说课稿--八下Unit6 An old man tried to move the mountains (SectionA Grammar Focus-4c).docx

说课稿Unit6AnoldmantriedtomovethemountainsSectionA:GrammarFocus-4c凤阳县第三中学檀小惠Goodafternoon,respectedteachersandjudges.It,smygreathonortobehereandsharemyteachingideaswithallofyou.dliketoexplainitfromthefollowingfouraspects,(what-who-why-how),"what"referstoanalysisoftheteachingmaterial."Who"istheanalysisoftargetStUdents."Why”consistsoflearningobjectivesandteachingfocus&difficulties."How"istheteachingprocedures.Besides,IaddtheguidingtheoriesandfeaturesofmydesigntomakeyouhaveabetterunderstandingofmylessonNow,Iwillexplainthemonebyone.Parti.GuidingTheoriesMyteachingisbasedonthetheoriesintheNewCurriculumStandard,2022,suchas-corecompetencies","Theactivity-basedapproachtoEnglishlearning'and''IntegrationOfTeaChi但LearIIiIle-ASSeSSmeiit”.Also,Bloom'sTaxonomyOfIearnin2isadoptedinmyteaching.Allthetheoriesdirectmyteachingclearly.Part2.IntegrationOfTeaching- Learning-AssEmentBloom,sTaxonomy o LearningWhatto teachSecond.Whattoteach.Theanalysisofteachingmaterial.ThecontentofmyteachingisfromPEPGoForIt,Grade8,BookBU6AnoldmantriedtomovethemountainsPeriod3GrammarFocus-4C.ThethemeisMan&Society"andthesub-themeis"LiteratureandArt"Thetopicofthisunitis"Legends<fcStories.Andthefunctionistotellastory.Themainstructureisadverbialclauseandconjunctions,unless,assoonas,so.that."Let'shavealookattheEnglishcurriculumcontentwithsixcomponentsintegratedandthisistheoverviewofthisunit.HereI will explain the text in the period 3 in details from the following three aspects: what, how and why.Iheme: Man and Society<>pi< ： stories(Monkey King &Cinderella)(Ontent ： A text about Monkey King and some sentences about CinderellaZX(.vnre:Expository writingStructure： Adverbial clauses: Languaoe ： Conjunctions: "unless”, “sothat,” “as soon as”.Attitude&valuc:!.To tell stories by using conjuctions;2.To know more traditional Chinese stories and learn the spirits.Part3.Whoto teachThetarget students are eighth graders. According to their background knowledge , KWL model is adopted lo analyze the learners.OlWhat they1. Sometraditional Chinese stories such as Yiigong Moves the mountains and some western fairy tales.2. Tell a story in Chinese.03What they will earnPart4.02What they onder!.Somevocabularies and sentence patterns about these stories.3. How to tell a story in a logical way.1 .Somesentence patterns about telling a story;2 .Tell a story in a logical way;3 .Know the difterences of the culture between China and some western countries.Whyto teachHereistheobjectivesofthewholeunit,whichhighlightsthecorecompetenciesandreflectsthecognitivelevels.Basedonit,theobjectivesofperiod3areasfollows.Bytheendoftheclass,studentswillbeabletoFirst,learnandunderstandadverbialclauseandconjunctionssuchas“unless","so.that”,"assoonas”.Second,cooperatewiththeirpartnerstoexploregrammarrulesandtellstoriesinEnglish.Third,todevelopcriticalthinkingability.Atlast,IeammoreabouttraditionalChinesestoriesandappreciatethespirits.Thefirsttwoisalsomyteachingkeypoints,andthelasttwoistheanticipateddifficulties.Part5.1理解并掌握assoon as,so.that, unlessI导的状语从句；2.掌握如何用所学句型讲故事：单元目标1学习理解1212小组合作学习探究状语从句语法规则；小组合作共同完成讲故事；观察例句归纳语法规则；培养批判性思维能力；了解更多中国传统神话故事：单元目标2&3单元目标4学习故事的寓意及故事中人物的精神:Howto teach应用实践迂移创新Fifth,herecomesthemostimportantstep.Howtoteach-theteachingprocedures.3Pmodelisadopted.Itconsistsof4steps-preparation,presentation,practiceandproduction.Nineactivitiesaredesigned.TheybelongtodifferentcognitivelevelsbasedonBloom,staxonomyoflearningandtheyechothelearningobjectives.TeachingProceduresObjectivesPreparationk1.Gruopdivision2.LeadinPresentation3.Let,sthink4.LefsIearnLevelsk5.Levell6.Level2(ISniins)f7.Level38.Level42min(IOmins)9.Groupwork:StOry-tellingcompetition学习理解应用实践目标1&2Nowdliketointroducetheseactivitiesindetails.Preparation(3minutes)Levels0ActivitylGroupDivision*Attheverybeginningoftheclass,studentsaredividedintothreegroups-MonkeyKing,ZhuBajieandShaHeshanggroup.TheyhaveatasktorescuetheirmastermonkTane.Studentsneedtoworkingroupstofinishthechallengesandgetpointstorescuetheirmaster.-PIlrDOse:TOarouseStUdentSinterestandmaketheCIaSSmoreinterestin史.0Activity2Leadin>Thisisaguessinggame.IwillgivestudentsfoursentencesascluesTheyneedtoguesswhoheisaccordingtomyclues.PUn)OfToarouweStHdentSi"eres/andIeadintotheIoDiCOfthiwClaSE.TheMonkeYKEr.感知注意Presentation(12mins)Levels0Activity3Let,sthink>Inthisactivity,eachgrouphasonetask.TasklisforZhuBajiegroup.Whatkindofclausesarethey?Howtodistinguishthemainandsubordinatesentence?Task2isforShaHeshanggroupandtheyneedtofindoutthetenseinassoonasclause.Task3isforMonkeyKinggroup.Theyneedtofindoutthedifferencesbetweenso.that&such.that.感知注意&TaskL这三句是什么从句？怎样区分上句和从句？(ZhuBajie(>rup)、142.这三个例句中人、*>011外引¥的时间状语从句用什么时态？(ShaHeshangGroup)hkJ.MSUCh伟玳引导结果状语从句如何区分用Sildl还是so?(MonkeyKingGrOUP)获取梳理&概括整合Pue:77RllideVudentStoinducetheRrammar门UefiCntheir"卬andClUiiVaie*lUdentfi'COoDeratiVeIeaME史abilil.IZJACtiVity4Let'sIearn>Iinvitedonerepresentativeofeachgrouptoreporttheirfindings.Besides,Imadeasupplementfortheirconclusion.Iftheyhavesomedifficulties,Iwillguidethemandprovidehelp.PurDof;e:TOhel"SudentfiIinderslandadverbialCIauSeOftime、COlldilionandre*ullbetter.LevelsFromthesetwoactivities,wecanseemyclassisSiMdent-orientaledandtheteacherisjusttheguider.Practice(ISmins)Levell-LeveUInthispart,studentsneedtofinishthefourdifferentlevelsofchallengestorescueMonkTang.0Activity5&6PracticeLevell&2>LevelI&2arepracticeaboutchoosingconjunctionsttunless,so.that,and"assoonas”.Differentfromthetraditionalpractice,IusegamesprovidedbySeewowhiteboard5tomakegrammarlearningmoreinteresting.描述阐释&分析判断&内化运用Pun)Of;e:TOmakeStUdeMSbefamiliarW"hConiUnCt沁ns“uMess,客。Ihaha*soonas”13ACtiVity7PracticeLevel3>InthisactivitystudentsneedtofillintheblanksaboutstoryCinderellawith“unless,assoonas,andso.thaf,.AfterthatIhavetwoquestionsforstudentstothinkabout.Questionl:WhatisCinderellalike?Question2:WhatcanyoulearnfromCinderella?PurPoSe:7'oheSWudenis/4eabelterIEderSmndinROftheCOniUnCHonSinIheCOnieXlandfacil"aleIdendeepIeamin2.0Activity8PracticeLevel4>Challengefourisretelling.StudentsworkingroupsoffourtoretellthestoryCinderella.Inordertolowerthedifficulty,Ianalyzethestructureofthestorywithstudentsandprovidesomekeysentencepatternsforthem.*+J:U%dJiHICMats*!Mint,«MMMWm.DoeIopmeiK:Oneday.QlKklTIhwasig.TheInkek»vw(halIlnk-Beginning：()eUP(IlIalime.MM)IIaJEiidiiifi:A*MN>Ba¼.Thecouplev*mw.Jhat.timeorderaRetell(复述)Puroose:ToheIdstudentsconsolidatehowtotellastorv.whichoaveswavtothestorv-tellinaLevelsComDe出ion.Production(IOmins)lZlActivity9:Story-tellingcompetition>Idesignedarealtask-story-tellingcompetitionforstudents.TheyshouldchoosetheirfavouritetraditionalChinesestoriestotellinEnglish.Inordertolowerthedifficulty,Iprovidedasentencebankforstudentsasascaffold.Purpose:Todevelopstudentsstory-tellineabilityandunderstandtraditionalChineseculturebetter.What,smore, to help students learn more efficiently, I provided students a checklist. They do apeerassessment based on the checklist. Let,s enjoy a short video clip about it.Beginning(Introduction)YesNpContentBody (plot/characters)YesNo（内容）Ending (assessment)YesNoLanguage (语言)Tense (simple past tense)YesNoCohesion (衔接)Conjunctionsiunless, as so.that etc.soon as,YesNo总评Excellent!Good! To be improved! Peer-Checklist想象创造&批判评价Part6.AnalysisofHomework&BlackboardDesignI.HomeworkAccordingtoltDoubleReductionPolicy,Idesignedtwokindsofhomeworkforstudents.First,Mustdohomework,studentsmakeavideoabouttheirfavouritestoryandshareitwiththeirfamily.Second,optionalhomework.StudentssurftheInternettoknowmoreaboutChineselegendsandstoriesandmakeaposter.Purpose:TOhelpStUdemSconsolidateWhattheyhaveIearnedinHliSClaSS.MeanwhiletoknowmoreabouttraditionalChiHeSeculture.Atlast,IwillaskSsaquestion"WhatcanyouIeamfromtheMonkeyKing?11guidedthemtoIeamthespiritbebraveandhard-workinginfaceofdifficulty,whichresponsestothemoraleducationoftheNewCurriculumStandard.只有苦练七十二变，才能笑对八十难.BlackboardDesignHereismyblackboarddesign.Ontheleftsideisthemindmapoftheclass,whichhighlightsthekeystructureofastoryandgrammar.Ontherightsideisgroupdivisionandpeerchecklist.Ico-conslructallofthemwithmySstogether,intheteachingprocess.1 .Highlightthemainconjunctionsandstructureofastory;Part7.Featuresof the DesignI.The Activity-based Approach to English LearningAt last is the features of my design. First of all, My teaching is under the guidance of The aclivitbased aD"oach to English Iearning. I designed 9 activities to explore the thematic meaning. All the activities belong to different cognitivelevelsfrom the lower one "Leaming&understanding to higher one "transferring& innovating"Theactivity-based approach11 践行英i学习活动规，促进如识生成toEnglish learningCognitiveLevel: Leaming&understanding » Applying&practicing »TranSferHng&inn。VatilIg.The Integration of Teaching-Learning-AssessmentSecondly. I paid more attention to the integration of teaching-learning-assessment. On the one hand, I adopted TeaCher 飞 assessmel, Self-assessment、Peenassessmem to evaluate students from all-round perspectives. On the other hand, the evaluation lakes place both in and after class. At the end of the class, students have a self-checklist. I also designed checklists for their homework.2 .Theteacherandthestudentsco-constructitintheteachingprocess.2.注IRIt-学-评一体化设计IntegrationofTeaching-Learning-AssessinentI.TheThreeDimensionalDynamicGrammarTeachingMethodThirdly,basedonthethemeofthisunit,IadoptThreedimensionaldynamicarammarteachingmethod、whichfocusesonthefbrm","meaning",and"use"ofthegrammarandhighlightstheimportanceoftheuseofgrammarintealtasks.IV.TheIntegrationofInformationTechnologywithEnglishTeachingLastbutnotIeaSt-77IeIHteErationOfinfsmatioiitechnoloRvWithEnEliShteachina.Tomakethegrammarclassmorelivelyandinteresting,!designedsomegameswiththehelpofSeewowhiteboard.Also,IuseSeewolinktomakeitmoreconvenientformetoteach.I4信息技术与英语教学融合IntegrationofinformationtechnologywithEnglishteachingHerearethereferences.Thafsallformypresentation.Thankyouforyourattention.