FRIENDSHIP说课稿

FRIENDSHIP说课稿 friendship Anne's Best Friend Reading part of Unit 1 in PEP English Book 1 Some Common Points in My Teaching : 1. Group learning: generally, in my class, I divide my students into several fixed groups and the teaching activities often develop among the groups such as discussion,vocabulary memorizing competition, debate and so on. 2. A famous saying: before starting a new class, I plan to introduce a famous saying, which can be recommended by my students or by myself, which may contain typical sentence structure or some reasonable truth or both together. 3. Vocabulary memorizing competition: nowadays, education workers emphasize much more on understanding than mechanical memorizing, however, in my class, I will do my best to let my students have a strong familiar sense of new words or phrase together through some interesting activities so that they are willing to review them because they become much easier, certainly, before asking them to memorize, I will teach them first. 1. Teaching Contents Analysis ?Topic: Anne's Best Friend ?Analysis: The passage mainly shows us the friendship between Anne and her best friend by answering such questions as who is her best friend, why does she regard him as the best friend, how does she communicate with him and what does she talk to him, which not only demonstrates the sincere relationship between them, but also present us such background information as what did Nazis party do to Jewish and what was their life like during world war II. For grade one students, they have just been in school, and they are not familiar with the people around them, and the topic may stimulate their interest to miss their old friends and know about how to make and tell new friends. though they are inclined to be like a adult, they are not as mature as grade three or above students and do not form a correct and stable value of friendship and nation. As they go up to senior stage, the teaching materials, the teaching style and the teaching keynotes are different from theirs in junior high school. The reading article becomes much more difficult and the sentence in it become much more long and complex, and the grammar is more emphasized. 2. Teaching Aims According to the combination of the New Curriculum Standards of High School English, Grade one students’ English level and their mentality development, and the specific teaching contents, I set my following teaching aims: 1. Knowledge Aims: a. To know about the new words and phrases first and then know how to use them to express themselves. b. To know about the grammar focus on direct speech and indirect speech and to master the skill of transforming direct speech and indirect speech both to each other. c. To understand some difficult sentence structures such as the first one of Anne's diary. 2. Skill and Method Aims: a. To learn to ask "W" questions according to the information that tittles or sentences give us to analyze and solve problems; and then to grasp the method and skill of questioning gradually. b. To learn to how to Skim and scan with questions in mind, understanding the main idea, scanning for the needed information; and grasping the details to master the method and skill of efficient reading. c. To learn how to retell a passage . d. To learn how to write a diary. 3. Emotion, Attitude and Value aims: a. To be against Nazis party's cruel behavior and sympathize what Jewish has experienced, and to form correct nation value that no nation is superior to others. b. To form correct view of friendship that bosom friend is hard to seek for, and that a friend in need is a friend indeed. 4.Culture Aims: To know about the Nazis party and his cruel slaughter on Jewish during world war II. 3. Teaching Methods a. Communicative Language Teaching (CLT): Language is used for communication. So I plan to do my best to communicate with them in english and lead them to discuss, present, and debate in english. Certainly, It’s learner-centered and emphasizes communication and real-life situations. b. Task-based Language Teaching (TBLT): No matter in the extensive reading part, in the intensive reading part or in the speaking and writing part, I plan to lead them to study with task in mind to finish so that the teaching and learning activities can closely go as the aims setted. c. Computer Assisted Language Teaching (CALT) I will use the computer to show my ppt 关于艾滋病ppt课件精益管理ppt下载地图下载ppt可编辑假如ppt教学课件下载triz基础知识ppt , some pictures or some videos. 4.Teaching Procedures: This part is reading part which not only needs students to master the skill of extensive reading and intensive reading , but also is closely related to writing. So I plan to divide it into three parts and use 3-4 periods to make the passage clearer to my students and lead them to know about how to write a diary. Reading learning part Step 1.reviewing In the warming-up part, they have learned some new words and summarized some common qualities a friend should have, so before they goes to the new part, it is necessary to review the new words and the common points they have summarized by themselves. Step 2. leading-in “Interest is the best teacher.” Therefore, at the very beginning of the class, I plan to ask their opinions on who are their friends and why are they their friends and how do they communicate each other and some special things happened between them, and then I will lead to a smooth transition to Anne's answer of these questions. After this, the students will be eager to know what is her answer and this is the very time to naturally lead the class into Step 3 Step 3. Reading for information: Skimming and scanning In this step, i will give them ten minutes to skim and scan the passage with above questions in mind. Then I divide them into groups to discus, exchange and summarize their own opinions in the name of group, then each group recommend one member to present their answers. Afterwards, I will show my opinions on these questions through PPT so that they can have a much clearer and fuller understanding of the structure of the passage. Certainly, I will make it clear that mine is not the only standard one, and theirs are respected. Step 4. Reading for comprehension this time, to get a correct understanding of details, I plan to give them three minutes to read the passage again and finish the exercise on comprehending and present their answers in the name of group the same way as above. Knowledge learning part Step 1. Reviewing Review the structure that they analyzed last class and questions answered. Step 2. Leading-in I plan to use the questions to lead them to notice the new words and phrases,for example: Where did Anne live during world war II ? (Netherlands) Who would catch them if they did not hide (German Nazis) Step 3. Teaching the new words and phrases in details I plan to make the new words and phrases clear to my students by teaching the pronunciation, their meaning in the context, giving examples of their usage and making sentences by themselves in groups. Step 4. Vocabulary memorizing competition After they have a general understanding of the new words and phrases, it is necessary to hold a vocabulary memorizing competition to deepen their sense of the new words and phrases, so I plan to give them ten minutes to memorize them first, and then quick answer my questions in the name of group, which make their memorizing of them after class much more easily. Step 5. Grammar instructing I plan to mention about every sentence's structure fast, and explain explicitly some import grammar points, for example: The difference between direct speech and indirect speech How can they transform to each other? Step 6. Collecting and solving problems that they have after my explanation In this step, they present their problems on words, phrases, sentences structures or other grammar points to me in the name of group, and I read the questions to the public, and allow other groups who know the answers to make them clear to the group first, if they all do not know how to explain, I will do my best, and if I myself am not proficient, I will ask them all including myself to seek for much more information after class. Because I want to let them know we are learning together. Step 7. Knowledge consolidation This step mainly concentrates on the exercise of consolidating the knowledge of words, phrases, important grammar point. Speaking and writing part Step 1. Reviewing Review the words, phrases, sentences structures and other grammar points have learned last part. Step 2. Discussing and story-retelling I plan to let them discuss in group how and who to retell the story and then ask the representative of each group to retell the story in their own words, encourage them to use the new words,phrase and sentence structures flexibly as many as possible and lead them to notice the similarity and difference between them. Step 3. Discussing and debating Language is learned by communicating. It is my job to create an atmosphere for students to use the language. Discussion or debate is an easy way to inspire new ideas and an excellent chance to practice English in a cooperative learning atmosphere. So I plan to hold a debate: Some students: there is pure friendship between boys and girls. others: .there is no pure friendship between boys and girls. They both together discuss their points first, and then debate on the foundation of their own points After their discussing and debating, I will show my opinion. Step 3. Writing instructing After the process of questioning-answering to get more information about the passage, students get a general ideal of the passage and the dairy. Diary is a significant way to record life, to reflect, to improving writing ability, so I plan to lead them to understand the importance of writing a diary and mater the method of how to write a diary or a letter, hoping them form the habit of writing a diary, and it will be better if they write them in English. 5. Summary In this lesson, I use self-learning and cooperative leaning method and task-based teaching method to enable students to solve language problems, understand the meaning of the context and dig the deep meaning step by step. Meanwhile, through the discussion and debate, I, acting as a guide, lead the students to form their own value of friendship and nation. In a word, I believe the students can get much more than what is printed in the book after this lesson.