-文明只差一步作文

2021年1月22日发(作者：福的图片)

说课稿（英文版）



I
Background of English teaching in my classes : Ss are not from common middle school
but vocational school ,subject in vocational school is to develop pupils
’
professional
abilities, so they spent a little time no English learning. when they go to college, they are
lack of confidence on listening, writing especially on speaking, so it is very important to
develop their interest and then build the confidence in English. In addition, it is necessary
for them to know of more common senses about western culture and to widen their
knowledge horizon.

II

Analyzing teaching material
1. lesson type
reading
2. status and function
The book is named New Practical college English, it put emphasis on developing Ss
’
practical ability. There are eight units in book one , and each unit are composed by listening
&speaking , reading ,grammar, translation, writing .
Today I’m going to talk about
TextA of Unit 6 . This lesson includes two parts:

3. teaching guideline
(Teaching syllabus: Language is for communication, develop their four skills, lay special
emphasis on reading; Grellet put it well in his book developing reading skills: develop
reading skill/ discourse analysis; get them to understand the western culture better; improve
the ability to discover, analyze & solve the problems; Reading is for information, for fun;
Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)
4.
说教学目标和要求

Teaching aims and demands (…be intended for Ss in key schools)

1
）认知目标

knowledge objects
a. Enable the Ss to remember the following new words & phrases:

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Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population ke
eps growing so quickly, there will only be standing room left…

Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about
the problem of pollution.
2
）智能目标

ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.

f. Train them with some effective learning methods to optimize Ss’ learning results.

3
）德育目标

moral objects
a. Arouse their interest in learning English;
b. Help them to understand the background of pollution.
c. Enable the students to love our earth and the nature.
d. Be aware of the importance of stopping pollution & protecting out environment.
e. Encourage the Ss to do something to save the earth.
5.
说教学重点

teaching important points (
生词、句型；培养阅读技能
)
a. New words and phrases
b. Sentence pattern: If- clause

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c. improve their reading skills.
d. Talking about problems of the Earth.
6.
说教学难点

teaching difficult points (
语法；发展交际能力
)
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7.
说教具

teaching aids (multi-media computer, software, OHP)
The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities.
It’s of great help to increase the class density and improve our teaching result
. It can also
make the Ss reach a better understanding of the text by making the classes lively and
interesting. At the same time, it arouses the Ss’ interest in learning English.

二、说教法

Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning: New Syllabus Design encourages teachers to use this teaching method.
TBLT can stimulate Ss’ initiative in learning and develop their ability in language
application. Make the Ss the real masters in class while the teacher himself acts as the
director and bring their ability into full play.
三、说学法

Study methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill
—
skim & scan; how to communicate with
others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.
四、说教学过程
Teaching procedures
I.
复习

(Revision) 5min (Daily report;
词汇
diagram; brainstorming; activate schemata)
Activity 1: Imagination

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1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done?
(Wash it? Or throw it away?)
2). Suppose you catch a bad cold, what’s to be done?

3). Suppose your bike is broken, what’s to be done?

4). And suppose the earth, on which we all live, is damaged, what’s to be done?

* What can you think of when you see ―pollution‖ this word?(waste,
environment, air,
water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of
pollution.)
II.
呈现

(Presentation) 5min
Activity 2: Presentation


Play the song ―Earth Song‖ sung by Michael Jackson. (Create an atmosphere)

A lot of pictures and video clips about the causes and results of the three problems
mentioned in this lesson will be shown on the screen with the help of the computer.
Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good
atmosphere for communication.
* Activate their schemata and cultivate their ability in collecting information from the
Internet and develop their ability in thinking independently.
III.
对话

/
阅读

(Dialogue)18m
1. Pre- reading
Activity 3: Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4: Read and answer

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2nd listening/ careful reading, more Qs to get the detailed information. Develop their
reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.
*
阅读
: Pre-reading; while-reading; post- reading (fast reading/ careful reading; skim/ scan;
识别关键词
key words
；确定主题句；创设信息差
information gap
；
T or F;
填表格
chart/diagram; Predicting; Make a timeline; Make a story map
。达到对课文的整体理解和
掌握。
So that they can have a good understanding of the whole text.)
3. Post- reading
Activity 5: Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused
b. and so on
c. go on doing
d. be fit for
e. standing room
f. if- clause
IV.
操练

(Practice) 10m
Activity 6: Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7: Acting out
Activity 8: Drill
–
Supposition
Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act out; role play)
V.
巩固

(Consolidation) 6m
(Discussion; interview; press conference; debate; quiz)
Activity 9: role play
Suppose you were head of a village, scientist, journalist and villager, make up a
conversation and ask several groups to demonstrate in front of the class.

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* The Ss are encouraged to use the words and expression_rs like pollution, damage, be fit
for, turn into, the if- clause, etc.
Activity 10: Discussion
Think of the question: Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily
life?
Collect their answers and form a report.
VI.
作业

(Homework) 1m (Writing; continue the story; recite; retell)
Write a letter to the mayor, telling him sth. about the pollution around your school.
五、说板书
Blackboard design
英文版英语说课稿


Background of English teaching in my classes : Ss are not from common middle school but
vocational school ,subject in vocational school is to develop pupils
’
professional abilities,
so they spent a little time no English learning. when they go to college, they are lack of
confidence on listening, writing especially on speaking, so it is very important to develop
their interest and then build the confidence in English. In addition, it is necessary for them
to know of more common senses about western culture and to widen their knowledge
horizon.
I. Contents:


Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This
lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the
dialogue about ―What’s in the schoolbag?‖ and the answers. And in section 2,
it provides a
real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the
answer: I have 23 +n.(pl.)

II. Teaching aims


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-文明只差一步作文

-文明只差一步作文

-文明只差一步作文

-文明只差一步作文

-文明只差一步作文

-文明只差一步作文

-文明只差一步作文

-文明只差一步作文