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初中·《Look it up》说课稿
Good morning, everyone, It’s my great pleasure to be here sharing my lesson with you. Today,
I’m going to talk about the reading part of chapter 5 from Oxford English 8A, Shanghai education
press. In order to make my presentation much clearer, I’ll be ready to begin this lesson from 6 parts:
specifically, analysis of teaching material, analysis of students, teaching methods, learning methods,
teaching procedure and blackboard design. Now I am going to present them one by one.
Part One: Analysis of the Teaching Material
This text is about look it up which content is about three stories. At the same time, by studying
of this lesson, we’ll enable the students to know different aspects of knowledge. In addition, from this
lesson, it starts asking the Ss to grasp contents of each passage, therefore, if the Ss can learn it well,
it will be helpful to make them learn the rest of this lesson. What’s more, as we all know, reading
belongs to the input during the process of the language learning. The input has great effect on output,
such as speaking and writing, so, this lesson is in the essential position of the teaching material.
The teaching aims are:
1. Knowledge objectives
(1) The Ss can hear, read, and use the main sentence patterns
(2)The Ss can understand the content of the lesson.
(3) The Ss can use the patterns to express their thoughts in the proper situation.
2. Ability objectives
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To Improve the student’s reading ability, especially their skimming and scanning ability.
3. Emotional objectives
(1) To encourage students to love reading and enjoy their lives.
(2) To develop the ability of group of cooperation.
Now I will talk about the teaching key and difficult points.
-30-1. Key points:
how to achieve the teaching objects better, how to stress the important points and break through
the difficult points? In my view, what’s important is that the modern teaching demands the teacher
should know about the contents and the organization of essays clearly
2. Difficult points:
And the difficult point is to arouse and help students make a summary for the biography.
Part Two: Analysis of the students
Students in Grade 8, on the one hand, some are confident and excited and have the ability to
complete tasks by cooperating with others, they can work together to solve some troubles and share
the pleasure of learning English. On the other hand, some are not active in class, and even worse,
some of them don’t like English at all. In that situation, I ’ll create an active, interesting and relaxed
atmosphere, set real situations, and train the students’ communicative abilities. According to the
analysis of the teaching material and the students’ learning background, I will use the Task-based
teaching method and Discussing method to develop the students’ good sense of English and abilities
of listening, speaking, reading, writing.
Part Three: The Teaching Methods
When it comes to the learning methods, it’s true that Ss are always poor in cooperative learning
skills, so, pair work, group work, individual work and discussion will be needed in class.
Part Four: The Learning Methods
And in order to make them have a good preparation for completing the new study task and
stimulate their enthusiasm,
Firstly, Let the Ss pass "Observation—Imitation—Practice "to study language.
And then, Teach the Ss how to make dialogues and how to communicate with others.
Part Five: Teaching Procedures
Ok, so much for the teaching methods and learning methods, now it come s to my most important
part, the teaching procedures. In order to achieve my teaching aims successfully,I divide my teaching
procedure into 6 steps: lead- in, pre-reading, while-reading, post-reading, summary and homework.
Step 1: Lead- in
In this step I will show some pictures of dinosaurs on the screen and ask them what they know
about dinosaurs, I’ll take 3mins to Let them discuss in pairs freely and then ask some Ss answer the
questions The Ss will get excited to talk with their partners in English. Therefore, the topic of this
lesson is naturally led in by discussing.
-31-Step 2: Pre-reading
In this step , I first ask Ss see the title , subtitle and the photos on the book and then let them
discuss in groups in order to try to guess the answers of questions in B1 and B2. Next , I ask the Ss to
listen to the record to try to grasp the general idea of the passage.
The purpose of this design is to train the speaking and listening abilities of students. This also can
be feedback to check other students whether they grasp the general idea of the passage.
Step 3: While-reading
Task-based method is mainly used here to help the Ss improve their reading skills.
Task1. Scanning for the questions in B2
Using scanning strategy to finish those questions. That is to say, you must let your eyes “scan” the
text quickly to find details that you are looking for, you can find information quickly without reading
the whole text. This activity provides practice in “scanning”. Read out the reading strategy for this
unit. Explain it in more details and make sure students understand the difference between “reading for
meaning” and “reading for detail”. Let Ss do a race. Encourage them finish these questions as quickly
as they can.
Task2. Read the passage carefully and do true or false exercises on the screen.
The goal of this task is to let Ss get further understanding of the article and check their reading
results and the deployment of the reading strategies.
Task3. Find out the new words and phrases. Let them guess from the context.
This task pushes Ss to improve their ability to guess the words and carry out exploration study.
Task4. Listen to the tape twice and follow the speaker
Invite some students from different groups to answer the questions. Those whose answers are
right will get a prize for their groups.
This task aims to cultivate Ss abilities of memory, observation, imagination, and analysis. So does
listening practice.
Step 4: Post-reading
In this step I design 2 activities to help the Ss strengthen what they have read and learned before.
Activity1. role play
Ask 10 Ss a group and give a play about the event of the text .
The purpose is to let Ss act and learn by themselves. Ss can practice their spoken language, as
well.
Activity2. Retell the article according to the photos on the book and some key words.
-32-This activity focused on their speaking ability and organization of material.
Step5: Summary
Ss summarize what we have learnt and key points. Make an assessment on each group. Pick out
the best group and then emphasize the importance of group work and self-learning.
Step6: Homework
Write a diary with simple past tense.
Part Six: Design of the blackboard
Finally, I will talk about my blackboard design. As teachers, it’s my responsibility to make the
English classroom shine with vitality, I’ll Ask the students to pick out the useful expression from the
text, give them more examples, and do some exercises to practice the language points, and write key
words and sentence patterns on the blackboard , let the students easily understand.
Chapter3 Reading: Dealing with trouble.
Key words: describe exist harmless amusement
phrases: look up die of in the end
(编辑:黄梅华图)