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

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1、Unit5Doyouwanttowatchagameshow?SectionB2a-2eHello,honorableteachersandjudges.Ifsmygreathonortostandhereandsharemyteachingdesignwithallofyou.TodaymytopicisUnit5Doyouwanttowatchagameshow?SectionB2ato2e.MypassageisfromGoforit,publishedbyPeople,sEducationPress,thefirstbookofGrade8.lldividemypresentation

2、into3parts:generalintroduction,teachingproceduresandfeaturesofthedesign.ThefirstPartisgeneralintroduction.Iwilltalkaboutitfromthefollowingsevenparts.GeneralIntroduction_nEvaluationmGuidingTheoryTeachingApproach&AidsiA9AnalysisoftheTeachingMaterialTeaching由.eRBIFocus&DifficultyAnalysisoftheTargetStud

3、entsTeachingObjectivesThenewEnglishcurriculumshowedushowtoanalyzethepassagefromthreeparts,theyarewhat,whyandhow.SoIdesignallmyactivitiesfromlowleveltohighlevelbasedonthecorecompetenceofEnglishcurriculum,Bloom,staxonomyoflearningandtheviewofEnglishlearningactivities.WiWW*1Clf=ljGeneralIntroductionSob

4、asedontheguidingtheory,Iwillinterpretthereadingmaterialfromthreedimensions,what,whyandhow.GenerallntroductionABysisoftheTeachingMaterial tohelpstudentsIeamthesptofMceMouserdhowCnOrCaboutthebcrjndoiMideyand由PeQPiettetanTypeOrder：Strvcture togetabetterunderstaigofthevarietyofcukure.TopicContentFuCliof

5、tPeriodTypeNumber1:What.ThispassageisfromUnitfive.Thetopicofthisunitisentertainmentandthefunctionistotalkaboutpreferencesandhowtomakeplans.Thisisthefourthperiod,it,sareadingandwritinglessonwhichfocusesonMickeyMouse,asymbolofAmericanculture.Number2:Why.BystudyingMickey,sstory,thepurposeofthisarticlei

6、stohelpstudentslearnthespiritofMickey,knowmoreaboutthebackgroundofMickeyandwhypeoplelikehim.Whafsmore,wewillgetabetterunderstandingofthevarietyofculture.Number3:How.Thispassageisatypicalnarrative.Timeorderisalsoadopted.ThewriterexplainsanintroductionofMickeyfirst,thentellsusthereasonswhyMickyissopop

7、ularandachievementsMickeyMousemade.So,basedontheanalysisoftheteachingmaterial,Iefscometomylovelyandperfectstudents.IW川analyzethetargetstudentswithKWLchart.GenerallntroducUonAnalysisoftheTargetStudentswhattheyKOWwhattheyWbder口eighth-graders_,loCartEardthvanltastdtbstooi:联加呻枇而蜩ndHavetheaHMtoachieveteg

8、oatsofthisIessmtheIangUagethestrcturB.thetypevdhawtowriteacartooncharacterhgcdandctcalthmbngfarWe-IonglearningThetargetstudentsareeightgraders,theylovewatchingcartoonsandtheyareinterestedinthistopic.Theyhavereadorwrittensimilarstoriesbefore,sotheyarewillingtocooperateinclassanddeveloptheirreadingabi

9、litytosomeextent.Theyhavemasteredsomebasicreadingskills,buttheystillwonderhowtogatherspecificinformationtheyneedandhavedifficultyinhigh-orderthinking.Afterreadingthepassage,theywilllearnthelanguage,thetype,thestructureandhowtowriteapassage.Forthinkingability,Iexpecttofostertheirlogicalandcriticalthi

10、nkingforlife-longlearning.Theteachingobjectiveshighlightthecorecompetenciesandreflectthecognitivelevels.Bytheendoftheclass:First,studentsW川beabletounderstandthemanideaofthetextandlearnthespiritofMickey.Second,thinkandexpresstheiropinionsactively.Third,masterthereadingskillscorrectlyandskillfully,use

11、thereadingstrategiestomakegoodpreparationfortheirwriting.Fourth,encouragestudentstofaceanydangerandworkhard,thinkdeeplyaboutthecultureofChinaandAmerica.Asforteachingfocusanddifficulty,Ithinkit,simportanttodevelopstudents,readingskills,especiallytogetthemainideasandspecificinformation.ButStudentsmayh

12、avedifficultyinexpressingtheirfeelingsaboutcartooncharactersandrealizingthetruespiritofMickeyandsomeotherlittleman.Sosuitableexerciseisthebest.AccordingtonationalEnglishcurriculum,IadoptPWPapproach,activitybasedapproachandcommunicativeapproachinmyteaching.Atthesametime,ImakeuseoftheCAI,thatiscompute

13、rassistedinstruction,multi-mediaandblackboarddesigntodrawstudents5attentionintheclass.Besides,asforevaluation,Iadoptteacher,sevaluation,peer-evaluation,andself-evaluationtoevaluatestudentsfromallroundperspectives.TeaehinaPrOCedUreSSo,accordingtotheanalysisabove,IeVscometothemostimportantpartofmyteac

14、hingdesign-myteachingprocedures.Idividemyteachingproceduresintobasically3stages:Pre-reading,WhilereadingandPost-reading.Studentscandeveloptheirreadingstrategiesandincreasetheirreadingefficienciesingeneral.TeachingProceduresTheViewofEnglishlearningActivitiesWhlhreadingLead-inReadforgistEieluatingPred

15、iction尸Readfordetails、Creating、ReadforthinkingJ.LrarnrigandTransferringandW量understandingcreatingTobeginwith,Ishowsomecartooncharactersandwetalkaboutthem.Then,IintroduceafamousChinesecartoonCharacter-MonkeyKing,andpresentnewwordsandphrases.Afterthat,Ishowavideoandletstudentsguesswhoisafamouscartoonc

16、haracterinAmerica?Soastoleadintothetopic-MickeyMouse.Studentsarecuriousaboutinformationrelatedtotheteacher,soitwillbeeasytoarousestudentsinterestandgettoknowthebackground.Beforetheycometothepassage,Iencouragestudentstodescribethepicture,thentheypredictthepassageandchoosethesuitablechoiceforthemanide

17、a.Readingwithpredictioncanmakereadingclearandpurposeful,thereforeislikelytoresultinbettercomprehension.Next,while-reading.First,readforgist.Letstudentsscanthepassageandfindouthowmanyparagraphsinthetext,thenskimandthetrytomatchthemainideaofeachparagraph.Byskimming,studentsareabletogetthemainideaofeac

18、hparagraph.Now,it,stimetoreadforsomedetailedinformation.ForMickey,sintroduction,IpresentanIDcard,studentsreadparagraphoneandtrytofindouttheanswers,suchasthebirthplace,appearance,thefirstcartoonandthecreator.WeknowthecreatorisWaltDisney,butmystudentsdon,thaveaveryclearunderstandingofthisman,soIpresen

19、tsomepicturesandthebackgroundinformation.Thentheyareguidedtothinkaboutthesetwoquestions:HowdidMickeymakeWaltrichandfamous?DoyouthinkMickeyonlybroughtmoneyandfametoWaltDisney?Thequestionsaregoodforthedepthnecessitateuncoveringdetailsandfurtherthinking.ForMickey,spopularity,Iguidestudentstoreadparagra

20、phtwocarefullyandfindoutthereasonsandthespirit.Andforthelastsentence,itmentionsanotherimportantthinkingaspect-whydidpeopleatthattimewanttobelikeMickey?ByshowingthebackgroundoftheGreatDepression,wewillhaveadeeperunderstanding.Besides,Ileadstudentstodigmore,thinkaboutthesetwoquestions:WasMickeyreallyl

21、ittle?WhowasuIittIeMickeywhenwefacedcovid-19?Byusingquestionsasachain,studentswillunderstanddeepmeaningbehindMickeyanddeveloptheirabilitiesofdeeperthinkingquality.ForMickey,sachievements,Idesigntwoquestions.Studentstrytofindouttheanswers,especiallyknowmoreabouttheHollywoodWalkofFame.Theproposeistole

22、tstudentsknowhowisMickeytoday.NowIeVscometothelaststepinwhile-reading,studentsreadparagraphoneandthreeagain,completethetimelineofMickey,slifeexperiences.Timeorderisadopted.Itenablesstudentstounderstandthegivingmaterialbetterbyusingdifferentreadingskills.Last,post-reading.Sincetheyhavelearnedsomanyth

23、ingsaboutMickey,itwillbeeasyforthemtosaysomethingaboutothercartooncharacters.SoIpresentsomeChinesecartooncharacters,studentsworkingroupsoffour,firsttheychooseacartooncharacterandtalkaboutit,thenwriteashortpassage.Througheffectivegroupwork,Iefsseehowtheydid.Finally,weenjoyaneducationalvideo,thenleadi

24、ntotheemotionaltopic.Itenablesstudentshaveanoverallunderstandingofthispassage.Asfordifferencesofdifferentstudents,myhomeworkis:forall,number1:Maketheirownmindmapsanduseittoretellthepassage.Herearesomeofmystudentsworks.See,theyreallydidaperfectjob.Number2:chooseothercartooncharactersandwriteashortpas

25、sage.Thehomeworkcanhelpthemtoconsolidatewhattheyhavelearnedinthislesson,andprepareforthenextclass.Idesignblackboardwritinglikethistofocusonthestructureandmakethecontentsclear.Whafsmore,theteacherandstudentsco-constructitintheteachingprocess.FOrtheIaStPartletsCOmetothefeaturesOfthedesiqn.Featuresof t

26、he Design Asweallknow,thelearningprocessisaprocessofconstructingknowledge.SoIthinkthisisahighlightoftoday,spresentation.Thereare3featuresinmyteachingdesign. BloomsTaxonomy Combinationofreadingandwriting TheCoreCompetenceofEnglishCurriculumFirst,Bloom,staxonomy.IVsusedtoimprovethinkingskillsfromlowor

27、dertohighorder.Allquestionsdesignedherewillgofromtheeasyonestothedifficultones.Byusingquestionsasachain,wecanimprovestudents,languagecompetencystepbystep.Second,combinationofreadingandwriting.Readingandwritingcombinedisanefficientwaytoimprovethekeycompetence.Everystepduringthereadingprocessleadsonfo

28、undationforwriting.Third,thestudents1corecompetencies.Forlanguagecompetency,thelessonattachesimportancetotheintegrityofdiscourselearningandimprovesstudents*languageskills.Forlearningcompetency,itenhancestheirautonomousandcooperativelearningskills.Forthinkingquality,especiallypayattentiontostudents1divergentthinking.Andforcultureawareness,thelessonhelpsstudentsimprovetheawarenessofcrossculturebycomparingAmericanandChinesespirits.Well,that,sallformypresentation.Thanksforyourpatienceandlistening.Haveaniceday!