英文说课4第四部分306-初中英语-说课参赛教学设计20111224

Designer Teaching materials 姓名 Students to be taught 2nd year students of junior high school in Nanning Module 4 Unit 1: How long have you studied English? English Book 3, Foreign Language Teaching and Research Press Learners Analysis The students that I am supposed to teach are the second-year students of junior high school in Nanning. They have learned English for more than 5 years. Thus, for the linguistic proficiency, they may have some idea with the present perfect, but not very good at it. In addiction, referring to the students’ cognitive structure, they have known something about the Hope School. In addition, as for the affective state, the students at this age are usually active and curious, but, at the same time, they are easy to get absent-minded in class if they are kept listening to the teacher all the time in a passive way. Therefore, in this class, I intend to design various activities so as to activate their schemata, to stimulate their interest, and to make them concentrate on the class. Materials Analysis The lesson that I am going to teach is Module 4 Unit 1: How long have you studied English? , taken from English Book 3, published by Foreign Language Teaching and Research Press. This is a listening and speaking class. The text is about Hope School with the present perfect, as the linguistic focus. As the first class of this module, it’s sensible to give the students a general picture of the topic of this module. It is also necessary to introduce the students the language points of this module. In this way, I am sure that the students can make good preparation for the further study. 1

Teaching Objectives Linguistic objectives By the end of this class, the students will be able to : 1) Retell the text and describe their own English learning experiences. 2) Express what people have done by using the present perfect tense, especially the sentences that include “how long”. Cultural objectives By the end of this class, the students will be able to get a better understanding about the measures that our government takes in education. Emotional objectives By the end of this class, the students will be able to have a better understanding of Project Hope. Teaching Focus Teaching focus sentences that include “ how long”(Key point) The students are able to retell the text. (Difficult point) Ways out the worksheet with the present perfect. Provide the students with some cues for reference. Express the duration of behavior by using the present perfect, especially Ask the students to do the reading comprehension questions on The students are able to write a passage on the topic My experiences of studying Set up scaffoldings ladder by ladder for the students through a English. (Difficult point) series of closely connected but difficulty-increased activities .Then provide them with a written summary of the text for the students to imitate. 2

Teaching Methodology My teaching philosophy: In today’s language teaching, teachers should take the role of scaffolding for the students. He should not tell the students everything, but provide support for the students to find things on their own. Another key element in language teaching is interaction, without which language cannot be learned. Therefore, the class time should be given to the students’ interactive activities. With the teacher’s careful scaffolding and the students’ meaningful interactions, the language class will be successful in developing the learners’ communicative competence in the end. Specific teaching methods: 1) Top-down method in listening comprehension 2) Inductive method in grammar teaching 3) Communicative approach in speaking and writing activities Teaching Aids Computer-assisted language teaching with chalk and board Teaching Flowchart 3

Step 2: Brainstorming activity Step 1: Warming-up activity Step 9: Homework assignment Step 8: Oral presentation activity Step 7: Follow-and-write activity Step6: 4th listening for retelling Step 5: 3rd listening for language Step 4: 2 listening for the details Step 3：1 listening for the gist stndStage 3: Production (13 mins.) Stage 2: Top-down listening(20 mins.) Stage 1: Lead-in (7 mins.) 4

Teaching Procedures Stages Stage1: Lead-in 2. Brainstorming Predict the content of the dialogue by Steps 1. Warming-up activity Students’ activities Enjoy the pictures and tell as much as they know about the pictures Teacher’s activities Present the students with the the same time, integrate new words and expressions in the description of the pictures. Ask the students to predict the content of the dialogue by Purposes Time To catch the students’ 2 minutes foreshadow the topic of this lesson. To facilitate the students to get closer and closer to the text. 5 minutes pictures the Project Hope. All at attention and activity brainstorming activity. brainstorming activity. 5

Design of brainstorming activity: Reasons for Stage 1: The purpose of this stage is to stimulate the students’ interest and to bring a close link between the students’ prior knowledge and the in-coming input. The design of the first stage in this way is based on the constructivist theory. The constructivist theory believes that learning is a process in which the learners construct meaning based on their own experience and what they already know. Therefore, in these two steps, I aim at engaging in the students’ personal experience by activating the students’ schemata. Gansu Poor Project Hope School Children Countryside 6

Stage2: 3. 1st listening of the dialogue for the gist Listen for the gist of the Ask the students to listen multiple choice question and do multiple choice on the worksheet. question on the main idea of the text. To let the students have 4 mins text. dialogue and do the for the gist of the dialogue a general picture of the 4. 2nd listening for the Listen to the dialogue for Ask the students to listen the 2nd time and do the T/F statements on the worksheet. to the dialogue for the 2nd time and do the T/F statements on the worksheet. To let the students have 5 mins a better understanding attention to the details 6 mins of the dialogue and pay Top-down listening details 5. 3rd listening for Do the reading language on the worksheet with the present perfect. 6. 4th listening Ask the students to do the comprehension on the questions perfect. comprehension questions reading worksheet with the present for Retell the dialogue orally Provide the students with Enable the students to 5 mins by using the key words some cues to prepare their sort out the text in a as cues provided by the text-retelling in pair work logical way. teacher. for 2 minutes. And then ask some students to retell retelling 7

the text in class. Design of Step 3: What’s the topic of this dialogue? ( ). A．school life B．family C．work D．future Design of Step 4: T/F statements: 1) Betty has known Lingling for 3 years. ( F ) 2) Sally will arrive in Beijing next month. ( T ) 3) Betty have you lived here since 2004. ( T ) 4) Lingling has learned Chinese for a year. ( F ) 5) A Hope School is a school for rich children. ( F ) Design of Step 5: Language work: The present perfect with “ how long ” 1. How long has Lingling known Sally? 2. How long has Project Hope built schools all over China？ 3. How long has Sally studied Chinese? 4. How long has Betty lived in China? 8

Design of Step 6: Cues for retelling: know/ arrive/ get on well with/live/ hear/ arrive/how long/Chinese/has studied/since/the Hope School/all over China Summary for reference: Sally and Lingling are having a talk. Sally will arrive in Beijing next month. Betty asks Lingling “How long have you known Sally?” Lingling say “For two years. Sally can speak a little Chinese.” And Betty has studied Chinese for a year. She lived here since 2004. Sally’s school orchestra has some concerts, but she has heard about the Hope School for poor children. Since 1989 Project Hope has built schools all over China. Reasons for Stage 2： Socio-constructivist theory believes that learning is best achieved through teacher’s scaffolding and students’ peer support. For this reason, I ask the students to listen to the text for 4 times with the listening activities more and more difficult from getting the gist, to catching the details, to learning the linguistic items, and to retelling the text. In this way, I set up scaffolding for the students ladder by ladder by carrying out a series of closely connected and difficulty-increased activities. Then the students can extend their skills and knowledge to the fullest potential. In this process, teacher’s role, as a guide and facilitator, can be enacted vividly. Stage 3: Production 7. activity Take the teacher’s written Present the students with a Enable the students to pay attention 5 mins write a paragraph on the topic text as a reference for the My experiences of studying students to imitate the English. writing on the topic My experiences of studying Follow-and-write summary as the reference to written summary of the to the language points of this lesson 9

8. Oral presentation activity Present the English. written Encourage the students to To give the students an opportunity 6 mins and give peer evaluation. And the teacher provides feedback. 9. Homework Write a composition of 50 words about the Project Hope. To let the students use what they 2 mins have learnt into practice paragraphs in the whole class present their written work to practice speaking. and make peer evaluation. Reasons for Stage 3: Stage 3 is the last stage to detect the accomplishments of the teaching objectives and to see the effectiveness of this class. Therefore, productive skills as writing and speaking should be concerned. This is the reason that I design follow-and-write activity and oral presentation activity in this stage. In addition, the communicative approach believes students can be motivated by authentic tasks that have some communicative elements, and so the topic for writing should be familiar, meaningful, and relevant to the students’ life and interests. Therefore, I choose the topic “My experiences of studying English.” which meets the requirements mentioned above to the fullest extent. Teaching Reflection 10

Highlights and limitations of this lesson: Firstly, this lesson is a task-based process in which the teacher manages to set up scaffolding for the students by carrying out a series of closely-connected and difficulty-increased tasks. Secondly, in this lesson, the teacher tries to improve the students overall language ability, including the language skills, language knowledge, culture awareness, emotional attitude, and learning strategies. Last but not the least, the teacher tries to activate the students’ schemata by presenting the students with pictures and by brainstorming activity. However, the designing of this lesson may be not so effective in developing the student’s critical thinking competence. 学案 Worksheet Activity 1: Multiple choice questions ★ The main idea of this text is :( ). A．school life B．family C．work D．future Activity 2: T/F statements ★★ 1) Betty has known Lingling for 3 years. ( F ) 2) Sally will arrive in Beijing next month. ( T ) 3) Betty have you lived here since 2004. ( T ) 11

4) Lingling has learned Chinese for a year. ( F ) 5) A Hope School is a school for rich children. ( F ) Activity 3: Language work ★★★ 1. How long has Lingling known Sally? 2. How long has Project Hope built schools all over China？ 3. How long has Sally studied Chinese? 4. How long has Betty lived in China? Activity 4: Cues for retelling ★★★★ Cues for retelling: know/ arrive/ get on well with/live/ hear/ arrive/how long/Chinese/has studied/since/the Hope School/all over China Summary for reference: Sally and Lingling are having a talk. Sally will arrive in Beijing next month. Betty asks Lingling “How long have you known Sally?” Lingling say “For two years. Sally can speak a little Chinese.” And Betty has studied Chinese for a year. She lived here since 2004. Sally’s school orchestra has some concerts, but she has heard about the Hope School for poor children. Since 1989 Project Hope has built schools all over China. Activity 5: Follow-and-write ★★★★★ Imitate the writing of the summary on the topic My experiences of study English.

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