初中英語說課稿HowdoIwritemyhomeworkonthecomputer

初中英語授課稿：HowdoIwritemyhomeworkonthecomputer初中英語授課稿：HowdoIwritemyhomeworkonthecomputer3/3初中英語授課稿：HowdoIwritemyhomeworkonthecomputerGoodmorning,ladiesandgentlemen.IamQinXingqiao,fromLongchengMiddleSchoolinLiuzhou,Guangxi.It’smygreathonortopresentmylessonhere.ThelessonI’llpresentisModule7ComputersUnit1HowdoIwritemyhomeworkonthecomputer?inthefirstbookforstudentsinGrade7,NewStandardEnglish,publishedbyForeignLanguageTeachingandResearchPress.Thepresentationwillcoverthesesixparts.Let’sbeginwiththeanalysisofteachingmaterial.Unit1module7isfocusedonhowtodohomeworkonthecomputerandthetypeofthelessonislisteningandspeaking.Studentsmustbeabletounderstandthetargetlisteningmaterialandtousethenewlanguageknowledgetotalkabouthowtooperatecomputers.Sincecomputersarefamiliarandinterestingtostudentsnowadays,it’llbeeasytomotivateenoughbackgroundknowledgeinstudents’mind,whichreducesthedifficultyoflisteningandspeaking.ThetargetlanguagestructureofthismoduleisWh-Questions,whichisfoundedonthelanguagestructureoflastmodule—GeneralQuestions.Afteracarefulanalysisofunit1module7,itiseasytofindthattheteachingmaterialisarrangedinalogicsequence.First,learntheitemsofacomputer.Second,learntoconnectacomputer.Third,learntodohomeworkonthecomputerfromthelisteningmaterialandtrainlisteningskills.Fourth,learnandpracticewh-questions.Fifth,practicevocabularies.Finally,itisthespeakingtraining.Thoughtheteachingmaterialislogical,itmaybechangedaccordingtothespecificteachingsituation.Basedontheanalysisabove,apredictioncanbemadeempirically.Thatisstudentsmayfacedifficultyinlearningsomenewvocabulariesandusingthenewlanguageknowledgetocommunicate.Sincestudentsarethecenterofclasses,ananalysisofstudentsisnecessary.ThestudentsItaughtinthislessonwerefromamiddleschoolinGuilin,whichwasnotfamiliartome.AfterasimplediscusswiththeirEnglishteacher,Ihadagoodknowingaboutthestudents.MostofthestudentshaveagoodfoundationinEnglish.TheyareinterestedinEnglishandactiveinclass.Theyenjoycommunicatingwitheachotherwhentheyaregivenaninterestingtopicandenoughlanguageinput.AccordingtotheNationalEnglishCurricularStandardinthePhaseofCompulsoryEducation,studentsmustbeabletounderstandthelisteningmaterialaboutfamiliartopic,tocommunicateinfamiliartopicinclassafterthefirstyearofEnglishlearning.Theteachingobjectsaresetundertheanalysisofteachingmaterialandthestudents,andtheNationalEnglishCurricularStandard.LanguageKnowledge:Studentswillbeabletoread,understandandusethekeyvocabularies,tounderstandthestructureofWh-QuestionsandtouseWh-Questions.Languageskills:Studentswillbeabletounderstandtheconversationsaboutoperatingacomputer,togettheinstructionsaboutdoinghomeworkonacomputerandtomakesimpleinstructionsaboutoperatingthecomputer.Learningstrategies:Studentswillbeabletocommunicatebyimitating,tomasternewlanguagestructurebyobserving,analysizingandsummarizingandtocooperateingroupandlearnfromothers.Sentiment:Studentswillhaveacorrectattitudetousingcomputers:notonlytoplaybutalsotostudyandhelpothers.Thekeypointsincludethevocabularyaboutcomputers,Wh-Questionsandmakingsimpleinstructionsofoperatingcomputers.ThedifficultpointlaysonmakingsimpleinstructionsofoperatingcomputersAboutteachingmethods,PWP-TeachingMode,CommunicativeApproachandTask-basedApproachareappliedinthislesson.PWP-TeachingModedividesteachingprocedureintothreeparts:pre-listening,focusedonmotivatingbackgroundinformationandlearningnewvocabularyandlanguagestructure;while-listening,payingattentiononskillstrainingandmorelanguageinputandport-listening,devotestolanguageuse.CommunicativeApproachpaysattentiontofunctionalandstructuralaspectsoflanguage,emphasizesthatthegoaloflanguagelearningiscommunicativecompetenceandseekstoachievemeaningfulcommunicationandlanguageuse.Ataskisanactivitythatrequireslearnerstousethetargetlanguage,withmeaningatthecore,toachieveanobjective.Task-basedlearningprovidesaninteractivelearningenvironmenttopromoteinteractivelanguagelearningandtheopportunityforauthenticuseofthetargetlanguage.Theauthenticmaterialwillsustaininterest,increaseenjoymentandbuildconfidence,enablingstudentstocommunicatesuccessfullyandfluently.Task-basedlanguageteachingensuresthelearner-centeredness.Inthecourseofaccomplishingtheassignedtasksbytheteacher,studentsarerequiredtocooperateordiscusswitheachotherbycommunicatingfrequently,solearningnowbecomesmoreactiveandactivitiesbecomemorecommunicative,whichmayimprovetheirabilityofcooperativelanguagelearningandautonomouslearningaswellascommunication.Now,let’smeshowyoutheteachingprocedure.AswhatIpresentedjustnow,theteachingprocedurecoversmainlythreeparts:pre-listening,while-listeningandpostlistening.Sincelanguagelearningisaprogressiveandgradualprocess,thestepsineachpartaredesignedinaprogressiveway.Pre-listening,step1lead-in.first,thequestions—Doyoulikecomputers?Why?motivatedthestudents’lifeexperienceaboutcomputersandleadthemintothetopicofthelesson.Thenasituationthatthestudents’Englishteacherlikesshoppingonthecomputerandsheboughtsomethingonthecomputerwasset.Therealandfunnypictureoftheirteachermadethestudentslaugh.Thathelpedtocreatearelaxingatmosphere.Thesituationsettingprovidedagoodenvironmentforthestudentstolearnthenewvocabularies.Step2,newwordsandphraseslearning.Thenewwordsandphraseswerepresentedinthreeconnectedsituations:buyacomputer,coveringthewordsofcomputeritems;connectacomputer,coveringthewords—connecttoandturnon;usethecomputer,involvingtheexpressionsaboutdoinghomeworkonthecomputerstepbystep.Inordertomakethestudentsmasterthenewwords,phrasesandexpressions,therewasasimpledrillineachpartofwordslearning:first,readnewwordsonebyone,rowbyroworgroupbygroup;second,readnewwordsinloudorlowvoices;third,chantthenewwords.Step3,twogamesforreviewingallthenewwordsandphrases.Thefirstonewasmissingguess.Iusedamindmaptoconnectallthenewwordsandphrases,helpingthestudentsunderstandthenewwordsandphrasesinaconnectingway.Eachtimeawordwasmissing,andthestudentsneededtostandandspeakouttheword.Thesecondonewaslookandsay.Studentslookedatpictures,andthenstoodandspokeoutwhattheywereinthepictures.While-listening.Step1,listenandanswertwosimplequestions.Thatmadethestudentsgetthemainideaoflisteningmaterial.Step2,thestudentswatchedavideoofthelisteningmaterial,andnumberthepicturesaboutthestepsofdoinghomeworkonthecomputer.Comparedwiththelisteningexercisesinthetextbook,usingaflowchart,withnotonlytextdescriptionsbutalsopictures,topresentthestepsofdoinghomeworkonthecomputermadethestudentsunderstandthelisteningmaterialmorevisuallyandeasily.Post-listening.Step1,ReadthelisteningmaterialafterthetapeandfindWh-QuestionsandsummarizethestructureofWh-Questions.Afterfindingallthewh-questions,thestudentsneededtoobservethequestions,recalltheknowledgeaboutgeneralquestionsinthetheirmindandfindthecommencesinthequestions,andthensummarizedthestructureofwh-questionsundertheguideoftheteacher.Thewholeprocesshelpedthestudentsapplysomeusefulstrategiestolanguagelearning.Step2,pairwork:talkabouthowtodohomeworkonthecomputeragainandmakeadialogueaboutit.Thisstepwasactuallyaretellingofthelisteningmaterial,helpingthestudentsbemorefamiliarwithhowtogiveinstructionsofoperatingthecomputertofinishaspecifictaskandpreparingthemtofurtherlanguageuseinnextstep.Step3,groupwork:teachsomeonetooperatethecomputertofinishspecifictasks.Thestudentswastoldthatsomeoneaskedtwoquestionsin“百度知道”andpleasehelpthemsolvetheproblems.Thatwasarealsituationinthestudents’lifeandIusedthePPTtosimulatearealsituationofusingcomputers.Thisstepmadethestudentstrytousethelanguageknowledgetheyhadlearnttosolvetheproblemsinreallife.Thereweretwotasksforthestudents.Theyneededtoanswerandshowhowtofindasongoramovieoncomputers.Thestudentsworkedinagroupofthreepersons.Withthehelpoftheguideonthetaskpapers,theydiscussedhowtosolvetheproblem.Thentwostudentsreportedthestepsofoperatingthecomputer,andtherestonecametooperatethecomputerstepbystep,showingtheirsolutiononthecomputer.Afterallthestepsabove,theteachingwasclosedtotheend.Inordertohelpthestudentsrememberwhattheyhadgotinthislessoneasily,Iuseachanttosummarizemainstepsofdoinghomeworkonthecomputer.Thestudentswereguidedtochantwiththerhythmactivelyandsmoothly.Aftertheclass,theyneedtowriteapassageabouthowtodohomeworkonthecomputer.Aboutthedesignoftheblackboard,Imainlyusedtheblackboardtopresentthemainlanguagestructureofthislesson:wh-questions.Now,letmemakeasummaryofmylesson.First,asmanyteachersdo,theachievementofsentimentobjectisusuallyarrangedattheendofalesson.Butinthislesson,Iinfiltratedtheeducationofemotionandattitudeintothefree-talk—Doyoulikecomputers?Why?—atthebeginningofthelesson.Iguidedthestudentstounderstandthatusingcomputerscorrectlyisveryimportant.What’smore,thestudentswer