Friendship说课稿

Friendship说课稿 Lesson plan presentation Module1 Unit 1 Friendship Warming up& Reading (Period one) Good evening, everyone. Today I feel so honored to have this opportunity to share my teaching ideas with all of you. My topic is the Reading part of Unit 1: Friendship. Here I divide my teaching plan into three parts. Part 1 the analysis of the teaching material. Part 2 my teaching theories and methods and part 3 is the teaching procedure. Part 1 Analysis of the teaching materials At first, I’d like to share with you my analysis of the teaching materials. The selected teaching material is the reading passage of Unit 1 Friendship. The main topic of this unit is about friendship, and nearly all the teaching materials center on it. This is the first teaching period of this unit and plays a very important part in the English teaching of this unit. The passage’s title is Anne’s best friend. In this passage, we can know Anne’s best friend is her diary and it aims to make Ss realize the importance of friendship. Three Dimensional Teaching Aims My teaching aims can be described as three dimensional aims Knowledge Aims: Knowledge aims are letting students learn some new words and expressions in the passage and teaching them how to find the information according to the clue that the text offers. Ability Aims: Ability aims are to improve students’ speaking ability and develop students’ reading ability, such as skimming, scanning and careful reading. Emotional Aims: The emotional aims are to help the Ss realize the importance of friendship and make them value friendship. 1 The emphasis of my teaching: The emphases of my teaching are to help students know the importance of friendship and to develop students’ speaking and reading abilities. Teaching difficulties: As we know, a great part of our Ss are not very good at English. They are lack of vocabulary and couldn’t express themselves very well in English. So, I will certainly have some difficulties in my teaching. For example, it isn’t so easy for our Ss to grasp the main idea of the text and for me to develop their reading ability. But I think it doesn’t matter, that’s why they need a teacher. Part 2 My teaching theories and methods The second part of my presentation is my teaching theories and methods. As Benjamin Franklin said, “You tell me and I forget; you teach me and I remember; if you involve me, I will learn by myself.” I totally agree with him that a foreign language is learned, not taught. So when dealing with this lesson I am not a teacher but a guide who leads students to find out and solve the problems by themselves and help students to find out the enjoyment of learning English, especially, using some words and expressions which are useful in our daily life. Teaching and learning methods In order to achieve the teaching aims mentioned above, I decide to choose guided reading and task-based teaching as the main teaching approaches. With the teaching methods, I will guide Ss to use effect reading strategies to comprehend the text, solve problems and complete different tasks. Part 3 Teaching Procedure Last but not least, the third part is the teaching procedure. The teaching procedures include four parts: they are warming up, fast-reading, careful reading and post reading. In order to lead in the Reading, I will enjoy a piece of video about the song AULD LANG SYNE with my class and ask the Ss: What do you think it is about? Then, I will ask them this question: I want to be your friend; do you like to make friends with me? And then I will make them discuss in groups about the question: What qualities should a good friend have? These warming-up tasks will take us about 8 minutes. And in this period not only I can provide the students with some words in this unit which are not familiar to them but also the discussion can attract students’ interests on the topic. 2 Next I’ll point out an English saying---A friend in need is a friend indeed. Then, I will let Ss name different kinds of friendship and suggest the students come to the text to see: Who is Anne’s best friend? Since it is very important for students to learn to use the clues in the text to help them to understand what they have read, my first task for them is Fast Reading. In this part, we will deal with two questions: Q1. Who is Anne’s best friend? Q2. How many parts are there in the passage? What are they? (The second question is designed to help Ss grasp the structure of the reading passage. One part is the background of Anne and Anne’s diary, the other part is about one page of Anne’s diary)) This part will cost us about 6 minutes. I will introduce more background about this passage to the Ss to help them better understand the passage. Then we’ll come to the intensive-reading part. I decide to spend about 12 minutes on this part. And we’ll have two tasks in this part. The first one is to fill in blanks about Anne’s story to get more detailed information. And the second one is to retell the story with the help of part of my summary. The retell task is designed to train Ss’ summarizing ability and help them further understand the passage. After that, we’ll deal with some difficult words and expressions such as: in order to, hold sb. entirely in one’s power. It will take us about 10 minutes. The last task for them is to discuss a situation: suppose you have to hide yourself for 3 months. During the three months, you will be offered the basic food, water and clothes. You can take 5 things with you. What will you take? Why? How will you understand “A friend in need is a friend indeed” at that time? The homework is to surf the internet to find Anne’s Diary and share with the class next time. The second job is to do Ex1&2 on Page3. 3