高中英语说课模版课件 18页

LessonReportModule1Unit2Englisharoundtheworld\nLessonreport12345Analysisoflearners’needsAnalysisofteachingmaterialsAnalysisofteachingobjectivesAnalysisofteachingmethodologyAnalysisofteachingprocedures6Analysisofteachingfocus\nAnalysisoflearners’needsICognitivestructureLinguisticproficiencyAffectivestatefirst-yearstudentsofseniorhighschoolinYulin\nAnalysisofteachingmaterialsIICulturalknowledgeLinguisticitemsListeningstrategiesListeningtext:Englisharuoundtheworld\nIIILinguisticobjectivesCulturalobjectivesEmotionalobjectivesAnalysisofteachingobjectivesLanguageknowledge&LanguageskillsCulturalawarenessEmotionalattitude\nLinguisticobjectives:Bytheendofthisclass,thestudentswillbeableto:1)RetellthetextanddescribetheirownEnglishlearningexperiences.2)Knowhowtogetdetailedinformationbytakingnotes.Culturalobjectives:Bytheendofthisclass,thestudentswillbeabletogetabetterunderstandingaboutthedevelopmentofmodernEnglishanditsinfluence.IIIAnalysisofteachingobjectives\nEmotionalobjectives:Bytheendofthisclass,thestudentswillbeabletohaveabetterunderstandingofhowthedevelopmentofalanguageisinfluenced.IIIAnalysisofteachingobjectives\nAnalysisofteachingfocusIVTeachingfocusKeypoint:usingdifferentlisteningskillstododifferentlisteningtasks.Difficultpoint:howtoretellalisteningtextbytakingnotesascues.\nAnalysisofteachingfocusIVWaysout1)Askthestudentstodothelisteningcomprehensionquestionsontheworksheettohaveageneralidea.2)ProvidethestudentswithsomecuesfortheirreferencetoretellthetextanddescribetheirownEnglishlearningexperiencesbysettingupscaffoldings.Thenprovidethemwithsupportbygivingawrittensummarytoimitateintheirownwriting.\n1Teacher’sscaffolding2Learners’interaction3DevelopmentofcommunicativecompetenceAnalysisofteachingmethodologyIV.VTeachingphilosophy\nSpecificteachingmethodsTop-downmethodinlisteningCommunicativeapproachinspeakingactivitiesVAnalysisofteachingmethodology\nStage3:ProductionStage2:Top-downlistening7minutes20minutesStage1:Lead-inVIAnalysisofteachingprocedures13minutes\nStep1:WarmingupactivityStep2:BrainstormingactivityStage1:Lead-inVIAnalysisofteachingproceduresThedesignofthestageisbasedontheconstructivisttheory.Thetheorybelievesthatlearningisaprocesswherethelearnersconstructmeaningbasedontheirownexperienceandwhattheyhavealreadyknown.ThereforeItrytoengageinthestudents’personalexperiencesbyactivatingtheirschemata.\nStep3:FirstlisteningforthegistStage2:Top-downlisteningStep4:SecondlisteningforthedetailsStep5:ThirdlisteningforgapfillingStep6:FourthlisteningforretellingVIAnalysisofteachingprocedures\nAnalysisofteachingproceduresVIReasonsforStageTwoSocio-constructivisttheorybelievesthatlearningisbestachievedthroughteacher’sscaffoldingandstudents’peersupport.Forthisreason,Iaskthestudentstolistentothetextfor4timeswiththelisteningactivitiesmoreandmoredifficult.Inthisway,Isetupscaffoldingforthestudentsbycarryingoutaseriesofcloselyconnectedanddifficulty-increasedactivities.Thenthestudentscanextendtheirskillsandknowledgetothefullestpotential.Inthisprocess,teacher’srolecanbeenactedvividly.\nStep7:Follow-and-writeactivityStep8:OralpresentationactivityStage3:ProductionVIAnalysisofteachingproceduresthisisthelaststagetodetecttheaccomplishmentsoftheteachingobjectivesandtheeffectivenessofthisclass.Therefore,productiveskillssuchaswritingandspeakingshouldbeconcerned.ThatiswhyIdesignfollow-and-writeactivityandoralpresentationactivity.Inaddition,thecommunicativeapproachbelievesstudentscanbemotivatedbyauthenticwritingtasksthathavesomecommunicativeelementsandthetopicisfamiliar,meaningful,andrelevanttothestudents’lifeandinterests.Therefore,Ichoosethetopic“MyexperiencesoflearningEnglish.”\nScaffoldinginlisteningBrainstormingpredictionBalancebetweenuseandusageWeakindevelopingcriticalthinkingIntegrationoflistening,writingandspeakingNotsufficientingrammarlearningSelf-reflection\nTHANKYOU