说课稿-Unit 5 Do you want to watch a game show？Section B 2a-2e.docx

Unit5Doyouwanttowatchagameshow?SectionB2a-2eHello,honorableteachersandjudges.Ifsmygreathonortostandhereandsharemyteachingdesignwithallofyou.TodaymytopicisUnit5Doyouwanttowatchagameshow?SectionB2ato2e.MypassageisfromGoforit,publishedbyPeople,sEducationPress,thefirstbookofGrade8.lldividemypresentationinto3parts:generalintroduction,teachingproceduresandfeaturesofthedesign.ThefirstPartisgeneralintroduction.Iwilltalkaboutitfromthefollowingsevenparts.GeneralIntroduction_nEvaluationmGuidingTheoryTeachingApproach&AidsiA9AnalysisoftheTeachingMaterialTeaching由.eRBIFocus&DifficultyAnalysisoftheTargetStudentsTeachingObjectivesThenewEnglishcurriculumshowedushowtoanalyzethepassagefromthreeparts,theyarewhat,whyandhow.SoIdesignallmyactivitiesfromlowleveltohighlevelbasedonthecorecompetenceofEnglishcurriculum,Bloom,staxonomyoflearningandtheviewofEnglishlearningactivities.WiWW*1Clf=ljGeneralIntroductionSobasedontheguidingtheory,Iwillinterpretthereadingmaterialfromthreedimensions,what,whyandhow.GenerallntroductionABysisoftheTeachingMaterial tohelpstudentsIeamthesptofMceMouserdhowCnOrCaboutthebcrjndoiMideyand由PeQPiettetanTypeOrder：Strvcture togetabetterunderstaigofthevarietyofcukure.TopicContentFuClioftPeriodTypeNumber1:What.ThispassageisfromUnitfive.Thetopicofthisunitisentertainmentandthefunctionistotalkaboutpreferencesandhowtomakeplans.Thisisthefourthperiod,it,sareadingandwritinglessonwhichfocusesonMickeyMouse,asymbolofAmericanculture.Number2:Why.BystudyingMickey,sstory,thepurposeofthisarticleistohelpstudentslearnthespiritofMickey,knowmoreaboutthebackgroundofMickeyandwhypeoplelikehim.Whafsmore,wewillgetabetterunderstandingofthevarietyofculture.Number3:How.Thispassageisatypicalnarrative.Timeorderisalsoadopted.ThewriterexplainsanintroductionofMickeyfirst,thentellsusthereasonswhyMickyissopopularandachievementsMickeyMousemade.So,basedontheanalysisoftheteachingmaterial,Iefscometomylovelyandperfectstudents.IW川analyzethetargetstudentswithKWLchart.GenerallntroducUonAnalysisoftheTargetStudentswhattheyKOWwhattheyWbder口eighth-graders_,lo«CartEardthvanltastdtbstooi:°联加"呻枇而蜩ndHavetheaHMtoachievetegoatsofthisIessmtheIangUagethestrcturB.thetypevdhawtowriteacartooncharacterhgcdandctcalthmbngfarWe-IonglearningThetargetstudentsareeightgraders,theylovewatchingcartoonsandtheyareinterestedinthistopic.Theyhavereadorwrittensimilarstoriesbefore,sotheyarewillingtocooperateinclassanddeveloptheirreadingabilitytosomeextent.Theyhavemasteredsomebasicreadingskills,buttheystillwonderhowtogatherspecificinformationtheyneedandhavedifficultyinhigh-orderthinking.Afterreadingthepassage,theywilllearnthelanguage,thetype,thestructureandhowtowriteapassage.Forthinkingability,Iexpecttofostertheirlogicalandcriticalthinkingforlife-longlearning.Theteachingobjectiveshighlightthecorecompetenciesandreflectthecognitivelevels.Bytheendoftheclass:First,studentsW川beabletounderstandthemanideaofthetextandlearnthespiritofMickey.Second,thinkandexpresstheiropinionsactively.Third,masterthereadingskillscorrectlyandskillfully,usethereadingstrategiestomakegoodpreparationfortheirwriting.Fourth,encouragestudentstofaceanydangerandworkhard,thinkdeeplyaboutthecultureofChinaandAmerica.Asforteachingfocusanddifficulty,Ithinkit,simportanttodevelopstudents,readingskills,especiallytogetthemainideasandspecificinformation.ButStudentsmayhavedifficultyinexpressingtheirfeelingsaboutcartooncharactersandrealizingthetruespiritofMickeyandsomeotherlittleman.Sosuitableexerciseisthebest.AccordingtonationalEnglishcurriculum,IadoptPWPapproach,activitybasedapproachandcommunicativeapproachinmyteaching.Atthesametime,ImakeuseoftheCAI,thatiscomputerassistedinstruction,multi-mediaandblackboarddesigntodrawstudents5attentionintheclass.Besides,asforevaluation,Iadoptteacher,sevaluation,peer-evaluation,andself-evaluationtoevaluatestudentsfromallroundperspectives.TeaehinaPrOCedUreSSo,accordingtotheanalysisabove,IeVscometothemostimportantpartofmyteachingdesign-myteachingprocedures.Idividemyteachingproceduresintobasically3stages:Pre-reading,WhilereadingandPost-reading.Studentscandeveloptheirreadingstrategiesandincreasetheirreadingefficienciesingeneral.TeachingProceduresTheViewofEnglishlearningActivitiesWhlhreadingLead-inReadforgistEieluatingPrediction尸Readfordetails、Creating、ReadforthinkingJ.LrarnrigandTransferringandW量understandingcreatingTobeginwith,Ishowsomecartooncharactersandwetalkaboutthem.Then,IintroduceafamousChinesecartoonCharacter-MonkeyKing,andpresentnewwordsandphrases.Afterthat,IshowavideoandletstudentsguesswhoisafamouscartooncharacterinAmerica?Soastoleadintothetopic-MickeyMouse.Studentsarecuriousaboutinformationrelatedtotheteacher,soitwillbeeasytoarousestudents'interestandgettoknowthebackground.Beforetheycometothepassage,Iencouragestudentstodescribethepicture,thentheypredictthepassageandchoosethesuitablechoiceforthemanidea.Readingwithpredictioncanmakereadingclearandpurposeful,thereforeislikelytoresultinbettercomprehension.Next,while-reading.First,readforgist.Letstudentsscanthepassageandfindouthowmanyparagraphsinthetext,thenskimandthetrytomatchthemainideaofeachparagraph.Byskimming,studentsareabletogetthemainideaofeachparagraph.Now,it,stimetoreadforsomedetailedinformation.ForMickey,sintroduction,IpresentanIDcard,studentsreadparagraphoneandtrytofindouttheanswers,suchasthebirthplace,appearance,thefirstcartoonandthecreator.WeknowthecreatorisWaltDisney,butmystudentsdon,thaveaveryclearunderstandingofthisman,soIpresentsomepicturesandthebackgroundinformation.Thentheyareguidedtothinkaboutthesetwoquestions:HowdidMickeymakeWaltrichandfamous?DoyouthinkMickeyonlybroughtmoneyandfametoWaltDisney?Thequestionsaregoodforthedepthnecessitateuncoveringdetailsandfurtherthinking.ForMickey,spopularity,Iguidestudentstoreadparagraphtwocarefullyandfindoutthereasonsandthespirit.Andforthelastsentence,itmentionsanotherimportantthinkingaspect-whydidpeopleatthattimewanttobelikeMickey?ByshowingthebackgroundoftheGreatDepression,wewillhaveadeeperunderstanding.Besides,Ileadstudentstodigmore,thinkaboutthesetwoquestions:WasMickeyreallylittle?WhowasuIittIeMickeywhenwefacedcovid-19?Byusingquestionsasachain,studentswillunderstanddeepmeaningbehindMickeyanddeveloptheirabilitiesofdeeperthinkingquality.ForMickey,sachievements,Idesigntwoquestions.Studentstrytofindouttheanswers,especiallyknowmoreabouttheHollywoodWalkofFame.TheproposeistoletstudentsknowhowisMickeytoday.NowIeVscometothelaststepinwhile-reading,studentsreadparagraphoneandthreeagain,completethetimelineofMickey,slifeexperiences.Timeorderisadopted.Itenablesstudentstounderstandthegivingmaterialbetterbyusingdifferentreadingskills.Last,post-reading.SincetheyhavelearnedsomanythingsaboutMickey,itwillbeeasyforthemtosaysomethingaboutothercartooncharacters.SoIpresentsomeChinesecartooncharacters,studentsworkingroupsoffour,firsttheychooseacartooncharacterandtalkaboutit,thenwriteashortpassage.Througheffectivegroupwork,Iefsseehowtheydid.Finally,weenjoyaneducationalvideo,thenleadintotheemotionaltopic.Itenablesstudentshaveanoverallunderstandingofthispassage.Asfordifferencesofdifferentstudents,myhomeworkis:forall,number1:Maketheirownmindmapsanduseittoretellthepassage.Herearesomeofmystudentsworks.See,theyreallydidaperfectjob.Number2:chooseothercartooncharactersandwriteashortpassage.Thehomeworkcanhelpthemtoconsolidatewhattheyhavelearnedinthislesson,andprepareforthenextclass.Idesignblackboardwritinglikethistofocusonthestructureandmakethecontentsclear.Whafsmore,theteacherandstudentsco-constructitintheteachingprocess.FOrtheIaStPartlet'sCOmetothefeaturesOfthedesiqn.Featuresof the Design Asweallknow,thelearningprocessisaprocessofconstructingknowledge.SoIthinkthisisahighlightoftoday,spresentation.Thereare3featuresinmyteachingdesign. Bloom'sTaxonomy Combinationofreadingandwriting TheCoreCompetenceofEnglishCurriculumFirst,Bloom,staxonomy.IVsusedtoimprovethinkingskillsfromlowordertohighorder.Allquestionsdesignedherewillgofromtheeasyonestothedifficultones.Byusingquestionsasachain,wecanimprovestudents,languagecompetencystepbystep.Second,combinationofreadingandwriting.Readingandwritingcombinedisanefficientwaytoimprovethekeycompetence.Everystepduringthereadingprocessleadsonfoundationforwriting.Third,thestudents1corecompetencies.Forlanguagecompetency,thelessonattachesimportancetotheintegrityofdiscourselearningandimprovesstudents*languageskills.Forlearningcompetency,itenhancestheirautonomousandcooperativelearningskills.Forthinkingquality,especiallypayattentiontostudents1divergentthinking.Andforcultureawareness,thelessonhelpsstudentsimprovetheawarenessofcrossculturebycomparingAmericanandChinesespirits.Well,that,sallformypresentation.Thanksforyourpatienceandlistening.Haveaniceday!