点突出，简洁明了，以吸引学生的注意力。)