閱讀課說課稿

閱讀課說課稿:Goodmorning!Dearjudges,IamtheNo.1candidateapplyingfortheMiddleSchoolEnglishteacher;it’smyhonortopresentmylessonheretoday.ThelessonplanI’mgoingtotalkaboutisfromEnglishStudents’BookModule4unit2（寫標(biāo)題）.I’dliketopresentitfromfiveparts,teachingmaterial,teachingmethod,theanalysisofstudentsandlearningstrategy,teachingproceduresandblackboarddesign.Firstly,let’scometotheteachingmaterial.Asforthestatusandfunction,thethemeofthismoduleisabout....ThestudentsatJuniorHighschoolareinterestedinthistopic,becauseit’srelatedtotheirlives.Andthislessonisthesecondperiodofthismodule,sotheteachershouldpaymoreattentiontoimprovethestudents’readingskills.Well,basedontheanalysisofteachingmaterial,Isetthefollowingobjectives.Thefirstoneis“KnowledgeandSkillObjectives”.Bytheendofthislesson,studentswillbeabletoquicklyscanthespecificinformationofthispassageandalsomasterthekeywordsandexpressionsinvolving Thesecondoneis“ProcessandMethodObjectives”.Studentswilldeveloptheirskillsoflistening,speakingandreading.Besides,theircooperativelearningskillwillbeimprovedwhenthey’redoingthepairworkandgroupwork.Thelastoneis“Emotion,attitudeandvalueobjectives”.Throughstudyingthislesson,theycanhaveabetterunderstandingofthesignificanceof Thenthere’resomeimportantpointsanddifficultpoints.Theimportantpointsofthislessonarewords,expressionsandtheusageof Asforthedifficultpoints,Ithinkhowtograspthemainideabyscanningisdifficultforthem,sosomequestionstoguidetheirreadingarehelpful.NextIwillfocusontheteachingmethods.Asweallknow,theinstructionalaimoflearningEnglishistocultivatestudents’interestandgoodsenseofEnglishlanguage.Sointhislesson,I’llmainlyusetheCommunicativeApproachandTask-basedteachingmethod.Andstudentsinjuniorhigharecuriousaboutthistopic,butforavoidingtheirsilence,I’llsetreallifesituation,organizetheactivitiestohelpthemlearning,andtheycouldalsodeveloptheircognitivestrategybyrepeatingthewordsaloud.Next,herecomesthemostimportantpart,theteachingprocedures.Toachievetheobjectivesabove,IdesignseveralactivitieswiththeaidofTaperecorderandppt.theteachingprocedureswillfollowPWPmodelinthislessonandthethreestagesarepre-reading,while-readingandpost-reading.Thefirststepbeforethelessonisdailyreport.ThestudentwhoisondutythatdaywillhaveashortspeechtolettheotherstudentsenterintotheEnglishatmosphereassoonaspossible.Andnextstepislead-in.Studentswillwatchashortvideoaboutthistopicandtalkaboutonesimplequestion"what’sthemainideaofthisvideo?”(Whatcanwelearnfromthisvideo?),whichwouldarousetheirinterest.Then,step3ispre-reading.StudentswillseesomepicturesrelatedtothekeywordsshowedonPPT,guessingthemeaningofthemandtranslatetheexamplesentences.Next,they'llhaveamemorychallengegame;it’sanefficientwaytocheckwhethertheyhavegraspedthelanguageitemsinarelaxingatmosphere.Andnext,step4iswhile-reading.There'rethreeactivitiesinthisstep.First,whilethestudentsfollowthetaperecorderforthefirstreading,therearetwoquestionsforthemtoanswer(orsomequestionsinthepre-textactivity).Togettheanswersrapidly,theSswillbeaskedtousethereadingstrategy.Second,thestudentswillbedividedintoseveralgroupsforthesecondreadingandtalkabouttheexercisesofthepost-text(alwayssomedetailedquestionsandT/Fquestions）.Thistaskshouldbefinishedinalimitedtime,whenthetimeisup,eachrepresentativeofthegroupshouldansweraquestioninturn.Throughthistask,thestudents’abilityofcommunicatingandmutualstudywillbedeveloped.Then,SswillscanthethirdtimeforunderliningthekeyexpressionsandsentenceswhoseChinesemeaningswillshowedonPPT,alsoafteralimitedtime,thestudentsshouldworkinpairtoseeiftheyhavegotthesameanswers.Andkeypointsofthispassageswouldbeexplainedbytheteacher（寫Languagepoints的標(biāo)題）.Inthisway,studentscanhaveabetterunderstandingofthewholepassageanditskeypoints.Step5ispost-reading.Afterthestudentsfinishreading,Iwillfirstaskanopen-endedquestion.Thisquestionaimstofostertheircomprehensivethinking.Thenit’stimetosharetheirideas,thistime,theyshouldtrytousethekeywordsandexpressionsevensentencepatternswehavelearnttodaytoconsolidatethem.Step6isforHomework.Thefirstistoremembertheexpressionslearntinthislessonandthesecondistodotheexercisebook.Andthelast