8AUnit5说课稿

Unit5ZhalongAspecialplace于红亮Goodafternoon,ladiesandgentlemen.Today,Ifeelhonoredtohavethechancetosharemyideasabouthowtoteachreading.Inthereadingprocess,Iwillfocusonstudents’long-termdevelopmentandenablethemtouseproperreadingskillsandstrategies.Inotherwords,studentsareguidedtoreadefficientlyandindependently.Myteachingplanwillinclude8sections.They’reanalysisofthereadingmaterial,talkingsomethingaboutstudents,identifyingtheteachingaims,teachingimportance&difficulties,teachingstrategies,teachingaids,teachingproceduresandblackboarddesign.Section1AnalysisoftheteachingmaterialThisUnitisthe6thunitin8上publishedbyOxfordUniversityPress(China)Limited.ThisEnglishtextbookforjuniorschoollearnerswascompiledofdifferenttopics,whichtouchesalmosteveryaspectoflife.Itlaysstressonthecommunicativeandlanguageabilities.Thetopicbirdsisveryclosetostudents’dailylife.Sothetopicfitsthemverywell.Itslevelofcomplexitylieswithinthelearners’ZPD.Ontheotherhand,amongallthesixbookstherearethreeunitstalkingaboutanimals.Theyare7BUnit6,8AUnit4and8AUnit5.In7BUnit6,wemainlytalkabouttheanimals’appearance,qualities,food,home,likesandlikes.In8AUnit4weaddtoability,characteranddangers.Inthisunitweaddtohowtoprotectanimalsandtheenvironment.Section2talkingsomethingaboutstudentsNeed:notonlyprotectingtheenvironmentbutalsoEnglishplaysaveryimportantroleintheirlatercareer,thecoursealsoofferssomegoalsthatlearnersmustachieve.Interests:moststudentsareyoung,activeandenergetic.Theylikepetsverymuch.Manyofthemarebirdfans;theyareveryinterestedinwatchingbirds.Previousknowledge:Studentshavelearnedsomeinformationaboutanimalsfrom7BUnit6and8AUnit4.Motivation:extrinsicmotivationisthattheyhavetopasstheEnglishexam.Theintrinsicmotivationisthefunoflearning.Itshouldbeproducedbysomeactivities.AccordingtolinguistStevens,themorethelessonsfocusonthingswithreal-liferelevancethemoretheyappealtotheLearners,andthebetterchanceofhavinglearnerswantingtolearn.SotheZPDoflearnersisthattheyhavesomebasicknowledgeaboutanimals,butatpresentitisnoteasyforthemtotalkabouthowtoprotecttheminEnglishfluently,andtheirbirdsvocabularyislimited.Section3IndentifyingtheteachingaimsBasedontheanalysisoftheteachingmaterial,Ihavechosenthefollowingastheteachingaimsofmylesson:The1staim:studentscanunderstandthevocabularyrelatedtobirds,meanwhiletheycangettheexpressionsabouthowtoaskaboutsportsandgiveresponses.Ofcourse,attheend,theycanimprovetheirlisteningandspeakingabilities.The2ndaim:Studentslearnthereadingskillsandstrategies.Theprocessandmethodusedinthissectionarepair-workanddiscussion.The3rdaim:bythediscussionstudentscanformtheawarenessofprotectingtheanimalsandnaturereserves.Section4teachingimportance&difficulties1.Accordingtothedemandsofnewsyllabus,thissectionmainlyfocusesonthefollowing:Studentsshouldmasterthevocabularyrelatedtobirds,theycanalsounderstandandconsolidatetheexpressionsaboutwildlife,what’more,theyshouldcatchthedetailswhilelisteningtothematerial.2.Accordingtostudents’cognitivebackground,thedifficultiesinthissectionareasfollows:studentsmustexpresstheirideasaboutbirdsandtheyshouldtalkabouttheirattitudestowardsenvironmentwiththeirfriends.Section5teachingstrategiesSincetheteachingobjectivesandfocusesanddifficultieshavebeenspecified,thefollowingteachingstrategiesaremainlyusedinthissection:Situationalapproach,communicativeapproachandinteractiveapproachesAstothelearningstrategies,meta-cognitivestrategy,cognitivestrategyandsocial/affectivestrategyaremainlyused.Themeta-cognitivestrategyincludesself-management,self-monitoringandself-evaluation;thecognitivestrategyincludesauditory-representation,contextualizationandelaboration,meanwhilecooperationisusedasoneofthesocial/affectivestrategies.Section6teachingaids:arecorder,acomputer,aprojectorandablackboardSection7TeachingproceduresInordertoachievetheteachingaimsmentionedabove,IdecidetochooseguidedreadingandTask-BasedTeachingasthemainteachingapproach.Withtheteachingmethods,Icanguidestudentstouseeffectivereadingstrategiestocomprehendthetext,solveproblemsandcompletedifferenttasks.Theteachingproceduresinclude4parts.They’repre-reading,while-reading,post-readingandhomework.Part1.Gettingready（pre-reading）Readingbeginsbeforeabookisopened.It’simportanttoactivatestudents’existingbackgroundknowledgeanddrawtheirattentiontothetopicofthetext.Inthispart,Iwillusethepre-readingactivitiestoincreasestudents’concentration,arousetheircuriosities,firetheirimaginationandgivethemapurposeforreading.Thepartconsistsoftwotasks:Task1:InthisstepIwillplayavideonamedatruestory.ItisaboutacollegestudentWholostherlifeinthewetlandforsavingared-crownedcrane.Thenaskthestudentswhichbirdthesongisabout.Studentsshouldanswer“thered-crownedcrane”.(Withthetask,Iarousethestudents’curiositiesandfiretheirimaginationdrawtheirattentiontothethemeofthereadingmaterialandgetthemreadyforthefollowingreading.)Task2:Anotherquestioniswherered-crownedcranesliveinChina.Askstudentstolistentothetapeandthenanswerthisquestion.Theyshouldanswer“zhalong”.(Withthetask,Idrawtheirattentiontothethemeofthereadingmaterialandgetthemreadyforthefo