初中英語課文說課課件

WhatwereyoudoingwhentheUFOarrived?林婷婷2011060642027河北民族師范學院Whatwereyoudoingwhencontentsanalysis

studentsanalysisaimanalysispointsanddifficultiesanalysis

teachingmethodanalysis

teachingtoolsandblackboarddesign

teachingproceduresanalysiscontentsanalysiscontentsanalysis

ThislessoncomesfromSectionB,Unit3inBookTwo,JuniorTwo.Thislessontalksabouthowtoaskothersabouttheirpastactions.Andalsocontainthewaystoanswer.Althoughthewordsandsentenceslearningisalittleboring,ittalksaboutUFOwhichisveryattractiveforthestudents.Sothislessoncaneasilyconnectthelearningcontentsandthestudents’interests.contentsanalysisThislestudentsanalysis

Afterthefrontalstudying,thestudentshasalreadyhadsomebaseaboutEnglish.Theycanmakeeasydialogs,andcanhandlethewordstheystudiedintheirwords.Andtheycanalsomakesentencesaccordingtoteacher’srequests.Sointhislesson,ateachercanteachthestudentsthelearningpointsinarelaxedandinterestingway.studentsanalysisAftertheaimanalysisKnowledgeobjectives:a)Words:UFObarber/barbershopbathroombedroomkitchencutalienboughtlandshirtstrangeamazing…b)Wordgroup:getouttakeofftakeplacec)Sentence:whatwereyoudoingwhen…Iwasdoing…while…Doyourememberwhatyouweredoingwhen…?aimanalysisKnowledgeobjectivAbilityobjectives:Thestudentscanusethesentence“whatwereyoudoingwhen…?”tomakedialogandcanuseitmasterly.Andtheycanusethewordstheyhavelearnedbeforetotalkaboutpastevents.Themostimportantthingisthestudentscanbeclearabouttheproblemaboutpasttense.Emotionobjectives:

Afterthislesson,thestudentcanfindmoreinterestingthingsaboutEnglishandtheycanlearnsomeboringlearningpointsinthewaytheylike.Abilityobjectives:EmotionobPointsanddifficultiesanalysis

Points:1)Whatwereyoudoingwhen…?2)Iwasdoing…when…3)Whatwashedoingwhen…?Difficulties:1)Usethesentence“whatwere/was

you/she/hedoingwhen…”masterly.2)Graspthedifferencesbetween“when”and“while”,andknowhowtousethemPointsanddifficultiesanalysTeachingmethodanalysisReflecting：

Attheleadingandendingofthecourse,Iwillproceedleadingandconsolidatingbymixingupthelearningcontentoflastunitandthislesson.Task-basedteachingmethod:Duringtheclass,Iwilldividethestudentsintosomegroups,andIwilldesign3-4tasksthatneedthestudentscompletebythemselves.TeachingmethodanalysisRefleTeachingtoolsandblackboarddesignTeachingtools:1)somepicturesaboutUFOandoutman.2)somecardsonwhicharesomewordsthatbelongtolastUnitandthislesson.Blackboarddesign:ontheleftpartoftheblackboardarethenewwordsandsentencepatterns.2)Onthemiddlearethepointsanddifficulties3)Ontherightaresometemporarywritingforthestudentstounderstandtheteaching.TeachingtoolsTeachingtools:TeachingproceduresanalysisStep1.warmingup(5mins)

Beforethelesson,IwillaskmystudentstoconsultsomematerialaboutUFOandoutman.Andtellthemtotakethecharacterorpicturematerialstotheclassiftheyareinterested.Beforetheclass,IwillasktheoneortwostudentsshowtheirmaterialstootherclassandthenshowthemsomepictureIfound.Designingidea:Howtoarousethestudents’interestaboutthelessonisveryimport.Consultingthematerialscannotonlymaketheirviewwide,butalsocanletthemlearnaboutwhattheywilllearninitiativelyandmaketheminterestedabouttheclasstheywilltakepartin.

TeachingproceduresanalysisS

step2:Interaction(10mins)

Afterthewarming-uppart,Iwillaskevergroups(4or5inone)toimagineanddiscusswhattheyweredoingwhentheUFOarrived.AndIwillgivethemtwotasks:TeachingproceduresanalysisEverygroupmakeabriefdialogbasedonthislesson.AndIwillaskonegroupshowtheirdialogafterinteraction.ImaginewhenyouseetheUFO,howwillyoufeel?AndIwillask2-3studenttoanswer.Designingidea:Discussioncanarousethestudents’interestandcanalsomakethempressingtothinkaboutthetasks.TeachingproceduresanalysisEStep3.Learningthenewwords:(10mins)Teachingproceduresanalysis

ManyEnglishteachers

alwaysleavethetaskofnewwordslearningafterclass,butIwillusetheclasstimetohelpthestudentstolearnthenewwordsbecausewhentheyinclasstimetheirabilitiesofrememberingisgreatest.SoIwillgivethe4-5minstolearnthenewwordsasmuchastheycan.ThenIask2studentscometotheblackboard(theotherstudentswriteonpaper)towritethenewswordsthatIread.Designingidea:Asateacher,weshoulddoourbesttohelpthestudentstolearnandunearththeirpotential.Sothehowtotakegoodadvantagesofthe“classtime”isveryimportant.Step3.LearningthenewwordsTeachingproceduresanalysisStep4.Learningthenewsentencepatterns(10mins)

Iwillaskthestudentstousetheeverypointsentencespatternstomake3newsentences(totally9sentences)in3-4mins.Andthenaskseveralstudentstoreadtheirsentences.AndduringthispartIwillredresstheirfaultsandexplainthelanguagepoints.Designingidea:Ithinkrepeatingisthemosteffectivewaytoremember,whenthestudentscanusethenewsentencepatternsskillfullytheymustgraspthem.Andthiswaycanalsotraintheirthinkingability.TeachingproceduresanalysisSTeachingproceduresanalysisStep5.Question&Homework(5mins)Question:Iwillleave2-3minutestoletthestudentputquestionstomeaboutthepointsthedidn’tunderstand.2)Homework:a)TalkabouttheUFOwiththeirfamily.b)reviewthenewwordsandsentencespatterns.AndIwilltakedictationaboutthethemnextclass.Designingidea:Ithinkitisnecessarytogivesometimetothestudentsforaskingwhattheydidn’tunderstandinclassbecausethisquestionmayalsobeotherswhoaren’tdaretoask.Andafterthehigh-strengthofwordsandsentenceslearningthestudentsalsoneedsometimetoconsolidatethemsothattheycanrememberthemcompletely.TeachingproceduresanalysisSThankyou

!林婷婷2011060642027Thankyou!林婷婷

WhatwereyoudoingwhentheUFOarrived?林婷婷2011060642027河北民族師范學院Whatwereyoudoingwhencontentsanalysis

studentsanalysisaimanalysispointsanddifficultiesanalysis

teachingmethodanalysis

teachingtoolsandblackboarddesign

teachingproceduresanalysiscontentsanalysiscontentsanalysis

ThislessoncomesfromSectionB,Unit3inBookTwo,JuniorTwo.Thislessontalksabouthowtoaskothersabouttheirpastactions.Andalsocontainthewaystoanswer.Althoughthewordsandsentenceslearningisalittleboring,ittalksaboutUFOwhichisveryattractiveforthestudents.Sothislessoncaneasilyconnectthelearningcontentsandthestudents’interests.contentsanalysisThislestudentsanalysis

Afterthefrontalstudying,thestudentshasalreadyhadsomebaseaboutEnglish.Theycanmakeeasydialogs,andcanhandlethewordstheystudiedintheirwords.Andtheycanalsomakesentencesaccordingtoteacher’srequests.Sointhislesson,ateachercanteachthestudentsthelearningpointsinarelaxedandinterestingway.studentsanalysisAftertheaimanalysisKnowledgeobjectives:a)Words:UFObarber/barbershopbathroombedroomkitchencutalienboughtlandshirtstrangeamazing…b)Wordgroup:getouttakeofftakeplacec)Sentence:whatwereyoudoingwhen…Iwasdoing…while…Doyourememberwhatyouweredoingwhen…?aimanalysisKnowledgeobjectivAbilityobjectives:Thestudentscanusethesentence“whatwereyoudoingwhen…?”tomakedialogandcanuseitmasterly.Andtheycanusethewordstheyhavelearnedbeforetotalkaboutpastevents.Themostimportantthingisthestudentscanbeclearabouttheproblemaboutpasttense.Emotionobjectives:

Afterthislesson,thestudentcanfindmoreinterestingthingsaboutEnglishandtheycanlearnsomeboringlearningpointsinthewaytheylike.Abilityobjectives:EmotionobPointsanddifficultiesanalysis

Points:1)Whatwereyoudoingwhen…?2)Iwasdoing…when…3)Whatwashedoingwhen…?Difficulties:1)Usethesentence“whatwere/was

you/she/hedoingwhen…”masterly.2)Graspthedifferencesbetween“when”and“while”,andknowhowtousethemPointsanddifficultiesanalysTeachingmethodanalysisReflecting：

Attheleadingandendingofthecourse,Iwillproceedleadingandconsolidatingbymixingupthelearningcontentoflastunitandthislesson.Task-basedteachingmethod:Duringtheclass,Iwilldividethestudentsintosomegroups,andIwilldesign3-4tasksthatneedthestudentscompletebythemselves.TeachingmethodanalysisRefleTeachingtoolsandblackboarddesignTeachingtools:1)somepicturesaboutUFOandoutman.2)somecardsonwhicharesomewordsthatbelongtolastUnitandthislesson.Blackboarddesign:ontheleftpartoftheblackboardarethenewwordsandsentencepatterns.2)Onthemiddlearethepointsanddifficulties3)Ontherightaresometemporarywritingforthestudentstounderstandtheteaching.TeachingtoolsTeachingtools:TeachingproceduresanalysisStep1.warmingup(5mins)

Beforethelesson,IwillaskmystudentstoconsultsomematerialaboutUFOandoutman.Andtellthemtotakethecharacterorpicturematerialstotheclassiftheyareinterested.Beforetheclass,IwillasktheoneortwostudentsshowtheirmaterialstootherclassandthenshowthemsomepictureIfound.Designingidea:Howtoarousethestudents’interestaboutthelessonisveryimport.Consultingthematerialscannotonlymaketheirviewwide,butalsocanletthemlearnaboutwhattheywilllearninitiativelyandmaketheminterestedabouttheclasstheywilltakepartin.

TeachingproceduresanalysisS

step2:Interaction(10mins)

Afterthewarming-uppart,Iwillaskevergroups(4or5inone)toimagineanddiscusswhattheyweredoingwhentheUFOarrived.AndIwillgivethemtwotasks:TeachingproceduresanalysisEverygroupmakeabriefdialogbasedonthislesson.AndIwillaskonegroupshowtheirdialogafterinteraction.ImaginewhenyouseetheUFO,howwillyoufeel?AndIwillask2-3studenttoanswer.Designingidea:Discussioncanarousethestudents’interestandcanalsomakethempressingtothinkaboutthetasks.TeachingproceduresanalysisEStep3.Learningthenewwords:(10mins)Teachingproceduresanalysis

ManyEnglishteachers

alwaysleavethetaskofnewwordslearningafterclass,butIwillusetheclasstimetohelpthestudentstolearnthenewwordsbecausewhentheyinclasstimetheirabilitiesofrememberingisgreatest.SoIwillgivethe4-5minstolearnthenewwordsasmuchastheycan.ThenIask2studentscometotheblackboard(theotherstudentswriteonpaper)towritethenewswordsthatIread.Designingidea:Asateacher,weshoulddoourbesttohelpthestudentstolearnandunearththeirpotential.Sothehowtotakegoodadvantagesofthe“classtime”isveryimportant.Step3.LearningthenewwordsTeachingproceduresanalysisStep4.Learningthenewsentencepatterns(10m