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西南大學(xué)外語學(xué)院教學(xué)設(shè)計模板TitleKipperandtheGiantLesson2TextbookGoodEnglish5aStudentsClass1TypeoflessonReadingTime&dateYuhuanSchoolSichuanNormalUniversityExperimentalForeignLanguageSchoolⅠAnalysisofTeachingContentsThemecontextThisstoryIchoseisaboutagiantwhowassocrossthatnobodyinthevillagelikedhim.withthehelpofunexpectedboy"Kipper",thegiantlearnedhowtogetalongwellwithothers.Thisstoryisnotthatdifficultforstudentstounderstand.Andthepersonalityofthegiantissomekindoflikeafewstudents.TypeoftextReadingAnalysisoftextThistextisastoryaboutamagicadventureused‘pasttense’.Themaintaskistoencouragestudentstofacethenegativeemotionspositivelybycomparingtwomaincharacters.ⅡAnalysisofStudentsThestudentshavereadthestoryandlistenedtotheCDbeforetheclass.Theyhavetheabilitytounderstandthemainideaofthestory.Theyarealsoabletoexpressthemselvesandthinkthingscriticallyinsomekindofdegree.Theyarelackinthecontrolofnegativeemotionsindailylife.ⅢTeachingObjectiveslanguageabilitystudentsareexpectedtogetabetterunderstandingaboutthewholestorywithteacher'sguidance.StudentsshouldbeabletouseEnglishtoanalyzetheplotofthestoryanddifferentcharacteristicsoftheroles.learningabilityStudentsshouldbeabletodevelopindependentlearningandalsolearntocooperatewithgroupmembers.studentsareexpectedtoimprovetheirabilitiesofsummarybycompletingthemindmapaboutthisstorystepbystepandwhentheyreadthiskindofreadingmaterial,theyknowtousecomparisonstrategiestohelpthemtounderstand.culturalawarenessStudentsshouldlearntoshowthemselvesinpublic.Studentsshouldrethinkthemselvesprofoundlyaccordingtofindoutthedifferentbehaviorbetweenthetwomaincharacters.Studentsshouldknowthatangerisakindofcommonemotion.Faceitpositivelyandtrytodealwithit.ⅣFocalPoints基于以上總體教學(xué)目標(biāo)和學(xué)生現(xiàn)狀，確定哪些是本課最重的達成目標(biāo)studentsareexpectedtogetabetterunderstandingaboutthewholestorywithteacher'sguidance.StudentsshouldbeabletouseEnglishtoanalyzetheplotofthestoryanddifferentcharacteristicsoftheroles.如何突破Throughtheprocessoffinishingthemindmap,studentswillgetthestructureofthisstorylogicallyⅤDifficultPoints基于以上總體教學(xué)目標(biāo)和學(xué)生現(xiàn)狀，在需要達成的目標(biāo)中，哪些是難點Studentsshouldknowthatangerisakindofcommonemotion.Faceitpositivelyandtrytodealwithit.解決方案Analyzethemaincharactersandgettoknowthepopularityandoriginofanger.ⅥTeachingProcedure這一部分是該教學(xué)設(shè)計方案的關(guān)鍵所在，在這一部分，要說明教學(xué)的環(huán)節(jié)及所需的資源支持、具體的活動及其設(shè)計意圖以及那些需要特別說明的教師引導(dǎo)語教學(xué)過程詳案：ProceduresandtimeallotmentStage1Gettingstudentsreadyforlearning(2mins)（Purpose:attractstudents’attention,leadtothestoryandwarmupforthenextpart.）Step1GreetingsStep2RoutinetaskUseapsychologicaltest.Stage2Revision(2mins)（Purpose:makestudents’memorywakeup.）Askstudentstwoquestions,thefirst“WhattookKipperinsidethemagichouse?”thesecond“IsthegiantarealmanorjustacharacterofaTVprogram?”Stage3Pre-reading(4mins)（Purpose:checkifstudentsgraspthegeneralideaaboutthisstoryandprepareforthenexttasksandalsodeveloptheirabilitiesofexpression.）showstudentssomepicturesfromthislesson,describeeachpictureandtrytoguesstheorderofpictures.Thenchecktheiranswersbythehelpofthewholeclass.Stage4While-reading(18mins)Step3-4（Purpose:letteacherfindoutwhetherstudentsknowthemeaningofthenewword”cross””stamp’’“yell’.Booststudents’logicalthinking.Afterstep4,studentscanhavearealizationaboutthefirstperiodofthisstory.）readtheparagraphsofpicture1-9andtalkaboutthefeelingandactionofthegiantandthingsthevillagersdidtoKipper,Atthesametime,teacherfinishthefirstpartofthemind-mapontheblackboard.thenanalysistheturningpointofthestory.Thesethreequestionscanbooststudents’logicalthinking.Afterstep4,studentscanhavearealizationaboutthefirstperiodofthisstory.Step5(Purpose:Getafurtherunderstandingofthisstory,inthemeanwhile,inspiremorethinkingaboutthesetwocharacters’differencesbycomparingKipperandthegiant)Readpicture10-14andfinishthesecondpartofthemindmap.Step6(Purpose:Bytheprocessoffinishingthemind-map,studentscannotonlyknowthestorydeeplybutalsomakeasenseoftheimportanceofbehaviorsledbyemotions.)Readpicture15topicture18(thethirdperiodofthisstory)Stage5Post-reading(5mins)（Purpose:Rethinkaboutthesecharactersanddeveloptheirskillsofexpression.）Step1OralworkChooseoneperiodofthestoryandactout.Stage6Summingup&self-check(5mins)（Purpose:reachthestatement‘Bademotionscauseterribleresults.’andtrytofindoutsomeavailablewaytodecreaseit.）Afterunderstandingofthewholestory,askstudentsquestions"Whenthegiantwascross,whatdidhedoandhowabouttheresults’Andthentellstudentstheoriginofanger.It’sjustacommonemotion.Stage7Assigninghomework(2mins)（Purpose:Asarevision,thisassignmentofferstudentsanotherchancetobefamiliarwiththecontestandreproducethepracticalmethodstofacethenegativeemotions.）Attheendofthestory,thegiantwantstobehardtogetcross.Writeashortcompositionaboutsuggestionstothegiantforthethingshecandoinhisdailylife.下面請將詳案里的內(nèi)容按表格的要求簡略填進，從而檢查出詳案缺了什么Stage/TimePurposeTeacherActivityStudentActivityInteractionPatternAidsStage1Gettingreadyforlearningattractstudents’attention,leadtothestoryandwarmupforthenextpart.Useapsychologicaltest.RecalltheirpastbehaviorsCWStage2Revisionmakestudents’memorywakeup.Askstudentstwoquestions,thefirst“WhattookKipperinsidethemagichouse?”thesecond“IsthegiantarealmanorjustacharacterofaTVprogram?”IWStage3Pre-readingStep1checkifstudentsgraspthegeneralideaaboutthisstoryandprepareforthenexttasksandalsodeveloptheirabilitiesofexpression.showstudentssomepicturesfromthislesson,describeeachpictureandtrytoguesstheorderofpictures.Thenchecktheiranswersbythehelpofthewholeclass.GW,CWStep2Stage4While-listeningStep1letteacherfindoutwhetherstudentsknowthemeaningofthenewword.Booststudents’logicalthinking.Afterstep4,studentscanhavearealizationaboutthefirstperiodofthisstory.readtheparagraphsofpicture1-9andtalkaboutthefeelingandactionofthegiantandthingsthevillagersdidtoKipper,Atthesametime,teacherfinishthefirstpartofthemind-mapontheblackboard.IW,GW,CWStep2Getafurtherunderstandingofthisstory,inthemeanwhile,inspiremorethinkingaboutthesetwocharacters’differencesbycomparingKipperandthegiantReadpicture10-14andfinishthesecondpartofthemindmap.IW,GW,CWStep3Bytheprocessoffinishingthemind-map,studentscannotonlyknowthestorydeeplybutalsomakeasenseoftheimportanceofbehaviorsledbyemotions.Readpicture15topicture18(thethirdperiodofthisstory)IW,GW,CWStep4Step5Stage5Post-listeningStep1Rethinkaboutthesecharactersanddeveloptheirskillsofexpression.Chooseoneperiodofthestoryandactout.Step2Step3Stage6Summingup&Self-assessingStep1Duringthispart,studentscanreachthestatement‘Bademotionscauseterribleresults.’andtrytofindoutsomeavailablewaytodecreaseit.askstudentsquestions"Whenthegiantwascross,whatdidhedoandhowabouttheresults’.Andthentellstudentstheoriginofanger.It’sjustacommonemotionthatnearlyeverybodyhasmetit.GW,CWStage7AssigninghomeworkAttheendofthestory,thegiantwantstobehardtogetcross.Writeashortcompositionaboutsuggestionstothegi